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| systemagazin Zeitschriftenarchiv: Journal of Family Therapy Heft 3/2005 |
| 1/2005 - 2/2005 - 3/2005 - 4/2005 - Übersicht Cottrell, David (2005): Editorial. In: Journal of Family Therapy 27(3), S. 183-184 Flaskas, Carmel (2005): Relating to knowledge: challenges in generating and using theory for practice in family therapy*. In: Journal of Family Therapy 27(3), S. 185-201 abstract: This paper explores knowledge and how family therapy relates to its own knowledge. It begins with the identification of particular puzzles that have emerged through the author's involvement in family therapy, and ends with a reflection on these same puzzles following the main theoretical exploration. The exploration first considers the issue of the generation of knowledge in the context of practice disciplines, and then discusses disciplinarity and the dynamics of competitiveness and oppositionality that go alongside this social structuring of knowledge. This discussion paves the way for an exploration of these dynamics in family therapy, including the competitiveness in relation to different models within family therapy, and the tendency for theory development to be represented in terms of discontinuity rather than continuity. The relationship between theory and practice is recast through this investigation, and an argument is made for using a layered epistemology to inform our relationship to knowledge. Laitila, Aarno, Jukka Aaltonen, Jarl Wahlstrom & Lynne Angus (2005): Narrative process modes as a bridging concept for the theory, research and clinical practice of systemic therapy. In: Journal of Family Therapy 27(3), S. 202-216 abstract: This article is concerned with the relationships which hold between the clinical practice and the theory of family therapy; and between these and academic research. These relationships are seen as tenuous and thin because, in the first place, there is a lack of rigorous theoretical underpinning; and second, the research methods employed do not fit in with current family therapy practice, and with the theory that underlies this practice. The role of the concept of narrative process modes is proposed as a bridging and mediating one. The external, internal and reflective narrative process modes are seen as relevant from the point of view of family therapy process research, and the clinical practice of marital and family therapy. Stratton, Peter (2005): A model to coordinate understanding of active autonomous learning. In: Journal of Family Therapy 27(3), S. 217-236 abstract: Family therapy has enthusiastically taken up certain concepts for adult education but has not benefited from the full range of ideas that are now both available and compatible with current epistemologies. Good practice in formulating learning objectives is discussed and the objectives of this article are specified. Areas of psychology that are relevant to adult learning are reviewed, and concepts of adult education that are important in the training of family therapists are considered. A model of a spiral process of learning that has been developed within the Leeds Family Therapy and Research Centre is proposed. The model coordinates the principles of adult learning described in the article and may be used as a framework for considering whether training will achieve its learning objectives as well as allowing people engaged in learning to gain further insight into how they learn. Readers are encouraged to use the principles of active reflective learning during their processing of the article. Burck, Charlotte (2005): Comparing qualitative research methodologies for systemic research: the use of grounded theory, discourse analysis and narrative analysis. In: Journal of Family Therapy 27(3), S. 237-262 abstract: Many of the qualitative research methods developed in the social sciences are well suited to explore research questions pertinent for the systemic field, and make a good fit with systemic thinking. In this paper I briefly outline the value of qualitative research for systemic psychotherapies. I explore some parallel developments in the field of qualitative research and systemic therapy which can inform each other. Three qualitative methodologies, a grounded theory approach, discourse analysis and narrative analysis, particularly useful for the research of subjective experience and meaning, are briefly outlined. To compare and contrast these methodologies, I discuss their application to a pilot study concerning the experiences of living life in more than one language. I demonstrate how each research methodology can highlight different aspects of qualitative research material and address different research questions. The challenge of how these methodologies may be further developed for systemic research is posed. Wannan, Gary & Ann York (2005): Using video and role-play to introduce medical students to family therapy: is watching better than appearing? In: Journal of Family Therapy 27(3), S. 263-271 abstract: Family therapists emphasize introducing members of the caring professions to systemic ideas. Doctors in training usually gain some experience of systemic therapy. In this study two participatory styles of learning were used with medical students. Six groups of forty students were randomly allocated to learn about family therapy either by watching a video of a family or through role-play. The two mediums used are feasible, scored similarly on students' level of satisfaction, and result in gains in the students' knowledge of systemic principles. Boston, Paula (2005): Doing deconstruction. In: Journal of Family Therapy 27(3), S. 272-275 Akister, Jane (2005): Using a Patchwork Text to assess family therapy students. In: Journal of Family Therapy 27(3), S. 276-279 Divac, Alexandra & Grace Heaphy (2005): Space for GRRAACCES:1 training for cultural competence in supervision. In: Journal of Family Therapy 27(3), S. 280-284 Walker, Steven (2005): Poster poster on the wall: whose is the fairest assessment of all? In: Journal of Family Therapy 27(3), S. 285-288 Singh, Reenee (2005): Therapeutic skills for working with refugee families: an introductory course at the Institute of Family Therapy. In: Journal of Family Therapy 27(3), S. 289-292 Ware, George & Elaine O'Donoughue (2005): Student learning styles and assessment on a family therapy training course. In: Journal of Family Therapy 27(3), S. 293-297 Mason, Barry (2005): Relational risk-taking and the training of supervisors. In: Journal of Family Therapy 27(3), S. 298-301 Akister, Jane (2005): Abstracts. In: Journal of Family Therapy 27(3), S. 302-305 |
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