Engaging Families and Other Systems in School-Based Treatment: Lessons from an Interdisciplinary Treatment Team

被引：1

作者：

Rayburn, Allison D. ^{[1
]}

Winek, Jon L. ^{[2
]}

Anderson, Hope ^{[3
]}

机构：

[1] Florida State Univ, Family & Child Sci, Sandels Bldg,120 Convocation Way, Tallahassee, FL 32304 USA

[2] Appalachian State Univ, Boone, NC 28608 USA

[3] Mt Youth Acad, Mt City, TN USA

来源：

FAMILY JOURNAL | 2016年 / 24卷 / 04期

关键词：

adolescents; family therapy; interdisciplinary; mental health; school-based intervention; system theory; therapeutic conversations;

D O I：

10.1177/1066480716662651

中图分类号：

D669 [社会生活与社会问题]; C913 [社会生活与社会问题];

学科分类号：

1204 ;

摘要：

This article explores how systems theory can be utilized to inform an interdisciplinary team working with student/clients in a school setting. Specifically, postmodern family therapy theory is utilized as a framework to understand how specific parts of the whole of a school can be engaged in a conversation to construct solutions for student/clients' problems. We develop a preliminary phase model of engagement and illustrate the model with a case example.

引用

页码：395 / 405

页数：11

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