Family Therapy Techniques in Residential Settings: Family Sculptures and Reflecting Teams

Faddis, Troy; Cobb, Katherine F.

doi:10.1007/s10591-015-9373-3

Cited by 9 publications

(3 citation statements)

References 20 publications

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“…Adventure Pedagogy is presented in nine steps, which we will set out in the Table 1 for On the other hand, Caballero (2015) evaluated the changes produced in terms of personal and social reducing suicidal behavior or feelings of family closeness and bonding (Faddis & Cobb, 2016;Faulkner, 2001); in addition to having a positive impact on trust, respect, problem solving, communication and motivation, as shown by Kriel et al (2016).…”

Section: Adventure Learningmentioning

confidence: 99%

A critical look at Adventure Education programs

González Melero,

Baena Extremera,

Sánchez Fuentes

2023

CCD

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Programs based on Adventure Education models are increasingly applied in schools, thanks, among other reasons, to the inclusion of physical activity in the natural environment as a compulsory part of current educational legislation. Scientific literature has demonstrated over the years the wide-ranging benefits that these educational models offer students in terms of personal aspects, social aspects, health and the habit of staying active, among others. For a better application of this model, it is necessary to identify the different existing programs that use "adventure" as a means to educate and, through this, select the most appropriate model for the target group, available space and opportunities. For all these reasons, the aim of the present study was to analyze and compare the characteristics of the best known and most widely used Adventure Education models on the international scene, highlighting those most widely used in Spain.For the elaboration of this work, the models addressed were: outdoor adventure education, adventure learning, experiential learning, challenge rope courses, adventure pedagogy and adventure education. Following analysis of each of these educational models, it is concluded that for correct educational application knowledge is required about the way in which each typology should be applied, as well as the differential benefits they produce.

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Section: Adventure Learningmentioning

confidence: 99%

A critical look at Adventure Education programs

González Melero,

Baena Extremera,

Sánchez Fuentes

2023

CCD

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“…Reflecting teams are widely used by family therapists internationally, and there is growing enthusiasm for the practice in both family therapy ( Willott et al, 2012 ) and in supervision and training ( Biever and Gardner, 1995 ; James et al, 1996 ; Castles, 2011 ). Reflecting team practices have been described with deaf clients ( Munro et al, 2008 ); those with intellectual disabilities ( Anslow, 2014 ); people with gambling problems ( Garrido-Ferńandez et al, 2011 ); people with opiate addiction ( Garrido-Fernández et al, 2017 ); those with eating disorders ( Russell and Arthur, 2000 ); people in war-torn ( Charlés, 2010 ) and residential settings ( Faddis and Cobb, 2016 ) and with young children ( Fredman et al, 2007 ). Reflecting team sessions have been found to increase family connectedness ( Browne et al, 2020 ) and hope among family members ( Egeli et al, 2014 ; Armstrong et al, 2018 ; Allan et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

“Always opening and never closing”: How dialogical therapists understand and create reflective conversations in network meetings

et al. 2022

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Tom Andersen’s reflecting team process, which allowed families to witness and respond to the talk of professionals during therapy sessions, has been described as revolutionary in the field of family therapy. Reflecting teams are prominent in a number of family therapy approaches, more recently in narrative and dialogical therapies. This way of working is considered more a philosophy than a technique, and has been received positively by both therapists and service users. This paper describes how dialogical therapists conceptualise the reflective process, how they work to engage families in reflective dialogues and how this supports change. We conducted semi-structured, reflective interviews with 12 dialogical therapists with between 2 and 20 years of experience. Interpretative Phenomenological analysis of transcribed interviews identified varying conceptualisations of the reflecting process and descriptions of therapist actions that support reflective talk among network members. We adopted a dialogical approach to interpretation of this data. In this sense, we did not aim to condense accounts into consensus but instead to describe variations and new ways of understanding dialogical reflecting team practices. Four themes were identified: Lived experience as expertise; Listening to the self and hearing others; Relational responsiveness and fostering connection; and Opening space for something new. We applied these themes to psychotherapy process literature both within family therapy literature and more broadly to understand more about how reflecting teams promote helpful and healing conversations in practice.

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“…proposent d'ailleurs l'utilisation de la Multiple Family Adventure-Based Therapy Group, qui comprend des sessions de deux heures par semaine, sur une période de deux ou trois mois, impliquant des activités réalisées en contexte de nature et d'aventure auprès de plusieurs familles. De leur côté,Faddis et Cobb (2016) mettent en évidence le rôle des groupes de pairs et le potentiel des sculptures familiales dans l'IFNA afin de favoriser les réflexions sur les expériences familiales. Dans chaque famille, l'adolescent est placé physiquement au centre de sa propre sculpture et choisit des pairs pour représenter les membres de sa famille et les positionner dans des scènes permettant de décrire leurs émotions et leurs interactions.…”

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Ensemble : l’intervention familiale en contexte de nature et d’aventure

Pouliot,

Langelier,

Maillé

2023

interots

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Bien que la pertinence de l’intervention en contexte de nature et d’aventure (INA) soit de plus en plus reconnue dans les écrits scientifiques, les défis et les retombées qui y sont associés lors d’intervention familiale demeurent peu documentés (Liermann et Norton, 2016; Tucker et al., 2016). Or, les INA offrent un contexte favorable au développement de liens familiaux, notamment en raison des interactions que requiert l’adaptation au milieu naturel et de la possibilité de relever des défis (Overholt, 2014). Ainsi, cet article propose une recension exploratoire d’études portant sur l’intervention familiale en contexte de nature et d’aventure (IFNA). Les neuf études recensées permettent de dresser un portrait de différents programmes et de leurs retombées sur les jeunes et les familles. Une discussion met ensuite en lumière des éléments propres à l’INA pouvant être mis au service de l’intervention familiale, de même que les défis qui y sont associés en travail social. En conclusion, de nouvelles pistes de recherche et d’intervention sont identifiées.

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Family Therapy Techniques in Residential Settings: Family Sculptures and Reflecting Teams

Cited by 9 publications

References 20 publications

A critical look at Adventure Education programs

A critical look at Adventure Education programs

“Always opening and never closing”: How dialogical therapists understand and create reflective conversations in network meetings

Ensemble : l’intervention familiale en contexte de nature et d’aventure

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