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EDUC 323 (10)
Chapter

Educ 323 pg 405-420.docx

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Department
Education
Course Code
EDUC 323
Professor
Alex Abdel- Malek

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Educ 323: Pg 405-420 • Family systems theory • Background: o Family systems therapy considered one of the major schools of counselling and psychotherapy, also FS theorists believe they can best understand the indiv thru understanding their expericnes w/their family o Conceptualization of Family as a system- family a dynamic and interrelated group “plus the way they function”  Interconnected family who influence each other back and forth  Most families come in b/c “one with the problem” – b/c FS therapists don’t deal w/probs w/in indivs, call this person the Identified patient (IP) o Systems thinking leads su to the attitudes that the causes of a given behaviour/problem are irrelevant b/c system is interlocking chain of events, designating one event as causal is silly  Circular causality  FS therapists more interested in the process of issues than the content • The Satir Approach: o Satir called her system the Human Validation Process model o In working w/Frizt Perls Satir’s ideas became more experiential and humansiticic and incorporated attention to emotional and physical experience into her work • Central constructs: o Self esteem= cornerstone of Satir’s approach  Defined as the degree to which indiv values themself regardless of opinions of others  Loving self precondition for loving others, ppl w/low self worth are anxious and uncertain about selves and overly concerned about others’ evaluations of them  Ppl w/low self esteem get together w/other ppl of low self esteem  Parents w/good self esteem able to teach what they already know, if have shaky self esteem can’t teach what they don’t have o Self Mandala= Satir said human essence w/8 aspects  Body, thoughts, feelings, senses, rlnshps, context, nutrition and soul • These all function together o Communicaton: process and outcome of communication critical to family life  Must be able to communicate effectively to survive  Congruent communication= where verbal and nonverbal msgs match (as opposed to not matching in incongruent communication)  When ppl stressed resort to one of 4 problematic patterns of communication: • Placating, blaming, computing and distracting (all products of low self esteem and attempts to cover up vulnerability) • Placator= yes person always trying for others’ approval • Blamer= bossy dictator, tense and itght • Computers= analyse everything and show little feeling about anything (aka superreasonable) and are sensible and rational but cool/distant to others • Distractor= buzzbrain, never stops or addresses something gdirectly  Healthy ppl operate from Leveling (communicate coherently and body/words/vocal tone all fit together) • Aka Congruent- high self esteem and no need to hide, communication free and honest o Primary triad: triangle as grouping of 3 family members (or any 3 ppl)  Mother-father-child= primary triad and this rlnshp is most important on indiv’s life functioning • Learn from this how to cope w/the world, the nature of rlnshps and how to understand communicaton • Inconsistencies in communication are inevitable • Nature of triangles that one ppl often feels excluded- how the child interprets occasional exclusion from parents is critical (ie if believe you’re being rejected dev low self worth) o Family rules= can be overt or covert  Should be doable (“humanly possible”), flexible and age appropriate and allow for diversity in family members’ ways of operating  No family secrets, feelings and opinions should also be accepted (including expression of intimacy and anger) • Theory of the person and development of the individual: o Satir proposed no formal theory of personality or personality dev  Did see life as a journey w/5 basic life stages • Conception to birth, birth to puberty, puberty to adulthood, adulthood to senior status, senior status to death  4 important dimensions of family= indiv self esteem of family members, communication pattersn, rules of the family and family rln to society  7 dimensions/processes to becoming fully human: • Differentiation (b/w self and others), rlnshsp (knowing how to connect w/others), autonomy (how to rely on self), self esteem, power (using personal power to direct own behaviour), productivity (demo competence), and loving o Emphasis on love • Health and dysfunction: o Behaviour motivated by good intentions and represents the best that the indiv knowns o He
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