Who Am I And How I Different From Client?

The family system is founded on the notions that for change to occur in the life of an individual, the therapist must understand and work with the family as a whole. In working with the family, the therapist can understand how the individual in counseling functions within his family system and how the client’s behaviors connect to other people in the family. This theory also holds the perception that symptoms are a set of family habits and patterns passed down by generation and not a result of a psychological problem or an inability to change (Corey, 2017). Furthermore, the family system theory holds the idea that when a change occurs everyone in the unit is affected by the change.

Choose two family systems therapy theories that you are interested in learning more about and applying to the family subsystem you analyzed in the Unit 5 assignment. Write a paper in which you describe the central concepts, goals, and typical interventions of each model, using scholarly sources (journal articles, books, or edited book chapters) to support your writing. Your paper must use a minimum of three scholarly, peer-reviewed sources for each model.

Thought lecher and the course reading material, this semester has increased my knowledge about a variety of techniques and theories. While reading, The Family Crucible: The Intense Experience of Family Therapy, there were several themes that could be commonly characterized in family therapy and the scenario of this book. Some of these techniques were, triangulation, resistance, transference, stress, and using or having a scapegoat (singling out one individual). Furthermore, some of the theories connected from this course to The Family Crucible: The Intense Experience of Family Therapy were, General Systems Theory, and Family Systems Theory.

System perspective is the procedure that I use in family system theory because it is believed that the functionality of an individual reflects the functionality of a family and shows the way a family functions. Even though individuals can exhibit symptoms that are different from that in the family, they usually have impact on the rest of family members (Broderick, 1993). Family system theory is therefore concerned with changing the family system as a strategy of changing the individual. This is achieved through alteration of the dysfunctional systems of incorporating and integrating functional systems of interacting. In our Christian counseling process Family systems theory has been applied to solve various dilemmas in a family set up and has been very successful. There are limited categories that this therapy has

The systems Perspective sees human behavior as the outcome of interactions within and among systems with interrelated and interdependent parts; as defined by its boundaries. Changing one part of the system affects other parts and the whole system, with predictable patterns of behavior (Hutchinson, 2015). The family system has been a widely used theory of family interventions and assessment. The family systems theory is focused on the family dynamic, involving structures, roles, communication patterns, boundaries, and power relation (Rothbaum, 2004). Many theorist such as Bowen, developed the systems theory that focuses on how a

Transition: Let’s examine the aftermath of trauma on a child and how it affects their present lives and future development.

It impacts the maturation of specific brain areas at particular ages, the physiological and neuro-endocrinological responses as well as impacting the ability to coordinate cognitions, behaviours and emotional regulation. Therefore, the effect of trauma is different in different developmental stages. Ornitz (1996) has listed critical periods of major structural changes in brain development in accordance with Piaget’s stages of cognitive development. This includes the periods between early childhood (1.5-4 years), late childhood (6-10 years), puberty and mid-adolescence. This ensures that there are widespread implications of trauma in childhood especially in terms of the age at which exposure to trauma occurs as well as the areas of the brain affected. For example, the volume of the brain shows a rapid increase in first two years (Matsuzawa et al., 2001), a time when the development of attachment also takes place. Moreover, this growth is more experience- dependent (Schore, 2001). Children below the age of two also show a greater right brain than left brain

The American Counseling Association’s fact sheets provides various symptoms for children and adolescents that are experiencing trauma. According to the American Counseling Association’s Traumatology Interest Network and facilitator, Karin Jordan (2015) children exhibit different trauma related symptoms at different periods in their lives (ACA et al., 2015). While I am providing therapy as a new LCPC, my client may not explicitly say that they have undergone some sort of trauma, but may unknowingly talk about their symptoms. It will then be my responsibility to consult a colleague, or in this case, the ACA to better serve my client’s needs. I will study the specified age group symptoms, while comparing the symptoms of my client and continue with the diagnosis of trauma (ACA et al., 2015).

Trauma occurs when a child has experienced an event that threatens or causes harm to her emotional and physical well-being. Events can include war, terrorism, natural disasters, but the most common and harmful to a child’s psychosocial well-being are those such as domestic violence, neglect, physical and sexual abuse, maltreatment, and witnessing a traumatic event. While some children may experience a traumatic event and go on to develop normally, many children have long lasting implications into adulthood.

on preventing trauma in children, by giving them the physical and emotional attention they deserve.

This report endeavours to provide a Developmental Psychopathological Approach of Post-Traumatic Stress Disorder (PTSD). Developmental Psychopathology is broadly conceptualised as depicting the dynamic processes underlying ‘typical’ child development (Campbell, Cummings & Patrick,2003). An awareness of ‘typical’ and ‘atypical’ developmental characteristics at varied ages and developmental stages is crucial for parents and health professionals. Through the use of developmental psychopathology, clinicians and parents are able to gain an insight into children’s behaviour, as well as acknowledge assessments, therapeutic planning and treatments

There are many types of trauma that can effect an adolescent and without the proper treatment of the traumatic event the adolescent can have difficulty adapting and developing into adulthood. Kathleen J. Moroz, of the Vermont Agency of Human Services, defines trauma as a physical or psychological threat or assault to a child’s physical integrity, sense of self, safety of survival or to the physical safety of another person significant to the child. She goes on to list the types of trauma a child may be exposed to. Abuse of every kind, domestic violence, natural disasters, abandonment, serious illness or an accident are just a few traumatic events that can effect the development of a child. (2) When these events occur as an acute event

Amy is seven-year-old and was exposed to traumatic incidents when she was developmentally vulnerable time, which negatively impacted her attachment style, ability to emotional regulation, and her social skills. According to the obtained information, she has never had an accessible and sensitive caregiver who can help her get through the developmental psychological crisis. The first sexual abuse occurred in her “early childhood period”. According to Erikson theory, a child who cannot overcome the primary developmentally psychological crisis may feel shame and doubt. Amy is now her middle childhood and has not taken proper psychological treatment addressing her complex trauma yet. Therefore, she does not seem to be able to deal with further developmental psychological crises. Although she is willing to be with her mother, she also presents overly aggressive behavior toward her, which refers her disorganized attachment style. In line with these, poor peer relationship and dysregulation of emotions are other problems she has and they may cause greater problems in the future. Since ??? Amy presents emotional dysregulation, impulsivity, aggressive behavior and poor social skills just as any child who exposed to repetitive, prolonged neglect, direct harm or abandonment by other people, (Courtois and Ford, 2013). Furthermore, if these trauma-related symptoms are not treated well, they can cause lifetime of recurrent developmental interruptions, reactions, symptoms and impairments.

The primary problems of this family from a general systems perspective based on the information in the transcript are: the identified patient, homeostasis, role induction, and boundaries. Based on the information provided in the transcript each family member has utilized different dysfunctional parts of the system. Systems theory is a family and couple umbrella therapeutic orientation that focuses on the systemic factors associated with a familial structure. A familial structure is a system in which two or more people are relating. Systems theory generally focuses on treating the dysfunction in the entire family or system as a whole and not treating each person individually.

. Family systems theory is one of many theories that can be used to describe and analyze families. The family systems theory thinks of the family as a whole, not just as individuals. Individuals form a family system through their interaction and communication patterns. When something with an individual changes, it impacts the entire family. This theory emphasized interdependence among family members and says that problems should not be blamed on one individual, but should be looked at in terms of the family context. Individual components join together within a family system to form a whole. When a change occurs, the whole family must adapt to the new situation. This theory is a great way to look at families as a whole. There are seven descriptive features that define a family system which are: interdependence, wholeness, patterns/self-regulation, interactive complexity/punctuation, openness, complex relationships, and equifinality. Using these seven pieces, I will relate them to the family from Pieces of April and how that family uses or fails to use the features.