Multiple Family Therapy: The Marlborough Model and Its Wider by Eia Asen, Neil Dawson, Brenda McHugh

By Eia Asen, Neil Dawson, Brenda McHugh

The 1st contribution from the pioneering and leading edge Marlborough relations carrier to the 'Systemic considering and perform' sequence. The authors - every one with over two decades event within the box - set out a well timed and systematic account in their creatively constructed paintings and its informing ideas. they supply an soaking up and stimulating description, written in a transparent and obtainable variety, of the evolution in their a number of relations remedy and its purposes.

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Additional resources for Multiple Family Therapy: The Marlborough Model and Its Wider Applications (Systemic Thinking and Practice Series)

Sample text

T h e search some eighteen years ago for relevant contexts for change l e d us to invent a family school (see chapter three). T h i s w a s i n response to b e i n g asked to p r o v i d e services for p u p i l s w h o h a d been e x c l u d e d f r o m their schools because of serious learn­ i n g difficulties, violence, or disruptive b e h a v i o u r s . T h e schools seemed to l a y all the b l a m e at the family's d o o r , w h i l e the f a m i l y t e n d e d to b l a m e the school entirely for the educational failure of the c h i l d r e n .

However, he also m a d e use of other theoretical m o d e l s , s u c h as p s y c h o d y ­ n a m i c ideas a n d attachment theory. H e h y p o t h e s i z e d that i n n o r ­ mal development secondary objects of attachment gradually replace p r i m a r y ones a n d that therefore the presence o f other f a m i ­ lies a l l o w e d a p e r s o n to struggle towards increasing i n d e p e n d e n c e a n d self-differentiation b y i d e n t i f y i n g w i t h m e m b e r s of other f a m i ­ lies a n d l e a r n i n g b y analogy (Laqueur, 1973).

I CO == c 18 CO CO CD cd c ® <0 ­2 i2 t1 E £ > o . 8­ « I CD CD •I s $ CO 92 > CD 2 ID >> CD C • "«—< 3 CO O C O O O 8 s to CD I CO LL 25 DEVELOPING A DAY UNIT the d a y a n d week. These transitions r e q u i r e d everyone to change, w i t h i n the space of a few hours, f r o m b e i n g a m e m b e r of one s u b g r o u p to that of another, s u c h as b e i n g a m e m b e r of his or her o w n f a m i l y , peer g r o u p , w o r k g r o u p , g r o u p of families, a n d so o n . T h i s p r o v i d e d a n intense experience of c h a n g i n g contexts, w i t h the o p p o r t u n i t y to learn to cope w i t h the resulting d e m a n d s a n d diffi­ culties.

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