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Author(s): Ros Draper

Series: Systemic Thinking and Practice Series

Publisher: Karnac Books, Year: 1992

ISBN: 185575021X,9781855750210

ontents FOREWORD Rosemary Whiffen xiii ACKNOWLEDGEMENTS xiv EDITORS' FOREWORD XV INTRODUCTION xvii CHAPTER 1 Teaching systemic t h i n k i n g 1 1 . The teaching-learning system / 1 2. The framework of supervision / 3 3. Defining our context as teachers / 4 4. Defining the teaching context for course members and the effect on syllabus design / 5 5. Helping course participants to define their work contexts / 6 v CHAPTER 2 Systematic teaching preparation Introduction / 9 1. Setting goals for the course / 9 2. Why do you want to teach? / I I 3. Professional networking / 12 4. Selecting a supervisor or consultant / 14 5. Consumer research / 14 How can this be avoided? / 15 6. Selection of course participants / 15 7. Application forms / 16 8. Resourcing the course / 17 9. Syllabus planning / 18 How do you decide what to teach? / 18 10. Planning the first session / 19 a. Introduction to the course / 19 b. Group introductions / 20 c. General administration / 20 d. Planning coffee time in the session / 21 e. Ensuring participants leave the first session with hope for next time / 21 11. The second session towards the mid phase of the course / 22 12. M i d phase of the course and towards the end / 23 13 Conclusion / 25 CHAPTER 3 . Teaching theory and skills practice 1. A n introduction to the exercises / 27 2. The use of role play / 27 a. Preparation for role play / 28 b. Conduct of role play / 29 c. Ending the role play / 29 v i 3. The use of sculpting / 30 4. The use of video / 30 5. The teaching exercises / 31 6- Key to symbols / 33 a. Preparation time / 33 b. Minimum time to carry out exercise I 33 c. Level of experience in course participants / 33 CHAPTER 4 Structural family therapy teaching exercises 35 Introduction / 36 Exercise 1: Joining and engaging: starting off / 38 Exercise 2: Observing boundaries / 40 Exercise 3: Illustrating the homeostatic tendencies of a family system / 42 Exercise 4: Family structure from drawings / 44 Exercise 5: Mapping / 46 Exercise 6: Observing dysfunctional structure on videotape: dysfunctions lucky dip / 48 Exercise 7: Restructuring role play / 50 Exercise 8: Identifying unbalancing techniques from role play / 52 Exercise 9: Promoting enactment / 54 Exercise 10: Focusing / 56 Exercise 11: Practising intensification / 58 Exercise 12: Complementarity as a saving grace / 60 Exercise 13: Reframing critical statements / 62 CHAPTER 5 Strategic family therapy teaching exercises 65 Introduction / 67 MRI (Brief Therapy Centre of the Mental Research Institute of Palo Alto) Introduction / 69 vii Exercise 14: Therapist manoeuvrability / 70 Exercise 15: Patient position / 72 Exercise 16: MRI strategic interventions— a host of possibilities / 74 BFTC (Brief Family Therapy Centre) Introduction / 77 Exercise 17: Setting tasks / 78 Jay Haley Introduction / 81 Exercise 18: Making a training tape: "Leaving home" / 82 Exercise 19: Ordeal therapy / 86 CloeMadanes Introduction / 89 Exercise 20: Practising pretend and other techniques / 92 Peggy Papp/Olga Silverstein Introduction / 95 Exercise 21: The Greek chorus— devising split messages / 96 Exercise 22: Practising three-way debating / 98 CHAPTER 6 M i l a n Systemic Family Therapy Introduction / 103 Exercise 23: Conceptualising systems: experiencing the family as a system / 104 Exercise 24: Hypothesising about each other / 106 Exercise 25: Discarding hypotheses / 108 Exercise 26: Playing with circular questioning / HO Exercise 27: Identifying circular questions from videotape / 112 Exercise 28: Unpacking interventions / 114 Exercise 29: Making neutrality assessments / 118 viii 101 Exercise 30: Positively connoting irritations about families / 122 Exercise 31: What is the bind? / 124 Exercise 32: Working in teams: the sequential discussion / 126 Exercise 33: Consultation: consulting to each other / 128 Exercise 34: The referring network / 130 CHAPTER 7 Contrasting the models 133 Introduction / 135 Exercise 35: Contrasting aspects of the models using fairy tales / 136 Exercise 36: The use of a formal debate / 138 Exercise 37: Learning to work differently / 142 Exercise 38: Assessment and interventions for families from the soaps / 144 Figure 1: Questionnaire on the soaps I 146 Exercise 39: New epistemologies—constructivism / 148 CHAPTER 8 Other useful exercises 151 Introduction / 153 Exercise 40: Multi-cultural practice / 154 Exercise 41: A gender game / 156 Exercise 42: Generating ideas for research and projects for course participants and teachers / 158 Exercise 43: Observing a live family session / 160 CHAPTER 9 Homework and course projects 163 Introduction / 165 ix Homework tasks / 167 A. Skills practice / 167 B. Reading / 168 C. Consolidation of theory / 169 D. Sharing agency practice / 170 E. Evaluation of own learning / 170 Course projects / 171 CHAPTER 10 "What can y o u do w h e n . . . ? " First aid for stuck teachers 173 Introduction / 175 1. A new member joins an already formed group / 175 2. One member consistently non-attends / 176 3. One person i n the group learns quicker than another / 176 4. Visitors ask if they can participate i n a session / 177 5. The group wants to dwell on issues / 177 6. The teacher gets tired / 178 7. The teacher gets "negative" feedback / 178 8. Course participants ask for more / 179 9. There is an odd number of people for a pairs exercise / 179 10. Someone in the group arrives halfway through the session / 179 11. Course participants do not come / 180 12. The teacher is i l l or absent / 180 13. The equipment fails / 181 14. Course participants fail to do necessary reading or homework for the session / 182 15. Key members of the group do not attend / 182 Conclusion 185 x REFERENCES APPENDIX 1 Reading lists APPENDIX 2 Course outlines INDEX 187 191 22

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