Internal Family Systems Therapy for Children in Family Therapy

Wark, Linda J.; Thomas, Melanie; Peterson, Sahri

doi:10.1111/j.1752-0606.2001.tb01156.x

Cited by 6 publications

(4 citation statements)

References 17 publications

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“…Similarly, the third wave cognitiveϪbehavioral therapy approach staunchly relies on the very same postulatesparticularly on attuning to the present while working toward the future-in its recent evidence-based therapeutic versions, aimed at alleviating a wide variety of symptoms and problems (Hayes, 2012a(Hayes, , 2012b. Family systems-and culture-based therapies, with their focus on holism, social justice, and individual empowerment, have been subjected to the soft, albeit persistent, humanistic-existential persuasions (Comas-Diaz, 2012;Satir, 1978;Wark, Thomas, & Peterson, 2001). Of course, the humanistic-existential movement has given the field some priceless, "purified" experiential therapeutic modalities, which have been shown, empirically and compellingly, to ddress multiple symptoms and syndromes (e.g., emotion focus therapy; see Greenberg & Watson, 2006).…”

mentioning

confidence: 99%

A conqueror by stealth: Introduction to the special issue on humanism, existentialism, and psychotherapy integration.

Shahar¹,

Schiller²

2016

Journal of Psychotherapy Integration

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In the last few decades, the existential-humanistic tradition in psychology-also known as the third force-has taken over the field of clinical psychology. It did so quietly, almost unassumingly, without resorting to monumental political arrangements ("empires") or bombarding psychologists with decisive messages about the approaches superiority. Evidence as to this "conquest by stealth" abound, and some are noted in this introduction. The purpose of this special issue is to appraise the link between The third force and the psychotherapy integration movement. Five articles touching on the links between humanistic-existential psychotherapy and, either other forms of therapy or explicitly integrative treatment modalities are published. A commentary by Barry Wolf addresses these articles and the potential for an additional impact of the humanistic-existential tradition on psychotherapy integration.

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confidence: 99%

A conqueror by stealth: Introduction to the special issue on humanism, existentialism, and psychotherapy integration.

Shahar¹,

Schiller²

2016

Journal of Psychotherapy Integration

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“…IFS has been a recommended therapeutic approach for various clinical concerns such as eating disorders (Lester, 2017), trauma (Lavergne, 2004; Lucero et al, 2018; Miller et al, 2014), dissociation (Pais, 2009), depression, and chronic pain (Haddock et al, 2017; Shadick et al, 2013). It has also been shown to integrate well with other therapeutic approaches including Eye Movement Desensitization and Reprocessing (Brown, 2020; Twombly & Schwartz, 2008), narrative therapy (Miller et al, 2014), art therapy (Lavergne, 2004), couples therapy (Prouty & Protinsky, 2002), and family therapy (Wark et al, 2001). Additionally, there has been significant, recent research of IFS and its ability to integrate in a multireligious context (Baldwin, 2021; Holmes, 1994; Janes et al, 2023; Yong, 2020).…”

Section: Internal Family Systemsmentioning

confidence: 99%

Rerouting spiritual bypass: An internal family systems approach.

Dorais,

Gutierrez,

Jackson

et al. 2024

Spirituality in Clinical Practice

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“…This paper wishes to draw attention to the following research that supports identified therapeutic approaches for future research and consideration. In particular, Dyadic Developmental Practice DDP (Philips, Milim and Hughes, 2020;Hughes, Golding and Hudson, 2019;Bomber, Golding and Philips 2020), Social Neuroscience (Cozolino, 2013), Neurosequential Model in Education (NME) (Perry, 2009), Child -Mentalization Based Treatment (C-MBT) (Bateman and Fonagy, 2013;Twemlow, Fonagy and Sacco, 2005a), Internal Family Systems (IFS) (Swartz and Sweezy, 2019;Spiegel, 2017;Wark, Thomas and Peterson, 2001), Sensorimotor Psychotherapy & Embedded Relational Mindfulness (Ogden, Goldstein and Fisher, 2013;Ogden and Fisher, 2015;Ogden and Goldstein, 2017), Mindsight (Siegel, 2010), The Polyvagal Theory (Porges, 2018;Dana, 2018;Beauchaine, Gatzke-Kopp and Mead, 2017) Attachment (Bowlby, 1970;Ainsworth and Bell, 1970;Main, 2000) and Emotional Freedom Techniques (Clond, 2016;Stapleton et al, 2017;Gaesser, 2020). Future papers would critically analyse the research that suggests implementation would greatly support child mental health and gives strength to the argument that teacher training could potentially include understanding of a number of these therapeutic approaches to improve child mental health outcomes.…”

Section: Transdisciplinary Therapeutic Approaches For Practical Use I...mentioning

confidence: 99%

What Do We Need to Teach New Teachers About Child Mental Health?

Purser¹

2022

TBJE

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This paper introduces the context of mental health in education and the importance of the teacher being acknowledged as an essential component and contributor to the function of society (Bower, 2020). The paper suggests that the mental health crisis impacting children has implications for new teachers in meeting the demand in the current global climate. (Education Endowment Foundation (EEF), 2017; 2018); (Lortie-Forgues, 2021). It explores why the definition of mental health might be a problematic construct for teachers and considers whether the teacher has a significant role to play in mental health provision in schools beyond the wider community. It considers the role pathologization of behaviour plays in our approach to education and proposes that the approach teacher training takes towards critically reflecting on retributive discipline and restorative approaches in schools, subsequently supports teacher understanding of child mental health. It also looks at the current teacher training landscape and reforms and argues that policy makers and practice should be interdisciplinary with effective mental health knowledge. The paper emphasises the importance of developing teacher understanding of the role of psychological awareness in supporting effective child mental health provision across the field of education and argues that new teachers have a part to play in this application through effective training to support the influx of demand. The paper proposes that critical considerations should be given to the potential application of interpersonal neurobiological research (Siegel, 2020), exploring concepts of the embodied brain through polyvagal theory (Porges, 2011). It touches upon developing new teacher understanding of trauma, (Van der Kolk, 2014) informed practice and transdisciplinary therapeutic approaches for practical use in schools. It considers the future of mental health knowledge in pre-service initial teacher training and proposes that such a focus will have a profound impact on making some headway in meeting child mental health needs. The paper finishes by proposing that future research should look to develop a psychological, neurobiological, developmental sensitive approach to exploring child mental health and well-being within education and support the role of initial teacher training education (ITT/ITE) in creating confident new teachers with efficacy to meet the needs of child mental health in schools.

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Internal Family Systems Therapy for Children in Family Therapy

Cited by 6 publications

References 17 publications

A conqueror by stealth: Introduction to the special issue on humanism, existentialism, and psychotherapy integration.

A conqueror by stealth: Introduction to the special issue on humanism, existentialism, and psychotherapy integration.

Rerouting spiritual bypass: An internal family systems approach.

What Do We Need to Teach New Teachers About Child Mental Health?

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