Relationship between family-of-origin dynamics and a psychologist's theoretical orientation.

Abstract

To investigate the relationship between theoretical orientation and self-perception of their own family-of-origin functioning, 127 psychologists completed the Theoretical Orientation Survey and the Family-of-Origin Scale. Stepwise multiple regression analyses revealed that perceptions of one's family-of-origin environment have a significant relation to subsequent theoretical orientation. The most influential family-of-origin characteristics identified were range of feelings expressed, prominence of empathy, and openness to others.

Integrating Reflective Practice in Family Therapy Supervision

“…In addition there has been increasing focus on the self of the therapist in the training and supervision of family therapists, which can aim to identify and reflect on family-of-origin issues that help or hinder therapeutic process (Brown, 2007;Deveaux & Lubell, 1994;Framo, 1992;Francis, 1988;Johnson, Campbell & Masters, 1992;Rhodes, Nge, Wallis & Hunt, 2011;Wells et al, 1990). Overall, reflection can provide diverse perspectives of the therapists' intuitions, feelings and theorizing related to the client-therapist relationship increasing empathic understanding of both the therapist and client's experience (Regan, 2008).…”

Personality: A Predictor of Theoretical Orientation of Students Enrolled in a Counseling Theories Course

“…There may also be other more salient variables that influence students' selections of a theoretical perspective. Some of these influences may include assigned course work, reading selections, the development of interpersonal attachments to supervisors who can be influential in the development of a theoretical orientation, and the observation that students tend to select initial theories that resolve or shed some light on their own personal issues (Bodkin et al,1995;Hansen et al, 1986;Johnson et al, 1992;Liebling, 2001;Lovinger, 1992;Norcross & Prochaska,1983;Shoben, 1962;Steiner, 1978).…”

“…There are also several other factors that assist students in their selection of an initial theoretical orientation. The variables most often cited by researchers include the content of the course work assigned within individual training programs; required readings within courses; and interpersonal variables, such as the interpersonal attachments between students and their supervisors (Bodkin, Klitzman, & Pope, 1995;Hansen, Stevic, & Werner, 1986;Johnson, Campbell, & Masters, 1992;Liebling, 2001;Lovinger, 1992;Norcross & Prochaska, 1983;Shoben, 1962;Steiner, 1978).…”

Moving Between Dialogic Reflexive Processes In Systemic Family Therapy Training: An Interpretative Phenomenological Study of Trainees’ Experience

“…When it comes to reflexivity as inner dialogue, participants discuss it in relation to the therapist's self. This is reminiscent of the existing discussion concerning the self of the therapist in systemic family therapy training and supervision, which often highlights family of origin issues and their interference with clinical practice (Johnson, Campbell, & Masters, ; Rhodes et al., ). Furthermore, it resonates with Rober's (, ; see also Rober et al., ) discussion concerning the therapist's inner conversations.…”