A record-keeping format for training systemic therapists

Training in systemic therapy necessitates a structured approach to teaching systemic thinking. The Systemic Therapy Sessions Summary Form, a record-keeping method, is presented as a tool for enhancing training in systemic therapy. The purpose of this form is to provide the structure for the trainee to develop circular hypotheses, to connect reflexively the assessment and intervention components of therapy, and to maintain a sense of the evolving nature of therapy across sessions. A case example illustrates the use of this record-keeping format.     

Systemic crisis intervention as a response to adolescent crises: an outcome study

The present study demonstrates the safety and effectiveness of an outpatient program designed to respond to adolescent-precipitated crises by mobilizing and restructuring the family's kinship system. Families of 75 adolescents at risk for hospitalization were followed up to 24 months after treatment with Systemic Crisis Intervention. Measures of offspring and family functioning, suicidal behavior, institutional use, and treatment costs are presented. Results clearly demonstrate the safety, effectiveness, and economic viability of Systemic Crisis Intervention.     

CHILD-REARING BELIEFS WITHIN DIVERSE SOCIAL STRUCTURES: MOTHERS AND DAY-CARE PROVIDERS IN MEXICO*

The child-rearing beliefs of 32 mothers and 36 day-care providers in Mexico were compared. Day-care providers expected children to master developmental skills at an earlier age than did mothers. Day-care providers more strongly valued the development of independent and cooperative behavior, and placed less importance on obedience. They also reported employing more flexible and nonauthoritarian discipline strategies than did mothers. Mothers and caregivers did not differ in the extent to which they attributed the success of their discipline strategies to their own actions rather than to external factors. Also examined was how mothers' beliefs differed in families characterized by interdependent versus individualistic social structures. In interdependent families, mothers were more likely to believe in later mastery of developmental skills and to make external attributions. These findings suggest that Mexican children experience incongruous social norms as they move between home and day care settings, and that these norms, at least within the home, are associated with the social structural features of the setting.     

On second-order family therapy

If family therapists remain aware of the indivisible and recursive nature of their interactions with families, and if they use this awareness to form a collaborative rather than a hierarchical therapeutic system, and at the same time minimize their attempts to change persons or family structures in strategic or predetermined ways, then they may be said to be practicing a "second-order" family therapy. This article analyzes the development of the second-order position on therapist power and influence, concluding that it is inconsistent and possibly disingenuous.     

Spatial coding in the processing of anaphor by good and poor readers: Evidence from eye movement analyses

An experiment that examined the way in which young readers deployed eye movements while reading sentences and while answering questions containing either a pronominal or noun anaphor is reported. To evaluate the possible causal role played by differences in inspection strategies between readers of above- and below-average reading skill, a third“age control” group of younger children was also tested. This group was matched on absolute reading ability with the less skilled group of older children, and on relative reading ability (i.e. reading quotient) with the more skilled group. Differences in inspection strategy were apparent between the groups of good and poor readers. Good readers launched more selective reinspections, whereas the poorer readers were more inclined to engage in“backtracking” and appeared to make less use of the displayed text. In every case there was a marked similarity in the behaviour of the good readers and the“age controls”. These results suggest that the ability to code the spatial location of words in a sentence, and, where necessary, to use this information to launch accurately targetted selective reinspections of previously read text, plays a crucial role in the development of skilled reading performance.