1
ADDITIONAL REFERENCES FOR THIS LECTURE…
2
EPISTEMOLOGY
3
A GOOD THEORY? (SIGELMAN AND RIDER, 2003)
Internally consistent
Falsifiable
Based on data
(Based in logic?...)
4
BASIC DEVELOPMENT ISSUES (SIGELMAN AND RIDER, 2003)
Nature vs. Nurture?
 Biology or Environment?
Activity vs. Passivity?
Continuity vs. Discontinuity?
 Gradual or abrupt?
 Quantitative or qualitative?
Universality vs. Context Specificity
5
DEVELOPMENTAL THEORIES: 4 SCHOOLS
(SIGELMAN AND RIDER, 2003)
Psychoanalytic (Freud, Erikson)
Learning (Skinner, Bandura)
Cognitive developmental (Piaget)
Contextual/Systems (Bronfenbrenner, Vygotsky)
6
PSYCHOANALYTIC THEORY (“INTRAPSYCHIC”)
FREUD
ERICKSON
Instincts
Unconscious motivation
Id, ego, superego
Psychosexual
development
 Psychosocial development (8
conflicts)
 “Ego virtues”
 Biology + environment
 Internally inconsistent?
 Hard to test?
 Difficult to test?
 Describes, doesn’t explain?
•
•
•
•
7
LEARNING THEORY
Classical conditioning (Watson, Pavlov)
 Preconditioning, Conditioning, Postconditioning
Operant conditioning (Skinner)
 Reinforcement
Social Learning Theory (Bandura)
 Humans as active cognitive agents
 Observational learning
 Not enough evidence that learning is responsible?
 Too little emphasis on biology?
8
COGNITIVE DEVELOPMENTAL THEORY
Constructivism
 Interaction between maturing brain and experience
Stages
1. Sensorimotor (0-2)
2. Preoperational (2-7)
3. Concrete operational (7-11)
4. Formal operational (11-12+)
 Too little emphasis on motivation, emotion?
 Too narrow a perspective?
http://www.youtube.com/watch?v=TRF27F2bn-A (6:18)
9
CONTEXTUAL AND SYSTEMS THEORIES
Sociocultural perspective (Vygotsky)
 Individual + culture
 Language, communication
 Cognitive development:
a social process, beyond imitation
Bioecological perspective (Bronfenbrenner)
 Nature and nurture (biology and environment)
 Reciprocal influence
 4 systems: micro, meso, exo, macro
 Standardized coherent theory impossible?
 Too much “it depends”?
10
BRONFENBRENNER’S ECOLOGICAL SYSTEM
11
SYSTEMS
CLOSED SYSTEMS
OPEN SYSTEMS
Transformation
Input, throughput, output
Physical energy exchange
Information exchange
12
GENERAL SYSTEMS THEORY (BOULDING, 1956)
13
GENERAL SYSTEMS THEORY (BOULDING, 1956)
Seeking “an optimum degree of generality”
The Republic of Learning is breaking up
A “desert of mutual unintelligibility”
Two approaches:
1. General phenomena
 Population change and interaction
 Equilibrium theory
 Growth theory
 Information and communication theory
2. Hierarchy of complexity
14
GENERAL SYSTEMS THEORY
15
LOOKS SIMILAR TO…
16
FAMILY SYSTEMS (BAVELAS AND SEGAL, 1982)
Roots in GST: studies of communications in families similar
Psychoanalysis “proscribes” therapist contact with families
Psychotherapists turn to “research”
• Especially about schizophrenia, hitherto non-responsive to treatment
17
1950S: THE BATESON PROJECT (BAVELAS AND SEGAL, 1982)
Disturbed behavior from disturbed communication
• “In response to a particular interpersonal context”
Old scope of knowledge
• Based on energy
• Causality: Linear, sequential
• 1st Law of Thermodynamics (transformation of energy)
Bateson’s new epistemology
• Based on information
• Causality: Circular, simultaneous
• 2nd Law of Thermodynamics (entropy)
18
DR. EDGAR AUERSWALD’S ASSUMPTIONS
The study of families is rooted in science.
Evolution in family studies relates to evolutions in biology and physics.
All human “constructions” are “edits” of the universe, either local or
universal.
19
AUERSWALD’S TERMS
Epistemology
= rules used to define “universal reality”
Paradigm
= rules used to define a subset of universal reality
Theory
= an idea that contributes to a paradigm
Model
= a metaphor for an epistemology, paradigm, or theory
20
FAMILY SYSTEMS: 5 PARADIGMS (AUERSWALD, 1987)
Psychodynamic
• Group of interlocking individual psychodynamics at different stages
Family
 Independently operating units from which individual pyschodynamics
General
 A system with things similar to all other systems, within hierarchies, e.g.
civilizations  societies  individuals  psyches, etc.
Cybernetic
 System of circular information flow and regulatory mechanisms
Ecological
 “Co-evolutionary ecosystem in an evolutionary timespace”
21
22
FAMILY SYSTEMS: 5 PARADIGMS (AUERSWALD, 1987)
Psychodynamic
Abandoned by family therapists
Family
General
Basis for “family systems therapy”
Cybernetic
Ecological Alternative reality system?
23
AUERSWARD: CURRENT STATE OF FAMILY STUDY…
24
EQUIFINALITY
•
•
Rejects “genetic fallacy”: Causes don’t dictate outcomes
Process can override and become the cause
• Child and parents mutually influence
http://www.youtube.com/watch?v=q2FixXF7yYs
25
BOWEN FAMILY THEORY (BROWN, 1999)
Reduce anxiety by…
 Understanding how family systems work
 Increasing “differentiation”
8 Elements
1. Fusion and Differentiation
2. Triangles
3. Nuclear Family Emotional System
4. Family Projection Process
5. Emotional Cutoff
6. Multigenerational Transmission Process
7. Sibling Positions
8. Societal Evolution
26
THEORIES ABOUT SCHIZOPRENIA (TORREY, 2006)
Genetic
Neurochemical
 Neurotransmitters? (Dopamine, glutamate, 100+ others…)
 Neuropeptides (Endorphines…)
Developmental
Infectious
Nutritional
Endocrinal
Stress
27
OBSOLETE THEORIES ABOUT SZ (TORREY, 2006)
Demons, masturbation
Bad mothers
• “Schizophrenogenic mothers”
Bad families
 Bateson: “Double-bind”
 Lidz at Yale
 “Expressed emotion”
Bad cultures
 Margaret Mead, Ruth Benedict, Christopher Lasch
Fake disease
 Thomas Szasz
28
SO WHAT?
RELATING FAMILY SYSTEMS TO PSYCH REHAB
How do family dynamics effect recoveries?
How broadly should families be conceived and defined?
How should providers think of families?
How should families be approached?
What role should practitioners expect families to play?
How can psychiatric rehabilitation practitioners lead others in their field?
What specific things can psychiatric rehabilitation practitioners do to optimize family
engagement?
What should Psych Rehab learn from the history of family theories?
Do family systems theories matter?
29