Submit a 2-page paper on the Family Therapy video:
- Evaluate the family dynamics from a systems perspective as seen in the video.
- Explain how principles of group dynamics would apply to this family vignette.
- Compare the process of assessing dynamics in a family with assessing dynamics in a group. Draw on your Discussion response this week to highlight the similarities and differences.
Use the Learning Resources to support your Assignment. Make sure to provide APA citations and a reference list.
- Davies, P. T., & Coe, J. L. (2019). Family relationship dynamics: A developmental perspectiveLinks to an external site.. In B. H. Fiese, M. Celano, K. Deater-Deckard, E. N. Jouriles, & M. A. Whisman (Eds.), APA handbook of contemporary family psychology: Foundations, methods, and contemporary issues across the lifespan, Vol. 1 (pp. 165–185). American Psychological Association. https://doi.org/10.1037/0000099-010
my discussion:
Social Worker Assessment of Group Dynamics
From the structure of a group, a social worker is able to assess the communication flow, group integration, cohesiveness, and power dynamics within the group. They can focus on what members of the group are doing that involves indicating or sharing some data, how they go about doing this, and also how they display, as well as reveal their feelings. The extent of unity within the group best measures cohesion. The social integration perspective focuses on the level of interaction and participation of the group members. On the other hand, influence tries to explain the authority and control each member exerts over the group.
Evaluation of Therapy Group Dynamics
Communication: Naturally, group communication is going to be something of an ordeal. In most of the conversation with her daughter, the mother takes the lead and intrudes on Kate’s side of the story. Due to her inability to plainly articulate herself, Kate is able to convey conflicts and misunderstandings. The father is also passive, which is also an element that worsens the situation with communication.
Cohesion: The group needs more cohesion. There’s no mother-and-daughter bond between the mother and Kate because they fight all the time. Even more, the father is passive, which makes him averse to embracing the group’s attributes, hence no unity.
Social Integration: Kate looks lonely even in the context of the family; she is frustrated and does not find understanding from her partner. The sources of social isolation are the anger and annoyance of the mother and the lack of assertiveness of the father. That is why this CD's lack of integration aggravates Kate’s behavioral problems.
Influence: The mother enjoys a good measure of control, particularly the direction to be taken when making some decisions or how the conversation proceeds. Unfortunately, Kate’s desire expressions are all subordinate to her mother. The father’s weak power reduces him to the extent and capacity of moderating or facilitating communication.
Influence on Treatment
This might interfere with treatment, owing to some dynamics within the group that could help to hamper effective communication. It may lead to a lack of cohesiveness, hence a slow working rate, because members need to be on one page. To break these dynamics and make treatment more effective, it will be necessary to restore the relations in the patient’s family.
Principles for Practice
For the leader, it is very important in order to achieve an equilibrium between all members and guarantee honesty and respect in the discussion of the issues. Other strategies, such as active listening or conflict solving, can partially enhance the received perception. Practical activities can increase the group’s cohesiveness, as well as reward members for any positive interaction. This will also involve the task of transforming power relations to make less powerful characters, such as Kate and the father, powerful.
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en-English-FamilyTherapy1.txt
SOCIAL WORKER: Thank you for meeting with me. I'm Rhonda, and I'm a social worker here to do what I can to help your family. From the referral, it sounds like you have a lot going on. [SLIGHT GIGGLE] And it's been very stressful for everyone. MOTHER: That's an understatement. It seems like I get one fire put out, and then, another one starts. SOCIAL WORKER: Tell me more about that. MOTHER: Well, I'm guessing you read about our history. SOCIAL WORKER: Yes, but I'd like to hear your take on it. MOTHER: OK. Well, Kate was placed with us as a foster child when she was about three. We adopted her when she was about eight. And now, she's 16, but has always been hyper, and reckless, and careless. I mean, the girl knows how to cook but still somehow she manages to burn a brand new frying pan and all of her food in it. Sit still please. SOCIAL WORKER: So she has problems with attention. MOTHER: Yes, and when she doesn't get her way, it's even worse. She starts yelling and arguing. And I go to my room to avoid making things worse, but she follows me. And she's banging on the door. Her grades are also getting worse. [AGITATED SIGH] It's just– Kate, please put that down. Come on. FATHER: All right. MOTHER: So– FATHER: I need you to pay attention, OK. SOCIAL WORKER: Kate is struggling to meet your expectations. MOTHER: She doesn't meet anyone's expectations quite frankly. And this isn't a joke, Kate. SOCIAL WORKER: I'd like to hear your side, Kate. DAUGHTER: I don't know. I didn't mean to burn the pan. MOTHER: Well, what about the time you kicked a hole in the wall by our bedroom door? And then, you took off on your bike to God knows where. And we didn't know when you were coming home. DAUGHTER: I did tell you where I was going. You weren't listening, and you wouldn't come out of your room. MOTHER: Well, not when I'm feeling threatened by you, Kate. SOCIAL WORKER: So there's a struggle to communicate in a way that doesn't feel threatening for either of you. FATHER: I need you to put that down and try and pay attention. OK, honey. SOCIAL WORKER: What do you think, Sean? FATHER: About what? [GRUNTS] SOCIAL WORKER: About what's going on with your family. FATHER: She's always been like this. I mean, maybe a little harder to deal with because she's getting older. Doing things on her own. MOTHER: Well, you know you're not very much help. And you let her do whatever she wants. You unlock the pantry any time she wants. So what's the point in putting a lock on it, if you're just going to give in to her every time. Why? FATHER: She's just a kid, OK. MOTHER: Right. And she's a kid that will eat anything and everything any chance she gets. And we do have another child in the house in case you haven't noticed. She's setting a poor example for him, and she's bullying him. I don't know if you see this or not. SOCIAL WORKER: There are a lot of behaviors that concern you, Ann. What have you noticed that triggers Kate's anger? Earlier you mentioned when she doesn't get her way. MOTHER: Right. Well, she's always asking for something. New shoes, when she has a perfectly good pair. She wants to join another club at school even though she already belongs to three. SOCIAL WORKER: So Kate asks, you say no, and she's zero to angry just like that. MOTHER: Yeah, pretty much. DAUGHTER: No. It ain't like that. SOCIAL WORKER: What's it like, Kate? DAUGHTER: I ask, and then she goes into a long story about why I can't have it, and I don't deserve it. I try to walk away before I get mad, but she keeps talking, then I get mad. MOTHER: No.
