A Structured Family Interview

Watzlawick, Paul

doi:10.1111/j.1545-5300.1966.00256.x

Cited by 90 publications

(36 citation statements)

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“…De nombreux auteurs présentent des modèles d'évaluation familiale, entre autres Haley (1981), Minuchin (1979), Sigal (1971), Stierlin (1980), Watzlawick (1966). Cependant, ces modèles sont rarement adaptés à la pédopsychiatrie, plusieurs de ces auteurs travaillant dans des instituts spécia-lisés en thérapie familiale.…”

Section: Un Modèle Suggéré D'évaluation De La Familleunclassified

L’évaluation de la famille

Villeneuve¹

2006

smq

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L'auteur traite de l'évaluation clinique de la famille. Il en discute les avantages, les difficultés, de même que les dangers, et présente un modèle d'évaluation familiale. Bien que ce modèle ait été développé en vue d'une pratique pédopsychiatrique, il pourrait s'appliquer également à d'autres contextes d'intervention en santé mentale. Le modèle en question est basé sur les interactions familiales et tient compte du niveau de développement des enfants. Au cours de l'évaluation, la famille est invitée à faire des activités auxquelles les enfants peuvent participer. Des cas cliniques servent à illustrer le modèle présenté. L'évaluation de la famille devrait favoriser une meilleure compréhension des problèmes psychologiques de l'enfant.The author discusses the clinical family evaluation. He discusses its advantages, and difficulties, as well its dangers, and presents a model of family evaluation. Although developped with a view to a child psychiatry practice, this model could also be applied to other mental health intervention contexts. The model in question is based on family interactions and considers the developmental level of the children. In the course of the evaluation, the family is invited to accomplish some activities in which the children can participate. Clinical cases serve to illustrate the model. The family evaluation should facilitate a better understanding of the child's psychological problems

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Section: Un Modèle Suggéré D'évaluation De La Familleunclassified

L’évaluation de la famille

Villeneuve¹

2006

smq

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“…Specific strategies emerge almost as experimental probes. As the consultant interacts, s/he observes reactions, evaluates them in light of hypotheses, confirms original or formulates new hypotheses, and then continues to implement strategies (Selvini, et al, 1980;Watzlawick, 1966). Such an approach requires creativity and ingenuity on the part of the consultant, and, most importantly, the ability to see behavior in circular and interactive terms, rather than through a linear, cause-effect paradigm.…”

Section: The Initial In F Ervie Wmentioning

confidence: 99%

Intervening with school problems: A family systems perspective

Fine¹,

Holt²

1983

Psychol. Schs.

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Viewing children's behavior from a systems perspective allows the school-based consultant an expanded perception of the contextual function of the behavior. The two key systems in a child's life, home and school, often overlap, and what occurs in one system can affect the child's behavior in the other system. By considering the relationships of the child to both home and school, a more holistic view of the child is obtained, and greater opportunity for family involvement is provided. This article explains the differences between systemic and linear approaches to behavior, and provides examples of how the school-based consultant can intervene from a systems perspective, using interviews, short-term family counseling, and teacher consultation. Issues and cautions about using a systemic approach are presented, and the need for data-based research is explored.This paper proposes to examine the therapeutic intervention from a family systems perspective, highlighting a number of issues related to this approach with specific implications for school-based mental health consultants. The literature on children's school problems has recognized the importance of family variables. Indeed, there seems to have been an increase in parents being actively involved in intervention efforts with their children, likely in part because of the requirements of Public Law 94-142. But how parents can be involved productively is still a matter of some debate (Kaufman, 1980). SYSTEMIC vs. LINEAR THINKINGThe traditional models used by school-based professionals to understand the behavior of children have tended to be linear in nature. These models, most commonly psychodynamic, phenomenological, and behavioral, typically project "straight line" thinking regarding behavior even while considering a number of facets of the problem situation. For example, a child's aggressive acting-out might be viewed psychodynamically as a reflection of poor impulse control coupled with hostility toward women (i.e., the teacher). Or the child's behavior could be understood from a behavioral viewpoint as being caused and maintained by reinforcing consequent events. From a phenomenological position, we might think in terms of the child having a poor.selfconcept, perceiving others as threatening, and believing that an aggressive response is required for self-protection. Parents and families could certainly be involved in relation to these positions. From a behavioral perspective, we would look at home contingencies for "good" behavior and how consistently the parents apply those contingencies. Psychodynamically, we would look to underlying parent-child issues (for example, of an oedipal nature), or for some personality development problems. From a phenomenological or self-theory posture, we would be concerned with the building of self-esteem at home through positive success experiences.Each of these positions is valid, given the logic of the frame of reference; but from a systems viewpoint, each would miss understanding the child's behavior in the most potentially ...

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“…Similar interviews have been used in other studies, though their methodological adequacy has not been fully assessed (Watzlawick, 1966; Lewis et al, 1976; Elbert et al, 1964).…”

Section: Introductionmentioning

confidence: 99%

The influence of context on the assessment of family interaction: a clinical study*

Stratford

Burck²,

Kinston

1982

Journal of Family Therapy

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A clinical study to compare clinically-observed with task-elicited family interaction was carried out as follows. Twelve families receiving family therapy were administered a series of tasks by tape-recorder. The therapist and an independent observer recorded interaction patterns in six dimensions (Alliance, Parenting, Marital Relationship, Communication, Affective Status and Boundary Integrity) and the results were compared with what was known clinically. Except for conflict the Task Interview revealed the main clinical features: however, it also revealedsignificant new informationinallcasesbutone. Thestudyhasimplicationsforclinicalwork.

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A Structured Family Interview

Cited by 90 publications

References 0 publications

L’évaluation de la famille

L’évaluation de la famille

Intervening with school problems: A family systems perspective

The influence of context on the assessment of family interaction: a clinical study*

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