Comparison Chart of Models of Marriage & Family Therapy

Experiential Emotional Solution- Narrative Collaborative CBT Psycho-

Bowen Contextual Object MRI Brief Strategic Milan Structural
Relations Systemic
Haley - Focused Focused educational
* Alienation. * Negative interac * Clinical focus on * Co-construction. ♦ Dialogical conver ♦ Baseline. \ , ; func
♦ Maximize
♦ Anxiety. * Destructive ♦ Projection of ♦ Communication ♦ Problems stem ♦ Family system is ♦ Alliances. ♦ Battle for tion cyde. solutions. * Flexibility and sation. ♦ Behavioral tioning and cop
♦ Differentiation. entitlement internalized, theory (levels, from the dilemma constantly evolv * Boundarie Structure. * Core Conflicts * Co-construction. creativity * Languaging. exchange theory. ing ability of all
* Emotional cutoff. ♦ Entitlement repressed ego rules & between love and ing. * Coalitions ♦ Battle for ♦ Secondary reac ♦ De-emphasis on ♦ Language is all ♦ Multiversatile. ♦ Classical condi family members.
* Emotional system. ♦ Exoneration. objects. congruence). violence ♦ Hypothesizing. * Disengage Initiative. tive emotions. history and important * Non-pathologiz- tioning. ♦ Establish collabo
♦ Family projection ♦ Justice / fairness. ♦ Internal objects ♦ First vs. second (Madanes). ♦ Circularity. * Detouir^g * Communication. * Primary pathology. emphasis on ing perspective. ♦ Cognitions. ration among
process. ♦ Ledger. built from experi order change. ♦ Clear rules should * Neutrality. ♦ Enmeshrj ♦ Use of “crazi Emotions ♦ Deconstruct meanings. ♦ Philosophical * Discriminative family members.
* Functional level ♦ Legacy. ence and expecta ♦ Cybernetics/posi govern the hier ♦ Double Bind. * Parentif* ness”. * Separateness-con- * Exception. * Dominant story. stance. stimulus (cue). ♦ Support
of differentiation. * Loyalty (filial & tion. tive feedback archy. ♦ Invariant pre * Restricts * Creativity. nectedness ♦ Finding when the ♦ Hermeneutics. ♦ Postmodern * Extinction. ♦ Structure.
♦ Fusion. invisible). ♦ Interpersonal loops. * Flexibility. scription. ♦ Structure. * Experiential. ♦ Dependence-inde- problem is not a ♦ Objectification. theory. ♦ Functions. ♦ Coping mecha
* Multigenerational ♦ Merit view of individual ♦ Focus on the pre ♦ Influenced by * Homeostasis. * Structura * Family recon pendence. problem. ♦ Problem creates * Problem-deter ♦ Modeling. nisms.
transmission ♦ Multidirectional & family develop senting com Bateson, Erickson ♦ Attend to beliefs * Subsy stem struction. ♦ Focus on future. the system. mined system. * Negative & posi ♦ Learning from
process. partiality. ment plaint & Minuchin. rather than * Triangles. * Growth thru * Problem and ♦ Re-authoring. ♦ Problem-organiz tive reinforce the family.
♦ Nuclear family * Parentification. ♦ Negative aspects ♦ Most motivated ♦ Symptoms are behavior. immediate shared cause are con ♦ Subjugated story. ing and problem- ment ♦ Belief that the
promotional ♦ Relational of internalized person in family communicative ♦ Positive experience. structions of real * Symptoms are in dissolving system. * Operant condi family can help
system. determinants object is used. acts embedded in Connotation. * Intergenerational ity. the relationship, ♦ Socially con tioning. the patient
♦ Sibling position. (facts,individ. ♦ Current relating ♦ Unit of treatment a pattern of inter themes. ♦ Scaling. not in the person. structed knowl ♦ Punishment.
♦ Triangulation. psychology, based upon can be one per actions. ♦ Self worth. * No absolute reali ♦ Beliefs about an edge. * Redprocal inhibi
behavioral expectations son. * There needs to be ty. Do not impose event are insepa ♦ Stuck system. tion.
transactions, formed in early ♦ Primary determinant a large repertoire view of “normal”. rable from how it is ♦ Reciprocity.
relational ethics. experience. of behavior of behaviors for experienced. ♦ Successive
♦ Revolving slate. ♦ Societal norms & is other people’s problem resolu ♦ Unique outcomes. approximation
♦ Trustworthiness. values, unconscious behavior. tion and life cycles. ♦ You cannot know (shaping).
forces and personal ♦ Life cycle transition ♦ Focus on present- objective reality. ♦ Time-out
values. points are significant ing problem.
♦ Unresolved family
of origin issues.
♦ Scapegoat pro ♦ Couples hide ♦ The meanings ♦ Family members’ * Problems are ♦ Maladaptive, ♦ Family has beea
♦ Lack of differenti ♦ The trustworthi ♦ Negative aspects ♦ Attempts at solu ♦ Symptoms main ♦ Family caught * Inflexible structure vides relief from their actual emo attributed to partidpation in maintained in symptomatic hurt by insensi
ation results in ness of relation of repressed, tions become the tained by family’s up
in unacknowl anxiety. tions and exhibit behavior puts the problem. language by a behaviors are tive professionals.
marital conflict ships breaks introjected early problem. unsuccessful edged “dirty adapt to i * Difficulty in toler defensive or limits on the ♦ Internalization of problem-deter learned respons ♦ Need for informa
dysfunction in a down because objects are pro ♦ Vicious cycles of problem solving game”. mental m ating interperson coercive emotions range of alterna the problem. mined system. es, involuntarily tion and educa
spouse, or symp fairness, caring jected onto the mishandled efforts. ♦ Problems main uational i al stress. leading to nega tives that can be ♦ Family unable to ♦ The view of the acquired and tion.
toms of dysfunc and accountabili spouse or attempts to solve ♦ Inability to adjust tained by behav lenges. ♦ Role and commu tive interactions. applied to the distinguish prob problem hampers reinforced. ♦ Learn different
tion in one or ty are absent children. the problem. to life cycle tran ioral sequences. ♦ Rigid or < nication rigidity. solution. lem in “time”. any successful coping strategies.
more children. ♦ Family engages in sitions. ♦ Family’s old boundari * Intolerance for ♦ Excessive focus means of resolu ♦ Anxiety and grief
-
“more of the ♦ Dysfunctional epis-
temology does not * Enmesbe differences. on the problem tion. render the lamah
same”, maintain hierarchy. fit its current engaged ♦ Symptoms are and limited set of dysfunctional.
. ing the problem. ships. nonverbal mes behaviors.
♦ Triangulation or pattern of
coalitions. behavior. sages.
♦ “Desperation” ♦ Helping the cou ♦ Generate solu ♦ Family members ♦ Generate new ♦ Modify spedfic ♦With edncascc
♦ Increasing the ♦ A preventative ♦ Expression of ♦ Change the com- ♦ Increase ♦ Develop alterna * Reorgaa signals readiness ple to access their tions. realize partidpa meaning about behavior patterns. and attention to
ability to distin plan for current repressed objects. plimentarity, flexibility.
♦ Strategies for tive episteraology family s* for change. actual emotions, ♦ Creative expan tion in the prob the problem. ♦ Rewarding family needs.
guish between and future gener ♦ Resolution of neg interdependent developmental by creating an * Clear aa ♦ Shared experi altering negative sion of solution lem. ♦ Family takes new appropriate, family members
thinking and feel- ations. ative aspects of nature of the change. environment in booadac ence leads to interactional behaviors. ♦ Time is “col action to resolve adaptive behavior. may learn new
i. ing within self ♦ Restore people’s repressed objects. symptoms. * Reassert hierar which new infor berweea growth. sequences, and ♦ Learn from lapsed”. the problem. ♦ Change contin strategies to cope
and others. Use capacity to give ♦ Individuation. ♦ Change sequences chy. mation is intro tems. ♦ Creativity, spon enhancing the exceptions. ♦ Finding alterna gencies of social with the problem.
f this skill to direct thru fair relating ♦ Detachment from by identifying the ♦ Eliminate prob duced into the * Funcboa taneity & play. emotional bond. tive solutions. reinforcement ♦ Change ideas
| one’s life and and trust. the “bad” object “viscious cyde”. lem coalitions & family. tive pata about (leafing
V solve problems. triangles. assist di with paftrwt.
 Bowen Contextual Object MRI Brief Strategic Milan Structural Experientia Emotional Solution- Narrative Collaborative CBT Psycho-
Relations Systemic l
Haley
- Focused Focused educational

* Emphasize * Unit of treatment * Engagement * Setup and * Initial interview: * Entire family * Entire * Gather * Delineate core * Initial session: * Externalizing * Therapy is a * Identification of * Initial interview.
extended family. is chosen by ther- * Projective identif- definition of the 1. Social. seen. family information. * Identify the previous solu- the problem. continuous problem behavior. * Information star
* Entire family apist ication. problem. 2. Problem ident * Pre-session. present * Increase affect negative interaction tions, exceptions, * Relative influ- process. * Behavioral goals. ing.
need not be pres- * Engagement * Confrontation. * Identify & 3. Interactional. * Session interview. * Join from and expressive- cycle. goals, tasks. ence. * Focus on lan- * Behavioral inter- * Other resources.
* Access underlying
ent * Cognitive explo- * Termination. interrupt 4. Goal setting. * Hypothesis test- p« of ness. * Later sessions: * Collapsing time. guage. ventions & home- * Assigning tadi.
leaders interactional
* Use of genogram. ration of fam. his- * Often long terra. behavior * Observation. ing. * Expansion of self. feedback on tasks, * Raising dilemmas. * Dialogical work. * Respond to
positions.
* Reduce anxiety tory. maintaining the * Intervention. * Team discussion. * Map * Termination perception of * Setting experi- conversation. * Sympto prob Iems in
* Redefine the
♦Increase differen- * Alter perceptions. problem. * Termination. * Therapist pres- underb upon achieving problem. change, excep- ments. * Termination col m family structure.
tiation. * Expand trust to * Set goals. * Short-term therapy. ents conclusions. structure. goals. * Promote tions. * Short-term Iaboratively removal.
increase options.* * Intervention. * Post-session. * Interventio therapy-
* Open communi- * Satir: making identification with * Termination: determined. * Termination.
cation, resolve tri- * Termination. * Short-term theapy. n transform contact, chaos, disowned needs upon reaching * Brief therapy.
angles. * Short-term therapy. ti structure. integration.* Pre- and aspects of self„ goals.
* Short-term treatment, mid- * Promote * Brief therapy.
dle, late phases. acceptance of each
Neutral. * Active. * Non-directive^ * Active. * Active and delib- * Mixed gender * Active. * Directive. * Co-create * Multipartial. * Directive. ♦Active.
partner’s
* Objective. * Personal. * Observer. * Clients are erate. treatment teams. * Involved. * Involved & active. * In control. system with the * Not knowing. * Teacher.
experience. * Learn from faash.
* Coach. * Co-therapy. * Insight and viewed as * Join with the * Neutrality. * Leadership. * Self-disclosing, * Restructure the
* Engage in solu- family. * Honor client’s * Coach. * Direct & empath-
* Relational bal- understanding. customers. family. * Ways to think warm, interaction. tion oriented con * Neither direct reality. * Model. ic.
ances. * Attend to process * Responsible differently. responsive, * Generate new versation. nor indirect * Listener. * Reinforcer. * Provide informa-
* Catalyist over content. for therapy. * Generate positive. solutions. * Clients have * Responsive. tion.
* Advocate for all. * Team and one * Presenting prob- hypotheses. * Consultant * Consolidate new voice in treatment * Compassionate. * Brief therapy.
way mirror often lem. * Alternating positions. process. * Egalitarian part-
used. * Use language between provoca-
♦Unconditional nership; co-
of the family. tion and support
positive regard. explorer.
* Observer.

* Process over * Multidirectional * Listening. ♦ Most motivated * Directives, direct * Hypothesizing. * Joining/acc ♦ Metaphor. Changing interac- ♦ Complimenting. ♦ Questions and * Conversational * Operant tech- * Remo e Miw
content partiality. * Observing. person in system. and paradoxical. * Circularity. t dating. ♦ In-session tional positions. ♦ Formula first-ses- summaries. questions. niques (shaping,
* Genogram. * Listening. * Responding to * Symptom-focused. * Enactment * Neutrality. * Diagnosing. interaction. sion task. ♦ Externalizing * Not-knowing token economy, * FjiwinrapF
* “I” position. * Observing. unconscious ♦ Tasks. * Feedback. * Invariant * Modify ♦ Sculpting (Satir). ♦ Scaling questions. problems. approach. contingencies) * Contracting.
* Detriangulation. * Responding to material. * Paradox & reframe. * Pretending. prescription. intes tions. ♦ Family recon- ♦ Miracle question. ♦ Dilemma * Reflecting Team. * Respondent con * Survival Sk3b
* Create therapy unconscious * Interpreting. ♦ Encourage inter- * Ordeals. * Rituals. * Boundary struction. ♦ More of the same. questions. * Shared inquiry. ditioning (desen Workshop.
triangle. material. * Developing action. * Reframing. * Paradox. * Unbalancing ♦ Parts Party ♦ Escape meetings. sitization, * Training with
* Often long term. * Therapist insight ♦ Observe ♦Positive * Challenging (Satir). ♦ Note assertiveness, family.
decides whom to sequences. Connotation. * Enactments ♦ Temperature taking/sharing. aversion). * Lowering
see. ♦ Define maladap- * Reframing. reading. ♦ Landscape of * Cognitive expectations.
* Couple therapy tive sequences. * Tasks. action & meaning affective
is not separate * Problem resolu- * Paradox. questions. (thought-
modality. tion. ♦ Certificates. stopping, rational
* Non-historic. ♦ Therapeutic letters. emotional).
* Self-reports. * Self-report ♦ Non-historic. ♦ Information ♦ Family stra ♦Degree of anxiety. ♦ Delineate the * Identify solutions. * Family’s experi- * Shared inquiry. ♦ Function of ♦ History of the
* Symptom-
* Level of ♦Focus on family * Family of origin ♦ Family life cycle learned before ♦ System flerij ♦ Battles for issues presented by * Can family ence of the prob- * Presentation of * Parenting training
maladap tive problem t
focused.
differentiation - resources. history. transition points. meeting is used in ♦ Family maf Initiative & the coup and identify lem. problem by client and contracts.
behaviors. * Evaluate fiat's
* Sequence of
use of scale. * Observations * Defensive ♦ Self-report formulating the ♦ Enmesh Structure. assess how these exceptions? * Language of the system. ♦ Sequences with understands^ :/
symptom-main issues express core
* Degree of cut-off. made on aO 4 system of the taining behaviors. ♦ Observing hypothesis. me * Therapist’s own * How does the family. * Conversational embedded
* Level of family dimensions. family. family ineractions. ♦ Hypothesis leads disengages feelings. conflicts in the * Ways that family
♦ Instances of family answer the questions utilized problems. * Evaluate bash i
anxiety and reac- * Assessment is an ♦Individuation. directly to inter- ♦ Family life < areas of members partici-
circu lar causality. * Degree of
separateness-con-
miracle question? in assessment. ♦ Interview/self-report needs for iafor
tivity. ongoing process. * Intrapsychic ventions. ♦ Family separateness; * Can family pate in the prob- ♦ Observation of maticn.
* Triangles. * Developmental nectedness and
material. dew mental ability to play. follow thru on lem. problem-solving & ♦ Evaluate
depen dence-
stage and staf ♦ Intergenerationa interventions? communication. attempts at
independence.
interpersonal Ioy ♦ Observatia l themes & life ♦ Identify the * Degree of focus. ♦ Functional
allies lead to session. cyde. negative analysis of
beliefs. ♦Desire for change. interaction cyde. behavior.
* Triangles assessed. ♦ Access
unacknowledged
fedings underlying
interactional
positions