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Instructor’s Manual for

FAMILY THERAPY:

AN OVERVIEW

Eighth E d i t i o n

Herbert Goldenberg, Ph. D. California State University, Los Angeles

Steven M. Harris, Ph.D. Texas Tech University

Prepared by

Arthur Pomponio, Ph.D

National Psychological Association for Psychoanalysis

TABLE OF CONTENTS

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COURSE SYLLABUS SKELETON 1

SECTION I CHAPTER OBJECTIVES, KEY WORDS/FILL IN THE BLANK,

ESSAY QUESTIONS, GROUP DISCUSSION QUESTIONS, GLOSSARY

TERMS

Chapter 1 Adopting a Family Relationship Framework 5

Chapter 2 Family Development: Continuity and Change 10

Chapter 3 Gender, Culture, and Ethnicity Factors in Family Functioning 14

Chapter 4 Interlocking Systems: The Individual, the Family, and the Community 18

Chapter 5 Origins and Growth of Family Therapy 22

Chapter 6 Professional Issues and Ethical Practices 27

Chapter 7 Psychodynamic Models 31

Chapter 8 Transgenerational Models 35

Chapter 9 Experiential Models 39

Chapter 10 The Structural Model 43

Chapter 11 Strategic Models 48

Chapter 12 Behavioral and Cognitive-Behavioral Models 54

Chapter 13 Social Construction Models I: Solution-Focused Therapy and 59

Collaborative Therapy

Chapter 14 Social Construction Models I: Narrative Therapy 63

Chapter 15 Psychoeducational Models: Teaching Skills to Specific Populations 66

Chapter 16 Research on Family Assessment and Therapeutic Outcomes 69

Chapter 17 A Comparative View of Family Theories and Therapies 72

ANSWERS TO KEY WORDS / FILL IN THE BLANK 75

SECTION II MULTIPLE CHOICE QUESTIONS

Chapter 1 Adopting a Family Relationship Framework 77

Chapter 2 Family Development: Continuity and Change 84

Chapter 3 Gender, Culture, and Ethnicity Factors in Family Functioning 90

Chapter 4 Interlocking Systems: The Individual, the Family, and the Community 96

Chapter 5 Origins and Growth of Family Therapy 102

Chapter 6 Professional Issues and Ethical Practices 108

Chapter 7 Psychodynamic Models 114

Chapter 8 Transgenerational Models 118

Chapter 9 Experiential Models 126

Chapter 10 The Structural Model 132

Chapter 11 Strategic Models 138

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Chapter 12 Behavioral and Cognitive-Behavioral Models 145

Chapter 13 Social Constructionist Models I: Solution-Focused Therapy and 151

Collaborative Therapy

Chapter 14 Social Construction Models II: Narrative Therapy 157

Chapter 15 Psychoeducational Models: Teaching Skills to Specific Populations 163

Chapter 16 Research on Family Assessment and Therapeutic Outcomes 169

Chapter 17 A Comparative View of Family Theories and Therapies 175

FAMILY THERAPY TRAINING CENTERS 180

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COURSE SYLLABUS SKELETON

Introduction to Marriage and Family Therapy

Fall/Spring 2007

Instructor:

Office: Phone:

Office Hours: Email:

Time: Location:

Website:

Course Description:

This course is designed as an introduction to the field of Marriage and Family Therapy (MFT).

As such, students who successfully complete the course should be well versed in the basics of

both the founding and contemporary theories of the discipline. Further, students will be

exposed to a number of clinical vignettes and case scenarios that demonstrate the application

of the theories in a family therapy session. Through class assignments and discussions,

students will be able to make a more informed decision as to whether or not family therapy is a

field that holds potential for them in their own professional pursuits. Systems theory guides

the majority of what will be discussed in class. Students deficient in this perspective will be

responsible for completing appropriate readings to familiarize themselves with these concepts.

Students successfully completing the course will not be prepared to practice MFT.

Additionally, students may derive some personal or family insights from the content of this

class, but the course is not intended to be a personal therapeutic experience. MFTs are

exposed to a wide variety of human behaviors and interactions; therefore, it is possible that

vignettes of families in emotional and interpersonal turmoil will be depicted either in readings,

video media, or lecture content. If these things make you uncomfortable, this field is probably

not for you. It is never the instructor’s intention to offend or shock the students, but

experience has shown that for various reasons (typically the student’s own life experiences)

some students can be offended or experience discomfort during discussions of abuse or other

forms of emotional or physical trauma.

Course Objectives:

1. To introduce students to the basics of foundational and contemporary MFT theories.

2. To help students understand the link between theory and practice in MFT.

3. To help students develop an awareness of contextual factors that affect the therapeutic

relationship.

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4. To develop an awareness of ethical principles relevant to therapy.

5. To develop an awareness of individual and family dynamics that affect the therapeutic

relationship.

Course Requirements:

Attendance: Policy as dictated by professor and any institutional guidelines placed here.

Exams: Requirements as dictated by professor and any institutional guidelines placed here.

Reaction Papers: Requirements as dictated by professor and any institutional guidelines placed

here

Theory of Change Paper: You will be required to write a 5 page double-spaced paper on your

theory of change. In the paper you should address your beliefs on psychopathology,

dysfunction, and relational distress. What brings people into therapy? How do people

change? How would family therapy or psychotherapy figure into your views? Further, you

should be prepared to propose a theory on how to help people move from dysfunctional states

to states of more functionality.

1st Draft is due date in-class and will be worth 25 points. You should plan on

handing in the best possible work you can do. You will not automatically receive full

credit on this draft just because you did the assignment. The papers will be graded and

you will be asked questions that you’ll need to address in the next draft.

2nd Draft is due date in-class and will be worth 25 points. You must turn in the

copy of your first draft, on which I made comments, with this copy.

Participation: If you do not contribute to in-class discussions you cannot receive full credit for

participation. Participation includes: attending class, asking questions, answering questions,

responding to in-class discussions, meeting with the instructor privately to discuss course

content, or even emailing the instructor about topics you wish we could address, etc.

Late Work Policy:

Grading Scale:

3

Additional Considerations:

1. Academic integrity – Paragraph here to be dictated by institutional policy

2. Americans with Disabilities Act Statement – Paragraph here to be dictated by institutional

policy

3. Important Academic Dates - Paragraph here to be dictated by institutional policy

Textbook:

Goldenberg, H., & Goldenberg, I. (2013). Family therapy: An Overview (Eighth Edition).

Belmont, CA: Brooks/Cole.

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Chapter Objectives

Key Words/Fill in the Blank

Essay Questions

Group/Discussion Questions

for each chapter

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CHAPTER 1

Adopting a Family Relationship Framework

CHAPTER OBJECTIVES

1. Understand “family” as a social system each with its unique rules, roles, structures of

power, covert and overt forms of communication, and means of negotiating problems.

2. Illustrate the differences between social groups (a collection of individuals) and

families (a particular type of social group).

3. Underscore the importance of adopting a family relationship framework in a

counseling environment.

4. Define “family” as a social system and provide key dimensions that are included in this

approach— such as the multigenerational nature of families, displaying a recurring

pattern of interactional sequences (including rules and roles unique to family life), and

noting the balancing of needs of members and the family system as a whole.

5. Evaluate the appropriateness of defining “family” as consisting of a mother, father, and

biologically created children. Understand that families come in many forms and

fashions and labeling one form of family “pathological” and another “optimal” or

“healthy” can inhibit a clinician from working with a family’s strengths to effect

change.

6. Identify the differences between an enabling and a disabling family system and how

the family system adapts, or fails to adapt, to each member’s needs and their external

network. Understand the role that stress and poverty can play in disabling a family

system.

7. Understand the “pluralistic” nature of today’s families.

8. Understand that families are organizationally complex emotional systems. Implicit and

explicit rules define appropriate and inappropriate behaviors in the family. Once

interactional patterns are established it is difficult to make changes in them without

significant effort. Families tend to be resistant to change. Nodal life-cycle events

promote change as members come and go.

9. Consider gender and cultural factors that contribute to the distinct features of the

family’s developmental pattern (this includes the role of sexual orientation, social

class, and immigration status).

10. Discuss the importance of cultural factors in influencing what we believe are static

gender roles. Also, highlight the fact that in addition to racial or ethnic identities that

contribute to family and individual identity formation, each family develops its own

cultural identity as typified by communication and other transactional patterns.

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11. Learn to identify the family’s narratives and assumptions that help shape a “world

view” thereby understanding the family social constructions about reality.

12. Recognize the fact that families evolve a developmental resiliency in spite of the fact

that dysfunctional patterns may occur during times of stress, and, therefore, it is useful

to adopt a resiliency-based approach. Help the class articulate the family strengths on

which they see people needing to call in cases of extreme emergency.

13. Define the role of spirituality in family resiliency.

14. Contrast the perspective of family therapy (including the importance of an

interpersonal and interrelation approach) to the traditional intrapersonal approach based

on Freudian (psychoanalytic) theories.

15. Assist learners to make a paradigm shift in their overall way of thinking about human

behavior within the family and its interaction with internal reality.

16. Provide definitions such as “paradigm” and “epistemology” and help the class connect

with their understanding of how they see the world. Encourage discussion on a variety

of different epistemological positions within the class.

17. Facilitate the adoption of a “cybernetic epistemology” which is a way of incorporating

information processing and feedback mechanisms to control simple and complex

systems especially as applied to the family system.

18. Clearly delineate the differences between first order (system can be observed from an

objective position) and second order (including the observer and his or her influence in

the system) cybernetics.

19. Introduce the concept of the double-bind theory of schizophrenia.

20. Recognize the importance of reciprocal determinism which shifts perspective from the

“content” of linear causality to the “process” of circular causality.

21. Define and explore the related terms “postmodernism,” “second order cybernetics,”

and “constructivism.”

22. Highlight the significance of the “identified patient” (IP) and the appearance of

symptoms.

KEYWORDS/FILL IN THE BLANK

1. _____________________ A set of interacting units or component parts that together

make up a whole arrangement or organization.

2. _____________________ A set of assumptions, delimiting an area to be investigated

scientifically and specifying the methods to be used to collect and interpret the

forthcoming data.

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3. _____________________ The study of the origin, nature, and methods, as well as the

limits, of knowledge; thus, a framework for describing and conceptualizing what is

being observed and experienced.

4. _____________________ A view of an observing system in which the therapist,

rather than attempting to describe the system by being an outside observer, is part of

what is being observed and treated.

5. ______________________ A view from outside the system of the feedback loops and

homeostatic mechanisms that transpire within a system.

ESSAY QUESTIONS

1. Discuss the importance of adopting a family relationship framework when working

with individuals and families. Identify the differences between an intrapersonal and an

interpersonal approach. Evaluate the advantages and disadvantages of both.

2. Identify and describe 1st order cybernetics and 2nd order cybernetics. What do they

have in common and how are they different? Note the importance of reciprocal

determinism and explain how it impacts the family.

3. Describe the role of culture on a family and explain how families from similar cultural

backgrounds can have unique family cultures. What role do rules play in families (in

regard to family culture)?

4. Define how one’s epistemological perspective determines how one sees the world and

consequently how one is likely to view families.

5. Define the role of family strengths and resiliency. Do all families have strengths? How

can a helping professional increase the strengths within a family?

GROUP/DISCUSSION ACTIVITIES

1. In small groups discuss the differences between families and other social groups. What

is unique about the family? What would be included in adopting a family relationship

framework?

2. Identify any obstacles the class might see in taking this perspective. Are there benefits?

3. Have class members highlight something from their own family that they had not

noticed before reading the chapter.

4. Have class members talk about their cultural identity (race, ethnicity, gender, or

religion) and how their family life (individual family culture) either confirms or

challenges stereotypes associated with their culture. Support anyone who choses to

discuss their sexual orientation and gender identity for the same purpose.

5. Sentence Stems: Write the following sentence stems on the board and have class

members fill in the blanks with a variety of responses. Then, discuss the responses and

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help the class understand how the manner in which they have completed the sentence

stems speaks to their own epistemological positions.

Families are __________________

Healthy families have ____________________

When a family is dysfunctional the cause is most likely related to _____________

Most families need ______________________

Family therapists can be most helpful to a family by ______________________

GLOSSARY TERMS

circular causality: The view that causality is nonlinear, occurring instead within a relationship

context and through a network of interacting loops; any cause is thus seen as an effect of a prior cause,

as in the interactions within families.

constructivism: The belief that an individual’s knowledge of reality results from his or her subjective

perceiving and subsequent constructing or inventing of the world, rather than resulting from how the

world objectively exists.

cybernetics: The study of methods of feedback control within a system, especially the flow of

information through feedback loops.

double-bind concept: The view that an individual who receives important contradictory injunctions

at different levels of abstraction—about which he or she is unable to comment or escape—is in a no-

win, conflict producing situation.

dyad: A liaison, temporary or permanent, between two persons.

ecosystemic approach: A perspective that goes beyond intrafamilial relationships to attend to the

family’s relationships with larger systems (schools, courts, health care).

epistemology: The study of the origin, nature, and methods, as well as the limits, of knowledge; thus,

a framework for describing and conceptualizing what is being observed and experienced.

ethnicity: The defining characteristics of a social grouping sharing cultural traditions, transmitted over

generations and reinforced by the expectations of the subgroup in which the individual or family

maintains membership.

feedback: The reinsertion into a system of the results of its past performance, as a method of

controlling the system.

first-order cybernetics: A view from outside of the system of the feedback loops and homeostatic

mechanisms that transpire within a system.

identified patient (IP): The family member with the presenting symptom; thus, the person who

initially seeks treatment or for whom treatment is sought.

interpersonal: Interactional, as between persons.

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intrapsychic: Within the mind or psyche; used especially in regard to conflicting forces.

linear causality: The view that a nonreciprocal relationship exists between events in a sequence, so

that one event causes the next event, but not vice versa.

monad: Properties or characteristics of a single individual.

narrative therapy: A postmodern therapeutic approach in which the therapist and family members co-

construct new stories about their lives that encourage the possibility of new experiences.

nuclear family: A family composed of a husband, wife, and their offspring, living together as a

family unit.

paradigm: A set of assumptions, delimiting an area to be investigated scientifically and specifying the

methods to be used to collect and interpret the forthcoming data.

postmodern: A philosophical outlook rejecting the notion that there exists an objectively knowable

universe discoverable by impartial science, and instead arguing that there are multiple views of reality

ungoverned by universal laws.

psychoanalysis: A comprehensive theory of personality development and set of therapeutic

techniques developed by Sigmund Freud in the early 1900s.

psychopathology: A disease concept derived from medicine, referring to the origins of abnormal

behavior.

resilience: The ability to maintain stability and rebound in response to loss or trauma.

second-order cybernetics: A view of an observing system in which the therapist, rather than

attempting to describe the system by being an outside observer, is part of what is being observed and

treated.

stepfamily: A linked family system created by the marriage of two persons, one or both of whom has

been previously married, in which one or more children from the earlier marriage(s) live with the

remarried couple.

system: A set of interacting units or component parts that together make up a whole arrangement or

organization.

triad: A three-person set of relationships.

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ANSWERS TO KEY WORDS/FILL IN THE BLANK

CHAPTER 1

1. System

2. Paradigm

3. Epistemology

4. Second-Order Cybernetics

5. First-Order Cybernetics

CHAPTER 2

1. Family Life Cycle

2. Suprasystem

3. Developmental Tasks

4. Triangle

5. Binuclear Family

CHAPTER 3

1. Gender

2. Gender-Sensitive Family Therapy

3. Culture

4. Ethnicity

5. Feminist Family Therapy

CHAPTER 4

1. Redundancy Principle

2. Feedback Loops

3. Homeostasis

4. Negentropy

5. Ecosystemic

CHAPTER 5

1. Schizophrenogenic Mother

2. Double-Bind Concept

3. Pseudomutuality

4. Family Group Therapy

5. Postmodern

CHAPTER 6

1. Certification

2. Confidentiality

3. Informed Consent

4. Malpractice

5. Managed Care

6. Privileged Communication

CHAPTER 7

1. Countertransference

2. Splitting

3. Introjects

4. Self Objects

5. Holding Environment

CHAPTER 8

1. Family Projection Process

2. Transgenerational

3. Fusion

4. Relational Ethics

5. Differentiation

CHAPTER 9

1. Family Sculpting

2. Cotherapy

3. Battle for Structure

4. Family Reconstruction

5. Emotionally Focused Couple Therapy

CHAPTER 10

1. Enmeshment

2. Family Mapping

3. Joining

4. Permeability

5. Enactment

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CHAPTER 11

1. Punctuation

2. Second-order Cybernetics

3. Interactional Approach

4. Prescribing the Symptom

5. Circular questioning

CHAPTER 12

1. Behavioral Analysis

2. Behavioral Couples Therapy

3. Functional Analysis

4. Functional Family Therapy

5. Therapeutic Contracts

CHAPTER 13

1. Skeleton Keys

2. Miracle Question

3. Reflecting Teams

4. Social Construction Theory

5. Postmodern

CHAPTER 14

1. Reconstruction/Re-Authoring

2. Letters

3. Deconstruction

4. Externalization

5. Unique Outcomes

CHAPTER 15

1. Bipolar Disorder

2. Coalitions

3. Expressed Emotion

4. Medical Family Therapy

5. Psychoeducational

6. Stepfamily

CHAPTER 16

1. Centrifugal

2. Centripetal

3. Vulnerability-Stress Model

4. Meta-Analysis

5. Paradigm

CHAPTER 17

1. Contextual

2. Circular Questioning

3. Classical Conditioning

4. Communication Theory

5. Epistemology

6. Dysfunctional

7. Emotionally Focused Couple Therapy

(EFCT)

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SECTION II

Multiple Choice Questions

NOTE TO INSTRUCTORS

This manual contains over 700 multiple-choice questions, arranged so that there are 35-40

questions for each chapter in the textbook. The designation of a test item (for example, 5.7)

provides information about the pool from which it is drawn (in this example, Chapter 5) and the

item within that pool (question 7).

There is one best answer for each item, and it is marked by an asterisk. The number in

parentheses beside each question indicates the page number in the textbook on which the answer

can be found.

CHAPTER 1 Adopting a Family Relationship Framework

1.1 A family member’s longest set of relationships are likely to be: (2)

a. with parents if a family remains intact

*b. with siblings

c. with friends and co-workers

d. with children and grandchildren

1.2 A family’s influence over its members is likely to cease upon: (2)

a. death of the patriarch

b. death of the matriarch

c. physical separation by large distances

*d. none of the above

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1.3. In the view of the authors, entrance into a family can occur: (3)

a. only through marriage

b. through birth but not adoption

*c. through birth, adoption, or other committed relationships

d. only through parenthood

1.4 By definition, a nuclear family refers to: (3)

*a. husband, wife, and offspring living together

b. a married couple, children, and nearby relatives

c. one’s suprafamily

d. all of the above

1.5 The risk of not growing up in an intact family: (3)

a. is a new phenomenon first appearing in the second half of the 20th century

* b. has been part of American life for a long period of time

c. is largely the result of teenage pregnancies

d. is largely the result of widespread adoptions by single women

1.6. Coontz views marriage as a: (4)

a. social invention derived from early societies

b. means for dividing complementary roles for men and women

c. changing phenomenon as current views of marriage have broadened

* d. all of the above

1.7 Family narratives: (5)

a. negate family myths

b. challenge family stories

*c. help explain and justify family patterns

d. none of the above

1.8Which of the following statements is true? (7)

a. families that show dysfunctional behavior lack strengths and resources

b. families that show dysfunctional behavior lack those interactive processes that

strengthen hardiness

c. members of functional families never engage in damaging behavior with one

another

*d. all families have resources to call upon

1.9 According to the postmodern view: (7)

a. most families lack resilience

b. most families accurately perceive an objective reality

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*c. most families collectively construct a sense of reality

d. resilience is genetically based

1.10 Which of the following has not been identified by Walsh as a key process in family

resiliency? (8)

a. family’s positive belief system

b. family’s organizational processes

* c. family’s life cycle stage

d. family’s communication and problem-solving processes

1.11 Increased interest in cultural factors in family functioning has led to renewed interest

in: (10)

a. genetic differences between men and women

b. medication to reduce symptomatology

* c. spirituality in family life

d. none of the above

1.12 As the result of differing socialization experiences, men and women typically: (11)

a. develop distinct behavioral expectations

b. are granted disparate opportunities

c. have different life experiences

*d. all of the above

1.13 Two–income families represent: (12)

a. mostly working class people

b. successful efforts to balance work and family responsibilities

c. families in which men enjoy child care-giving

*d. women who spend less time doing household chores than in the past.

1.14 Clinical theories that focus on the individual probably emphasize: (16)

a. transaction events

b. interactional events

c. interpersonal events

*d. intrapsychic events

1.15 According to Freud’s early psychoanalytic formulations, family alliances: (16)

a. do not influence a member’s personality development

b. require family participation during treatment

*c. contribute to individual personality development

d. obscure who is the identified patient

1.16 From a family systems perspective, the appearance of symptoms in a family member

represents the manifestation of: (17)

*a. a current family transaction pattern

b. a past family transaction pattern

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c. genetic vulnerabilities

d. pervasive physical deficits

1.17 Epistemology refers to: (17)

*a. rules for gaining knowledge and drawing conclusions about the world

b. the anthropological investigation of tribal family customs

c. the practice of family therapy rather than individual therapy

d. none of the above

1.18 When family therapists refer to first-order cybernetics, they are attending to: (17)

a. birth order of family members

*b. patterns of structure and feedback control that govern systems

c. family paradigms

d. early therapeutic interventions

1.19 An ecosystemic approach to family assessment and treatment focuses on: (19)

a. the family’s immigration status

*b. the larger systems in which the family is embedded

c. racial and ethnic factors primarily

d. the family’s social class membership

1.20 Dyads and triads refer to: (19)

*a. two- or three-person relationships

b. two or three generations in this country

c. two or three family members who regularly attend family therapy sessions

d. therapist-couple transactions

1.21 Which of the following refers to a series of linked behavioral transactions occurring

over a particular period of time? (19)

a. family structure

*b. family process

c. family interaction

d. family transactions

1.22 Cybernetics refers to a system’s method of: (20)

a. linear causality

*b. feedback control

c. therapeutic efficacy

d. conceptualizing family dysfunction

1.23 According to the text, the major credit for applying cybernetic principles to human

communication belongs to: (21)

a. Wiener

b. Haley

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c. Sluzki

*d. Bateson

1.24 The mathematician who is credited with coining the term “cybernetics” is: (21)

*a. Wiener

b. Haley

c. Sluzki

d. Bateso

1.25 Reciprocal determinism refers to: (21)

*a. adopting a relationship outlook

b. attending to content rather than process

c. linear causality

d. none of the above

1.26 A central idea in family psychology is: (22)

a. psychopathology

*b. circular causality

c. intrapsychic organization

d. determining who in the family is most in need of therapy

1.27 Adopting a family psychology framework permits one to: (22)

a. negate the significance of individual internal processes

*b. focus on the context in which individual behavior is but one part

c. give equal power to adults and children alike

d. all of the above

1.28 Systems-oriented clinicians are most interested in: (22)

*a. the process that is taking place within a family

b. the content of the family’s problems

c. why problematic behavior has arisen

d. family history

1.29 “A disturbed mother produces disturbed children.” This statement is offered by the

authors as an example of: (22)

a. epistemology

*b. linear causality

c. circular causality

d. a paradigmatic shift now accepted by most family therapists

1.30 If content is the language of linear causality, then _______________ is the language of

circular causality: (22)

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a. structure

*b. process

c. stimulus

d. response

1.31 Behavior is best understood by examining its interactional context, according to: (22)

a. linear causality

*b. circular causality

c. symptom appearance

d. resiliency

1.32 “So-called objectivity does not exist, since each member has his or her legitimate

viewpoint regarding family reality.” This statement is likely to be made by an adherent

of: (24)

*a. social construction theory

b. social learning theory

c. structural theory

d. none of the above

1.33 The observer is an integral part of the family system rather than an outside observer,

according to: (24)

a. structuralists

b. behaviorists

*c. constructionists

d. all of the above

1.34 In the view of second-order cyberneticists, which of the following is apt to see family

systems as analogous to mechanical systems? (24)

a. constructionists

b. psychoanalysts

*c. first-order cyberneticists

d. all of the above

1.35 The family therapist who joins a family and engages in a dialogue rather than

observing from outside is probably an advocate of: (24)

a. first-order cybernetics

*b. second-order cybernetics

c. both of the above

d. neither of the above

1.36 The “identified patient” is the person in the family who: (25)

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a. manifests the disturbed behavior

b. initially seeks or is sent for treatment

c. may be expressing family disequilibrium

*d. all of the above

1.37 In the view of family therapists with a functional outlook, the appearance of symptoms

in a family member serves as a: (26)

a. sign of illness in the family

b. manifestation of genetic predispositions

*c. family stabilizing device

d. none of the above

1.38 Minuchin, a structuralist, views symptomatic behavior in a family member as arising

from: (26)

a. stories families develop about themselves

b. repeated use of the same flawed solutions

c. unresolved problems from childhood

*d. dysfunctional family transactions

1.39 According to the view of narrative therapists, symptomatic behavior in a family

member: (27)

a. reflects underlying family problems

b. represents repetitive previous solutions

*c. oppresses rather than protects a family

d. protects rather than oppresses a family

1.40 White views the symptoms of an identified patient as rooted in: (27)

a. intrapsychic conflict

b. family negotiations

*c. family constructions

d. none of the above

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