Mindmate Notes

MindMate Notes

Family Therapy

Overview

Family therapy is a type of psychological counselling that helps family members improve communication and resolve conflicts. There are different schools of family therapy, but all have a common belief that, regardless of the origin of the problem, working with the whole family usually benefits the client. The concept of the “family” has broadened over the years to encompass long term roles and relationships between people regardless of bloodline or marriage.Family therapy developed from a combination of psychotherapy, social psychology and behavior therapy. A number of different models have emerged, such as narrative therapy, psycho education, relationship counselling and systems theory, although many family therapists use an eclectic mix. There is a growing evidence base for the use of family therapy (Association of Family Therapy

What can this look like in schools?

Family therapists undergo substantial training, and conventional family therapy is not easily transferred into schools. However, there are several models which draw on the concept that working with the whole family can be more effective than just working with the child.

The Marlborough Model,developed by the Marlborough Family Service, is a revolutionary way of helping school staff enable parents to work with other parents to address their children's behavioural problems together, in a collaborative atmosphere of mutual respect and discovery. Relationships between individuals, families and organisations are central to a systemic understanding of children and young people's behaviour. In order to understand how pupils behave in school, the roles they play in their relationships outside school also need to be understood.

The Marlborough model is based on systemic theory and the focus of intervention is on relationships between the child and parent, families and schools). The child is identified as having behavioural, emotional or social difficulties, and attends the group with their parent /caregiver.

Up to eight families sign up to attend the weekly three hour multi-family group, where parents work with their children in a structured session. Family Group is jointly facilitated by an experienced therapist and a senior member of the school staff, SENCO, Learning Mentor,or Teacher.

The Marlborough Multi Family Therapy Group model was mentioned in ‘Every Child Matters’ (2003), profiled in the HM Treasury document ‘Aiming High for Children: Supporting Families’ and cited as a case study on The Department of Health’s ‘New Horizons’ (Dec 2009) site. This model has a proven positive impact on behaviour, exclusion, mental health, academic achievement and parental functioning.

We're all in this together. How to set up and run multi-family groups for children at risk of exclusion: The Marlborough Model
by Neil Dawson, Brenda McHugh and Serena Potter (2012) Worth Publishing Ltd ISBN 1-903269-15-6
This practical guide covers the principles and techniques of the Marlborough Method for creating mini supporting communities targeted at children in school who are presenting significant behavioural difficulties that their teachers identify as putting them at risk of exclusion. 'Graduate parents', who have experienced the programme themselves, can be brought in to engage other nervous, skeptical or anxious parents who would not readily respond positively to an approach solely from professionals. These parents use their own experiences of difficulties and accounts of positive changes that they have been made as compelling evidence of the effectiveness of the multi family approach.

The book provides detailed and accessible information on activities suitable for use in running multi-family groups, and how to deal with common challenges that emerge.

Strengthening Families Programme (UK) (

Originally developed in Utah USA as part of a project to reduce the influence of drugs and alcohol in families, this evidenced based programme has been adapted for the UK: SFP 10-14 UK)The programme aims to reduce drug and alcohol use,and behavioural problems in adolescents, increase resistance to peer pressure and improve communication within families. There are several trained practitioners in Leeds.

The 7 week programme uses a mixture of discussion, games and problem solving to learn about rules and consequences. Parents and young people meet separately for the first hour and spend the second hour together in family activities.

Many of the activities can be developed in the classroom.

What skills can we use in the classroom?

Linear questions:Useful for gathering and clarifying information. They can be used in a circular manner by asking different people the same or similar question to gain different perspectives.e.g.:

What do you do if you feel angry?

What do you do after that?

What would your Mum say you do when you’re angry?

Where would you go when you’re angry?

Circular questions:Circular questions are aimed at looking at difference. They are a way of introducing new information into the system and are effective at illuminating theinterconnectedness of the family sub-systems and ideas and offering alternative perspectives. They can be used within a classroom setting to encourage empathy and broadening of perspectives.

The time scale of circular questions canchange between the past, present, future.

Types of Circular Question:

How do you think Mum is feeling?

What do you think Dad is feeling when he shouts at you?

What ideas do you think Callum might have about that?

What does Dad think of your school performance?

If I asked your teacher what would they say about it?

If Mrs Smith was here, what would she say?

Family therapy techniques can be developed in the classroom, through use of imaginary scenarios, role play, drawing and discussion. Young people can be invited to speak as different characters and develop linguistic skills as well as emotional understanding of others.

Care should be taken to avoid young people disclosing inappropriate information in the classroom or re-traumatising them. However, the use of drama and metaphor allows young people to create a “distance” from themselves and also allows them to speak as another.

Group work:

Care should be taken when asking young people to share information about their families, and group rules should be in place.

Drama. Different scenarios can be played out, to encourage problem solving, empathy and communication skills.

Draw a family in a circle:Draw a circle onto a piece of paper. Give each person a copy and ask them to draw their family on the paper by using smaller circles. They can put them inside or outside the circle makethem big or little, close together or far apart.

This exercise can be used in class as part of a discussion about an imaginary family to encourage empathy and understanding of different points of view.

1