Exploring the Therapeutic Effectiveness of Genograms in Family Therapy: A Literature Review

Joseph, Bindu; Dickenson, Sarah Jane; McCall, Allira; Roga, Erin

doi:10.1177/10664807221104133

Cited by 4 publications

(3 citation statements)

References 30 publications

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“…The work of social educators with both the child and their family sets the groundwork for the successful overcoming of psychological trauma consequences. Joseph, Dickenson, McCall & Roga, (2023) indicated that the better results are achieved when the entire family is involved in the therapeutic process.…”

Section: Research Resultsmentioning

confidence: 99%

Empowering Psychologically Traumatised Children at School: The Experience of Social Pedagogues

Gudžinskienė,

Karasevičiūtė

2024

SIE

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The aim of the study is to reveal the experience of social pedagogues in empowering psychologically traumatised children at school. Qualitative research was chosen for the study by using the method of semi-structured interview. 10 social pedagogues, who work in school in different Lithuanian regions, participated in the study. The study revealed the experience of social pedagogues in empowering traumatised children in school. The study highlighted that in empowering children who have experienced psychological trauma, it is first of all important for the social pedagogue to show the child individual care and provide him with the necessary support. Ensuring that the child receives emotional support and counselling, if necessary using the services of a psychotherapist or psychologist. It is also important to work with the child's family to understand the family's needs and capacity to provide the necessary support. Provide the family with practical help and advice on how to cope with the child's trauma and stress. In order to empower children, it is important to allow them to participate in decision-making because then children will feel in control of their own lives. Empowering psychologically traumatised children requires providing them with a safe and stable environment where they can feel calm and have their needs met. It is equally important that traumatised children become involved in classroom activities or social groups at school, to build relationships and receive support from the school community. Social educators emphasise the importance of educational activities in the school community to help children develop their skills and talents. Long-term collaboration to empower children and their families ensures sustainable well-being of society.

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Section: Research Resultsmentioning

confidence: 99%

Empowering Psychologically Traumatised Children at School: The Experience of Social Pedagogues

Gudžinskienė,

Karasevičiūtė

2024

SIE

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“…Therapists can establish a welcoming atmosphere by incorporating elements of cultural sensitivity into their practice, such as displaying cultural artifacts or decorations in the therapy room, offering materials in multiple languages, and actively seeking input from clients regarding their cultural preferences and traditions (Kreshak, 2020;. In English-language family therapy, it is essential to validate the experiences of all family members, regardless of their cultural background (Joseph et al, 2023). This involves actively listening to and empathizing with each individual's perspective, acknowledging the impact of cultural influences on their beliefs and behaviors.…”

Section: Opportunities For Positive Engagementmentioning

confidence: 99%

Cross-Cultural Communication in English-Language Family Therapy: Conceptual Challenges and Opportunities

Mary Omoboye,

Nkechi Emmanuella Eneh

2024

Int. j. appl. res. soc. sci.

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Cross-cultural communication in English-language family therapy presents a complex landscape characterized by both challenges and opportunities. This review explores the conceptual framework surrounding this dynamic field, highlighting the multifaceted nature of interactions within diverse familial contexts. One of the primary challenges in cross-cultural communication within English-language family therapy is the inherent diversity of cultural backgrounds among clients. Cultural nuances, beliefs, and communication styles vary significantly across different ethnicities, religions, and socio-economic backgrounds. Negotiating these differences requires therapists to possess a nuanced understanding of cultural dynamics while maintaining sensitivity to the unique needs and values of each family unit. Moreover, language barriers often complicate communication between therapists and clients from diverse cultural backgrounds. In English-language family therapy, therapists must navigate the intricacies of language proficiency, ensuring effective communication while acknowledging potential limitations in linguistic expression. Additionally, cultural differences in nonverbal communication cues further underscore the importance of a comprehensive approach to cross-cultural communication. Despite these challenges, cross-cultural communication in English-language family therapy presents invaluable opportunities for fostering understanding and promoting positive therapeutic outcomes. By embracing cultural diversity as a cornerstone of therapeutic practice, therapists can create inclusive environments that validate the experiences of all family members. Culturally sensitive interventions that integrate elements of clients' cultural backgrounds can enhance rapport-building and facilitate meaningful dialogue within therapy sessions. Furthermore, cross-cultural communication in English-language f amily therapy encourages therapists to adopt a reflective stance, continually interrogating their own cultural biases and assumptions. Through self-awareness and ongoing education, therapists can cultivate cultural competence, empowering them to navigate the complexities of cross-cultural dynamics with greater efficacy. The conceptual landscape of cross-cultural communication in English-language family therapy is marked by both challenges and opportunities. By recognizing the inherent complexity of cultural interactions and embracing cultural diversity, therapists can navigate these complexities skillfully, ultimately fostering more inclusive and effective therapeutic practices. Keywords: Cross-Cultural, Communication, English, Language, Family Therapy, Review.

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“…For instance, genograms may not be the best assessment tool for high‐conflict couples who tend to engage in more “heated” communications in the beginning stage of therapy (Finney & Tadros, 2018), or if a client went through the foster care system or was adopted and who may not have a lot of context about their family heritage. Further, the effectiveness of genograms is significantly associated with therapist training and cultural competency (Joseph et al, 2023). Finally, although genograms provide a pictorial image for clients, the relationships are often shown as flat and linear.…”

Section: Existing Toolsmentioning

confidence: 99%

Assessments for multi‐heritage couple therapy: A review of existing tools

McIntosh,

Wang

2024

J Marital Family Therapy

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As diversity in the United States increases, marriage and family therapists are encountering more multi‐heritage couples in therapy. Recent research shows that around 11% of adults are married to someone from a different racial or ethnic group, rising to 19% among new marriages. Multi‐heritage couples encompass inherent differences in race, ethnicity, religion, gender, sexual orientation, national origin, and culture. This article addresses the unique challenges faced by multi‐heritage couples in therapy and explores the strengths and weaknesses of existing assessment tools suitable for their needs. The study highlights a limited number of existing tools that are available for therapists working with multi‐heritage couples. Consequently, the article suggests future directions to enhance the development of assessment tools tailored to the specific needs of multi‐heritage couples.

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Exploring the Therapeutic Effectiveness of Genograms in Family Therapy: A Literature Review

Cited by 4 publications

References 30 publications

Empowering Psychologically Traumatised Children at School: The Experience of Social Pedagogues

Empowering Psychologically Traumatised Children at School: The Experience of Social Pedagogues

Cross-Cultural Communication in English-Language Family Therapy: Conceptual Challenges and Opportunities

Assessments for multi‐heritage couple therapy: A review of existing tools

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