Abstract:& Menghi, 1983) and develop them further in light of their recent clinical experience. They emphasize that the therapist is not an outside neutral observer, but an active participant in the construction of the therapeutic system. The therapist can, at different times, be caring, detached, supportive, or provocative. I n the fantasy of his clients he is a person who knows how to enter into a relationship and how to move out. B y entering as the third pole in various triangles and activating new dimensions of ra… Show more
“…The first stage, the stage of the inspiration, is mainly intuitive. The therapist uses his self 4 (Andolfi & Angelo, 1988; Fine & Turner, 1991; Haber, 1990, 1994; Real, 1990) to seek a constructive way to create a safe culture. The use of the self means that the therapist engages in an internal conversation about the potential meanings at play in the therapy.…”
Section: Use Of Self and Negotiation Of Meaningmentioning
Although a large number of publications in the family therapy field stress the importance of children in family therapy, some authors report that, in practice, many family therapists do not actively involve children in their therapies. In this article, I reflect on the experiential reasons for this exclusion of children. I will consider the importance of the use of the self of the therapist and of the creation of a safe therapeutic culture for the child. Practical suggestions are made of ways to involve children in family therapy. Finally, these ideas are illustrated in a case example of a family therapy with an adoptive family.
“…The first stage, the stage of the inspiration, is mainly intuitive. The therapist uses his self 4 (Andolfi & Angelo, 1988; Fine & Turner, 1991; Haber, 1990, 1994; Real, 1990) to seek a constructive way to create a safe culture. The use of the self means that the therapist engages in an internal conversation about the potential meanings at play in the therapy.…”
Section: Use Of Self and Negotiation Of Meaningmentioning
Although a large number of publications in the family therapy field stress the importance of children in family therapy, some authors report that, in practice, many family therapists do not actively involve children in their therapies. In this article, I reflect on the experiential reasons for this exclusion of children. I will consider the importance of the use of the self of the therapist and of the creation of a safe therapeutic culture for the child. Practical suggestions are made of ways to involve children in family therapy. Finally, these ideas are illustrated in a case example of a family therapy with an adoptive family.
“…Andolfi and Angelo (2) encourage the therapist to cognitively and experientially elicit and exchange information from within the system:…”
Section: The Self Of the Therapistmentioning
confidence: 99%
“…[N]o teacher may inquire into the personal life of a therapy student, no matter how benevolently, unless, (1) he can justify how this information is relevant to the immediate therapy task in a case, and (2) he can state specifically how this inquiry will change the therapist's behavior in the way desired. [fn.…”
Section: Trainingmentioning
confidence: 99%
“…Thus, he was challenged to impact seasoned professionals in a brief training experience. After Andolfi acquainted the trainees with the “Rome” model (1, 2, 3, 4), he provided time for the trainees to explore personal/professional limitations that contributed to recurring clinical impasses. For example, a trainee could work on chronic personal/professional interface issues such as: alignment or distance with regard to age or sex; discomfort with emotional expression; dogmatism, timidity, overresponsibility, or other troubling personality characteristics evident in one's work; or failure to succeed with certain kinds of families.…”
This article describes and discusses the rationale for an experiential methodology to help trainees expand their repertoire of behaviors in clinical situations. The goal in addressing the trainee's personal, "handicapping" responses is to pay attention to "how" a therapist is perceived, "why" a therapist has certain blindspots, and "what" the therapist does to co-create a therapeutic impasse. In addition, experientially considering the impact of self encourages therapists to "learn to learn" that they are an active, resourceful participant in the evolutionary process of the therapeutic system.
“…The therapist subsequently finds him or herself in the paradoxical position of trying to perform the impossible task of helping the couple or family to change their situation while simultaneously operating under the same rules of interaction that have preserved the problematic situation. Andolfi and Angelo (1988) have suggested the family's implicit request to help them "change without changing" represents a wish to induce the therapist into playing complementary roles "most conducive to the maintenance of the status quo" (237). Indeed, regardless of their intentions, family therapists routinely find themselves inducted into and participating in family's preferred patterns of interaction.…”
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