Productive Interventions for Correcting Malfunctions in The Family System
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Productive Interventions for Correcting Malfunctions in The Family System
Most of what he learned was by observation and in collaboration with colleagues at a school for delinquent boys. He has been praised for rescuing family therapy from intellectuality and mystery. His pragmatic approach contributed both to understanding how family’s function and to productive interventions for correcting malfunctions in the family system. His style was to get the family to talk briefly until he identified a central theme of concern and the leading and supporting roles in the theme. Next, he examined boundaries or family rules that define the participants, the areas of responsibility, the decision making and privacy rules. The idea is to change the immediate context of the family situation and thereby change the family members’ positions.
His approach was both active and directive. He would shift the family focus from the identified client to the therapist to allow the identified client to rejoin the family. When treatment is complete, the therapist moves outside the family structure and leaves the family intact and connected without the loss of individual family member identities. Milton Erickson, Jay Haley, and Cloe Madanes are leaders of strategic family therapy. This type of family therapy is based on the assumption that family member behavior is ongoing and repetitive and can be understood only in the family context. Strategic refers to the development of a specific strategy, planned in advance by the therapist, to resolve the presenting problem as quickly and efficiently as possible.
This brief therapy may be characterized by the highly active therapist who gives specific directives for behavior change that are carried out as homework assignments. Paradoxical interventions are often used to harness the strong resistance clients have to change and to taking directives. Clients may be asked to intensify the problem as one way of using paradox. Another way is for the therapists to take a “one-down” position, encouraging the client not to do too much too soon. Counselors must differentiate between first-order and second-order changes. First-order change occurs when the symptom is temporarily removed, only to reappear later because the family system has not been changed. Second-order change occurs when symptom and system are repaired and the need for the symptom does not reappear. Communication approaches to family therapy include John Gottman’s behavioral family therapy and Virginia Satir’s conjoint family therapy. Family therapists following a communications approach to family therapy hold the view that accurate communication is the key to solving family problems. An open and honest manner of communicating rather than using phony or manipulative roles characterizes good problem-solving families.
Gottman built his approach on matching intent and impact of communication. He used a behavioral interviewing method to teach people about what they are doing that is not working and to help them correct the situation by learning how to get the impact they want from their communication. His stages include 1) exploration, 2) identification of goals, 3) perceptions of issues, 4) selection of one issue for discussion, 5) an analysis of interactions, 6) negotiation of a contract. Virginia Satir considered herself a detective who helps children figure out their parents.
She thought 90% of what happens in a family is hidden. The family’s needs, motives, and communication patterns are included in this 90%. She believed that whatever people are doing represents the best they are aware of and the best they can do. She considered people geared to surviving, growing, and developing close relationships with others. Self-esteem plays a prominent role in Satir’s system. She viewed mature people as being in touch with their feelings, communicating clearly and effectively, and accepting differences in others as a chance to learn. She believed the four components in a family situation that are subject to change are the members’ feelings of self-worth, the family’s communication abilities, the system, and the rules of the family.
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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