therapist’s stance
– e.g. a 14-year-
old commented, ‘
I liked hearing that she was
accepting that if I didn’t want to answer a question
then she would be fine with that
. . .
’.
•
Giving people back their words
: an 11-year-old
commented that ‘
with her reviewing the stuff I
said, it just really helped me ‘cause it was in my
brain more
. . .
’.
•
Externalizing conversations
: a mother of an
8-year-old said,
‘What she was doing in terms
of how she was phrasing things, because she said
‘‘the worry puts thoughts in your head
. . .
’’
and
my son was immediately saying, like echoing back
what she was saying, ‘‘the worry does this
. . .
’’
so
I was starting to feel that this was looking good.’
[laughs].
Such action-based research can help ensure
that clinicians are attentive to the experience of
service-users and that their practice is respon-
sive and effective. It also acts as a counterweight
to knowledge derived from the research on tri-
als of manualized treatment approaches that have
formed the bulk of this chapter. This emphasis on
what clinicians bring to their work and how they
learn and develop is an important complement to
lessons about effectiveness drawn from larger scale
quantitative studies. It has long been found that the
specific technique or approach used by therapists
is not as important in accounting for effective-
ness as non-specific factors linked to the quality
of the relationship that is developed between
client (family) and therapist (as evidenced e.g. by
Chatoor and Krupnick’s [24] review of the lit-
erature). The responsible and ethical systemic
practitioner will be able to draw from the research
knowledge base developed for the particular prob-
lem areas described above, and continue to learn,
from their practice with individual clients, what
contributes to the development of relationships
that client families experience as helpful.
REFERENCES
[1]
Fredman G. (2006) Working systemically with intel-
lectual disability: why not? In: Baum S and Lyng-
gaard H (eds)
Intellectual Disabilities: A Systemic
Approach
. London: Karnac, pp. 1– 20.
[2]
Carr A. (2009) The effectiveness of family ther-
apy and systemic interventions for child-focused
problems.
Journal of Family Therapy
31
, 3–45.
[3]
Hinshaw S, Klein R, Abikoff H. (2007) Childhood
attention-deficit hyperactivity disorder: nonphar-
macological treatments and their combination with
medication. In: Nathan P and Gorman J (eds)
A
Guide to Treatments that Work
, 3rd edn. New York:
Oxford University Press, pp. 3–28.
279
Do'stlaringiz bilan baham: |