This paper draws on the authors’ clinical experience as family therapists, working predominantly with families who have experienced trauma such as sexual abuse, physical abuse and neglect, to demonstrate that taking a systemic trauma‐informed approach is a powerful therapeutic modality that can facilitate positive outcomes for all family members. The paper discusses the impact of trauma on relationships, and then outlines a rationale for a trauma‐informed, systemic approach with those traumatised families who are, at times, challenged by excessively heightened behaviour and emotional dysregulation. Drawing from parenting research, it includes a discussion of the place of parent work and how this can be integrated with systemic family work. Key constraints and considerations are highlighted followed by a discussion of key interventions the authors have found useful in building a clinical framework for this work, including what is critical for the therapeutic process. While working with traumatised families is complex and challenging, offering a safe place for families to be in the presence of each other's pain and ‘ride the wave’ of emotions can be a powerful path to recovery.

There is strong evidence supporting the benefits of family work, for both parents and children, in the treatment of parental mental illness. However, there has been only limited research on the implementation of family work in settings outside the mental health sector, such as family therapy or family counselling services, where mental illness may not be the primary presenting issue for a family. This article reports on a qualitative study that explored the experiences of family therapists working with families affected by parental mental illness. The article focuses on dilemmas clinicians faced integrating discussions about parental mental illness into family sessions. The findings support the need for clinicians to have appropriate training in family work related to mental health issues and also to develop the skill set needed to actively introduce, negotiate and explore the topic of mental illness with families. Practitioners points Developing knowledge, language and confidence in talking about mental illness may assist clinicians to raise discussions about parental mental illness in family sessions. Training in evidence‐based interventions for working with children of parents with a mental illness may provide a tool for clinicians in family sessions. Clinicians must be attuned to the ‘emotional readiness’ of parents and children to discuss parental mental illness. Developing readiness may take time.

This paper examines a number of dimensions which the author believes are pivotal to a feminist perspective in working with clients from linguistically and culturally diverse communities. Definitions of culture and identity are examined in the context of power, followed by a discussion of the therapist's relationship with her/his frameworks of knowledge. Finally, the place of ethics is considered, drawing on a recent analysis of democracy. Through this discussion and analysis, therapists may reflect more fully on their own culture and identity, without which it is not possible to do therapy which can bridge cultural difference.

Augusto Boal's theatre of the oppressed (TOTO) techniques have been used in education, health, welfare, and prison systems world-wide. However, the link between family therapy clinical supervision and training and TOTO has not been explored, either in Australia or overseas. This innovative action research project explores the ways family therapists and supervisors apply these theatre techniques in their everyday practice. Employing a group-based, cooperative inquiry method, 12 experienced family therapists from the Bouverie Centre, Melbourne, reflected on what these techniques have to offer family therapists and counsellors, applied these theatre techniques in their work, and contrasted TOTO with other action techniques used by family therapists. The researchers found that TOTO provided a safe and grounded process that brings 'action' into both therapy and supervision in ways that enable clients, families, students, and therapists to explore their own agency in a range of settings.

No abstract