Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
i
Instructor’s Manual for
FAMILY THERAPY:
AN OVERVIEW
Eighth E d i t i o n
Herbert Goldenberg, Ph. D. California State University, Los Angeles
Steven M. Harris, Ph.D. Texas Tech University
Prepared by
Arthur Pomponio, Ph.D
National Psychological Association for Psychoanalysis
TABLE OF CONTENTS
ii
COURSE SYLLABUS SKELETON 1
SECTION I CHAPTER OBJECTIVES, KEY WORDS/FILL IN THE BLANK,
ESSAY QUESTIONS, GROUP DISCUSSION QUESTIONS, GLOSSARY
TERMS
Chapter 1 Adopting a Family Relationship Framework 5
Chapter 2 Family Development: Continuity and Change 10
Chapter 3 Gender, Culture, and Ethnicity Factors in Family Functioning 14
Chapter 4 Interlocking Systems: The Individual, the Family, and the Community 18
Chapter 5 Origins and Growth of Family Therapy 22
Chapter 6 Professional Issues and Ethical Practices 27
Chapter 7 Psychodynamic Models 31
Chapter 8 Transgenerational Models 35
Chapter 9 Experiential Models 39
Chapter 10 The Structural Model 43
Chapter 11 Strategic Models 48
Chapter 12 Behavioral and Cognitive-Behavioral Models 54
Chapter 13 Social Construction Models I: Solution-Focused Therapy and 59
Collaborative Therapy
Chapter 14 Social Construction Models I: Narrative Therapy 63
Chapter 15 Psychoeducational Models: Teaching Skills to Specific Populations 66
Chapter 16 Research on Family Assessment and Therapeutic Outcomes 69
Chapter 17 A Comparative View of Family Theories and Therapies 72
ANSWERS TO KEY WORDS / FILL IN THE BLANK 75
SECTION II MULTIPLE CHOICE QUESTIONS
Chapter 1 Adopting a Family Relationship Framework 77
Chapter 2 Family Development: Continuity and Change 84
Chapter 3 Gender, Culture, and Ethnicity Factors in Family Functioning 90
Chapter 4 Interlocking Systems: The Individual, the Family, and the Community 96
Chapter 5 Origins and Growth of Family Therapy 102
Chapter 6 Professional Issues and Ethical Practices 108
Chapter 7 Psychodynamic Models 114
Chapter 8 Transgenerational Models 118
Chapter 9 Experiential Models 126
Chapter 10 The Structural Model 132
Chapter 11 Strategic Models 138
iii
Chapter 12 Behavioral and Cognitive-Behavioral Models 145
Chapter 13 Social Constructionist Models I: Solution-Focused Therapy and 151
Collaborative Therapy
Chapter 14 Social Construction Models II: Narrative Therapy 157
Chapter 15 Psychoeducational Models: Teaching Skills to Specific Populations 163
Chapter 16 Research on Family Assessment and Therapeutic Outcomes 169
Chapter 17 A Comparative View of Family Theories and Therapies 175
FAMILY THERAPY TRAINING CENTERS 180
1
COURSE SYLLABUS SKELETON
Introduction to Marriage and Family Therapy
Fall/Spring 2007
Instructor:
Office: Phone:
Office Hours: Email:
Time: Location:
Website:
Course Description:
This course is designed as an introduction to the field of Marriage and Family Therapy (MFT).
As such, students who successfully complete the course should be well versed in the basics of
both the founding and contemporary theories of the discipline. Further, students will be
exposed to a number of clinical vignettes and case scenarios that demonstrate the application
of the theories in a family therapy session. Through class assignments and discussions,
students will be able to make a more informed decision as to whether or not family therapy is a
field that holds potential for them in their own professional pursuits. Systems theory guides
the majority of what will be discussed in class. Students deficient in this perspective will be
responsible for completing appropriate readings to familiarize themselves with these concepts.
Students successfully completing the course will not be prepared to practice MFT.
Additionally, students may derive some personal or family insights from the content of this
class, but the course is not intended to be a personal therapeutic experience. MFTs are
exposed to a wide variety of human behaviors and interactions; therefore, it is possible that
vignettes of families in emotional and interpersonal turmoil will be depicted either in readings,
video media, or lecture content. If these things make you uncomfortable, this field is probably
not for you. It is never the instructor’s intention to offend or shock the students, but
experience has shown that for various reasons (typically the student’s own life experiences)
some students can be offended or experience discomfort during discussions of abuse or other
forms of emotional or physical trauma.
Course Objectives:
1. To introduce students to the basics of foundational and contemporary MFT theories.
2. To help students understand the link between theory and practice in MFT.
3. To help students develop an awareness of contextual factors that affect the therapeutic
relationship.
2
4. To develop an awareness of ethical principles relevant to therapy.
5. To develop an awareness of individual and family dynamics that affect the therapeutic
relationship.
Course Requirements:
Attendance: Policy as dictated by professor and any institutional guidelines placed here.
Exams: Requirements as dictated by professor and any institutional guidelines placed here.
Reaction Papers: Requirements as dictated by professor and any institutional guidelines placed
here
Theory of Change Paper: You will be required to write a 5 page double-spaced paper on your
theory of change. In the paper you should address your beliefs on psychopathology,
dysfunction, and relational distress. What brings people into therapy? How do people
change? How would family therapy or psychotherapy figure into your views? Further, you
should be prepared to propose a theory on how to help people move from dysfunctional states
to states of more functionality.
1st Draft is due date in-class and will be worth 25 points. You should plan on
handing in the best possible work you can do. You will not automatically receive full
credit on this draft just because you did the assignment. The papers will be graded and
you will be asked questions that you’ll need to address in the next draft.
2nd Draft is due date in-class and will be worth 25 points. You must turn in the
copy of your first draft, on which I made comments, with this copy.
Participation: If you do not contribute to in-class discussions you cannot receive full credit for
participation. Participation includes: attending class, asking questions, answering questions,
responding to in-class discussions, meeting with the instructor privately to discuss course
content, or even emailing the instructor about topics you wish we could address, etc.
Late Work Policy:
Grading Scale:
3
Additional Considerations:
1. Academic integrity – Paragraph here to be dictated by institutional policy
2. Americans with Disabilities Act Statement – Paragraph here to be dictated by institutional
policy
3. Important Academic Dates - Paragraph here to be dictated by institutional policy
Textbook:
Goldenberg, H., & Goldenberg, I. (2013). Family therapy: An Overview (Eighth Edition).
Belmont, CA: Brooks/Cole.
4
Chapter Objectives
Key Words/Fill in the Blank
Essay Questions
Group/Discussion Questions
for each chapter
5
CHAPTER 1
Adopting a Family Relationship Framework
CHAPTER OBJECTIVES
1. Understand “family” as a social system each with its unique rules, roles, structures of
power, covert and overt forms of communication, and means of negotiating problems.
2. Illustrate the differences between social groups (a collection of individuals) and
families (a particular type of social group).
3. Underscore the importance of adopting a family relationship framework in a
counseling environment.
4. Define “family” as a social system and provide key dimensions that are included in this
approach— such as the multigenerational nature of families, displaying a recurring
pattern of interactional sequences (including rules and roles unique to family life), and
noting the balancing of needs of members and the family system as a whole.
5. Evaluate the appropriateness of defining “family” as consisting of a mother, father, and
biologically created children. Understand that families come in many forms and
fashions and labeling one form of family “pathological” and another “optimal” or
“healthy” can inhibit a clinician from working with a family’s strengths to effect
change.
6. Identify the differences between an enabling and a disabling family system and how
the family system adapts, or fails to adapt, to each member’s needs and their external
network. Understand the role that stress and poverty can play in disabling a family
system.
7. Understand the “pluralistic” nature of today’s families.
8. Understand that families are organizationally complex emotional systems. Implicit and
explicit rules define appropriate and inappropriate behaviors in the family. Once
interactional patterns are established it is difficult to make changes in them without
significant effort. Families tend to be resistant to change. Nodal life-cycle events
promote change as members come and go.
9. Consider gender and cultural factors that contribute to the distinct features of the
family’s developmental pattern (this includes the role of sexual orientation, social
class, and immigration status).
10. Discuss the importance of cultural factors in influencing what we believe are static
gender roles. Also, highlight the fact that in addition to racial or ethnic identities that
contribute to family and individual identity formation, each family develops its own
cultural identity as typified by communication and other transactional patterns.
6
11. Learn to identify the family’s narratives and assumptions that help shape a “world
view” thereby understanding the family social constructions about reality.
12. Recognize the fact that families evolve a developmental resiliency in spite of the fact
that dysfunctional patterns may occur during times of stress, and, therefore, it is useful
to adopt a resiliency-based approach. Help the class articulate the family strengths on
which they see people needing to call in cases of extreme emergency.
13. Define the role of spirituality in family resiliency.
14. Contrast the perspective of family therapy (including the importance of an
interpersonal and interrelation approach) to the traditional intrapersonal approach based
on Freudian (psychoanalytic) theories.
15. Assist learners to make a paradigm shift in their overall way of thinking about human
behavior within the family and its interaction with internal reality.
16. Provide definitions such as “paradigm” and “epistemology” and help the class connect
with their understanding of how they see the world. Encourage discussion on a variety
of different epistemological positions within the class.
17. Facilitate the adoption of a “cybernetic epistemology” which is a way of incorporating
information processing and feedback mechanisms to control simple and complex
systems especially as applied to the family system.
18. Clearly delineate the differences between first order (system can be observed from an
objective position) and second order (including the observer and his or her influence in
the system) cybernetics.
19. Introduce the concept of the double-bind theory of schizophrenia.
20. Recognize the importance of reciprocal determinism which shifts perspective from the
“content” of linear causality to the “process” of circular causality.
21. Define and explore the related terms “postmodernism,” “second order cybernetics,”
and “constructivism.”
22. Highlight the significance of the “identified patient” (IP) and the appearance of
symptoms.
KEYWORDS/FILL IN THE BLANK
1. _____________________ A set of interacting units or component parts that together
make up a whole arrangement or organization.
2. _____________________ A set of assumptions, delimiting an area to be investigated
scientifically and specifying the methods to be used to collect and interpret the
forthcoming data.
7
3. _____________________ The study of the origin, nature, and methods, as well as the
limits, of knowledge; thus, a framework for describing and conceptualizing what is
being observed and experienced.
4. _____________________ A view of an observing system in which the therapist,
rather than attempting to describe the system by being an outside observer, is part of
what is being observed and treated.
5. ______________________ A view from outside the system of the feedback loops and
homeostatic mechanisms that transpire within a system.
ESSAY QUESTIONS
1. Discuss the importance of adopting a family relationship framework when working
with individuals and families. Identify the differences between an intrapersonal and an
interpersonal approach. Evaluate the advantages and disadvantages of both.
2. Identify and describe 1st order cybernetics and 2nd order cybernetics. What do they
have in common and how are they different? Note the importance of reciprocal
determinism and explain how it impacts the family.
3. Describe the role of culture on a family and explain how families from similar cultural
backgrounds can have unique family cultures. What role do rules play in families (in
regard to family culture)?
4. Define how one’s epistemological perspective determines how one sees the world and
consequently how one is likely to view families.
5. Define the role of family strengths and resiliency. Do all families have strengths? How
can a helping professional increase the strengths within a family?
GROUP/DISCUSSION ACTIVITIES
1. In small groups discuss the differences between families and other social groups. What
is unique about the family? What would be included in adopting a family relationship
framework?
2. Identify any obstacles the class might see in taking this perspective. Are there benefits?
3. Have class members highlight something from their own family that they had not
noticed before reading the chapter.
4. Have class members talk about their cultural identity (race, ethnicity, gender, or
religion) and how their family life (individual family culture) either confirms or
challenges stereotypes associated with their culture. Support anyone who choses to
discuss their sexual orientation and gender identity for the same purpose.
5. Sentence Stems: Write the following sentence stems on the board and have class
members fill in the blanks with a variety of responses. Then, discuss the responses and
8
help the class understand how the manner in which they have completed the sentence
stems speaks to their own epistemological positions.
Families are __________________
Healthy families have ____________________
When a family is dysfunctional the cause is most likely related to _____________
Most families need ______________________
Family therapists can be most helpful to a family by ______________________
GLOSSARY TERMS
circular causality: The view that causality is nonlinear, occurring instead within a relationship
context and through a network of interacting loops; any cause is thus seen as an effect of a prior cause,
as in the interactions within families.
constructivism: The belief that an individual’s knowledge of reality results from his or her subjective
perceiving and subsequent constructing or inventing of the world, rather than resulting from how the
world objectively exists.
cybernetics: The study of methods of feedback control within a system, especially the flow of
information through feedback loops.
double-bind concept: The view that an individual who receives important contradictory injunctions
at different levels of abstraction—about which he or she is unable to comment or escape—is in a no-
win, conflict producing situation.
dyad: A liaison, temporary or permanent, between two persons.
ecosystemic approach: A perspective that goes beyond intrafamilial relationships to attend to the
family’s relationships with larger systems (schools, courts, health care).
epistemology: The study of the origin, nature, and methods, as well as the limits, of knowledge; thus,
a framework for describing and conceptualizing what is being observed and experienced.
ethnicity: The defining characteristics of a social grouping sharing cultural traditions, transmitted over
generations and reinforced by the expectations of the subgroup in which the individual or family
maintains membership.
feedback: The reinsertion into a system of the results of its past performance, as a method of
controlling the system.
first-order cybernetics: A view from outside of the system of the feedback loops and homeostatic
mechanisms that transpire within a system.
identified patient (IP): The family member with the presenting symptom; thus, the person who
initially seeks treatment or for whom treatment is sought.
interpersonal: Interactional, as between persons.
9
intrapsychic: Within the mind or psyche; used especially in regard to conflicting forces.
linear causality: The view that a nonreciprocal relationship exists between events in a sequence, so
that one event causes the next event, but not vice versa.
monad: Properties or characteristics of a single individual.
narrative therapy: A postmodern therapeutic approach in which the therapist and family members co-
construct new stories about their lives that encourage the possibility of new experiences.
nuclear family: A family composed of a husband, wife, and their offspring, living together as a
family unit.
paradigm: A set of assumptions, delimiting an area to be investigated scientifically and specifying the
methods to be used to collect and interpret the forthcoming data.
postmodern: A philosophical outlook rejecting the notion that there exists an objectively knowable
universe discoverable by impartial science, and instead arguing that there are multiple views of reality
ungoverned by universal laws.
psychoanalysis: A comprehensive theory of personality development and set of therapeutic
techniques developed by Sigmund Freud in the early 1900s.
psychopathology: A disease concept derived from medicine, referring to the origins of abnormal
behavior.
resilience: The ability to maintain stability and rebound in response to loss or trauma.
second-order cybernetics: A view of an observing system in which the therapist, rather than
attempting to describe the system by being an outside observer, is part of what is being observed and
treated.
stepfamily: A linked family system created by the marriage of two persons, one or both of whom has
been previously married, in which one or more children from the earlier marriage(s) live with the
remarried couple.
system: A set of interacting units or component parts that together make up a whole arrangement or
organization.
triad: A three-person set of relationships.
10
ANSWERS TO KEY WORDS/FILL IN THE BLANK
CHAPTER 1
1. System
2. Paradigm
3. Epistemology
4. Second-Order Cybernetics
5. First-Order Cybernetics
CHAPTER 2
1. Family Life Cycle
2. Suprasystem
3. Developmental Tasks
4. Triangle
5. Binuclear Family
CHAPTER 3
1. Gender
2. Gender-Sensitive Family Therapy
3. Culture
4. Ethnicity
5. Feminist Family Therapy
CHAPTER 4
1. Redundancy Principle
2. Feedback Loops
3. Homeostasis
4. Negentropy
5. Ecosystemic
CHAPTER 5
1. Schizophrenogenic Mother
2. Double-Bind Concept
3. Pseudomutuality
4. Family Group Therapy
5. Postmodern
CHAPTER 6
1. Certification
2. Confidentiality
3. Informed Consent
4. Malpractice
5. Managed Care
6. Privileged Communication
CHAPTER 7
1. Countertransference
2. Splitting
3. Introjects
4. Self Objects
5. Holding Environment
CHAPTER 8
1. Family Projection Process
2. Transgenerational
3. Fusion
4. Relational Ethics
5. Differentiation
CHAPTER 9
1. Family Sculpting
2. Cotherapy
3. Battle for Structure
4. Family Reconstruction
5. Emotionally Focused Couple Therapy
CHAPTER 10
1. Enmeshment
2. Family Mapping
3. Joining
4. Permeability
5. Enactment
76
CHAPTER 11
1. Punctuation
2. Second-order Cybernetics
3. Interactional Approach
4. Prescribing the Symptom
5. Circular questioning
CHAPTER 12
1. Behavioral Analysis
2. Behavioral Couples Therapy
3. Functional Analysis
4. Functional Family Therapy
5. Therapeutic Contracts
CHAPTER 13
1. Skeleton Keys
2. Miracle Question
3. Reflecting Teams
4. Social Construction Theory
5. Postmodern
CHAPTER 14
1. Reconstruction/Re-Authoring
2. Letters
3. Deconstruction
4. Externalization
5. Unique Outcomes
CHAPTER 15
1. Bipolar Disorder
2. Coalitions
3. Expressed Emotion
4. Medical Family Therapy
5. Psychoeducational
6. Stepfamily
CHAPTER 16
1. Centrifugal
2. Centripetal
3. Vulnerability-Stress Model
4. Meta-Analysis
5. Paradigm
CHAPTER 17
1. Contextual
2. Circular Questioning
3. Classical Conditioning
4. Communication Theory
5. Epistemology
6. Dysfunctional
7. Emotionally Focused Couple Therapy
(EFCT)
77
SECTION II
Multiple Choice Questions
NOTE TO INSTRUCTORS
This manual contains over 700 multiple-choice questions, arranged so that there are 35-40
questions for each chapter in the textbook. The designation of a test item (for example, 5.7)
provides information about the pool from which it is drawn (in this example, Chapter 5) and the
item within that pool (question 7).
There is one best answer for each item, and it is marked by an asterisk. The number in
parentheses beside each question indicates the page number in the textbook on which the answer
can be found.
CHAPTER 1 Adopting a Family Relationship Framework
1.1 A family member’s longest set of relationships are likely to be: (2)
a. with parents if a family remains intact
*b. with siblings
c. with friends and co-workers
d. with children and grandchildren
1.2 A family’s influence over its members is likely to cease upon: (2)
a. death of the patriarch
b. death of the matriarch
c. physical separation by large distances
*d. none of the above
78
1.3. In the view of the authors, entrance into a family can occur: (3)
a. only through marriage
b. through birth but not adoption
*c. through birth, adoption, or other committed relationships
d. only through parenthood
1.4 By definition, a nuclear family refers to: (3)
*a. husband, wife, and offspring living together
b. a married couple, children, and nearby relatives
c. one’s suprafamily
d. all of the above
1.5 The risk of not growing up in an intact family: (3)
a. is a new phenomenon first appearing in the second half of the 20th century
* b. has been part of American life for a long period of time
c. is largely the result of teenage pregnancies
d. is largely the result of widespread adoptions by single women
1.6. Coontz views marriage as a: (4)
a. social invention derived from early societies
b. means for dividing complementary roles for men and women
c. changing phenomenon as current views of marriage have broadened
* d. all of the above
1.7 Family narratives: (5)
a. negate family myths
b. challenge family stories
*c. help explain and justify family patterns
d. none of the above
1.8Which of the following statements is true? (7)
a. families that show dysfunctional behavior lack strengths and resources
b. families that show dysfunctional behavior lack those interactive processes that
strengthen hardiness
c. members of functional families never engage in damaging behavior with one
another
*d. all families have resources to call upon
1.9 According to the postmodern view: (7)
a. most families lack resilience
b. most families accurately perceive an objective reality
79
*c. most families collectively construct a sense of reality
d. resilience is genetically based
1.10 Which of the following has not been identified by Walsh as a key process in family
resiliency? (8)
a. family’s positive belief system
b. family’s organizational processes
* c. family’s life cycle stage
d. family’s communication and problem-solving processes
1.11 Increased interest in cultural factors in family functioning has led to renewed interest
in: (10)
a. genetic differences between men and women
b. medication to reduce symptomatology
* c. spirituality in family life
d. none of the above
1.12 As the result of differing socialization experiences, men and women typically: (11)
a. develop distinct behavioral expectations
b. are granted disparate opportunities
c. have different life experiences
*d. all of the above
1.13 Two–income families represent: (12)
a. mostly working class people
b. successful efforts to balance work and family responsibilities
c. families in which men enjoy child care-giving
*d. women who spend less time doing household chores than in the past.
1.14 Clinical theories that focus on the individual probably emphasize: (16)
a. transaction events
b. interactional events
c. interpersonal events
*d. intrapsychic events
1.15 According to Freud’s early psychoanalytic formulations, family alliances: (16)
a. do not influence a member’s personality development
b. require family participation during treatment
*c. contribute to individual personality development
d. obscure who is the identified patient
1.16 From a family systems perspective, the appearance of symptoms in a family member
represents the manifestation of: (17)
*a. a current family transaction pattern
b. a past family transaction pattern
80
c. genetic vulnerabilities
d. pervasive physical deficits
1.17 Epistemology refers to: (17)
*a. rules for gaining knowledge and drawing conclusions about the world
b. the anthropological investigation of tribal family customs
c. the practice of family therapy rather than individual therapy
d. none of the above
1.18 When family therapists refer to first-order cybernetics, they are attending to: (17)
a. birth order of family members
*b. patterns of structure and feedback control that govern systems
c. family paradigms
d. early therapeutic interventions
1.19 An ecosystemic approach to family assessment and treatment focuses on: (19)
a. the family’s immigration status
*b. the larger systems in which the family is embedded
c. racial and ethnic factors primarily
d. the family’s social class membership
1.20 Dyads and triads refer to: (19)
*a. two- or three-person relationships
b. two or three generations in this country
c. two or three family members who regularly attend family therapy sessions
d. therapist-couple transactions
1.21 Which of the following refers to a series of linked behavioral transactions occurring
over a particular period of time? (19)
a. family structure
*b. family process
c. family interaction
d. family transactions
1.22 Cybernetics refers to a system’s method of: (20)
a. linear causality
*b. feedback control
c. therapeutic efficacy
d. conceptualizing family dysfunction
1.23 According to the text, the major credit for applying cybernetic principles to human
communication belongs to: (21)
a. Wiener
b. Haley
81
c. Sluzki
*d. Bateson
1.24 The mathematician who is credited with coining the term “cybernetics” is: (21)
*a. Wiener
b. Haley
c. Sluzki
d. Bateso
1.25 Reciprocal determinism refers to: (21)
*a. adopting a relationship outlook
b. attending to content rather than process
c. linear causality
d. none of the above
1.26 A central idea in family psychology is: (22)
a. psychopathology
*b. circular causality
c. intrapsychic organization
d. determining who in the family is most in need of therapy
1.27 Adopting a family psychology framework permits one to: (22)
a. negate the significance of individual internal processes
*b. focus on the context in which individual behavior is but one part
c. give equal power to adults and children alike
d. all of the above
1.28 Systems-oriented clinicians are most interested in: (22)
*a. the process that is taking place within a family
b. the content of the family’s problems
c. why problematic behavior has arisen
d. family history
1.29 “A disturbed mother produces disturbed children.” This statement is offered by the
authors as an example of: (22)
a. epistemology
*b. linear causality
c. circular causality
d. a paradigmatic shift now accepted by most family therapists
1.30 If content is the language of linear causality, then _______________ is the language of
circular causality: (22)
82
a. structure
*b. process
c. stimulus
d. response
1.31 Behavior is best understood by examining its interactional context, according to: (22)
a. linear causality
*b. circular causality
c. symptom appearance
d. resiliency
1.32 “So-called objectivity does not exist, since each member has his or her legitimate
viewpoint regarding family reality.” This statement is likely to be made by an adherent
of: (24)
*a. social construction theory
b. social learning theory
c. structural theory
d. none of the above
1.33 The observer is an integral part of the family system rather than an outside observer,
according to: (24)
a. structuralists
b. behaviorists
*c. constructionists
d. all of the above
1.34 In the view of second-order cyberneticists, which of the following is apt to see family
systems as analogous to mechanical systems? (24)
a. constructionists
b. psychoanalysts
*c. first-order cyberneticists
d. all of the above
1.35 The family therapist who joins a family and engages in a dialogue rather than
observing from outside is probably an advocate of: (24)
a. first-order cybernetics
*b. second-order cybernetics
c. both of the above
d. neither of the above
1.36 The “identified patient” is the person in the family who: (25)
83
a. manifests the disturbed behavior
b. initially seeks or is sent for treatment
c. may be expressing family disequilibrium
*d. all of the above
1.37 In the view of family therapists with a functional outlook, the appearance of symptoms
in a family member serves as a: (26)
a. sign of illness in the family
b. manifestation of genetic predispositions
*c. family stabilizing device
d. none of the above
1.38 Minuchin, a structuralist, views symptomatic behavior in a family member as arising
from: (26)
a. stories families develop about themselves
b. repeated use of the same flawed solutions
c. unresolved problems from childhood
*d. dysfunctional family transactions
1.39 According to the view of narrative therapists, symptomatic behavior in a family
member: (27)
a. reflects underlying family problems
b. represents repetitive previous solutions
*c. oppresses rather than protects a family
d. protects rather than oppresses a family
1.40 White views the symptoms of an identified patient as rooted in: (27)
a. intrapsychic conflict
b. family negotiations
*c. family constructions
d. none of the above
84