Consulting with Parents: Applying Family Systems Concepts and Techniques.
2001; SAGE Publishing; Volume: 5; Issue: 2 Linguagem: Inglês
ISSN
2156-759X
Autores Tópico(s)Attachment and Relationship Dynamics
ResumoThe family's influence on its individual members cannot be underestimated. Most children develop their values, beliefs about self and others, and typical patterns of behavior within their family (Adler, 1931). Alfred Adler, a pioneer in use of a systems approach to working with clients, believed that individuals could be understood only within a social context and that family provided first and most important context (LaFountain & Mustaine, 1998). Other writers support Adler's recognition of family system's influence on individual family members. For example, Brown and Prout (1983) stated that family is the center of learning for social (p. 83), and Lewis (1996) asserted that is seldom that a school counselor can successfully intervene in life of a without considering continuous influence of family as primary social for student (p. 93). Kraus (1998) also proposed that school counselors embrace idea of children's problems being viewed in social context of their families and a family being understood as a system (p. 14). As suggested by these authors, school counselors can better understand student's social context by maintaining a family systems perspective when consulting with parents. It is not our intention to propose that school counselors work with families in a therapeutic role. However, school counselors can increase their effectiveness with parents, as well as with students, by keeping a systems focus even when working with only one family member (Nichols & Schwartz, 1998). When consulting with parents individually or in small groups, it is helpful to remember that in a family of its individual members are highly interdependent (Cherniss & Herzog, 1996, p. 73), and that changing one person's behavior will have an effect on other family members (Goldenberg & Goldenberg, 2000). By increasing understanding of family system, school counselors can more effectively assist and support parents and students so that their attempts at new behaviors will have an improved chance of being supported by other family members. Also, counselors who understand rudiments of family systems approach can assist faculty and staff in understanding effects of family dynamics on behavior (Lockhart & Keys, 1998). Teachers often are more tolerant of a student's behavior if they understand that is responding to family circumstances. In addition, school counselors often refer families for counseling. Knowledge of family systems can help counselors collaborate with family counseling providers as well as evaluate services offered. In this article, we describe family systems concepts and techniques that school counselors, as consultants, can use to better understand family system. The concepts are life cycle transitions and extrafamilial influences, extended family influences, boundaries, parental hierarchy and power, and triangulation. Family systems techniques include joining, normalizing, and reframing problems, using siblings to obtain information, asking questions about daily routine, using solution-focused strategies, and encouragement. Family Systems Concepts Investigating issues that affect family and dynamics within family not only helps school counselors assist parents, but also helps school counselors have a better understanding of students with whom they work. The following concepts can be explored during consultation sessions with one or both parents or other family members. Life Cycle Transitions and Extrafamilial Influences Life cycle transitions refer to developmental events that occur in all families (Walsh, 1993). Births, deaths, developmental changes in children as they age, and illnesses are examples of developmental events. It is beneficial for school counselors to assess any major life cycle changes that might have led parents to seek assistance. …
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