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Transcript

The Satir Model

References

Traditional Chinese Culture:

Content

Critique

  • Different way to obtain self-esteem; through achievement & role-fulfillment
  • Different communication pattern
  • discourage emotional expression
  • little emotional expression vocabulary within family members
  • indirect/ non-verbal
  • mind-reading

1) Cultural Differences

Rasheed, J. M., Rasheed, M. N., & Marley, J. A. (2011). Family therapy: Models and techniques. Los Angeles: SAGE Publications.

Chang, P. (1996). The application of the satir model of family therapy to the families in Hong Kong: A personal reflection. Contemporary Family Therapy.,18(4), 489-505.

Shaff, D. R. (1996). Developmental psychology: Childhood and adolescence. (4th ed.). USA: Brooks/Cole.

Murdock, N. (2009). Theories of counseling and psychotherapy (2nd ed,). Upper Saddle River, New Jersey: Pearson.

Harter, S. (1982). The perceived competence scale f

or children. Child Development, 53, 87-97.

2) Biological Influences

- The process approach

- Internal intervention

- Freeing the self

- Modify restrictive rules

- Invite father to experience

- By seeing, feeling & commenting

3) External Influences

  • Satir Model
  • Case information
  • Case conceptualization
  • Reasons by using Satir therapy
  • Case assessment
  • Treatment goals & plans
  • Demonstration of the intervention skills
  • Critique of the Satir model

Middle phase

Making changes

-Challenging dysfunctional behaviors

- Refuse to give response to teachers

-Challenging interpretations

- Interpret Father's loudly voice as anger, other possibilities?

-Changing dialogues

- Reduce blaming dialogue

End phase

Satir model

Middle phase

- Imagery rehearsal: Reinforce new behavior

- Close eyes

- Image future situation

- Reinforcing: Positively reinforce the change

- words

- touch

- facial expression

- voice tone

- Anchoring: Underscoring significant change

- perceptions

- feelings

- beliefs or behaviors (e.g. sharing the

difference before and after)

Making changes

-Guiding

-Direct client to share thoughts

-Modeling congruent communication

-Teach client to express feelings

-Defusing blaming

-Ask the behaviors and process

-Differentiating

-Help let go of unrealistic expectation

FAMILY

Case Background

Middle phase

Basic information about the client

The Client

- A boy

- 8 years old

- Primary Two student

- Born in Hong Kong

- Achieve excellent academic performance

--> the top 3 student in class

- Not willing to play with classmates

- Teachers ask him question

--> No response given

--> Look at teachers only

Promoting Acceptance

Treatment

-Contracting

-Questions to get client involved and willing to change

-Normalizing

-Enhance client's self-esteem

-Reframing

-Turn negative thoughts to positive ones

Dysfunction lead to

low self-esteem, defensive behaviour

Significant influence on our attitude and behaviour

Client's family background

Client's Family Background

- Family members:

- Father

- 43, Chef

- Mother

- 42, Worker in construction company

- Elder sister

- Same school with the client

- Live together in a suite in Mongkok

Treatment Plan

enhance

self-esteem

Communication

Internal intervention

- significant influenced by past generation

Three Phases

Beginning phase

Middle Phase

End Phase

Family Map

Family relationship with the client

- Modify unrealistic expectations

- Challenge unrealistic / inappropriate expectations

- Be the top student in class

- Modify: Academic improvement

Praise more

- Better relationship with

- mother & elder sister

- Bad relationship with

- father

- Dominant in the whole family

- Always blame / punish

- Bad attitude

- High expectation on his both children

- Be the top student

- Restrictive rules

- Must finish homework before dinner

Family relationship with the client

low

self-esteem

unhealthy, destructive communication

Internal intervention

External intervention

Low Self-esteem

- influence on present family's attitude, behaviour, structure, hierarchy and power

Mother: Placator

Father: Blamer

Case Assessment

a system; dysfunction occur if member's need not being met

External intervention

Dysfunctional family system

Teaching new behaviors

- Ask an irrelevant person

- share his / her observations

regarding this family interaction

Apply concepts of Satir model

  • The family of origin's influence
  • Families as systems
  • Unrealistic parental expectation
  • Low self-esteem
  • Incongruency

Unaware of children's developmental needs

  • Identified patient: father
  • Father is the dominant one
  • Others are not permitted to express themselves
  • Restrictive & rigid family rules
  • Children must finish homework before dinner
  • Members cannot say NO to the father

Low self-esteem

unrealistic expectation

The client: Distractor

Elder sister: Placator

Unrealistic parental expectation

Dysfunction

Father has unrealistic expectation toward children

- The client was the 3rd top student in class

- Elder sister was the 5th top one in class

However...

Father: not satisfied

They must be the most excellent one in class

Beginning Phase

Making contact:

- Relationship building

- Attending observation

- Reaching out

Play with the client

- Be relaxed

- Have fun during session

- Explore the session

Beginning Phase

Validating:

- Reflecting and clarifying family members’ feeling and thinking

- Translating surface message into underlying message

Beginning Phase

You feel angry about being punished

Facilitating awareness and engendering hope

Family sculpting

- Members are asked to act out the sculptor

- explore thoughts, emotions and physical reaction

Shifting content to process

- how to communicate rather than what

Circular question and educate the whole family

- How the father affect others

Explore feelings, feeling about feelings,

perception, meaning, projection

Engendering hope

In the process......

The worker demonstrate congruence manner to engender hope

- Appreciate their awareness

- The family relationship will be better

- The father can identify his behaviors toward others

Objectives & treatment goals

1. Improve the relationship b/w client & father

2. Improve emotional management skills of client's father

3. Improve interpersonal skills of client

By

Chung Nga Ling, Janice (53854756)

Ho Chui Tung, Jessica (53472601)

Li Wing Yan, Jennifer (50920814)

Wong Leung Wai, Emma (52320540)

Treatment goals

1. Improve the relationship b/w client and father

  • Have more communication with father

Have positive interaction with each other everyday

Express feelings to father sincerely

2. Improve the emotional management skills of client's father

Express opinions to client without blaming

Attend emotional management course

Improving interpersonal skills towards teachers

Respond to teachers at least one time per day

Take initiative to talk/express feelings to teacher

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