Using relational reflexivity as a resource in teaching family therapy

Neden, Jeanette; Burnham, John

doi:10.1111/j.1467-6427.2007.00402.x

Cited by 20 publications

(12 citation statements)

References 3 publications

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“…My preference for an overall 'epistemology of dialogism and reflexivity' (see also Neden and Burnham, 2007) made me start questioning what I perceived as a 'monologic process', with a 'cryptic' quality, entailing a commitment to a first order epistemology: somehow our voice had to be the 'final one', non-transparent to the rest of the group, as if we are responsible for detecting the 'deficits' in the trainees' course and then intervene to 'correct' them by means of providing the 'appropriate' feedback. In my search for a process which could both attend to our responsibility to communicate our 'expertise' and 'knowledge' and at the same time enhance collaboration, transparency, multiplicity of voices and thus reflexivity, I turned once again to the innovative variations of the reflecting team approach introduced by a 'polyphonic dialogic' approach to language, in Jaako Seikkula's work (e.g.…”

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confidence: 99%

From feedback to reflexivity: inspirations by a ‘polyphonic dialogue' methodology in trainees’ evaluation

Tseliou

2010

Journal of Family Therapy

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This article discusses a method of using elements of Jaakko Seikkula's 'polyphonic dialogue' approach in the context of trainee evaluation at a four-year course in systemic family therapy. The method attempts to shift the emphasis from feedback and 'monologue' to reflexivity, dialogue and polyphony, thus aiming at promoting reflexive, dialogic and collaborative practices in training. Context and settingThis article is the outcome of the intersection between my evolution as a supervisor and course leader of a four-year training course in systemic family therapy, at the Institute of Systemic Thinking and Psychotherapy, Thessaloniki, Greece 1 and the development of a significant interest in applying the methodology of reflecting teams and 'polyphonic dialogue', across a variety of contexts, from academic teaching (Tseliou, 2007), to research (Tseliou, 2009) and training. It presents a particular application related to trainees' evaluation (twelve-member group) at the end of the second year of training. RationaleAt the end of the first year the trainees had participated in a feedback process regarding their course over the year, based, in principle, on

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confidence: 99%

From feedback to reflexivity: inspirations by a ‘polyphonic dialogue' methodology in trainees’ evaluation

Tseliou

2010

Journal of Family Therapy

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“…In addition, the supervisory context has been a rich, ongoing resource to help me explore spiritual relational reflexivity. During my family therapy training, my tutor Jeanette Neden (Neden & Burnham, ) would refer to the recursive ripples of learning (Race, ). In this paper I reflect on my experiences of the emerging ripples within the context of spirituality in my personal and professional context.…”

Section: Re‐membering Practices and My Internalised Others’ As A Spirmentioning

confidence: 99%

‘Somewhere Between God and Medicine There is a Place for Me’: The Ethical Stance of ‘Radical Presence’ with ‘Spiritual Relational Reflexivity’ as Ways of Enhancing Therapeutic Possibilities

Johnston¹

2017

ANZ J of Family Therapy

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If we pause to recognise that as professionals we share the same sky and the same earth as those who seek our help, then we would come to understand that our experiences of spirituality are also intrinsically interlinked.Using case examples, this paper explores my experience of adopting combinations of systemic and narrative therapy interventions within a stance of 'radical presence' (McNamee, 2016) with 'spiritual relational reflexivity. ' In this process, the mutual influence between professional, personal, and therapeutic contexts is viewed as a helpful resource for 'being with' clients spiritually. Reflexive 'ways of engaging spirituality' (being 'spiritually relationally reflexive') and opening up therapeutic and spiritual possibilities with clients, in the context of grief, are also explored. Essential to the process is viewing systemic therapy as an ongoing reflexive learning context.1 The importance of adopting an ethical stance of 'radical presence' with 'spiritual relational reflexivity' for enhancing therapeutic practice and possibilities. 2 Using re-membering conversations and internalised other interviewing as ways of exploring spirituality in therapy with the dying and the bereaved. 3 Using re-membering conversations as a way of exploring the therapeutic relationship. 4 Viewing systemic therapy and the supervisory process as an ongoing reflexive learning context in exploring spirituality. 5 The value of exploring the therapist's spirituality within multiple contexts and relationships, as a way of more fully reflecting on the use of self.. . . the life which we therapists are particularly interested in comprises meanings and feelings which shift all the time: they are there for a second and have passed away the next second. (Andersen, 1996, p. 119) In the book A Year of Marvellous Ways (Winram, 2015), which explores how the powers of storytelling and the magic of everyday life help in the process of healing grief and loss, the woman named Marvellous Ways becomes a resource for living to those around her. 'Somewhere between God and medicine there is a place for me' (p.

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“…The sequential use of two different story-making frameworks and storytelling exercises transformed a potentially reductionist structural framework, that is, linear history, into a generative reservoir of new meanings. Learning took place in 'continuous, reflexive and interacting processes stimulated across multiple levels, through connections between inner and outer contexts of experience' (Neden & Burnham, 2007). Race (2001) describes adult learning as emerging from a combination of multi-dimensional processes that overlap.…”

Section: Becoming a Curator Of Artefacts And Stories In The Teaching mentioning

confidence: 99%

Curating Stories in Teaching Family Therapy

Neden

2011

ANZ J of Family Therapy

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In this article I explore the use of Pearce and Pearce's (1998) notion of ‘curating stories’ and ‘transcendent story‐telling’ for teaching about models in family therapy. Taking a position of curator; the discussion invites students into inclusive and pluralist thinking about the many models in family therapy's collection. Two story‐making frameworks of Stratigraphy and Australian Aboriginal ‘Dreaming’ are curated in a sequential way allowing a thick description and lived story of pluralism to emerge. Creative use of metaphors invites a context for transforming knowledge and abilities towards pluralism. I outline how family therapy can be taught using these metaphors as a way of freeing students to see its history as both interpretation and lived experience.

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Using relational reflexivity as a resource in teaching family therapy

Cited by 20 publications

References 3 publications

From feedback to reflexivity: inspirations by a ‘polyphonic dialogue' methodology in trainees’ evaluation

From feedback to reflexivity: inspirations by a ‘polyphonic dialogue' methodology in trainees’ evaluation

‘Somewhere Between God and Medicine There is a Place for Me’: The Ethical Stance of ‘Radical Presence’ with ‘Spiritual Relational Reflexivity’ as Ways of Enhancing Therapeutic Possibilities

Curating Stories in Teaching Family Therapy

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