Professional Documents
Culture Documents
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presentedas completeis turned into a fragment;like James Joyce,Whitaker createsa revolution in the grammar of life. He brings up an association with his own life, an anecdoteabout his brother, a slightly different
commentanotherfamily mernbermade,or a joke: "What would he do if
God retired?" Though seemingly random, his interventions all are
directedto challengingthe meaningthat peoplegive to events.
Whitaker's assumptionseemsto be that out of his challengeto form,
creative processesin individual members as well as in the farnily as a
whole can arise. Out of this experientialsoup, a better arrangement
among family memberscan result.
Whitaker is a destroyer of crystallized forms. If a family rnember
enters a dialog,it is not long beforeWhitaker asksa third persona question that is related to the theme tangentially, if at all. The content of
family members' communicationsis stretched to touch areas that are
human universals,but which people own uneasily:rage, killing, seducing, paranoid fears,incest.All of it is presentedcasually,amid commonplace statements.
Whitaker will commenl;himself on an issue,relating a comrnunication
to another person, fantasy, or memory. He also links family members
again and again, while at the same time destroying their connections,
like a sculptor carving a wax statue with tools that are white hot.
Whitaker's therapy is dazzlingby the range of his interventions. He
uses humor, indirection, seduction,indignation, primary process,boredom, and even falling asleepas equally powerful instruments of contact
and challenge.By the end of therapy every family member has been
touched by Whitaker's distorting magic.Each member feels challg4gec!._.
misunderstood,accepted,rejected,or insulted.But he has been put in
contact with a less familiar part of himself.
Whitaker's techniques,makesenseonly within his theoretical scherna.
In this existentialformulation, the therapist is not responsiblefor monitoring the developmentof new structures,and it is not his responslbility
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res are goal oriented--directed toward alleviation of specificdysfunctional aspectsof the family. It is very much the
therapist'sresponsibility to monitor developmentand produceimprovement.
The strategic school seesthe family as a comp,lex.system, differentiated into hierarchically arranged subsystems.A dysfunction in one
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subsystemcan be expressedanalogicallyin another;in particular, the organizationof family membersaround the symptom is taken to be an analogical statement of dysfunctional structures.By reananging the organization around the symptom, the therapist can release isomorphic
changesin the entire rsystem.
In this strategic forrnulation, the identified patient is seenas carrying
the symptom to protect the family. At the same time, the syrnptom is
maintained by a family organization in which the family mernbers occupy incongruoushierarchies.For instance,the identified patient is in an
inferior position in relation to the family memberswho take care of him,
but he is in a superior:position by not improving under their care. The
therapeutic techniquesare directed to challengingthe heart of the dysfunctional structure: the organizationof the symptom.
The strategicschoolhas made the supervisoryholon the focu.sof their
exploration in theratrly.In their work with severely disturbed young
adults, the cornerstoneof their techniquesis the redistribution of clearly
allocated power in the family. By organizrngfamily holons so that each
one has a defined hierarchy, and by putting the heads of the executive
holons in control, they create a field in which autonomy, responsibility,
and cooperationare trilayedout.
To challengethe restrictive ways in which crystallizedfarnily systems
prescribe a view of reality to the family members,Haley and Madanes
suggestthat the patients pretend that the world is different. A depressed
husbandis to pretend he feels depressed.His wife is to judge whether he
is pretending. The control that the husband has kept over the wife, by
not improving while remaining in a powerlessposition, is changeclto a
game in which the spousesplay different power arrangements"
In a casein which a child developssymptomsof being afraid, a fearful
mother becomescon:tpetent,protecting the child from his symptom,
while in effect the child is protecting the mother from hers. The therapist asksthe mother bo pretend to be afr"aidof robbers.The child pretendsto protect her. I,low the problemof protectionis transformed.The
hierarchy of mother and child is realignedby the pretendtechrrique,for
a child protectshis rnother only in play.
These casesdemonstratehow the techniquesof the strategicschool
are governedby the t.heoreticalschema.Thesetherapistsuse many different techniquesin r:lifferentfamily situations. But the gover.ningconcept is the specificgoal for family change.
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As the family membersfind themselvesexplgringnew
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involved with Ronny. Both parents, though overprotective, are concerned, child-centeredpeople. The relationship between the spousesis
somewhatdistant.
The family therapist watches Ronny's constant engagementof his
mother for a few minutes, experiencingthe e
this dyad
and the boundariesaround the dyad that excludethe fathier and Mark.
Then he organizesa task. He instructs the parentsto talk without letting
Ronny intrude. Whenever Mrs. Dexter looks at Ronny, Mr. Dexter is to
re-engageher attention.
This boundary delineation produces Ronny's usual response. He
begins to whimper, then cry, jumping .rp and down in his chair and
scratching furiously. But with the therapist's help the parents ignore
him, continuing to talk to each other. Mark, obviously the parental
child, tossesa toy to Ronny, engaginghim in a playful, slightly aggressive transaction. Soon Ronny throws the toy at Mark and runs to his
mother. Mr. Dexter attracts his wife's attention again.
At first Ronny returns to his mother every minute or so. But as she
does not respond, he begins to function differently. He explores the
room, then picks up a large toy and beginsto toss it to Mark. His motor
activity becomesless hesitant, and his scratchingceasescompletely. At
the sametime, as Mrs. Dexter's almost ticlike hovering over Ronny disappears,she becomesmore direct in her contact with her husband. He
makessomecriticism, and insteadof detouring by engagingwith Ronny,
she respondsby confronting her husband directly.
It seemsthat certain behaviorsare signaledin the overinvolved dyad
of the mother and Ronny. The disappearanceof this signalingbecauseof
the therapist's boundary delineation allows the boy's usually underutilized skills to appear.
In this situation, the therapist's intervention has changedthe family
members'contexts.An overinvolvedpair has beenslightly distanced. As
a result, Ronny movesinto participation with his older brother, forrning
a dyad that requires him to function more competently. The mother
moves from a situation in which she is exclusively a parent, nurturing
and controlling, to a conflict negotiationwith a peer in the spouseholon.
The changesin subsystemparticipation have'produced a change in
functioning, which enablescoping capacitiesto appear.
By challenglngthe rules that constrainpeople'sexperience,the therapist actualizessubmergedaspectsof their repertory. As a result, the family membersperceivethernselvesand one another as functioning in a different way. The modification of context producesa changein experience.
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them from a definition of the self as a separateentity to a definition of
the self as part of a whole.
An individual therapist tells the patient, "Change yoursel{ work with
yourself,so you will grow." The family therapist makesa statementof a
different order. Family memberscan changeonly if there is a changein
the contextswithin which they live. The family therapist's messageis,
therefore,"Help the other personchange,which wili changeyourself as
you relate to him and will changeboth of you within the holon."
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on these insults, pointing out that the daughter is strong enough to defeat both parents. His intervention produces a reframing. The parents,
who are overinvolved with the daughter and accustomedto triangulating her in their unresolvedconflicts, close ranks. Feeling attacked and
defeated,they simultaneouslyincreasetheir distancefrom the daughter,
removing their overprotection and overcontrol. The parents and therapist together demand that tlg daughtgp,who is suddenly perceived as
strong, competent, and stubborn, monitor her olg_t-_b-ody.
This type of reconstructioncan eiicif a starttea-new look at reality, in
which the potential for changeis suddenly perceived.
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