TRIANGLES

IN FAMILY
SYSTEMS
THE FUNCTION OF
TRIANGLES WITHIN THE
C O N T E X T O F FA M I L I E S
STRUCTURE, PROCESS, AND FUNCTION OF
TRIANGLES IN FAMILY SYSTEMS: ESFT
Presenters:
Susan Brookman, MA, LPC, NCC
Clinical Director Wellness Warrior Group
Learning Expectations: You are responsible for
learning the material and reviewing it with superviors
and peers.

Pre-Test.
LEARNING OBJECTIVES:
• Understand the function of triangles within the context of
families
• Recognize the process of the triangle in family typology
• Understand the influence of the NIP and recognize the cycle
• Understand and implement systemic interventions/techniques to
unbalance the system.
 MFT CORE COMPETENCIES
Focus upon three skill sets which promotes competencies in delivery
In Home Family Based Services:
A. Conceptual: Understand concepts, language, theory, and
techniques to the model.
B. Perceptual: Recognizing contextual and systemic dynamics which
promotes development of systemic hypothesis about the families
process.
C. Executive: Ability to use “use of self” in joining and establishing
therapeutic alliances which aides in managing session and
interactions. Apply effective and systemic techniques which
interrupt patterns of interactions which might be maladapted.
TRIANGLES-
HISTORY
MINUCHIN
MINUCHIN
1974)- CREATED THE Triangulation occurs in different ways
but always involves a pair (dyad); that
STRUCTURAL SCHOOL OF FAMILY
THERAPY pulls in or rejects a third person due to
their conflict. Identified as cross
generational coalitions
-Boundaries-function to manage
hierarchy within a family
Detouring: avoiding couple conflict
and focusing on the child
(scapegoating)
 VIDEO
EXAMPLE
T R I A N G L E S AT W O R K
H T T P S : // W W W. Y O U T U B E . C O M / W AT C H ? V
= B W A LG F M B Y 4 E
 MINUCHIN BELIEVED
The survival of the family system depends on a
sufficient “range” of patterns (transactions) ,
the availability of alternative transactional
patterns, and the flexibility to mobilize them
when necessary.
MINUCHIN: THERAPEUTIC SYSTEM
• Therapy is directed at changing the family organization
• A change in family structure contributes to a change in the behavior and the
inner psychic life of the members of the family;

• THE THERAPIST + FAMILY TOGETHER FORM A NEW SYSTEM (THE THERAPUTIC

SYSTEM)
• Thus we must understand our position
• Setting up an exit plan to empower the family
• Have an exit strategy
 TRANSACTIONS- MINUCHIN
• A family is an invisible set of functional demands that organize the family
• The Identified Patient is a symptom of a dysfunctional structure.
• TRANSACTIONS: the relationship between people
• When these repeated a pattern appears -Patterns are observable
• The pattern determines the family structure- Structure is recognized through the
transactions
Gradian

IP Family
Based

Gradian
 TYPES OF TRIANGLES
How Tensions and conflict are dispersed
• Detouring of Conflict: one-person inserts themselves
• Attacking the Child: decreased by focusing on child (Shame and Blame)

• Overprotecting the child: Conflict and tension avoided (guilt)

• Double Bind: strong pull to pick a side and take on tensions/conflict. No win.
• Odd Man out: a person is pulled in or pushed out of the system
• Disengaged: family stays in their “pockets” to avoid tensions
• Functional: Two people can resolve their tensions/ conflict
SUBSYSTEMS
• Couple: Dyad
• Tasks and Functions that are complementary & mutual to ensure
effective handling of tasks
• Parent
• Differentiate the aim of raising children without losing the mutual
support of the couple dyad
• Nurture, guide and control
• Child
• Social Laboratory
• Peer relations
• Negotiations
• Working together
• Compete
• Make friends & enemies
• Concede w/o surrendering
• Receive recognition for their own unique skills
BOUNDARIES
Under involvement Overinvolvement
• Boundaries are so RIGID so that • Boundaries are diffuse communication
communication across boundaries if and concerns b/w members is high
difficult • Overly involved with each other
• Minimally involved with each other • Little differentiation = high impact on
• Widely differentiated with little impact on others
others • Inability to orient to stressful
• Getting the attention of the “other” is circumstances
difficult
individual

individual

Communication
needs
communication

individual individual
needs
BOWEN
Emotional Triangle: Process

• Triangles form in families and social

Stress

Dispersed
groups, they are fluid as a dyad goes Parent
through cycles of closeness and 1
distance (varying needs of closeness
and distance) a third is drawn in to
stabilize the relationships. IP
• Most likely to develop when a
couple(pair of caregivers) are under
stress. Parent
• They are flexible under calm times 2

• They are rigid under distress

 HOW TO SEE A TRIANGLE- EMOTIONAL SYSTEMS:
STRUCTURE, PROCESS AND FUNCTION
Structure limits movement of roles. Process is predictable (reactive & automatic) Function
lesson anxiety in the system

Gradian Gradian

child
Transactions: flow of
emotional energy
Verbal and nonverbal
FOUR ASPECTS OF CHANGE IN THE ESFT MODEL
Four areas of focus in each session and through treatment:

1. Attachments: Quality of connection between Caregiver-Child and

between Caregiver –Caregiver
2. Emotional Regulation: Family members ability to regulate or
coregulate during communications
3. Supports for Caregivers-Resources (Formal and Informal Availability
and Connection)
4. Executive Functioning: Caregiver to Caregiver (Evaluate Co-
parenting and Couples Relationship)
ATTACHMENT
• A basic instinct that allows infants to draw others to them when they need help.
• Persists across life span
• Attachment Strategies develop based on the environment: Predictable patterns
• Attachment Security can influence child development:
• Self-regulation
• Social Competence
• Willingness to take on challenges
• Securely attached people feel safe to explore the world
• Insecure attached people may be afraid to leave or explore.
Emotional Regulation
CO-REGULATION- A CULTURAL CONTEXT
Interactions that convey meaning between people in systems
• Caregivers: values from generational influence
• Meaning of transactions
• Agreement = regarding coregulation
• If no agreement, why?
• What can they agree to?
SYSTEM CO-REGULATION
• Culture and Context
• Needs
• Authoritarian- Defined roles and rules = safety
• Embattled (over-organized) – loyalty for safety
• Underorganized – power and control = I am safe
• Enmeshed – being seen = not safe (only we are safe)
• Meaning of transactions
• I see you
• Being seen is safe / unsafe
• How you are seen is safe/ unsafe
• I feel you
• Feeling felt is safe/ unsafe
• How you are felt is safe/ unsafe
 STAGE 1- CREATE
THE THERAPEUTIC SYSTEM
C A R E G I V E R S F U L LY P A R T I C I P A T E &
ACKNOWLEDGE THEY MUST BE A PART
O F T H E S O LU T I O N F O R T H E C H I L D TO
IMPROVE

This Photo by Unknown Author is licensed under CC BY-SA

JOINING THE FAMILY SYSTEM: CURIOSITY ABOUT TRIANGLES

What is the Request?

Paperwork, Phone call and Initial appointment

Listening for the dyads and triangles that are known and unknown.
Observing: Non-Verbal Communications: Dyads and Triads
Actions: What people are doing
OBSERVATIONS OF THE FAMILY STRUCTURE
How do they co-
regulate?

Who is connecting to
whom

External Overt and Covert

forces

Developmental
Stage

Content vs.
Process

Meaning

Symptoms
= IP
 STAGE 2-
STABILIZE THE CHILD &
FAMILY
IMMINENT SAFETY CONCERNS &
I M M I N E N T T H R E AT F O R O U T O F
HOME PLACEMENT ARE
REDUCED
WHAT & WHO ARE YOU STABILIZING?
Child Family
• Identify safety risks • Identify safety risks
• Reduce environmental safety risks • Family identifies what a crisis is

• Define: Dilemma – Crisis - Emergency • How stressed is the system?

• Triads operate differently • Define roles during de-escalation of a
crisis
• Therapist observations:
• Identify supports that allow the caregivers
• Transactions between child and to be in the leadership position
caregivers
• Observe:
• Verbal and nonverbal
communications • How stressed the system is
• Spoke and Unspoken roles
• Mission to get needs of self or family
met • Interactions between family members
• Nonverbals/ Unspoken rules
• Active positioning
 STAGE 3- ASSESS
PATTERN
F A M I LY M E M B E R S A R E A W A R E
OF THE CURRENT SOCIAL AND
H I S TO R I C A L C O N T E X T
SURROUNDING THEIR CURRENT
CHALLENGE
 INITIATING CONVERSATIONS: THERAPIST ACTIONS
CREATING A FEEDBACK LOOP
Structure Map:
Review the formation of different triangles and seek out which is keeping them stuck
Share observations of who does what when & how
Genogram information:
What is operational
Cultural
Relational
Timeline
Share their story and explain how and what impacted the current structure
Ecomap
Talk about gaps and collaborate on who and what needs pulled in for support
ASSESSMENTS AND TRIANGLES: SETTING THE RELATIONAL STAGE
• HOW DOES EACH ASSESSMENT HELP ME Developing a relational frame
UNDERSTAND THE FAMILY AND WHERE
THE TRIADS ARE: • Give the translation of what you see
EITHER SUPPORT OR HINDER. • Structure
• Process
• Function
• Timeline
• How is a third person pulled
• Ecomap into/pushed out to solve family
• Genogram problems
• Help the family see that the IP
• Structure map behaviors provide an outlet and to
indicate something is happening in
the family
 STAGE 4- ESTABLISH
A RELATIONAL FOCUS
E A C H F A M I LY M E M B E R I S
AWARE OF HOW THEY CAN
I N F L U E N C E E A C H OT H E R
TO W A R D S M O R E P O S I T I V E
O U TC O M E S & I S C O M M I T T E D TO
S P E C I F I C A C T I O N S TO C H A N G E
N E G AT I V E P AT T E R N S .
TYPES OF FAMILY STRUCTURE
Enmeshed Underorganized
• Disengaged parents
• Diffuse boundaries= Reactive
• Under functioning caregivers
• Childs needs are not tolerated
• Roles are ambiguous,
• Child centered but needs of inconsistent and chaotic
child not met
• No structure, roles, rules to
• Child trying to regulate organize day to day life
themselves while regulating
parent/s • Siblings often in power
struggle for recognition and
control
REFRAME AND HYPOTHESIS
Must fit the family Describing the Triangle
• Describe how the family is organized
around the problem (not the IP).
• Validates position experience (in/out)
• Types of triangles and their functions • Movement and function of people in the
• When people get pulled into a triangle.
problem it serves a function to the • Location of the pain.
larger system
• Hypothesis should make sense of what is
happening and provide a new way to view • Linier Hypothesis: cause and effect and
the family problem known
• Systemic Hypothesis: shift the
perception of the behaviors, change
motivation to mission, to help the family.
STAGE 5- FACILITATE
FUNCTIONAL FAMILY RELATIONSHIPS
(RESTRUCTURING)
Family de-escalates conflict & problem
solves to reduce tension, anger and
blame.
Caregivers are more emotionally
available to child and show empathy and
acceptance.
Caregivers establish and maintain
positive relationships rules and
household routines
Caregivers not alone: recruitment
natural supports for parenting role.
ENACTMENTS: CHANGING THE STRUCTURE
WORKING WITH CHANGE INDUCING ENACTMENTS.
THERAPIST MUST IDENTIFY THE NIP AND HOW THE CYCLE OF THE PATTERN ENVOLVES AMONG
THE TRIAD. HOW DOES IT START, WHO INFLUENCES WHOM AND WHO DOES ONE FAMILY
MEMBER CALL IN AS THE THIRD PERSON . DETERMINE THE TYPE OF BOUNDARY THAT NEEDS TO
BE UNBALANCED.

BONDING/NURTURING: Makes boundaries more

open, less rigid
POSTION TAKING: Makes boundaries more firm and
clear
REFERENCES
https://family.jrank.org/pages/1707/Triangulation-Systemic-Structural-Family-Theories.html

Minuchin, S. “Families and Family Therapy”, Harvard University Press, Cambridge,

Mass., 1974.
Braulio Montalvo; Bernard G. Guerney, Jr.; Bernice L. Rosman,; Florence
Schumer, Families of the Slums. New York: Basic Books, 1967.
Guerin Jr., Philip J., Fogarty, Thomas F., Fay, Leo F., Kautto, Judith Gilbert,
“Working with Relationship Triangles, The One-Two-Three of Psychotherapy,
Guilford Press, 1996.
Jones Ph.D., C. Wayne, “Setting the Stage for Change: An Eco=Systemic Approach
to In-Home Family - Based Treatment, Second Edition, The Center for Family
Based Training, 2019.
TRANSACTIONS IN
FAMILIES: GOING
FROM DYAD TO
TRIAD

DESCRIBING INTERACTIONS
 LOCATION OF THE PAIN
Important to Understand

Gradian Gradian

child
Symptom
LOOKING FORWARD: PRACTICE/OUTCOME
Enactments
Everyone knows they are not alone in the struggle
Learning to deescalate the problem themselves
Engage in problem solving that feels less stressed
More emotionally available to child
Know what the child is trying to experience
more emotional access
clear boundaries
defined roles
defined rules and expectations
 STAGE 6- SOLIDIFY
CHANGE AND PREPARE FOR
DISCHARGE

T E R M I N AT E & D I S C H A R G E
TO L O W E R L E V E L O F
SERVICE

This Photo by Unknown Author is licensed under CC BY-NC