Family Systems Thinking as a Guide for Theory Integration: Conceptual Overlaps of Differentiation, Attachment, Parenting Style, and Identity Development in Families With Adolescents

2019 ◽  
Vol 11 (4) ◽  
pp. 544-560 ◽  
Author(s):  
Patrick Bortz ◽  
Miranda Berrigan ◽  
Alexandra VanBergen ◽  
Stephen M. Gavazzi
Keyword(s):  
Identity Development ◽  
Systems Thinking ◽  
Parenting Style ◽  
Family Systems ◽  
Theory Integration ◽  
Attachment Parenting

“Imagine a clinical world without family systems thinking."

2017 ◽  
Vol 35 (4) ◽  
pp. 395-398
Author(s):  
Colleen T. Fogarty ◽  
Larry B. Mauksch
Keyword(s):  
Systems Thinking ◽  
Family Systems

Teaching Systems Thinking for Advanced Family Nursing Practice: A Theory-Based Tool

2019 ◽  
Vol 26 (1) ◽  
pp. 5-14
Author(s):  
Wendy S. Looman
Keyword(s):  
Nursing Students ◽  
Systems Thinking ◽  
Student Development ◽  
Family Systems ◽  
Nursing Practice ◽  
Clinical Skills ◽  
The United States ◽  
Nursing Assessment ◽  
Family Nursing ◽  
Assessment Of Competence

Systems thinking is essential for advanced family nursing practice, yet this skill is complex and not innate. The Family Nursing Assessment and Intervention Map (FN-AIM) was developed to support student development of systems thinking competencies for Family Systems Nursing practice (see Marigold Family Case Study). The FN-AIM is a pedagogical tool grounded in a family systems framework for nursing with a focus on core family processes as a foundation for interventions. The FN-AIM was implemented as an educational tool to support student skill development as part of a graduate family nursing course in the United States. Through a self-assessment of competence in family nursing practice, 30 students demonstrated an enhanced ability to articulate the distinction between family as context and family as system approaches to family nursing after using the FN-AIM mapping approach. The FN-AIM may be a useful strategy for supporting systems thinking in preparation for clinical skills development in graduate nursing students.

scholarly journals Parental practices contributing to the child's neuroses emergence

2017 ◽  
Vol 6 (2) ◽  
pp. 46-53
Author(s):  
O.A. Ragulina ◽  
A.V. Fokina
Keyword(s):  
Learning Disabilities ◽  
Parenting Style ◽  
Psychological Factors ◽  
Parental Practices ◽  
Neurotic Disorders ◽  
Affective Symptoms ◽  
Attachment Parenting ◽  
Psychogenic Factor ◽  
Marriage Relationships

The article is devoted to the overview of modern foreign studies exploring the nature, symptomatology and factors of neurotic disorders. The matter of estimating prevalence of neurotic disorders is being discussed. It provides information about somatic-vegetative and affective symptoms of neurotic disorders, depending on psychological factors (in particular, attachment, parenting style, marriage relationships, parental business, degree of awareness of psychogenic character of disorders). It also describes foreign studies, which show the role of psychogenic factor in the development of such disorders as ADHD, opposition-defiant disorder and learning disabilities. Parental practices contributed to child neurotic disorders emergence is analyzed. The "helicopter parents" and "lawnmower parents" are described. Authors use their experience of psychological work with families to describe some of these practices: "rejection of differentiation", "anxiety escort", "child's rectification".

“Imagine a clinical world without family systems thinking”: Response.

2018 ◽  
Vol 36 (2) ◽  
pp. 259-260
Author(s):  
Colleen T. Fogarty ◽  
Larry B. Mauksch
Keyword(s):  
Systems Thinking ◽  
Family Systems

scholarly journals Classrooms Can Use Therapy Too

2005 ◽  
Vol 2 (1) ◽  
Author(s):  
Elizabeth D. Burris
Keyword(s):  
Classroom Management ◽  
Systems Theory ◽  
Systems Thinking ◽  
Family Systems ◽  
Repetitive Behaviors ◽  
Human Interaction ◽  
Attitudes And Behaviors ◽  
Teacher Students ◽  
Management Techniques ◽  
Humberto Maturana

Paul Dell, a family systems therapist inspired by the systems thinking of Humberto Maturana, posits that family systems achieve pathology because of what he calls “epistemological errors”: either the refusal to acknowledge reality or the desire to control reality. Reality, in Dell’s definition, is the coupled nature of human interaction, or structure determinism. Applying Dell’s definition to classrooms, I identify two epistemological errors commonly committed by teachers: valuing content more highly than relationships in the classroom and attempting to control students through classroom management techniques. When these two practices are viewed through the systems lens rather than through the modernist, objectivist lens, the relationships that are enacted in a classroom among teacher, students, and the content under study come into focus, and pathology, or repetitive behaviors that obviate desired learning, is more easily discerned. Given the emphasis systems theory places on relationships, I claim that, as with family systems, classroom systems can benefit from the kind of analysis—or “therapy”—that exposes the “coherence,” or the tight relational couplings, within the system that, in some cases, invites non-educative interactions. Such therapy can help teachers shift their own attitudes and behaviors so as to influence those of their students.

Babywearing: Fads, Dangers and Cultural Appropriation

2020 ◽  
pp. 89-102
Author(s):  
Patricia Hamilton
Keyword(s):  
Parenting Style ◽  
Cultural Relevance ◽  
Cultural Appropriation ◽  
Black Mothers ◽  
Raising Children ◽  
Normative Approach ◽  
Visible Marker ◽  
Attachment Parenting

This chapter describes babywearing as the most mainstream and uncontroversial among the techniques of breastfeeding and bedsharing, which are the most associated with attachment parenting (AP). It explains babywearing as an inoffensively visible marker of the values of bonding and attachment that is unquestioningly accepted in contemporary parenting cultures. It also discusses how the acceptance of babywearing is used in AP as a transition from the fringe parenting style to the normative approach to raising children. The chapter highlights the appearance of babywearing in state-produced parenting advice and in the experiences and ideas of black mothers. It looks at the narratives of women that draw attention to the dangers of babywearing, both in terms of physical safety and cultural relevance.

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