Month: April 2018

College/University/Graduate School paper Help: Structural Family Systems (Minuchin):

Needed Theory:
Structural Family Systems (Minuchin):
General Concepts:
– Symptoms are the result of dysfunctional role assignments
and overly rigid or overly diffuse boundaries
– The focus is change in the family structure, not the
presenting problem
– Dysfunctional families lack alternatives resulting from
inflexible family structure
– Action-oriented, not insight-oriented
– Healthy subsystems are free of interference from other
subsystems
– Attention paid to cultural considerations and family
metaphors
– Focuses on family life cycle adjustments
Role of the Therapist:
– Stage director; observer; educator
– Active in making interventions to uncover & modify
underlying structure of family
Timeframe: Here and now
Duration: Short term
Unit of Treatment: Whole Family
How Change Occurs:
– Through Restructuring and Realigning the Hierarchy
Termination Criteria:
– Presenting problem is resolved
– Family system restructured to allow problem-solving
– Family has skills to resolve future conflicts
Early Stage Goals:
– Form therapeutic subsystem (Joining)
– Assess boundaries, alliances, coalitions
– Symptom reduction
– Relabel the presenting problem and reframe the family’s
view of it
– Remove the IP label
– Set goals
Early Stage Interventions:
– Joining, accommodating, mimesis
– Confirmation and empathy
– Reframe Problem as family problem
– Enactments: e.g. draw picture of family – shows power
distribution
– Tracking
– Family Mapping: look for alliances and splits
Middle Stage Goals:
– Change underlying family structure and patterns that
maintain symptoms
– Strengthen boundaries between subsystems
– Restructure: boundaries, hierarchy, alignments
– Create a cohesive executive subsystem
– Educate about development issues
Middle Stage Interventions:
– Re-enactment
– Manipulate intensity – e.g. repetition of themes, blocking
or encouraging interactions, modulating voice
– Boundary making – e.g. changing the placement of people
in the room
– Paradoxical interventions – if clients aren’t compliant – do
more of what doesn’t
– Unbalance the system – e.g. support “one down” person
– Teach conflict resolution skills (communication skills,
parenting skills)
– Psychoeducation – regarding family patterns and
developmental issues
– Shaping competence – by highlighting strengths and
progress
Late Stage Goals:
– Consolidate Gains
Late Stage Interventions:
– Highlight therapeutic progress
– Mark structural alterations
– Emphasize strengths
– Discontinue sessions digre