This work shows the contribution of concept of rites of passage and theory of liminality to the understanding of transformations in the course of a person’s life. The structural–functional analysis of empirical studies of physical changes, changing roles in society, and key changes in the area of mental and physical health conducted from the perspective of these theories has allowed to identify the three fundamental processes that govern the attainment of transformation and transgression into a new phase of life. The aim of this paper is to set out the processes identified in the course of functional–structural analysis of chosen studies and they comprise: (1) preservation of the sequence of the life course; (2) liminality: deconstruction, integration, and transformation; and (3) performativity. These processes provide a structural framework for understanding life crises, thus facilitating their study as phases of dynamic transformations connected with the successive roles and tasks over the life course.

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Objectives Externalizing behavior problems are considered to be a serious impediment to a child’s development, and therefore it is important to identify their predictors. In this study, we investigated the connections between school-aged boys’ externalizing problems, the mother’s reflective functioning (RF) and the mother’s perception of her childhood relationship with her own caregivers. Methods The study sample comprised 39 school-age boys diagnosed with externalizing behavior problems together with their mothers. A child’s psychopathology was assessed using the Child Behavior Checklist and Teacher Report Form. Our assessment of the mothers’ mentalizing capacities was based on the Adult Attachment Interview and Reflective Functioning Scale. The perception of a mother’s childhood relationship with her parents was assessed using the Parental Bonding Instrument. Results The analysis revealed that more severe cases of aggressive and rule-breaking behavior in boys were associated with lower RF in mothers, as well as with a mother’s perception of her childhood relationship with her own parents as less autonomous. More aggressive behavior in boys was also associated with a mother’s perception of herself as experiencing a higher degree of care from her father during her own childhood. Conclusions These are only preliminary findings and we have discussed them with a view to understanding the possible ways in which a mother’s RF and the intergenerational context of relationship quality are associated with externalizing behavior problems in middle childhood.

The study demonstrates how motherhood gender-related discourse is intertwined with the ways in which the systemic techniques and systemic thinking are realised in the session. This research explores the consequences of gender-related discourse commonly co-constructed by participants in couple therapy and not recognised or challenged by the therapist. Video-recorded data from a couple therapy session containing unrecognised genderrelated discourse were subjected to conversation analysis (CA). The interview (Interpersonal Process Recall) transcript was analysed according to the rules of dialogical analysis. Gender assumptions held unchallenged by a therapist can be manifested through: placing one spouse in the position of the person accountable for the genderrelated choices, the therapist's mirroring of one participant's lexical choices only, sharing normative expectation of one person. Unrecognised gender discourse create difficulty in introducing circular thinking. The obstacles on the therapist's side can render power issues connected with gender invisible and thus unavailable for introduction into the therapeutic conversation.

The aim of therapeutic help in marital crisis is to break the vicious circle of mutual hurtful accusations. The method that the authors present below involves a group of couples working within a closed cycle of meetings. In the course of successive group meetings, the various couples act as reflecting teams (RTs) for each other. This achieves two objectives: the couple recounting their crisis receives nonthreatening feedback, which helps them to implement positive changes and break out of the self-perpetuating destructive interaction. In addition, the couples acting as the RT learn nonjudgmental, nontheorizing and affirmative communication.