Relationship, Language and Pre‐Understanding in the Reflecting Processes

Andersen, Tom

doi:10.1002/j.1467-8438.1992.tb00896.x

Cited by 47 publications

(32 citation statements)

References 8 publications

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“…In addition to the visible and audible aspects of therapeutic conversations, we know that family and network therapy feature covert dimensions that have an important role in the therapeutic process (Anderson and Goolishian 1992;Andersen 1991;Rober 2002). In our study, we investigate the experiences, feelings, and thoughts of individuals in terms of inner dialogues that are not necessarily shared in the actual conversation and their contribution to the emergence of significant and meaningful moments.…”

Section: Introductionmentioning

confidence: 97%

How Participants’ Inner Dialogues Contribute to Significant and Meaningful Moments in Network Therapy with Adolescents

et al. 2015

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As a part of a larger research project, this qualitative study explores the interplay between an outer dialogue and participants' inner dialogues in network therapy with adolescents in the mental healthcare system for children and adolescents. The aim of this study is to explore how the participants' inner dialogues contribute to significant and meaningful moments in the therapeutic meeting. A multiperspective methodology is used that combines video recordings of network therapy sessions and participants' interviews with text analysis. Our research found that the participants' inner dialogues are essential in the development of significant and meaningful moments during a therapeutic conversation. We also found that one of the main reasons that inner dialogues are essential in the emergence of such moments is that they contain many different movements, both in time and between positions.

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Section: Introductionmentioning

confidence: 97%

How Participants’ Inner Dialogues Contribute to Significant and Meaningful Moments in Network Therapy with Adolescents

et al. 2015

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“…From all the information communicated only a small part is possible to take into account and the information that can stay conscious and kept in shortterm memory is limited (Christiansson 1994). An open and empathic attitude coupled with a readiness to acknowledge one's own pre-understanding and reactions can make it easier to receive what the others are communicating (Andersen 1992). There is a risk that the first meeting can be filled with insensitivity and misunderstanding (Andersson et al 1990;Salamon 1993) and the choice of therapeutic method seems to be of less importance than establishing a dialogue with clients and seeing the polyphonic nature of their reality (Seikkula et al 2003).…”

Section: Introductionmentioning

confidence: 97%

What Children Feel About Their First Encounter with Child and Adolescent Psychiatry

2009

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The first meeting in psychotherapeutic and psychosocial work, has a big impact on the continuation. It is a less explored research field. Children's ''voices'' tend to come in the back-ground in family therapy and other settings. In a project at CAP (Child and Adolescent Psychiatry) the children's views were collected in interviews with parents and therapists present. The grounded theory analysis process was used. The children addressed the importance of the therapist's actions and positions in helping them to be able to communicate and to be in a dialogue. To be accepted and allowed to express feelings was important, and so was how the therapist managed to adjust to each person in the room and give space for various perspectives.

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“…Studies have appeared on intimacy (James and Kirkland, 1993;Weingarten, 1991Weingarten, , 1992, on empathy (Harari, 1996;Perry, 1993;Wilkinson, 1992), on emotion (Flaskas, 1989;Krause, 1993;Smith et al, 1990), on the therapist's use of self (Hildebrand and Speed, 1995;Hardham, 1996;Real, 1990), on the therapist's position in therapy (Anderson and Goolishian, 1992;Hoffman, 1993;Paterson, 1996), and on other issues surrounding the therapeutic relationship and the therapist-family system (Anderson, 1992;Cecchin et al, 1993;Flaskas, 1994;Flaskas and Perlesz, 1996b;Gibney, 1991;Gorrell Barnes and Henessy, 1995;Hedges and Lang, 1993;MacKinnon, 1993).…”

Section: Theorizing Engagement In Systemic Therapymentioning

confidence: 99%

Engagement and the Therapeutic Relationship in Systemic Therapy

Flaskas

1997

Journal of Family Therapy

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aThis paper is about the therapeutic relationship in systemic therapy and, more specifically, about engagement as a process. Beginning with some practice examples, a critique is made of the way in which both the therapeutic relationship and engagement have been under-theorized in systemic therapy. Two different sets of ideas are used to develop some thinking about the process of engagement: the notion of the 'goodenough' engagement as the environment or frame of therapy is developed, and the systemic concept of sequences is held alongside the psychoanalytic ideas of transference, countertransference and projective identification. This theory discussion is used to reflect on the original practice examples.

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Relationship, Language and Pre‐Understanding in the Reflecting Processes

Cited by 47 publications

References 8 publications

How Participants’ Inner Dialogues Contribute to Significant and Meaningful Moments in Network Therapy with Adolescents

How Participants’ Inner Dialogues Contribute to Significant and Meaningful Moments in Network Therapy with Adolescents

What Children Feel About Their First Encounter with Child and Adolescent Psychiatry

Engagement and the Therapeutic Relationship in Systemic Therapy

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