LOYOLA UNIVERSITY OF CHICAGO
SCHOOL OF SOCIAL WORK
#612: SOCIAL WORK PRACTICE WITH FAMILIES
Marta Lundy, Ph.D., LCSW
312-915-7007; mlundy@luc.edu
Fall, 2008
Prerequisite: Completion of all required 500 level courses
Course Description
The course examines different theoretical approaches to assessment and intervention
with families. The focus will be on interpersonal interaction patterns and on systems
rather than on individual feelings and behaviors, although those aspects of working with
family members are not excluded. Different models of family therapy will be described,
applied to case problems, compared with other models and/or theories, and evaluated
for their effectiveness. The primary models will be structural, multigenerational,
experiential, solution-focused, postmodern approaches such as narrative therapy, and
emerging modalities, including internal family systems theory. The integration of the
various theories and models as they apply to specific, complex family system problems
will be explored and discussed. Theoretical constructs, strategies for change, and the
application of social work assessment and intervention with families will be examined
for each approach.
Students will learn to assess the influence of the clinicians’ and of the clients’ ethnicity,
social class, age, and gender on family therapy. In addition, the implications for working
with non-traditional family structures will be discussed in this course. Special attention
will be given to the impact of socioeconomic and cultural diversity on family processes
when assessing and treating families at risk. Intrafamilial violence and the resultant
trauma for family systems will be explored along with other family problems, including
mental illness and substance abuse.
This course will provide students specializing in either children and families or health
and mental health with a broader and more in depth understanding of family interaction
patterns, communication styles and multigenerational messages as well as skills related
to assessing and intervening with families. Acquiring such knowledge and skill will
enable students to develop a more integrated approach to working with families across
many different levels of functioning, in diverse contexts, and for different problem areas.
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Course Objectives
Knowledge:
1. To acquaint students with the theoretical underpinnings of various approaches
to assessing and intervening with families, including an understanding of the
similarities, differences and strategies for change among these major
approaches;
2. To help students differentiate the continuum of family functioning, with an
understanding of the influence of culture, ethnicity, age, socioeconomic status,
gender, sexual orientation, family structure, disability, and religious practice
within the family as well as a greater awareness of the self of the therapist as
a member of a family;
3. To facilitate students’ awareness of current research on the effectiveness of
different approaches to family intervention, and to develop techniques and
strategies related to stages of the helping processes, e.g., beginning, middle
and ending, in working with families;
Values:
1. To perceive strengths as well as limitations in family assessment and
Intervention, deepening social worker’s understanding and appreciation of the
struggle between self determination and felt obligation as perceived by family
members;
2. To identify applications of social work values, such as fairness, respect for
the worth of each person, acceptance of difference, as well as social and
economic justice, to family intervention;
3. To appreciate the importance of family wellness and preservation in
maintaining conditions essential for the human survival of future generations;
Skills:
1. To help students critically analyze family theories in relation to their
assumptions, consistency, validity and implications for practice, particularly
but not exclusively in relation to clients’ race, ethnicity, religion, sexual
orientation, disability, gender issues, age, socioeconomic status, disability,
differences from the traditional family and the specific practice model used;
2. To be able to critique the appropriateness and use of interventions according
to the particular families needs; and
3.To be able to evaluate progress based on assessable criteria of family
functioning.
Teaching Methodology
It is expected that course objectives will be achieved through a combination of lecture,
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class discussion, experiential exercises, reading, case analysis and completion of
course assignments. Small group discussions will focus on problem solving and
analysis, both of which are used for active participation by all students. In addition,
videotaped material and role-playing will be used for illustration purposes.
Students are expected to come to class on time and consistently. The grade for the
course may reflect a student's decision to depart from these expectations. Late papers
may forfeit points, and will be accepted only in emergencies; late papers must be preapproved. Papers that have been graded may not be resubmitted for a different grade.
Respect for Diversity
We are committed to the recognition and respect for variations in racial, ethnic, and
cultural backgrounds and in class, gender, age, physical and mental ability, religion,
and sexual orientation. We value ethnically sensitive and culturally competent social
work education and practice. We will uphold the ethical standards set forth by the
profession and the Jesuit ideals of the university. This will be demonstrated through
readings, lectures, case presentations and assignments. We expect that students will
demonstrate comparable respect for diversity of their classmates, faculty and clients,
and commit to address issues of marginalization, oppression, prejudice and
discrimination.
Academic Integrity
Academic integrity is essential to a student’s professional development, their ability to
serve others, and to the University’s mission. Therefore, students are expected to
conduct all academic work within the letter and the spirit of the Statement on Academic
Honesty of Loyola University Chicago, which is characterized by any action whereby a
student misrepresents the ownership of academic work submitted in his or her name.
Knowledge of what plagiarism is will help you from inadvertently committing it in your
papers.
Plagiarism is a serious ethical violation, the consequences of which can be failure of a
specific class and/or expulsion from the school. Responsibilities of Academic Honesty
are detailed in The Graduate manual of the Loyola University Chicago. Please read
the Graduate Catalog stating the university policy on plagiarism (p.18). Concisely,
"Plagiarism is the presentation of another's words or ideas as your own." The web site
offers several examples as well as a more elaborate definition of the term.
This commitment ensures that a student of the School of Social Work will neither
knowingly give nor receive any inappropriate assistance in academic work, thereby,
affirming personal and professional honor and integrity. Students may not use the same
assignment content to fulfill different course requirements.
Students With Special Needs
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Any student with special needs or difficulty in completing the assignments for this class
is encouraged to see the instructor as soon as possible. Please refer to the Student
Handbook for management of special needs or disabilities. If you have any special
need required to successfully complete this course, please let the instructor know
immediately so that available accommodations can be discussed and put into place.
TEXTS
Required
Kilpatrick, A. C., & Holland, T. P. (2003). Working with Families: An Integrative
Model by Level of Need. 3rd ed. Boston: Allyn & Bacon.
Nichols, M.P., & Schwartz, R.C. (2004). Family Therapy: Concepts and Methods.
6th ed. Boston: Allyn and Bacon.
Silverstein, & Goodrich, (2003). Feminist Family Therapy: Empowerment in Social
Context. Washington, D.C.: American Psychological Association.
Recommended (These texts are on Reserve at Lewis Library)
Boyd-Franklin, N. (2003). Black Families in Therapy: Understanding the AfricanAmerican Experience, 2nd ed. New York: Guilford Press.
Boyd-Franklin, N., & Bry, B. H. (2000). Reaching Out in Family Therapy. New
York: Guilford.
Congress, E.P. (Ed.). (1997). Multicultural perspectives in working with families.
New York: Springer.
Falicov, C. J. (1998). Latino Families in Therapy. New York: Guilford.
Lansford, J. E., Deater-Deckard, K., & Bornstein, M. H. (Eds.). (2007). Immigrant
Families in Contemporary Society. New York: Guilford Press.
Malley-Morrison, K., & Hines, D. A. (2004). Family Violence in a Cultural
Perspective: Defining, Understanding, and Combating Abuse. Thousand
Oaks, CA: Safe.
McGoldrick, M. et. al. (1996). Ethnicity and Family Therapy. (2nd ed.) New York:
Guilford Press.
McGoldrick, M., Anderson, C., & Walsh, F. (1989). Women in Families. New
York: Norton.
Rasheed, J. M., & Rasheed, M. (2004). Family Therapy with Ethnic Minorities.
2nd ed. Thousand Oaks. CA: Sage.
EVALUATION--BASIS FOR GRADING
Class attendance and participation are expected. Students also are expected to be
current in readings, to bring in their own case material for class discussion, and to
constructively participate in role play. The final grade for the course will be influenced
by class participation. Attendance and participation will be critically evaluated when
there are student presentations. The assignments and a description of grading
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methods are listed on Blackboard. In addition, a list of books that have been put on
Reserve in Lewis Library are listed in Course Documents.
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COURSE OUTLINE
Week 1
Aug 26
Introduction to the field of family therapy: Historical and
Conceptual Overview
-Family as interactional and emotional system
-Paradigmatic Shift of Relational and Ecological-Systems
Perspectives.
-Normal Family Systems
-Introduction to integrative model of family therapy
-Family therapy research - trends
-Video: Initial Family Interview
-Webb sites:
www.serendip.brynmawr.edu/complexity/Chalquist2.html - Paradigm Shift
www.aamft.org - American Association of Marriage and Family Therapy
www.afta.org - American Family Therapy Academy
www.abacon.com/famtherapy/profiles.html - Family Therapy Profiles &
History
www.anzjft.com/links.htm - Family Therapy Resources on the Web
www.ericdigests.org/pre-9211/counseling.htm - Counseling families from a systems
perspective
Required Reading
Nichols, M., & Schwartz, R. (2004). Family therapy: Concepts ands Methods. 6th
ed. Needham Heights, MA: Allyn & Bacon. Chap.1 and 2.
Recommended Reading
Becvar, D., & Becvar, R. (2002). Family Therapy: A Systemic Integration 3rd ed.
Needham Heights, MA: Allyn & Bacon.
Chap. 1: Two Different World Views, pp. 3-13, and Chap. 3:
The Paradigmatic Shift of Systems Theory, pp. 62-84.
Congress, E.P. (1997). Using the culturagram to assess and empower culturally
diverse families. In E.P. Congress, (Ed.). Multicultural perspectives in
working with families. New York: Springer, pp.3-16.
Week 2
Sept. 2
Clinical Issues in Conducting Family Therapy
Feminist Family Therapy: Gender and Power
-Handouts: How to Address Issues of Power & Control
Values of Feminist Family Therapy
-Video: Cheryl Rampage, Feminist Family Therapy with a Single Mom
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-Webb sites:
www.psychnet-uk.com/psychotherapy/psychotherapy_feminist_therapy.htm
Feminist Psychotherapy
www.feminist.org/research/cedawmain.html - Feminist Research
Convention to Prevent All Forms of Discrimination Against Women
Required Reading
Atwood, N. C. (2001). Gender bias in families and its clinical implications for
women. Social Work 46(1), 23-36.
Harris, T., Moret, L. B., Gale, J., & Kampmeyer, K. L. (2001). Therapists’ gender
assumptions and how these assumptions influence therapy. Journal of
Feminist Family Therapy 12(2/3), pp.33-59.
Nichols, M., & Schwartz, R. (2004). Family therapy 6th ed. Needham Heights, MA:
Allyn & Bacon. The Feminist Critique, pp.290-291; Gender, p. 76.
Silverstein, & Goodrich, (2003). Feminist Family Therapy: Empowerment in Social
Context. Washington, D.C.: American Psychological Association. Part I:
Considering the historical context of feminism in family therapy, pp. 1-36;
Chap. 17: Bringing power from the margins to the center, pp.225-239.
Werner-Wilson, R. J., Zimmerman, T.S., Daniels, K., & Bowing, S. (1999). Is
therapeutic alliance influenced by a feminist approach to therapy?
Contemporary Family Therapy 21(4), 545-550.
Week 3
Sept. 9
Clinical Stages of Family Therapy
-Resistance/Persistence in Families
-Use of Self in Family Therapy
-Therapeutic Relationship.
-Handout: Interface of Stage of Therapy, Resistance and Use of Self
-Webb sites: Resistance - www.ulm.edu/~mft/resistanceover.rtf
Required Reading
Kilpatrick, A. C., & Holland, T. P. (2003). Working with Families. Boston: Allyn &
Bacon. Chap. 1: Levels of family need, pp.1-13; Chap. 2: An Ecological
systems-social constructionism approach to family practice, pp.14-30; Chap.
3: Contexts of Helping, pp.33-48.
Nichols, M., & Schwartz, R. (2004). Family therapy: An Overview. 4th ed. Needham
Heights, MA: Allyn & Bacon. Chapters 3: Early models and basic
techniques; and Chapter 4: The Fundamental concepts of family therapy,
pp.67-140.
Silverstein, & Goodrich, (2003). Feminist Family Therapy: Empowerment in Social
Context. Washington, D.C.: American Psychological Association. Part VII.
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Examining supervision in feminist family therapy, pp.349-278.
Week 4
Sept. 16
First Level of Family Need: Basic Family Case Management
-Multiproblem Families
-Psychoeducation
-Webb sites: stopbullyingnow.com - Stop Bullying Now
www.aacap.org/publications/ - Mental Illness and the family
www.nmha.org/infoctr/factsheets - National Mental Health Assoc
www. www.nami.org/ -National Alliance for Mentally Ill
-Video: Bonnie Tapes, 1997 27 minutes
NO
RequiredReading
Kilpatrick, A. C., & Holland, T. P. (2003). Working with Families. Boston: Allyn &
Bacon. Chap. 5: Interventions to meet basic needs in high-risk families with
children, pp.69-84, and Chap. 6: A Family Case Management Approach for
Level I Needs, pp.85-103.
Recommended:
Garbarino, J., & deLara, E. (2002). And Words Can Hurt Forever: How to Protect
Adolescents from Bullying, Harassment, and Emotional Violence. New
York: Free Press.
Week 5
Sept 23
Second Level of Family Need: Structure, Limits, and Safety Issues
-Structural Family Therapy
-Social Learning
-Feminist critique
-Video: Tres Madres - Structural therapy with an Anglo/Hispanic Family,
Harry Aponte
-Webb sites:
www.abacon.com/famtherapy/minuchin.html - Salvador Minuchin
www.psycservice.vt.edu/resources/manuals/Structural_Family_Therapy_Manual.pdf
www.philafamily.com/ Philadelphia Child and Family Therapy Training Center
Required Reading
Kilpatrick, A. C., & Holland, T. P. (2003). Working with Families. Boston: Allyn &
Bacon. Chap. 7: Structural Family Interventions, pp.104-115, and Chap. 8:
Social Learning Family Interventions, pp.116-130.
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Nichols, M., & Schwartz, R. (2004). Family therapy: An Overview. 6th ed. Needham
Heights, MA: Allyn & Bacon. Chapter 7: Structural family therapy, pp.176202.
Week 6
Sept 30
Third Level of Family Need: Problem-Focused Issues
Relevant concepts: boundary; symptomatic child;
overfunctioning; underfunctioning; triangle; interpersonal patterns;
-Bowen’s multigenerational family therapy
-Handout: Straus Family Genogram
-Video: Straus family genogram
-Webb Sites:
www.genopro.com/ - genogram information and charts
www.genogram.freeservers.com/ - information about genograms
www.faculty-web.at.nwu.edu/commstud/galvin/genograms/ Understanding, creating and interpreting genograms
Required Reading
Kilpatrick, A. C., & Holland, T. P. (2003). Working with Families. Boston: Allyn &
Bacon. Chap. 10: Family Systems Interventions, pp.151-171.
Nichols, M., & Schwartz, R. (2004). Family therapy.6th ed. Needham Heights, MA:
Allyn & Bacon. Chapter 5: Bowen Family Systems Therapy, pp. 119-148.
Week 7 Oct 7
Week 8
Oct. 14
Fall Break - No Class
-Solution-focused family therapy
-Narrative Family Therapy
-Videos: John Walters: Solution focused therapy with an involuntary client
Insoo Kim Berg: Solution focused therapy with a voluntary client
Ramon Corrales: Narrative Family Therapy
-Webb sites:
www.brieftherapy.org.uk/solutionfoc.htm - solution focused brief therapy
www.genopro.com/ - genogram information and charts
www.genogram.freeservers.com/ - information about genogram
www.faculty-web.at.nwu.edu/commstud/galvin/genograms/ Understanding, creating & interpreting genograms
www.abacon.com/famtherapy/bowen.html - Murray Bowen
www.narrativeapproaches.com/ - Narrative Therapy approaches
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Feminist Family Therapy Student Presentation - 15 minutes
If students chose this assignment, this will be the day for the class
presentation.
Required Reading
Kilpatrick, A. C., & Holland, T. P. (2003). Working with Families. Boston: Allyn &
Bacon. Chap. 9: Solution-focused family interventions, pp.131-150; Chap.
11: Narrative family interventions, pp.174-195;
Nichols, M., & Schwartz, R. (2004). Family therapy.6th ed. Needham Heights, MA:
Allyn & Bacon. Chap. 12: Solution-Focused Therapy, pp.312-328;
Chap. 11: Narrative family interventions, pp.174-195;
Week 9
Oct 21
New Approaches to Family Therapy
-Internal Family Systems
-Emotionally focused family therapy
-Video: Internal Family Systems, Dick Schwartz, Ph.D.
-Webb sites:
www.internalfamilysystems.org/ - Internal Family Systems
www.earley.org/internal_family_systems_therapy.htm
www.soulselfhelp.on.ca/internal.html - Internal Family Systems
www. wisdomresources.dolphin-designs.com/IFS.html - definitions
www.earley.org/intro_ifs.htm - Intro to IFS
Required Reading
Nichols, M., & Schwartz, R. (2004). Family therapy. 6th ed. Needham
Heights, MA: Allyn & Bacon. Chap. 8: Experiential Family Therapy,
pp.219-226.
Wark, L., Thomas, M., & Peterson, S. (2001). Internal family systems
therapy for children in family therapy. Journal of Marital and Family
Therapy 27(2), 189-200.
Week 10
Oct 28
Family Processes: Intervention with Diverse Family
Structures and Needs
-The intersection of ethnicity, race, culture and poverty
-African-American. Latino, Asian, American Indian, Polish, Mung, etc.
families: parenting styles, spirituality and religion, expressions of
anger, messages about violence, language issues, generational
conflicts, religion, spirituality and native healers, gender issues,
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immigration difficulties, etc.
-Video: A House Divided: Structural therapy with a Black family,
Harry Aponte
-Webb sites:
www.multiculturalfamily.org/index.shtml Multicultural Family Institute in New Jersey
Required Reading
Boyd-Franklin, N. & Bry, B. H. (2000). Cultural, Racial and
Socioeconomic Issues (Chap 2, pp.11-36). In N. BoydFranklin, & B. H. Bry, Reaching Out in Family Therapy. New
York: Guilford.
Killian, K. D. (2001). Reconstituting racial histories and identities: The
narratives of interracial couples Journal of Marital & Family Therapy
27(1), 27-42.
Kilpatrick, A.C., & Holland, T.P. (2003). Working with Families. Chapter 13:
The Family in the Community, pp.218-264.
Laszlofy, T. A., & Hardy, D. V. (2000). Uncommon strategies for a
common problem: Addressing racism in family therapy.
Family Process 39 (1), 35-50.
Nichols, M., & Schwartz, R. (2004). Family therapy. 6th ed. Needham
Heights, MA: Allyn & Bacon, pp. 294-295.
Week 11
Nov. 4
Multiproblem Families: Working with Children and Adolescents in
Families
-Home-based treatment
-Working with children and families
-Discipline problems
-Working with angry clients in their own homes
-Safety issues for the clinician
-Confidentiality issues
-Families and violence (impact of domestic violence on children; child
abuse) Handout : Impact of DV on child witnesses;
-Immigration
-Video: Satir Therapy with a Young Boy and His Mother, Jean McLendon
114 min 1999 #044-05664
-Webb sites:
www.calib.com/nccanch/pubs/usermanuals/crisis/models.cfm - National
Clearinghouse on Child Abuse and Neglect Information
www.ncjrs.org/pdffiles1/ojjdp/184743.pdf - Functional Family Therapy, for
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juveniles with problems (8 pgs/Adobe)
Required Reading
Bogolub, E. B. (2002). A few thoughts about immigrants and their children.
Families in Society 83(2), 121Cooklin, A. (2001). Eliciting children’s thinking in families and family
therapy. Family Process 40(3), 293-312.
Nichols, M., & Schwartz, R. (2004). Family therapy. 6th ed. Needham
Heights, MA: Allyn & Bacon, pp. 204-219.
Omer, H. (2001). Helping parents deal with children’s acute disciplinary
problems without escalation: The principle of nonviolent resistance.
Family Process 40(1), 53-66.
Recommended Reading
Boyd-Franklin, N. & Bry, B. H. (2000). A Framework for home-based
treatment (Chap. 3, pp.37-57). In N. Boyd-Franklin, & B. H.
Bry, Reaching Out in Family Therapy. New York: Guilford.
Week 12
Nov 11
Families with Structural Diversity
-Elders and families
-Handout: Elder Abuse
-Lesbian and gay families
-Foster and adoptive families
-Intervention strategies in working with chemically abusive families
Videos: Children of Denial; The Golden Years
-Webb sites:
www.aoa.gov/factsheets/abuse.html - elder abuse
www.seniorlaw.com/elderabuse.htm - web sites on elder abuse
www.altfamily.org/research1/Articles_and_book_chapters_on_LGBT_topics.html
- articles & books on lesbian and gay issues
http://www.mftsource.com/Treatment.gaylesbian.htm articles & books on treatment
Required Reading
Boyd-Franklin, N. & Bry, B. H. (2000). Multigenerational patterns in
families in crisis (Chap.4, pp.58-77). In N. Boyd-Franklin, &
B. H. Bry, Reaching Out in Family Therapy. New York: Guilford.
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Nichols, M., & Schwartz, R. (2004). Family therapy. 6th ed. Needham
Heights, MA: Allyn & Bacon, pp.298-299.
Smith, J. (2001). The adopted child syndrome: A methodological
perspective. Families in Society 82(5), 491-497.
WEEK 13
Nov 18
Family Processes: Intervention with Diverse Family structures and
needs
- Violent families; Domestic violence (DV)
- Non-offending parents
- Differing opinions: conjoint treatment vs. no conjoint treatment in DV
- Factors necessary for couples therapy in domestic violence
- Substance abuse
-Video: Defending Our Lives
-Webb sites:
http://www.ncadv.org/ - National Coalition Against Domestic Violence
http://www.ilcadv.org/ - Illinois Coalition Against Domestic Violence
Safety Plan. Characteristics of Batterers.
www. Letswrap.com/dvinfo/wheel.html - DV Wheel of Power and Control
www.minicava.umn.edu - University of Minnesota Violence Web Site
http://www.ojp.usdoj.gov/vawo/welcome.html - U.S. Dept of Justice,
Office of Justice Programs, Violence Against Women Office
www.vaw.umn.edu/vawnet/welfare.html - battered women and poverty
http://now.org/issues/violence/index.html NOW and Violence Against Women
Center for Sex Offender Management - www.csom.org/ ( Site Links.References)
(Myths & Facts about Sexual Violence)
National Center on Sexual Behavior of Youth www.ncsby.org
See ( J-Soap-II) : Juvenile Sex Offender Assessment Protocol-II
Do Batterer’s Programs Work? - www.mincava.umn.edu/papers/battrx.htm
Intervention for Men Who Batter: A Review of Research; Richard M. Tolman,
University of Michigan & Jeffrey L. Edleson, University of Minnesota www.mincava.umn.edu/vaw.asp#A101090200
National Center for Injury Prevention and Control www.cdc.gov/ncipc/factsheets/malebat.htm
Partner Abuse Intervention Programs - www.ilcadv.org/batterersprogs/default.asp
Anti-Violence Project. (2003). Lesbian, gay, bisexual and transgender domestic
violence: 2003 Supplement.
www.avp.org/publications/reports/2003NCAVPdvrpt.pdf
Community Violence Prevention Network - www.cvpn.org/
National Children’s Coalition, Violence Prevention Resources13
www.child.net/violence.htm
Required Reading
Bennett, L. (1995). Substance abuse and the domestic assault of women.
Social Work 49(6), 760-771.
Edleson, J. L. (1999). Children’s witnessing of adult domestic violence.
Journal of Interpersonal Violence, 14(8), 839-870.
Nichols, M., & Schwartz, R. (2004). Family therapy. 6th ed. Needham Heights,
MA: Allyn & Bacon, pp.294.
Week 14
Nov. 25
Family Processes: Intervention with Diverse Family structures and
needs
Immigrants and Refugees
Integrative Family Therapy
Required Reading
Nichols, M., & Schwartz, R. (2004). Family therapy. 6th ed. Needham
Heights, MA: Allyn & Bacon, pp. 219-226. Chap. 10: Family Therapy
Enters the Twenty-First Century, pp.315-354; Chap 13: Integrative
Models, pp.423-445; Chap. 14: Comparative Analysis, pp.447-501.
Week 15
Dec 2
Intervention with families with disabilities, medical and psychiatric
-Homelessness
-Community interventions
-Using multiple systems
-Webb Sites:
National Coalition for the Homeless - www.nationalhomeless.org/
Hate crimes against the homeless www.nationalhomeless.org/hatecrimes/factsheet2005.pdf
Americans with Disabilities Act - www.usdoj.gov/crt/ada/adahom1.htm
American Association of People with Disabilities - www.aapd-dc.org/
Required Reading
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Kilpatrick, A., & Holland, T. (Eds.). (2003). Working with families: An Integrative
model by level of functioning. 3rd. Ed. Needham, MA: Allyn & Bacon.
Chap. 4: Ethically informed and spiritually sensitive practice, pp.49-68
Mowbray, C., Schwartz, S., & Bybee, D. (2000). Mothers with a mental illness:
stressors and resources for parenting and living. Families in Society 81(2),
118-129.
Nichols, M., & Schwartz, R. (2004). Family Therapy. Boston: Allyn & Bacon. Chap.
10: Family Therapy in the Twenty-First Century, pp.288-308; Chap 14:
Integrative Models, pp.329-346; Chap. 15: Comparative Analysis, pp.367394, and Chapter.16: Advances in family therapy research, pp.395-422.
Rober, P. (1999). The therapist’s inner conversation in family therapy practice:
Some ideas about the self of the therapist, therapeutic impasses, and the
process of reflection. Family Process 38(2), 209-228.
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