SFT Manual

Systemic Family Therapy Manual
Ms. Helen Pote

Dr. Peter Stratton
Prof. David Cottrell
Ms. Paula Boston
Prof. David Shapiro
Ms Helga Hanks
Leeds Family Therapy & Research Centre

School of Psychology
University of Leeds
Leeds, LS2 9JT
This manual was developed through an MRC Small Project Grant,

Number G9700249
No part of this document should be reprinted without the permission of the authors.
Table of Contents
1. Introduction
1.1 Origins of the Manual
1.2 Aims and applicability of the manual
1.3 Notes on use of manual
1.4 Ethical and Culturally Sensitive Practice
1.5 Clinical Examples
2. Guiding Principles
2.1 Systems Focus
2.2 Circularity
2.3 Connections and Patterns
2.4 Narratives and Language
2.5 Constructivism
2.6 Social Constructionism
2.7 Cultural Context
2.8 Power
2.9 Co-constructed therapy
2.10 Self-Reflexivity
2.11 Strengths and Solutions
3. Outline of Therapeutic Change

3.1 Models of Therapeutic Change
3.2 Overview of Specific Goals
4. Outline of Therapist Interventions

4.1 Linear Questioning
4.2 Circular Questions
4.3 Statements
4.4 Reflecting Teams
4.5 Child Centred Interventions
Innovative Research Solutions from Leeds Family Therapy & Research Centre
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5. Therapeutic Setting
5.1 Convening Sessions
5.2 Team
5.3 Video
5.4 Pre-therapy Preparation
5.5 Pre and Post Session Preparation
5.6 Correspondence
5.7 Case Notes
5.8 Session Notes
6. Initial sessions
6.1 Outline Therapy Boundaries & Structure
6.2 Engage and Involve all family members
6.3 Gather and Clarify Information
6.4 Establish Goals and Objectives of Therapy
Initial Session Checklist for Therapists
7. Middle sessions
7.1 Develop engagement
7.2 Gather Information and Focus Discussion
7.3 Identify & Explore Beliefs
7.4 Work towards change at the level of behaviours
and beliefs
7.5 Return to Objectives and Goals of Therapy
Middle Sessions Checklist for Therapists
8. End sessions
8.1 Gather Information and Focus Discussion
8.2 Continue to work towards change at the level of
behaviours and beliefs
8.3 Develop family understanding about behaviours and beliefs
8.4 Collaborative ending decisions
8.5 Review the process of therapy
End Session Checklist for Therapists
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9. Indirect Work
9.1 Child Protection
9.2 Clarifying therapy with referrer present
9.3 Identifying network and clarifying relationships
9.4 Assessing risk
9.5 Correspondence
10. Proscribed Practices

10.1
10.2
10.3
10.4
10.5
10.6
10.7
10.8
10.9
10.10
10.11
10.12
10.13
10.14
10.15
10.16
Advice
Interpretation
Un-transparent/Closed Practice
Therapist monologues
Consistently siding with one person
Working in the transference
Inattention to use of language
Reflections
Polarised position
Sticking in one time frame
Agreeing / not challenging ideas
Ignoring information that contradicts hypothesis
Dismissing ideas
Inappropriate affect
Ignoring family affect
Ignoring difference
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Appendices
Appendix 1: Sample Appointment Letter
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Appendix II: Sample Video Consent Form
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Appendix III: Sample Referrer letter
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Appendix IV: Post-assessment letter to referrer
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Appendix V: Closing letter to referrer
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Figures
Figure 1: Models of Therapeutic Change
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Tables
Table 1: Perceptions that are helpful in achieving change
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1. Introduction
1.1 Origins of the Manual
The manual was developed through a research project funded by the Medical Research
Council. The team developing the manual comprised of a group of experienced family
therapists working at Leeds Family Therapy & Research Centre (LFTRC). LFTRC is a
centre working systemically with individuals, couples and families across the age
span, as well as with professional systems.
The therapists contributing to this manual have historically been influenced by Milan
Systemic family therapy models, and would now describe their practice as being
influenced by Post-Milan and Narrative Models.
1.2 Aims and applicability of the manual

The manual is principally designed as a research tool for outcome studies in which the
effectiveness of systemic therapy can be assessed. It therefore aims to offer a
framework and guidelines for the implementation of systemic family therapy, so that
therapists can offer a unified version of therapy, with some flexibility to express their
own creativity.
For this purpose the manual should be used in conjunction with the accompanying
adherence protocol. This is designed to assess the degree to which therapists are able
to adhere to the methods outlined throughout the manual.
For research purposes the manual is designed for use by trained family therapists or
other trained therapists with experience in family therapy. The manuals function is to
guide therapeutic work with families in a clinic setting. Therapists using the manual
will be expected to be working as part of a systemic family therapy team. Details on
the composition of therapy teams are outlined later. Section 5.2
The manual can also be used less formally as a framework for training and
supervision, in developing skills for trainee family therapists.
1.3 Notes on use of manual

As with any interpersonally focused therapy, systemic family therapy does not follow
a rigidly prescribed treatment sequence (Lambert & Ogles 1988). In using the manual
therapists should consider the following guidelines:
Therapists should first become familiar with the guiding principles which will
influence all aspects of the therapy that they carry out using this manual. They
should consider the guiding principles which are influencing them currently and
the connections they make between these principles. Section 2.
They should then consider the section concerning models of change, and consider
the model of change that is influencing their own therapeutic practice.
Section 3.
After these more theoretical aspects have been addressed, the therapist should
begin to consider the general interventions used, thinking carefully about the
descriptions of these interventions, and how they may translate into their own
practice. Section 4.
The manual then turns to guidelines for convening sessions, and setting up the
therapy itself. Therapists should therefore begin to follow the guidelines of the
manual from the moment they take referrals, in order to consider systemic issues
in convening therapy. Section 5.
Therapists should then use the manual to more specifically guide therapy sessions,
reading the practical guidelines outlined for the beginning middle and end of
therapy, and following the goals defined for each of these stages. Therapists
checklists are provided at the end of each of these sections to help therapists
consider whether they have covered all aspects of the guidelines.
Sections 6, 7, & 8.
Therapists should go on to consider the aspects of indirect work that support the
family therapy which should still be managed following the systemic guiding
principles.
Section 9.
Finally, therapists should consider the proscribed practices which should not form
a significant proportion of their work, and refer back to these during the course of
therapy to ensure proscribed practices do not emerge during the course of therapy.
Section 10.
This manual has an accompanying questionnaire for therapists and an adherence

protocol to assess the degree to which therapist practice reflects that of the manual.
This may be used as a personal check for therapists or trainers using the manual, or
more formally by an independent researcher to assess adherence when the manual is
being used as a research tool.
1.4 Ethical & Culturally Sensitive Practice

In using this manual therapists should pay keen attention to ensuring their practice is
both ethical and culturally sensitive. Their practice should comply with the
Association for Family Therapy and Systemic Practice (AFT): Code of Conduct and
Ethical Guidelines. Therapists should remain curious and open minded in working
with families, and this may be especially important where the individuals/families are
of a different gender, cultural or societal background to that of the therapist. Care
should be taken in the assumptions and agendas therapists develop during therapy in
this regard.
1.5 Clinical Examples

All of the clinical material used in this manual has been adapted from extracts of
therapy undertaken at Leeds Family Therapy & Research Centre. Identifying details
have been removed from the material, and the dialogue modified to protect
confidentiality. We would like to thank all of the families and therapists who have
given permission for the therapy they undertook to be used for research. Without this
permission the research project to develop this manual would not have been possible.
2. Guiding Principles
These principles are based at the level of theory, and should be used to guide
therapists practice whilst using this manual in work with families. Therapists should
be familiar with all of the principles though they may privilege different principles
according to their current interests and the needs of the family with which they are
working. The therapist should consider the principles flexibly and decide which might
best fit with the issues with which the family are struggling and the therapists own
current constructions. The principle of self-reflexivity may be particular helpful in
enabling the therapist to reach this. Section 2.10
In devising this manual therapists considered their own constructions of how these
principles might connect. Therapists should consider for themselves the connections
they are currently making between these principles and the effect this may have on
their work with families.
2.1 Systems Focus

In working systemically the central focus should be upon the system rather than the
individual, particularly in relation to the difficulties and issues that the family system
brings to therapy. The system may be A consistent view is that these difficulties do
not arise within individuals but in the relationships, interactions and language that
develop between individuals.
2.2 Circularity
Patterns of behaviour develop within systems, which are repetitive and circular in
nature and also constantly evolving. Behaviour and beliefs that are perceived as
difficulties will also therefore develop in a circular fashion, being affected by and
affecting all members of the system.
2.3 Connections and Patterns

In understanding relationships and difficulties within systems it will be important for
the therapist to consider the connections between circular patterns of behaviour, and
the connections between the beliefs and behaviours within systems. The process of
therapy should enable family members to consider these connections from new and/or
different perspectives.
2.4 Narratives and Language

Behaviours and beliefs form the basis of stories or narratives, which are constructed
by, around, and between individuals and the system itself. The language that is used to
describe these narratives and the interactions between individuals constructs the
reality of their everyday lives. The stories that people live often match the stories that
are told about individuals, but at times when stories lived and stories told are
incongruous change may occur, at the levels of lived behaviours and/or the
construction of new narratives.
2.5 Constructivism
This is the idea that people form autonomous meaning systems and will interpret and
make sense of information from this frame of reference. In social interactions
understanding is constrained and affected by this meaning system, and people cannot
make assumptions about what meaning will be attributed to the information they
offer/contribute to others. Thus there is only the possibility of perturbing other
peoples meaning systems.
2.6 Social Constructionism

In working with systems in the process of change at the level of behaviour or
narratives, it will be important to consider ideas of social constructionism. Relevant is
the idea that meaning is created in the social interactions that take place between
people and is thus context dependent and constantly changing, this takes precedence
over the concept of a single external reality.
2.7 Cultural Context

The therapist should consider the importance of context, in relation to the cultural
meanings and narratives within which people live their lives, including issues of race,
gender, disability and class etc. The relationship between these narratives, the
therapeutic relationship and its context, as well as the wider context for the therapeutic
team and the family should be an important consideration at the point of referral and
throughout the therapy.
2.8 Power
The therapist should take a reflexive stance in relation to the power differentials that
exist within the therapeutic relationship, and within the family relationships.
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2.9 Co-constructed therapy

In therapeutic interactions reality is co-constructed between the therapist (and team)
and the people with whom they meet. They form part of the same system, and share
responsibility for change and the process of therapy. Particular attention should thus
be paid to the contributions that all members of the therapeutic system make in the
process of change.
2.10 Self-Reflexivity
The therapist should aim to apply systemic thinking to themselves and thus reject any
thinking about families and their processes that does not also apply to therapists and
therapy. Self-reflexivity focuses especially on the effect of the therapy process on the
therapist and the way that this is a source of (resource for) change in the family. In
order to use self-reflexivity it will be necessary for the therapist to be alert to their
own constructions, functioning and prejudices so that they can use their self
effectively with the family.
2.11 Strengths and Solutions

The therapist should take a non-pathologising, positive view of the family system, and
the current difficulties they are struggling with. A family system that enters the
therapeutic system should be considered as a system that owns a wealth of strengths
and solutions in the face of difficult situations. It is important for the therapist to
recognise that there is a multi-versa of possibilities available for each family in the
process of change, and the family themselves will be in the best position to generate
suitable solutions. The therapist can facilitate this process by attending to the strengths
and solutions in the stories that the family system brings to therapy.
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3. Outline of Therapeutic Change

3.1 Models of Therapeutic Change
In systemic work many different models of change have been hypothesised. In using
this manual therapists should consider the model of change outlined in Figure 1.
Figure 1. Model of Therapeutic Change
Cybernetics
Narratives
Redundant patterns/ beliefs
MeaningthroughLangauge
Understandpatterns/ beliefs/ stories
Developdifferent patterns/ beliefs/ stories

Amplifychange
Therapists are working with families to understand the patterns of behaviour, beliefs
or stories that have developed in family systems, and the wider context in which they
live. Through the process of understanding these behaviour patterns, beliefs or stories,
therapists will begin to introduce new or different information. Therapists may also
use active strategies to introduce this new information. The information will affect the
development of behavioural patterns, beliefs and stories and the influence they have
on the family. It therefore helps the family to develop new perceptions or actions that
they can use to tackle the difficulties with which they are struggling. New perceptions
that are often helpful to families in achieving change, are outlined in Table 1. Once
change is beginning to occur, therapists highlight this process to families, enabling
them to develop further changes and develop their understanding of how change was
possible. This will develop the familys resources in coping with future struggles.
It will be important for therapists to consider the model of change with which they are
currently working and consider what aspects of this model of change they are
currently privileging. What is their overall aim during the process of therapy?
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Table 1: Perceptions that are helpful in achieving change

Initial Perception of Struggles
Located in the individual
Uncontrollable/Unchangeable
Intrinsic
Blameworthy
Sinister
Linear
Partisan
Developing Perception of Struggles

Arising from the system
Temporary
Accidental
Redundant
Well meaning but mistaken
Circular
Neutral
3.2 Overview of Specific Goals

Within each stage of therapy there are also specific goals that the therapist should be
considering. The goals are listed here and elaborated within sections 6, 7 & 8.
Goals during initial session

1.
2.
3.
4.
Outline Therapy Boundaries & Structure

Engage and Involve all family members
Gather and Clarify Information
Establish Goals and Objectives of Therapy
Goals during middle sessions

1.
2.
3.
4.
5.
Develop and Monitor Engagement

Gather Information and Focus Discussion
Identify & Explore Beliefs
Work towards change at the level of beliefs and behaviours
Return to Objectives and Goals of Therapy
Goals during ending sessions

1.
2.
3.
4.
5.

Continue to work towards change at the level of behaviours and beliefs
Develop family understanding about behaviours and beliefs
Secure Collaborative Decision re: Ending
Review the process of therapy
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4. Outline of Therapist Interventions

Therapists have a range of interventions open to them in working with the family to
co-create change. The 4 interventions listed below are those which are most
commonly used in systemic family therapy and should be used in therapists practice
throughout the course of therapy. The degree to which each of these interventions will
be used will vary throughout the course of therapy, and therapists should follow the
guidelines below regarding this. Additional interventions that are used less frequently
are highlighted in the appropriate stage of therapy. Sections 6, 7, & 8.
4.1 Linear Questioning

Direct linear questions can often be useful in gathering information from the system
and clarifying information given, especially at the beginning of therapy. Linear
questions can be built up in a circular manner around the family by asking different
family members the same/similar linear questions.
Linear Questions Examples
How old are you?

Where do you go to school?
What do you do if you are upset?
What do you do after that?
4.2 Circular Questions

Circular questions are aimed at looking at difference and therefore are a way of
introducing new information into the system. They are effective at illuminating the
interconnectedness of the family sub-systems and ideas. A variety of circular
questions may be used by the therapist as outlined in Table 2. These may be more or
less appropriate as therapy progresses.
The use of particular types of circular questioning at different stages of the therapy
will be highlighted throughout the manual. The time scale of circular questions often
changes fluidly between the past, present, future.
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Circular Question Examples

Type of Circular Question
Examples
About anothers state / behaviour / What do you think John is feeling?

beliefs
What do you think John is feeling when he shouts at
you?
What ideas do you think John might have about that?
Offering alternative perspectives
What does John think of your school performance?

If I asked a teacher what would they say about it?
About relationships
Do the girls really dislike each other?

How do the children react when they see you arguing?
- direct
- indirect
Circular Definitions
When you and John raise your voices and Jill starts
crying what does John do then?
About possible futures
What will you think in 5 years time?

Miracle question: Imagine you woke up tomorrow
morning and all the difficulties you were experiencing
currently had disappeared, how would things be
different? What effect would that have upon your
relationship with x?
Ranking
Who is most likely to get upset when father is away,

and who next is most upset?
On a scale of one to ten, how close do you think James
and Sue feel when they argue?
Though many family members will be able to answer circular questions, and think
about information in a circular manner, younger children or those with developmental
difficulties, may find it cognitively impossible to view events from another persons
perspective.
Section 4.5
4.3 Statements
Statements are used by the therapist for 3 main functions:
To clarify and acknowledge a communication from the family
To comment on the position or emotional state of a member of the family
To introduce therapist/team ideas, directly or in the form of a reflecting team.
Section 4.4
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In using statements therapists should ensure that they are not of long duration, and do
not become therapist monologues. Statements should also be delivered in such a
manner that they are open to question or comment from the family and not viewed as
conclusive statements. Statements are sometimes used as a way of organising
information before a question is formulated to the family.
Statement Examples
So let me make sure I have understood this, you feel if you didnt go out at all,
your mum and dad would feel reassured that you would be safe. Have I got that
right?
I can see this is very upsetting, and remains an area of great distress for you. Who
would be most likely to comfort you when you are feeling like this?
You were talking a lot about trust, and about how sometimes you had struggled
with developing trust as a child, and later as an adult. How much do you feel trust
is around now in your relationship with John?
4.4 Reflecting Teams

Reflecting teams aim to introduce the therapy teams ideas into the therapy in a
reflexive manner. There are many different models for reflecting teams, and in turn
these are often adapted to suit the wishes and needs of the family in therapy. A general
model for introducing and implementing reflecting teams is outlined below.
1. Reflecting teams can be introduced during the therapy session or at the end of the
session.
2. The format of the reflecting team should be negotiated with the family.
3. The reflecting team may consist of some or all of the therapy team as seems
appropriate relative to the size of the team and wishes of the family.
4. The family should be offered a range of formats including:
Reflecting team joining family and therapist in room.
Family and therapist observing reflecting team through the one way screen.
5. In offering their reflections to the family, team members should ensure they:
are respectful of family, therapist and team members,
hold a tentative and curious stance,
stay connected to the ideas of the previous contributor,
stay connected with the language used by the family,
use age appropriate language,
do not overwhelm the family with too many ideas,
keep the duration of the reflecting team to no more than 10 minutes.
6. The therapist should take responsibility for monitoring the effect of the reflecting
team on the family.
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7. The family should always be given the opportunity to offer their comments on the
therapy teams reflections and ideas.
8. Feedback should be gained from the family about how comfortable and useful they
found the process of the reflecting team, and the ideas the reflecting team shared.
Reflecting Team Example

A reflecting team is used at the end of a session with a father, stepmother, and their
two teenage children. Much of the session has been focused on the difficulties the
parents are experiencing in setting consistent boundaries for the children, especially as
they have different parenting styles. They have touched on the transition to becoming
a stepfamily.
RT1: I suppose what struck me in listening to the discussion today was how much
Jean and John seem to have been thinking about pulling together as parents to help
give Jack and Jodie clear boundaries of what they can and cant do in this family,
without wanting too come down too hard on their freedom.
RT2: I was wondering how this pulling together process is affected by the fact that
John had to do a lot of the decision making and parenting on his own for a number of
years. Does it feel like a welcome relief to share things with Jean, or does the extra
negotiating make it harder?
RT3: I suppose that would depend on what are the familys ideas about sharing out
roles. I mean I was wondering whether they see the role of a stepparent as being any
different from that of a parent in their family.
RT1: Yes sometimes the roles can be quite different, each one having its pros and
cons. Sometimes a stepparent can bring a fresh perspective on things, take a step back
and look at things in a different way, like Jean felt she often did. A parent might enjoy
a special relationship of understanding because they have been closer to the child for
longer. It may be that these differences could be used to complement each other.
RT3: I was thinking these things might be influenced a lot by gender, because Jean
was saying she and Jodie have developed a closer relationship, partly because they
were both women, and there were different expectations of the things Jean might be
able to do as a step-mum.
RT2: It feels like these things take time to negotiate though, and I wonder if this
period of negotiation is what the family are still struggling with, because it might take
longer when the children are teenagers, and have plenty of ideas themselves about
how things should be.
RT1: I wondered what ideas the family had of how to take this negotiation further, if
it is something they feel might be worthwhile pursuing. Is it something they would
like to discuss here, with us, or do they feel the negotiation will just evolve naturally?
Th: Perhaps we can leave it there then, and I will take your ideas up with the family.
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4.5 Child Centred Interventions

It will be important for therapists to bear in mind the needs of children within therapy
session. Interventions will need to be tailored to fit their development level, both
cognitively and emotionally. Particularly:
The process and implicit rules of therapy may be particularly confusing and
anxiety provoking for children. Engagement should therefore focus on aspects of
the world which the child is familiar or is likely to enjoy. Therapists should use a
friendly manner, and try not to raise issues which are likely to provoke anxiety. It
may also be necessary for therapists to clearly and explicitly explain parts of the
therapeutic process which children may find confusing.
Questions will need to be adapted so that children can understand the meaning of
questions and the form of answers that are required. This may require therapists
to give concrete examples or use names of individuals to whom they are referring.
This is particularly relevant for circular questions which require respondents to
take anothers perspective. Section 4.2
Children are likely to use multiple channels for communication. It is important for
therapists not to rely solely on verbal channels in communicating with children.
Drawings, play, and puppetry may all be helpful in enabling children to
communicate their ideas, and therapists should be comfortable in using these
methods with children.
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5. Therapeutic Setting
5.1 Convening Sessions
In setting up the initial therapy session, therapists should begin by discussing the
referral information within the therapy team. In deciding whom to invite to the first
session attention should be paid to the following factors:
Who is living in the household?
Who else is mentioned as important members of the family system?
Recent family life events, that may affect attendance e.g. childbirth / separation.
Is further information required from referrers before therapy can commence?
What professional systems are involved with the family? In relation to:
i. The presenting issues.
ii. Other issues, such as child protection.
Would it be helpful to initiate a professional / network meeting prior to the therapy
commencing?
Therapists should first write to the family, using the letter template provided.
Appendix I.
A follow up phone call should then be made one week before the initial session to
discuss the therapy. As it is likely that the therapist will only speak to one member of
the family during this phonecall, therapists should ask whoever they speak to, to
convey the message to the rest of the family. The topics to be covered in the phone
call are:
Team working
Attendance issues, who will be coming, how to get there, and
ambivalence about attending.
Therapists interest in hearing everyones ideas
Video recording
Confidentiality
5.2 Team
The team within which you are working should comply with the following guidelines:
Include at least two qualified family therapists (eligible for UKCP registration)
One of the qualified therapists should meet with the family whilst the other forms
part of the observing team.
Team members should have read and incorporated the guiding principles into their
thinking. Section 2
Teams should include therapist and family activities in their observations.
Teams should have at least one method for observing the therapist, e.g. one way
mirror, in room observation
Teams should have at least one method of communication between team and
therapist, e.g. telephone, earbug, interruptions.
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5.3 Video
There should be capacity to video therapy sessions and permission to video
therapeutic work should be sought from the family in a manner which clearly
discusses the video permission they are granting. Section 6.1
Permission should be confirmed by using the form provided. Appendix II.
5.4
Pre-therapy preparation
In preparing for the first session the therapist and the team should meet for at least 15
minutes before the session begins and address the following issues:
Construct a genogram from referral information Genogram example
Summarise the main themes from the referral
Consider the recent life events of the family
Consider difficulties which may arise around engagement and how to address
these
Consider broader system issues, and define who is in the network
Brainstorm themes/hypotheses/formulations which may be relevant to the family
Genograms
Genograms are a means to visually conceptualise the family and wider system, in
terms of its members and relationships. They should include the following
information:
All members of the family system, including adopted/fostered members
Delineation of the household
All members of the wider system
Dates of birth
Deaths, with dates
Partnerships and marriages, with dates
Separations and divorces, with dates
Pregnancies, miscarriages, and terminations, with dates
Occupations / Schooling
Any information that is missing from the referral information should be noted and
enquired about during the initial session of therapy.
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Tobias
Marcia
m: 1952
dob: 12.4.27
died : 1967
heart attack
Paul
71
66
dob: 20.5.32
m: 1977
d: 1988
54
Leonard
dob: ?
44
43
38
Carmel
Leon
Brian
28
dob: 3.6.54 dob: 30.7.55 dob: 13.8.60 Jean

dob: ?
Painter
nurse
26
31
Joan
Charles
dob: ?
nurse
dob: ?
due : Feb 1999
18
Tobias
16
14
Jacob Rachelle
14
Monica
dob: 10.5.80 dob: 19.1.82

dob: 12.2.84
bank worker
St James Grammer School
5.5 Pre & Post Session Preparation

The therapist and therapy team should allow 15 minutes before and after each session
to prepare for their meeting with the family and review the progress of therapy. Issues
to be addressed in these discussions should include:
Pre-Session
Summary of the main themes from previous session
Information which requires clarification from previous session
Between session contact the therapist has had with the family/wider system
The current formulation/themes/hypothesis of the issues with which the family are
bringing
Ways forward for the current session which are being considered
Any team therapist issues which need to be addressed
Any family family/team issues which need to be addressed
Post-session
Review of main interventions and familys response
Ideas for future sessions, themes/issues to follow up,
E.g. narrative prompts, unexplored areas, facts to check
Feedback to therapist of team observations
Therapists reflections on issues evoked for them by the session
Review of important information shared, e.g. life events, elements of genogram
5.6 Correspondence
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Letters should be used throughout therapy to maintain contact with the family system
and the wider network, as illustrated in this manual. Appendices I, III, IV, V.
Throughout this contact, the teams writing of the letters should always consider the
guiding principles outlined in Section 2. Particularly important are issues of
connecting with the whole system and not locating pathology within individuals.
Particular attention to the language used will be important so that correspondence can
be both easily understood, and reflect the contributions of the family to therapy.
5.7 Case notes

All written records should be non-pejorative, legible, dated, signed, with no
abbreviations. Alterations and Corrections should be clearly marked and signed.
Case notes should include:
Family information sheet
Genogram
Referral information/letter
All other written communications to and from the centre
Record of attendance
Sessions notes
Notes on telephone contacts to and from the centre
5.8 Session notes

The therapy team should make session notes for each meeting between the therapist
and family/wider system. In this way case notes form an observational record of the
process of therapy.
Session notes should include :
Date and number of session
Who attended therapy
Therapist/Team member names
Main themes of the session including key language used by family
Team observations clearly labelled as impressions
Record of interventions
Key points/ideas/decisions to follow up in later sessions
Team members should record session notes on the record form provided.
Appendix VI
22
6. Initial sessions
Initial sessions of therapy consist of the first and second session of therapy. If a family
seems well engaged, and if all of the goals for initial sessions have been covered
during the first session, therapists may proceed to the goals for middle session.
Section 7. If this is not the case therapists should continue to focus on the goals for
initial session for a second session.
Goals during initial session

1.
2.
3.
4.
Outline Therapy Boundaries & Structure

Engage and Involve all family members
Gather and Clarify Information
Establish Goals and Objectives of Therapy
6.1. Outline Therapy Boundaries & Structure

During the initial stages of therapy it is important for the therapist to set the
boundaries of therapy by sharing some information with the family / professional
system which informs them about the process of therapy, and orientates them to the
first meeting. This information is most easily shared by simple statements made by the
therapist, these should include:
Introductions
The therapist should introduce himself or herself as a team member and explain the
role and context within which they work (the team and the centre).
Team working
The therapist should explain that they work as part of a team, and that the teams role
is to generate ideas and help the therapist understand the family / system. The therapist
should explain how many team members there are, and the professional background
of the team members. The technical equipment used should be explained including the
use of the one way screen / phone / earbug.
Video
The therapist should explain that family sessions are usually videod, but that the
cameras are NOT yet switched on. The purpose of the filming (research / review)
should be explicitly stated, as should the storage of videotapes, and who has access to
the tapes.
The choice of whether to proceed with video should then be given, and the forms
completed at the end of the meeting, giving the family a chance to decide then that the
video can be erased. Appendix II
23
Confidentiality
The confidentiality of the videotapes and any information discussed in the session
should be outlined. Specific statements about the boundaries of confidentiality should
be made in relation to other systems, and with regard to child protection issues.
Structure of the session
Information should be given on the length of the meeting, the breaks, and the use of
team feedback through messages or reflecting teams. Explain that during the break,
videoing will stop and the screen will be covered.
Structure of therapy
Explain that if the family/team decide to meet again, that the meetings will be
approximately every 4 weeks, on the same day, and the same place. Explain that the
length of therapy will be decided together by the family / team in accordance with
their needs and wishes.
Questions
Time should then be spent giving the family an opportunity to ask questions and meet
the team. Agreement to proceed with videoing should be confirmed, and the family
informed that the video will now be switched on.
6.2 Engage and Involve all family members
Supportive environment: Initially it is very important for the therapist to provide

a warm, supportive and empathic environment, to increase trust and rapport and to
build the therapeutic relationship. The therapist must work to help the family feel
understood, accepted, comfortable and less anxious. This may include making the
room comfortable and safe for younger children, and making it clear they are free
to play/draw during the session.
Hear from everyone: Therapists should try to hear from all members of the
system/family, initially connecting with them all at an individual level, and
assessing the level of contribution they feel they are able to make to the
discussion, from either verbal or non-verbal cues. The therapist should try to make
sure that everyone in the system is able to contribute to the discussion if they wish.
Neutrality: The therapist is trying not only to hear everyones views but also to
establish their interest in different perspectives that may be held within the system.
At this point unless serious concerns arise regarding safety/confidentiality the
therapist should remain neutral to the difficulties and issues that the family are
presenting and their views about them.
24
6.3 Gather and Clarify Information

Information should be gathered by the therapist to orientate them to the system and
enable them to hear more about the issues the family is bringing to therapy.
Information should be obtained on the following topics:
The Context of therapy: decision to come to therapy, relationship with referrer,

previous experiences of therapy, concerns or dilemmas, and their expectations of
what would be a successful therapy outcome.
The System: Gathering information about the system and its relationship to other
systems will be important in beginning to develop a broader picture of the family
composition, relationships, history, and family patterns. Information should
therefore not only be factual, in relation to who is in the system, how old are they
etc., but also the relationships and roles they have developed within the system.
Information concerning the system should be collated and added to the genogram
generated in pre-therapy preparation. Section 5.4
The Presenting difficulties or issues: If the family are introducing information
about the difficulties it will be important to follow this up, and open up a wider
dialogue about the difficulties, hearing everyones perspective. Attention should
be paid at this early stage to tracking the behaviour patterns that are defined as
difficult, though some exploration of explanations and beliefs that have developed
around the difficulties may be appropriate.
Solutions and Successes to date: It is important to gain some awareness of the
actions the family has taken to try and address the difficulties, and their evaluation
of the effectiveness of these measures. If the family are finding it difficult to
generate concrete examples of things they have tried, hypothetical ideas for future
solutions may bring ideas forward for discussion.
Attention should be paid to collecting information in a circular manner. Although it

will be appropriate to ask linear questions in collecting information, especially at this
early stage of therapy, circularity can be maintained by linking multiple linear
questions between family members in a circular way.
6.4 Establish Goals and Objectives of Therapy

The therapist should consider with the system what are their goals and objectives for
therapy. What are the family hoping to get from the meeting today and the therapy in
broader terms, and what are their different views about this and how might this impact
on the therapy?
The establishment of goals should be achieved in a way which expresses the
Possibility of Change, and should convey the expectation that change is possible, and
likely to occur, that the therapy team may be able to work with the family towards
this. This intention is to build the familys confidence in their ability to make changes.
25
Initial Session Checklist for Therapists

Now you have finished the initial session/s of therapy:
Do you know who is in the family?
Have you outlined the way you work and the setting?
Have you introduced the therapy team to the family?
Have you discussed issues of confidentiality?
Have you given the family a chance to ask questions about the therapeutic process?
Have you begun to engage all members of the family?
Do you know the important people in the wider system/network?
Do you have a clear idea of the difficulties/issues with which the family are
struggling?
Have you heard views of the difficulties from each family member?
Do you have an idea of the solutions and strategies that the family have tried so far?
Do you have an idea about the familys strengths?
Do you have an idea about what the family would like to change or be different?
Have you remembered to obtain written video permission?
Have you written to the referrer to inform them of the appointment?
Appendix III
26
7. Middle Sessions
Goals during middle sessions
1.
2.
3.
4.
5.
Develop and Monitor Engagement

Identify & Explore Beliefs
Work towards change at the level of beliefs and behaviours
Return to Objectives and Goals of Therapy
7.1 Develop engagement

The therapist should pay particular attention to developing a co-constructed
therapeutic relationship. In addition to attending to the three aspects of engagement
from the initial meeting (supportive environment/hearing from everyone/neutrality),
attention should be paid to:
Creating and offering choices about the process of therapy
Resolving issues in the family-therapist-team system as they arise. This will
require therapists to allow sufficient time for team discussions pre and post
sessions (Section 5.5), and time within sessions to discuss the process of therapy
with families and any concerns or questions they have in relation to this.
7.2 Gather Information & Focus Discussion

Information is still gathered by the therapist, but more of an emphasis should be paid
to focusing this discussion, so that issues and areas for discussion from the initial
broad discussions may be looked at in greater detail or from different perspectives.
The therapist plays a role in developing this discussion to develop themes and keep
the discussion focused. Information may often focus on the following topics:
The presenting difficulties or issues: The therapist will still be gathering

information about the difficulties and issues presented. They will look more
closely at the consequences/effects of behaviours. They should be tracking
behavioural patterns, and giving feedback to the family about the behavioural or
emotional interactions and sequences which are discussed or observed. Therapists
should be collecting this information in a manner that enables circular descriptions
of behaviour to develop.
27
The family and wider system: The therapist will still gather information about
the family and wider system as is necessary to understand the information and
stories being presented by the family. The gathering of information about the
family should have reduced considerably from the initial sessions. As the therapist
becomes more familiar with who is in the family and their roles, the focus of
information should turn more to relationships.
Solutions & Successes: The focus on the successes and solutions available to the
family should be steadily increasing throughout therapy.
7.3 Identify & Explore Beliefs

The therapist should identify and explore the familys thoughts, beliefs, myths or
attitudes, which may be contributing to their dilemmas and difficulties.
The therapist should be beginning to develop a picture of the ideas and beliefs that
inform and influence behaviour, as they are gathering a circular description of the
difficulties with which the family are struggling. Circular questions which build up
circular descriptions of behaviour can also be used to explore the beliefs and
assumptions which lie behind those behaviours.
Example:
Father and stepmother in the family are talking about their parents beliefs about
childcare, in relation to being offered numerous solutions from grandparents and
friends about how to manage the teenage years. The therapist is trying to explore ideas
about childcare, where these have developed from, and how they might develop in the
future.
Fa: Well my mother would have a lot to say about that. I mean if we were ever like
that there was a firm hand. We would have never have got away with it.
Th: And where do you think your ideas and values about how to manage the children
come from, your own parents?
Fa: Well, not really so much from my parents, I mean I would disagree with a lot of
their ideas about how to do things. I think really I have got more of my guides from
the church, thats what has really shaped me.
Th: And when was it you started to take on the ideas of the church.
Fa: Well I suppose in my late teens, early twenties really, but I have always been
interested. Jane (stepmother) has been going since a child and I would say your family
were more strongly Christian than mine were, wouldnt you?
Mo: Yes, I have always gone to church.
Th: What are the values from the church that have influenced you as parents?
Mo: Well really a sense of sharing, we feel its important for us both to take some
interest in the children, and show them we care, not just one or other of us. But, I
dont know whether we always manage it.
28
Th: (to the teenage children) When you two are parents where do you think your
values will come from?
Son: Well neither of them, well I suppose I am a bit like dad, maybe Id be a bit like
him.
Th: (To son) And if you were a parent, in their situation as parents now, what might
you advise them to do?
The exploration of family beliefs should be used by the therapist to look at a range
of family activities, and not just the presenting difficulties. Therapists should
explore the familys beliefs in relation to:
The presenting difficulties.

E.g. What ideas has your wife come up with to explain the behaviour John is
showing?
How do you understand the idea that James is less concerned about the
behaviour than Jill?
Relationships within the family and with the wider system.

E.g. Who feels it is most important to keep liasing with the school over this issue?
What would your church have to say about how families cope with loss and
bereavement?
Solutions that have been tried or hypothesised.

E.g. What gave you the confidence to keep going with this new idea?
What gave you the idea to try and tackle things in this manner?
Successes in all areas of family life and relationships to the wider system.
E.g. Would that be judged as a success in your family?
If Johns grandparents were here would they see that as a success, or would
they have different ideas about success?
Therapy process, beliefs about therapy

E.g. What led to your decision not to bring the children to todays meeting?
In what ways do you think Jill was disappointed with the therapy she went to
last year?
Family behaviour during therapy.

E.g. Jill is looking distressed, what do you think was so upsetting for her in talking
about the difficulties you are experiencing?
How do you understand Johns anger with the way that things have gone in
todays meeting?
29
7.4 Work towards change at the level of beliefs and behaviours
Challenge existing patterns and assumptions: To move with the family to a

position where they are able to query their own beliefs, perceptions and feelings.
The therapist should actively query the familys existing beliefs, assumptions or
behaviours. The use of circular questioning, alternative perspective and possible
futures questioning may be particularly helpful in achieving this.
Example:
A 12-year-old child (John) is discussing how he feels to blame when things in the
family go wrong, or there are arguments between he and his mother. The therapist
begins by clarifying what are the childs assumptions, then begins to challenge some
of the linear aspects of them.
John: Well I know it must be me, cause I am the one who always gets shouted at.
Th: So do you sometimes feel you are to blame for things that happen at home?
John: Well mainly.
Th: Who would be able to convince you otherwise?
John: Well sometimes Nan says things are not my fault, and that me and mum should
listen more to each other, but, I figure it must be me or mum who is at fault.
Th: Does it have to be either your mum to blame or you to blame?
John: Well I dont know, we are all right together sometimes.
Th: How would your Nan explain the times when you and your mum do get on well
together?
John: Well she says we are alright when we stop and listen, sometimes we can just
bite off each others heads you see, over nothing, when no-one has really done
anything wrong.
Provide distance between the family and the problem: Providing distance to try
and free the family from the pressure of the difficulties, so that they are more able
to consider and reflect upon them. Alternative perspective circular questions and
those aimed at looking at possible futures can often be helpful in achieving this.
Example:
The therapist is talking alone to a mother who has been attending therapy with her
children. Since the separation from her partner she has been finding coping with the
demands of the childcare increasingly arduous, and at times has felt very low about
her ability to carry on and cope. The therapist is trying to work towards creating some
distance between the mother and the situation in which she finds herself, to allow a
space for reflection on the position she is in.
Mary: Sometimes I feel so inadequate as a mother, I find myself constantly doubting
my own judgement.
Th: If we met with a group of single parents, do you think that would be a concern
30
for most of them? Would they say making parental decisions alone is very demanding
because they may not have immediate confirmation from another adult?
Mary: Well maybe, but it is so hard because though there is not another adult there,
the children are quick enough to say, other mums dont do that, or so and sos mum
would let them do this or that.
Th: When your children grow up, do you think they will more fully appreciate the job
you do, and your determination to do your best by them?
Mary: Well I hope so, I think sometimes they know now how hard things are for me
on my own, how much more running around I have to do, and sometimes how
exhausted I am.
Th: When they become parents of their own children, do you think they will see how
hard you have been trying to be both mum and dad at times?
Externalise
One specific way of providing distance between the family and the difficulties,
which is particularly useful if the difficulties are seen to reside within one family
member is to externalise the problem. That is to give the problem an external,
objective reality outside of the person. This can be useful in mobilising the familys
resources to unite in working towards solutions and new ways of thinking which
challenge the difficulties.
Example:
The therapist is talking to a 10-year-old boy (Max) during the course of a family
meeting. Max has been describing how bad tempered he can be, especially at school.
Family members have been agreeing that Max is bad tempered. The therapist is
working to externalise the temper from Max, in order that he and his family find ways
they can have an influence on the tempers.
Th: Can we give this bad temper a name?
Max: Well, its a sort of me at my angriest, a mad max I suppose.
Th: When mad max is around, what effect does he have on your friendships at
school?
Max: Well, that when it can be at its worst, mad max can get me to be very
argumentative, my friends stay well away from me.
Th: So when mad max is around they stay away. What happens when mad max isnt
there?
Max: Well I tend to play football with my mates.
31
Reframe: Reframe some of the constraining ideas presented by the family.

Relabelling in a positive way, ideas and descriptions given by family members, in
a manner which is consistent with their realities. Circular questions are often most
helpful in opening up reframes with the family.
Example
A father is defining himself and his parenting behaviour as the problem in relation to
his childrens teenage struggles. The therapist works towards redefining the
descriptions of behaviour as less problematic and offering some positives for the
family.
Cl: I think Im basically just too inconsistent, it depends what mood I am in, or how
busy I am, as to what answer the kids will get from me.
Th: I am just wondering, this inconsistency, who is it a problem for?
Cl: Well them, I think. They dont know where they stand half the time.
Th: Does it leave people not knowing where they stand or does it leave people having
to make up their own minds?
Cl: Well both, Ive never really thought about it like that, but I feel like I dont always
think before I react.
Th: Tell me Jane, what are some of the helpful things about your dad just reacting
sometimes?
Open up new stories/explanations: Either by facilitating the familys evolution

of new ideas and narratives, or by the introduction of these ideas by the therapist.
All family members will have stories about their lives, the lives of other family
members, and the life of the family. They will prioritise certain information from
the world around them to build these stories and neglect other aspects. Exploration
of neglected information may open up the development of stories which are more
helpful to the family in coping with their concerns. Information which is neglected
often concerns:
Successes
Solutions
Exceptions
Alternative views from the network
Other strengths
The therapist should pay particular attention to enquiring about this information as
therapy progresses, using circular questions so that the information is provided in a
non-threatening manner. Often circular questions, which are aimed at offering
alternative perspectives, can be helpful to this aim. As information is likely to remain
neglected by the family even if introduced into the therapeutic conversation, it can
often be helpful to emphasise neglected information by therapist statements and
reflecting team messages.
32
Example:
Mother: Cindy has always wanted to be a nurse. She entered nurse training but as
usual she made a mess of it. She always does things the hard way. She continued to
dream of going away to college, and get on in some way even after she had failed her
exams. She is now doing volunteer auxiliary nursing.
Th: She has continued to work as an auxiliary nurse, she really sounds determined. It
seems impressive that she has found another way to fulfil her ambition, and not let
herself get discouraged. Where does she get that determination from?
Elicit Solutions: It will be helpful to gather information from the family about
solutions for the difficulties that they have tried or would consider useful. Ideas
generated by them are usually most helpful and linear questions are often used to
develop an overview of solutions that the family have tried or thought of. If the
family are finding it difficult to generate successes circular future orientated
questions such as the miracle question - can be helpful. However at times it may
be useful for the therapist or therapy team to offer ideas to begin a process
whereby the family can generate solutions. If this is necessary ideas should be
tentative and flexible enough to allow the family to disregard them or build upon
them.
Example:
The therapist is talking to a mother and her three children. They are having difficulties
getting along together, which is intensified by the cramped living accommodation, and
their feelings that they dont have space for themselves.
Th: So it seems important for you to be able to keep things private, to have space that
is your very own. What ideas have you come up with to achieve this?
Mo: Well we tried letting the children lock their rooms, so that they wouldnt be in
and out of each others rooms, arguing about stuff. But its just seemed to cause more
arguments, they would just stand outside each others doors screaming to be let in.
Th: So what else did you try then?
Mo: Well we have tried just about everything, you name it we have tried it.
Th: Jane, what does your mum mean? Tell me a bit more about all the things your
family have tried.
Jane: Well when the keys got taken off us, I said Jack and Jodie had to knock on my
door, but they never did, especially him. So mum said we would have to play down
stairs all the time, which didnt last long, because when I had a friend round I wanted
to go upstairs.
Th: So Jack, your sister says you have all being trying hard with ideas about this, can
you tell me any other things that have been tried?
Jack: Nothing else.
Th: Well can you think of other things you think might help which you havent tried
yet?
33
Jack: No, nothing seems to work.

Th: Imagine in a months time Jane and Jodie had stopped coming into your room,
what would have had to happened to make that possible?
Jack: Well mum might have really told them off when they did it, and said no TV and
stuff like that.
Th: Jodie do you think that would stop Jack coming into your room if your mum said
that to him?
Jodie: No, he would do it anyway.
Th: What do you think might help Jack to stop coming in?
Jodie: No computer.
Amplify change: In order to maximise the change or potential change that is

occurring throughout the course of therapy it will be important for the therapist to
focus on statements the family present about progress. Initially these aspects may
be minimal, or presented in a manner by the family which denies the magnitude of
the effort or progress they have made. The therapist should focus on descriptions
of actions where the family could be seen to have initiated or implemented change,
in a manner which is positive but sensitive to the familys level of confidence that
change has occurred.
Example:
A 10-year old boy (Jake) is talking about a time when he and he had been pleased
about his behaviour, against a context of difficulties in relationships and
communication with his father, as well as difficulties at school. The therapist explores
the event in more detail to emphasise the success and implications of this for their
relationship.
Jake: Well last Thursday we went to the park, and I went on a school trip, and we got
to go on a fair ride, and the teacher said I had been really good.
Th: That sounds like a really nice time, does your mum know about this?
Jake: Yeah, I told her what the teacher had said.
Th: How did your mum react to the good news?
Jake: She was pleased I think.
Th: How did you know? How could you tell your mum was pleased?
Jake: She looked quite happy, and she said we could go to McDonalds on the way
home.
Th: (to mother) So you were able to show Jake how pleased you were, how did you
feel he responded to that?
Fa: I was quite surprised actually, we went to McDonalds and he didnt play up at all,
and he told me about the day, which is a bit of a first for him.
Th: So you noticed you were able to talk more together, what made that possible?
Fa: Well I dont know, really.
Th: Did you notice you were more relaxed at all?
34
Fa: Well I suppose that did help, we had a bit of time together because we were out
just the two of us, and I wasnt wound up so much, cause I was really pleased that he
had behaved himself all day?
Th: What would make it possible for you to both find other times in the week when
you could have a bit more time just the two of you, to feel more relaxed and talk.
Enhance mastery: To encourage the family to gain a sense of mastery or control

over their situation, their thoughts, feelings and behaviours. This should enable the
family members to take responsibility for their own roles and actions, and for the
process of change. In addition should enable family members to gain an awareness
of the actions and motivations of other people in their family in achieving change.
Example:
A mother and her two children aged 5 and 7 years are attending a late middle session
of therapy. The parents separated 3 years ago, and the mother has been finding
managing the childrens behaviour difficult since this time. The therapist and family
have been working together through the therapy to identify the things that the mother
is doing well in relation to managing the childrens behaviour and managing her own
low feelings. The therapist is commenting on this process and highlighting the
mothers own stories of competence which are often lost.
Mo: Well I feel like things have been going quite well with the kids, they have been
behaving really well most times, but I dont know sometimes I still feel low, I wonder
whether I am doing ok. What do you think?
Th: We would predict many of the things you have been telling me about today, about
things being up and down at this stage. I hesitate to advise a family who have come up
with such good ideas and solutions on their own. Especially when most of them seem
to be having the desired effect. What have you been thinking of trying most recently?
Mo: Well Im not sure sometimes I feel its right to take a sympathetic approach to the
kids, then other times I come down on them hard, you know, if they are playing up.
Th: If Josie (mothers friend) were looking in on how you were managing them now,
would she say you are combining these two approaches, or are you sticking with one
or the other?
Mo: Well shed see a mix of the both I think, I mean I try and judge each situation as
it comes.
Th: So do you feel you are becoming more confident in trusting your judgement about
what is right for the kids and when?
Mo: Well a bit yes, I mean they dont pull the wool over my eyes, I know when they
are just playing up or when they are really upset.
Th: So when did you decide to be a bit more flexible about how you dealt with the
situations at home?
Introduce therapist/team ideas: May include the therapist sharing their ideas and
35
hypothesis about the family, individual, or difficulties, for a variety of reasons.

Including:
Normalise difficulties
Move the family to new ideas
Connect familys ideas
Suggest ways to organise the discussion, e.g. Enactments.
Example:
A mother, her social worker and the therapist are having a session. The mother begins
to discuss her experiences of violence from her ex-partner when she was first married,
in her early twenties. As the mother is taking a rather critical stance towards her own
actions at that time, the therapist normalises her reactions to the violence, to try to
begin to open up less critical stories and reframe the mothers actions at the time as
understandable rather then weak.
Mo: I suppose I should have been stronger, and not let him trample all over me. My
mum used to say just get out, leave him, and I did for a while, I did try, but then I
weakened and let him back even though I thought why I am I doing this? What about
the kids? I really should have tried to be stronger.
Th: Was your mum the only person with whom you shared this?
Mo: Well I tried to talk to my friend but I felt a bit bad, because all the same stuff had
happened to her, and I just told her to leave and lost patience with her, and then I
ended up being just as weak as she was.
Th: From talking to other women who have lived with violence like you have, I often
hear a similar story that they feel they should leave, but it is easier said than done
when you are living with that fear on a day to day basis.
Mo: That was it really, the fear, it kept me weak, and I loved him.
Th: Women tell me they hold onto a hope that if only they did a bit better, were a bit
stronger, their partner will change, so they keep trying over and over again. Did that
happen for you?
Mo: Yes, I took him back more than once you see, lots, but then I thought no more,
not with the kids seeing things and all that.
Th: What gave you the strength to put the kids first, and keep sticking to it?
36
7.5 Return to Objectives and Goals of Therapy

The therapist should return to the issues of goals for therapy as therapy progresses:
i.
If goals seemed unclear during the initial stages of therapy, it may take some
time and thought with the family for them to consider the areas they want to
change in therapy, or to find priorities for change.
ii.
If goals are achieved, so that goals can be renegotiated, perhaps for change at a
wider system level, or a decision to move towards the end of therapy is made
iii.
If goals change due to changing circumstances for the family.
Example:
Things are beginning to improve for a family whose initial concerns were the suicide
attempt made by their daughter. She is no longer suicidal and seems to be getting
happier at home and at school. The therapist discusses with the family whether they
are happy with this progress, and whether they are left with other issues they would
like to bring to therapy.
Fa: I mean I think we are all lot more relaxed about Janice now, she was in her room
for hours at the weekend, and I realised at the end of the day that I hadnt gone and
checked on her once, and I figured that was because I was beginning to trust her again,
I mean I didnt have to watch her every 5 minutes, or worry what she was up to.
Th: So it seems like all of you are feeling that your concerns that Janice will harm
herself are less now, and Janice you said you felt a bit happier at school. Now these
changes are taking place, has it left you with different ideas about what it could be
helpful for us to discuss here?
Janice: Nothing much else to say.
Th: John do you think there are things which Janice might appreciate us talking about
here?
John: Well I know she doesnt like talking about it, and I think thats half the trouble,
but I think maybe we need to think about how to help Janice cope with all the stuff
that goes on at school, all the bullying.
Th: Janice, is that one of the most difficult things for you to talk about?
Janice: Yes.
Th: Would it be helpful to think with you and your family how we could make talking
about it easier?
Janice: Im not sure, there is nothing they can do anyway.
Fa: Me and your mum think if you could talk a bit though, you would like have a
shoulder to cry on and not feel alone.
Th: Do you feel you mum and dad might be able to help support you Janice?
Janice: Yes I suppose so, I did talk to mum once and I felt better.
Th: Would that be something we could try to develop here.
Janice: Well I will give it a go.
37
Middle Sessions Checklist for Therapists

Now you are nearing the end of the middle sessions of therapy:
Have you continued to engage the family in the work together?
Have you addressed problems in working together as they have arisen?
Have you developed a circular description of the interactions and difficulties with
which the family are struggling?
Are you developing a clear idea about the strengths and resources the family
are drawing upon?
Are you working with the family to generate new solutions for the issues they are
bringing?
Have you begun to explore the familys beliefs and ideas about the interactions and
relationships in their family?
Has there begun to be a shift in the interactions in which the family are engaged?
Have you challenged the familys beliefs about the issues that they are discussing?
Have you worked with the family to open up new stories/explanations about the
difficulties they are experiencing?
Have you worked to reframe the difficulties or struggles that the family
are experiencing?
Have you introduced distance between the family and the difficulties or tried
to externalise the difficulties?
Have you tried to amplify the successes and change that the family achieved?
Are you working with the family to try and increase the sense of mastery
and control they feel they have over the difficulties?
Have you reconsidered with the family if they are achieving change in the way
they had hoped?
Have you written to the referrer to inform them of the progress of therapy?
Appendix IV.
38
8. End sessions
Goals during ending sessions
1.
2.
3.
4.
5.

Continue to work towards change at the level of behaviours and beliefs
Secure Collaborative Decision re: Ending
Review the process of therapy
8.1 Gather Information & Focus Discussion

Information gathering and focusing the information brought by the family to sessions
is still important towards the end of therapy, though the focus of the information is
likely to be considerably different.
The Presenting difficulties or issues: There will still be a lot of information

shared about the difficulties with which the family are struggling, though the focus
will be on changes that have arisen concerning these issues over the course of
therapy.
Solutions and Successes to date: There should be a considerable amount of
discussion about the solutions that the family are now implementing in relation to
the difficulties, as well as the successes they feel they have achieved so far, and
those they are looking forward to in the future. If the family are slipping into
focusing on the difficulties, it will be important to enquire further about the
successes about which the therapist has heard over the course of therapy, which
the family are currently neglecting.
The System / Wider system: There should be a considerable decrease in the
amount of information shared about the system and wider system. Of the
information that is shared it is likely to be in relation to how the difficulties are
showing/decreasing in other contexts. Also supports in the wider network which
may be drawn upon once therapy has concluded are often explored.
39
8.2 Continue to work towards change at the level of behaviours

and beliefs
As in middle sessions the therapist and family are continuing to work towards change
at the levels of belief and behaviour. The methods they use can incorporate any of
those highlighted in the middle session. See section 7.4. However it is more common
in end sessions for the focus to be on the following methods:
Amplifying change: In order to maximise the change or potential change that is

occurring throughout the course of therapy it will be important for the therapist to
focus on statements the family present about progress. Initially these aspects may
be minimal, or presented in a manner by the family which denies the magnitude of
the effort or progress they have made. The therapist should focus on descriptions
of actions where the family could be seen to have initiated or implemented change,
in a manner, which is positive, but sensitive to the familys level of confidence
that change has occurred.
Enhancing mastery: To encourage the family to gain a sense of mastery or

control over their situation, their thoughts, feelings and behaviours. This is to
enable the family members to take responsibility for their own roles and actions,
and for the process of change. In addition should enable family members to gain
an awareness of the actions and motivations of other people in their family in
achieving change.
Challenging existing patterns and assumptions: To move with the family to a

position where they are able to query their own beliefs, perceptions and feelings.
The therapist should actively query the familys existing beliefs, assumptions or
behaviours. The use of circular questioning, alternative perspective, and possible
futures questioning may be particularly helpful in achieving this.
Reframing: Reframe some of the constraining ideas presented by the family.

Relabelling in a positive way, ideas and descriptions given by family members, in
a manner which is consistent with their realities. Circular questions are often most
helpful in opening up reframes with the family.
Developing new stories and explanations: Either by facilitating the familys

generation of new ideas and narratives, or the introduction of these ideas by the
therapist. All family members will have stories about their lives, the lives of other
family members, and the life of the family. They will prioritise certain information
from the world around them to build these stories and neglect other aspects.
Exploration of neglected information may open up the development of stories to
become stories that are more helpful to the family in coping with their concerns.
Information which is often neglected often concerns:
Successes & Solutions
Strengths
Exceptions
Alternative views from the network
40
8.3
As therapy ends it will be important for the therapist to work with the family to
develop and encourage their understanding of the process of the development of
difficulties. This may be helpful in equipping the family with the ability to recognise
the development of such processes in the future. Particular attention should be paid to:
Underlying family interactional patterns.
Motivations for assumptions, behaviours and feelings.
Understanding of a family members reactions to others behaviours.
8.4
Collaborative ending decision
The timing of ending is not always obvious and in aiming to make the ending process
a collaborative process the therapist and therapy team should be alert to a number of
signals in sessions which may indicate that therapy may soon draw to a close. These
include:
Positive feedback from the family: the family situation or the issues they
presented are reported as improved or improving. The family report having made
changes in other areas of their lives.
Negative feedback from the therapy: The family report dissatisfaction about the
therapy, or the progress they are making. This is often done through expressing the
views of a family member absent from therapy.
Therapist notices changes: Missed sessions by the family. Changes in the level
of engagement in therapy. Therapist notices positive changes in the way the family
are interacting during sessions, for example they are beginning to use new
narratives, or are beginning to comment in a different way on their relationships
and the issues with which they are struggling. The relationship to therapy may
change, with the family becoming more confident in their own abilities, resources
and solutions, and attributing change to this.
If it seems that ending therapy is indicated it is important for the therapist to hear from
everyone their thoughts and feelings about ending therapy and make this a
collaborative decision. To do this the therapist and therapy team must share their
thoughts about ending with each other and the family. The team should consider the
following issues and then gather the familys views on these.
Whether the family might feel it was appropriate to end therapy, do they feel they
have achieved what they set out to achieve?
How might the family prefer to end therapy, would they like a follow up
appointment or would they like to re-contact the team if necessary?
Might the family feel it would be important to engineer systems of support, before
therapy ends?
With whom should the team share information about the therapy and what has
been achieved, e.g. referrer, school.
A useful and engaging way of saying goodbye to the family.
41
Once this information has been shared decisions should be reached about:
When therapy will end.
What follow up arrangements will be made.
What the family might do if difficulties should arise again.
Who will be contacted post therapy.
8.5 Review the process of therapy

It will be helpful for the therapist to invite the family to review the process of therapy.
This may be useful for the team and family in relation to prevention of future
difficulties, and to empower the family in any future contact with therapeutic services.
Issues that should be considered include:
What has been gained/lost for the family through therapy?
Any misunderstandings not addressed during therapy should be clarified and
addressed.
Reasons for therapists behaviours and procedures used.
What might the family do differently if future difficulties arise?
End Sessions Checklist for Therapists

Before you end therapy check:
Do the family have an understanding of the issues which they are happy with?
Are the family happy with the ways of interacting that they are currently
developing?
Have you continued to amplify change, enhance mastery, challenge existing patterns
and assumptions, reframe concerns and difficulties, and develop new stories and
explanations of difficulties?
Have you discussed ending therapy with the family, and listened to their wishes
about ending?
Have you reviewed with the family the goals outlined in the initial and middle
stages
of therapy?
Have you considered contingency plans for the family when future difficulties arise?
Have you reviewed with the family what was useful and not useful about therapy?
Have you discussed how to re-engage with therapy if required?
Have you written a closing summary of the work to the referrer? Appendix V
42
9. Indirect Work
There are many areas of systemic work, which although they do not directly involve
the presence of the family, are essential in supporting the ongoing work with the
family. Directions for conducting this non-direct work are therefore outlined below.
Therapists are reminded that the guiding principles outlined at the beginning of this
manual will also be applicable to the non-direct work outlined in this section.
9.1 Child Protection

Therapists should abide by the local child protection procedures outlined by their area.
Wherever possible the local procedures should be carried out using the systemic
principles described in section 2. It may be necessary to move from the domain of
therapy to the domain of protection but the manner in which this is achieved should
retain a systemic focus, and not preclude the possibility of moving back into the
domain of therapy at a later stage. Therapists should inform the family that they are
now not talking with them in their therapeutic role as they have serious concerns about
the safety of a family member. Particular attention should be paid to bearing the needs
of the system in mind whilst still prioritising the needs of the child for protection, the
language and narratives about abuse and protection, and the co-construction of the
relationship. If at all possible, without placing the child at further risk, therapists
should discuss the child protection issues with the family, and keep them informed of
any protective procedures that the therapist is to instigate.
9.2 Clarifying therapy with referrer present

In situations where referrals are vague, complex, or involve a network of
professionals, it may be necessary to clarify the nature and boundaries of the referral
over the telephone, or in person. This ideally should be done with the referrer and
family at a pre-therapy meeting, where the multiple views about therapy, its utility and
limits, can be shared between all members of the system. However in referrals where
there may be tensions in the referring relationship, or issues of advocacy may limit the
familys ability to communicate their ideas and wishes, separate contacts should be
used to clarify therapy, before therapy commences.
9.3 Identifying the network and clarifying relationships

It is important for the therapy team to identify the components of the familys network
from the referral information given and during the assessment process. This includes
professional and extended family contact, as well as other relationships, friendships
and occupational aspects of the familys life. This should be done for current
relationships as well as important contacts in the familys history. Important life
events such as illnesses, hospitalisations, and periods of separation can be built into
this picture. This information should be used in relation to the therapeutic goals and in
relation to contact with the wider system that the therapy team and family participates
in during therapy.
43
If the family are participating in any other therapeutic activity during the time they are
attending family therapy, for example individual or couple therapy, the boundaries of
the work should be clarified in relation to the current goals for family therapy.
In addition, in identifying the network and clarifying relationships, the boundaries of
confidentiality and the familys wishes concerning this should be discussed and
clearly stated to all members of the network.
9.4 Assessing risk

At times during therapy it will be necessary to consider the risk which one or more
member of the family poses in relation to their own well being or the well being of a
family member. The risk may be in relation to a number of issues, for example, child
protection, domestic violence, or suicide attempts. Therapists should bring their
concerns into the discussion with the family to hear their own views of the risks. It is
important that the therapists and familys concerns are identified, in a manner which
opens up communication and leads to the establishment of contingency plans to
monitor or prevent further risks. In relation to suicidal ideation it may be necessary for
the therapist to move outside the domain of therapy and complete a full psychiatric
risk assessment, or refer to someone able to complete this. Again this should be a
process in which the family are actively involved and therapists should inform the
family that they are now not talking with them in their therapeutic role as they have
serious concerns about the risks to a family member.
44
10. Proscribed Practices

The proscribed practices described below are things that would not be included in a
routine therapy session. It may be that on one or two occasions it is appropriate to use
one of these approaches, however they must be used within a systemic framework,
that is, using the guiding principles outlined at the start of this manual.
Team members should monitor sessions for proscribed interventions, and record
these, together with any justification, in session notes? Section 5.8
10.1 Advice
As a systemic therapist you would not usually offer direct advice to the family about
their interactions or the difficulties they are experiencing. If the family ask for advice
about a particular issue with which they are struggling or the therapist feels advice
may be appropriate in helping the family work towards their goals, advice may be
offered in a non-directive or reflexive manner. Options should be presented as choices
about which the family can make their own decisions.
10.2 Interpretation
Psychodynamic interpretations about the meaning of symptoms or interactions in
relation to individual or trauma would not be usual for systemic therapists. Rather,
meanings are explored in relational and interactional terms between members of the
system.
10.3 Un-transparent/Closed Practice

Therapists should not remain closed about their working practices, ways of thinking
and understanding the difficulties with which the family are struggling. They should
try to remain transparent by explaining their practices at the beginning of therapy, and
during therapy as appropriate.
10.4 Therapist monologues

In the co-created process of therapy therapists should not find themselves lecturing or
using long monologues in their interactions with the family. The process should be
more like a sharing of ideas between therapist and family, and between family
members.
10.5 Consistently siding with one person

In taking a neutral stance therapists should not find themselves consistently siding
with one person in the family. It may be necessary at times, for ethical or therapeutic
reasons, to align oneself with a member of the family, but if therapy is to continue,
this should not be a constant state.
45
46
10.6 Working in the transference

Therapists should be paying attention to the relational and engagement issues between
themselves and the family with which they are working but they should not use the
relational aspects between themselves and the family as the tool of therapy, that is
work within the transference.
10.7 Inattention to use of language

Therapists should not be inattentive to the use of language used by the family. They
should pay attention to the both the words and phrases used, and the meanings
attributed to these.
10.8 Reflections
Therapists simple reflections of the points or phrases that are used by the family
should be kept to a minimum. Reflections may be used to enhance engagement and to
develop the familys sense of being listened to and understood, but when used,
reflections should be followed by questions, and increased curiosity about the issues
presented.
10.9 Polarised position

Therapists should avoid taking a position which is polarised from that of the family, or
a position which is likely to escalate to a polarised position. Therapists should be
thinking about how to take a position which connects to the ideas of the family, whilst
still questioning those ideas, and allowing them to remain curious. The therapeutic
team can enable the therapist to achieve this by presenting the multiple perspectives
from which the family situation can be understood.
10.11 Sticking in one time frame

Therapists should not stick in one time frame, but move the focus of their questions
and discussion between the past, present and future.
10.11 Agreeing / not challenging ideas

Therapists should not be in a continual state of agreement with the familys ideas.
They should remain curious and challenging about the nature and content of these
ideas, in order to introduce new unexplored possibilities and ideas.
10.12 Ignoring information that contradicts hypothesis

Therapists should not ignore, or minimise information presented by the family which
contradicts their own ideas and hypotheses, rather they should take this information
seriously and use it to modify and expand their working ideas.
47
10.13 Dismissing ideas

The ideas presented by the family about the difficulties with which they are struggling,
or the process of therapy itself should not be dismissed by the therapist.
10.14 Inappropriate affect

The therapists affect should match that of the family, and would be considered
inappropriate if it remained dissimilar from family for an extended period of time.
One example might be if the family were feeling optimistic about change and the
progress they were making, and the therapist remained pessimistic. There may be
times, when a mismatch of affect is used transiently, in order for the therapists to take
a position in relation to the family as a way of questioning or challenging their ideas.
10.15 Ignoring family affect

Therapists should pay attention to the affect that the family is showing in the session,
and not ignore strong expressions of affect during the sessions. This may be
particularly relevant when a member of the family shows distress during the meeting,
either by sad or angry behaviour.
10.16 Ignoring difference

Therapists should not ignore issues of difference between themselves and the family
or within the family. These may be differences in views, beliefs, gender, abilities,
class or race, and should be raised by the therapist in a sensitive and open manner for
further exploration.
48
Appendix 1: Sample Appointment Letter

Appointment letters should include:
Referral source and name of referrer

Invitation to the whole family
Reasons why all the household should attend
Date, time and place
Confirmation request
Brief explanation of teamwork
Main therapists name
Dear Mr & Mrs Smith & Jodie and Jonathan,

We have heard from your GP, Dr. Jones, that it might be worthwhile exploring whether
family therapy could be of help to you all. We would therefore like to offer you an
appointment to come along and meet us at our Family Therapy and Research Centre on
Wednesday 13th July at 4.30pm.
This first session would be to discuss the issues that concern you and to decide whether
family therapy might be useful. We find it helpful to meet all members of the family or
household so that we can learn how things are from everyone's point of view. We hope
to see as many of you as possible for this first appointment.
We work as a team in order to generate more ideas which we hope to share with you.
There are about 5 people in the team, but the person who will be talking with you most
directly is Dr. Peter Stratton.
Enclosed is a map giving directions to the clinic, which is situated in the Department of
Psychology at Leeds University.
Please let us know whether or not you can attend, as soon as possible by telephoning our
secretary on the above number. It is important that you give us this information as we
have a waiting list for appointments.
Yours sincerely,
Dr Peter Stratton
Family Therapist
On behalf of Leeds Family Therapy Team
49
Appendix II: Sample Video Consent Form

Consent Form for the Use of Video Tape
We give consent for the use of these video recordings for the following purposes:
1. To help the team deliver a more effective service to our family. For the purposes of
supervision and in order to plan future therapy sessions. Confidentiality will always
be maintained. Viewing will be confined to the regular members of your family
therapy team.
2. For teaching & research, in order to develop our service through training other
therapists, and improving the service for families through research. Such tapes are
only shown to audiences of professional clinicians and researchers who are warned
about the importance of confidentiality.
Please delete as appropriate.
Signed:
.
Dated: .
You are entitled to change your mind about the consent given above at any time.
All video material is stored in locked cabinets and every effort will be made to
ensure confidentiality. No video material will be identified using your familys
name.
Signed:
.
All Family Members
Dated: .
50
Member of Family Therapy Team
Appendix III: Sample Referrer letter

This letter is to be sent to the referrers when first appointment sent out. It should include:
Referral date
Referral reason
Family name & address
Date of appointment
Proposed future contact
Contact person
Dear Dr. Jones

Re:
Smith Family
11 James Avenue, Leeds, LS2
Further to your referral of the Smith family, for help concerning bereavement issues, in
March 1998, we have offered them an appointment at the Leeds Family Therapy and
Research Centre on Wednesday 13th July at 4.30pm.
We will keep you informed of their progress should they go ahead with family therapy.
If in the meantime you have any further issues regarding this family please contact Dr.
Peter Stratton.
Yours sincerely
Dr Peter Stratton
Family Therapist
On behalf of Leeds Family Therapy Team
51
Appendix IV: Post-assessment letter to referrer

A letter should be sent to the referrer once an assessment is completed or when the
initial goals of therapy are clarified with the family. This letter should include:
Number of assessment sessions attended

Who attended
Brief family composition
Referrers concerns
Familys concerns
Systemic Formulation/Understanding of Difficulties
Agreed Goals for Therapy
Agreed liaison with other systems
Dear Dr. Jones

Re:
Smith Family
11 James Avenue, Leeds, LS2
I have now seen the Smith family on 2 occasions following your referral for help with
bereavement issues following the death of the eldest child in the family, Julie. Mr & Mrs
Smith attended alone for the first meeting, as they were concerned to give us a picture of
the difficulties without upsetting the children. This was followed up with a meeting with
the whole family.
As you know the family consist of Mr & Mrs Smith, and their 2 children Jodie (6 years)
& John (9 years), both of whom are attending Jacob School. The eldest child of the
family, Julie, died in a car crash in September 1997.
Mr & Mrs Smith outlined to us their concerns that their children were expressing no
grief relating to the death of their elder sister Julie. They were concerned about how
the loss was affecting them in both their achievement and behaviour at school, and
expressed a wish that they were more able to talk about the issue as a family. The
children were quite cautious about discussing this issue initially, and expressed a
desire not to upset their parents further by talking about Julies death.
It seemed that although this was a topic all the family felt would be helpful to discuss
more openly, no one dared to begin the conversation, as they were concerned not to
bring further distress to members of their family. The children had carried this silence
to school, and would not talk to any of Julies old friends about her, yet consistently
showed distress through their behaviour and lack of concentration.
It was therefore decided to try and begin to talk about Julies death and the impact this
had had on the whole family in our meetings. The children very much wanted this to
be at their pace, and we have been thinking with them about ways to help the process
of talking easier.
52
We also plan to make links with Jacob school, to discuss how the children might show
their distress in different ways at school.
I will contact you again once therapy has ended to discuss the utility of these
interventions for the family.
Yours sincerely,
Dr Peter Stratton
Family Therapist
On behalf of The Leeds Family Therapy Team
53
Appendix V: Closing letter to referrer

A letter should be sent to the referrer after therapy has ended and should include:
Reasons and date of original referral.
Number of meetings held
Who attended the meetings
The familys concerns
Systemic Formulation/Understanding of Difficulties
Themes covered in meetings
Utility of therapy for the family
Evaluation of current state
Future plans
Copies to other agencies involved, with familys permission
Dear Dr Jones
Re:
Smith family
11 James Avenue, Leeds, LS2.
You will remember you referred the Smith family for family therapy in March 1998,
for help with bereavement issues.
The family attended for 5 appointments. We saw them last in November 1998 and a
further appointment for December was cancelled. All members of the family attended
meetings following an initial meeting with Mr & Mrs Smith alone.
The parents outlined to us their concerns that their 2 children Jodie (6years) & John
(9years), were expressing no grief relating to the death of their elder sister Julie, who
died in a car crash in September 1997. Mr & Mrs Smith were concerned about how
the loss was affecting them in both their achievement and behaviour at school, and
expressed a wish that they were more able to talk about the issue as a family.
Our 5 meetings were spent looking at the effect Julies death had had on both the
parents and the children, and the stories they had developed for understanding what
had happened. At the familys request we also invited the Headmistress of the
childrens school, Mrs Small, to look at ways the children could express their grief
about Julies death within the school setting. In addition we thought about ways they
might be supported to develop their concentration, when distracted or upset at school.
The family used all of the meetings to their fullest, and communication concerning the
bereavement improved very rapidly. The children also reported feeling happier at
school.
54
We had planned to continue, but the family phoned and left a message to say they felt
things had improved at home and at school and they would contact us again if the
need arose. We left it with them that we would be very happy to see them again if
requested.
Yours sincerely
Dr Peter Stratton
Family Therapist
On behalf of The Leeds Family Therapy Team
c.c. Mrs Small, Headmistress, Jacob school
55
Appendix VI : Session Notes Record Form

SYSTEMIC FAMILY THERPY MANUAL
SESSION NOTES
Record Sheet
Date of Session
Session Number
Who attended therapy?
Therapist name
Team member names
Main themes of the session

family
Include key language used by
56
Main themes continued
Team observations
Clearly labelled as impressions
57
Interventions
Key points/ideas/decisions to follow up in later sessions

1.
2.
3.
58
Proscribed Practices included in session
Justification
1.
2.
3.
59

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Systemic Family Therapy Manual

Ms. Helen Pote

Leeds Family Therapy & Research Centre

This manual was developed through an MRC Small Project Grant,

3. Outline of Therapeutic Change

4. Outline of Therapist Interventions

10. Proscribed Practices

Appendix II: Sample Video Consent Form

Appendix III: Sample Referrer letter

Appendix IV: Post-assessment letter to referrer

Appendix V: Closing letter to referrer

1.2 Aims and applicability of the manual

1.3 Notes on use of manual

This manual has an accompanying questionnaire for therapists and an adherence

1.4 Ethical & Culturally Sensitive Practice

1.5 Clinical Examples

2.1 Systems Focus

2.3 Connections and Patterns

2.4 Narratives and Language

2.6 Social Constructionism

2.7 Cultural Context

2.9 Co-constructed therapy

2.11 Strengths and Solutions

3. Outline of Therapeutic Change

Redundant patterns/ beliefs

Understandpatterns/ beliefs/ stories

Developdifferent patterns/ beliefs/ stories

Table 1: Perceptions that are helpful in achieving change

Developing Perception of Struggles

3.2 Overview of Specific Goals

Goals during initial session

Outline Therapy Boundaries & Structure

Goals during middle sessions

Develop and Monitor Engagement

Goals during ending sessions

Gather Information and Focus Discussion

4. Outline of Therapist Interventions

4.1 Linear Questioning

Linear Questions Examples

How old are you?

4.2 Circular Questions

Circular Question Examples

About anothers state / behaviour / What do you think John is feeling?

What does John think of your school performance?

Do the girls really dislike each other?

About possible futures

What will you think in 5 years time?

Who is most likely to get upset when father is away,

4.4 Reflecting Teams

Reflecting Team Example

4.5 Child Centred Interventions

dob: 3.6.54 dob: 30.7.55 dob: 13.8.60 Jean

due : Feb 1999

dob: 10.5.80 dob: 19.1.82

5.5 Pre & Post Session Preparation

5.7 Case notes

5.8 Session notes

Goals during initial session

Outline Therapy Boundaries & Structure