TEST BANK for Family Therapy An Overview 9th Edition by Irene Goldenberg; Mark Stanton; Herbert Gold

TEST BANK for Family Therapy: An Overview 9th Edition by Irene Goldenberg; Mark Stanton; Herbert Goldenberg TABLE OF CONTENTS CHAPTER 1 Adopting a Family Relationship Framework CHAPTER 2 Family Development: Continuity and Change CHAPTER 3 Diversity in Family Functioning CHAPTER 4 Systems Theory and Systemic Thinking CHAPTER 5 Origins and Growth of Family Therapy CHAPTER 6 Professional Issues and Ethical Practices CHAPTER 7 Psychodynamic Models CHAPTER 8 Transgenerational Models CHAPTER 9 Experiential Models CHAPTER 10 The Structural Model CHAPTER 11 Strategic Models CHAPTER 12 Behavioral and Cognitive – Behavioral Models

CHAPTER 13 Social Construction Models I: Solution-Focused and Collaborative Therapies CHAPTER 14 Social Construction Models II: Narrative Therapy CHAPTER 15 Population-Based Family Treatments CHAPTER 16 Evidence-Based Family Therapy CHAPTER 17 Comparative View of Family Theories and Therapies

TEST BANK for FAMILY THERAPY: AN OVERVIEW Ninth Edition

Herbert Goldenberg Steven M. Harris

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CHAPTER 1 Adopting a Family Relationship Framework MULTIPLE CHOICE QUESTIONS 1.1

A family member’s longest set of relationships are likely to be with:

a. parents if a family remains intact. *b. siblings. c. friends and co-workers. d. children and grandchildren.

A-Head: Family Systems: Fundamental Concepts A family’s influence over its members is likely to cease upon: a. death of the patriarch. b. death of the matriarch. c. physical separation by large distances. *d. none of the answers are correct.

A-Head: Family Systems: Fundamental Concepts 1.2

1.3.

In the view of the authors, entrance into a family can occur: a. only through marriage. b. through birth but not adoption. *c. through birth, adoption, or other committed relationships. d. only through parenthood.

A-Head: Today’s Families: A Pluralistic View Learning Objective: Describe the diversity of contemporary families 1.4

By definition, a nuclear family refers to: *a. husband, wife, and offspring living together. b. a married couple, children, and nearby relatives. c. one’s suprafamily. d. a stepfamily.

A-Head: Family Structure Learning Objective: Explain the importance of family structure and interactive patterns

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1.5

The risk of not growing up in an intact family: a. is a new phenomenon first appearing in the second half of the 20th century. * b. has been part of American life for a long period of time. c. is largely the result of teenage pregnancies. d. is largely the result of widespread adoptions by single women.

A-Head: Today’s Families: A Pluralistic View Learning Objective: Describe the diversity of contemporary families 1.6

Family narratives: a. negate family myths. b. challenge family stories. *c. help explain and justify family patterns. d. none of the answers are correct.

A-Head: Family Narratives and Assumptions 1.7

Which of the following statements is true? a. Families that show dysfunctional behavior lack strengths and resources. b. Families that show dysfunctional behavior lack those interactive processes that strengthen hardiness. c. Members of functional families never engage in damaging behavior with one another. *d.

All families have resources to call upon.

A-Head: Family Resiliency Learning Objective: Justify a resiliency-based understanding of family dynamics 1.8

Which of the following has not been identified by Walsh as a key process in family resiliency? a. Family’s positive belief system b. Family’s organizational processes * c.

Family’s life cycle stage d.

Family’s communication and problem-solving processes A-Head: Family Resiliency Learning Objective: Justify a resiliency-based understanding of family dynamics 1.9

Increased interest in cultural factors in family functioning has led to renewed interest in: a. genetic differences between men and women. b. medication to reduce symptomatology. * c. spirituality in family life. d. none of the answers are correct.

A-Head: Family Resiliency Learning Objective: Justify a resiliency-based understanding of family dynamics © Browsegrades.net

1.10

As the result of differing socialization experiences, men and women typically: a. develop distinct behavioral expectations. b. are granted disparate opportunities. c. have different life experiences. *d.

All of the answers are correct.

A-Head: Gender, Race, and Ethnicity and Family Therapy Learning Objective: Explain how gender, race, and ethnicity influence families and family therapy 1.11

Two-income families represent: a. mostly working class people. b. successful efforts to balance work and family responsibilities. c. families in which men enjoy child care-giving. *d. women who spend less time doing household chores than in the past.

A-Head: Gender, Race, and Ethnicity and Family Therapy Learning Objective: Explain how gender, race, and ethnicity influence families and family therapy 1.12

Clinical theories that focus on the individual probably emphasize: a. transaction events. b. interactional events. c. interpersonal events. *d. intrapsychic events.

A-Head: Shifting Perspectives of Family Therapy 1.13

From a family systems perspective, the appearance of symptoms in a family member represents the manifestation of: *a. a current family transaction pattern. b. a past family transaction pattern. c. genetic vulnerabilities. d. pervasive physical deficits.

A-Head: Shifting Perspectives of Family Therapy 1.14

Epistemology refers to: *a. rules for gaining knowledge and drawing conclusions about the world. b. the anthropological investigation of tribal family customs. c. the practice of family therapy rather than individual therapy. d. none of the answers are correct.

A-Head: Shifting Perspectives of Family Therapy 1.15

An ecosystemic approach to family assessment and treatment focuses on: a. the family’s immigration status. © Browsegrades.net

*b. the larger systems in which the family is embedded. c. racial and ethnic factors primarily. d. the family’s social class membership.

A-Head: Shifting Perspectives of Family Therapy 1.16

Dyads and triads refer to: *a. two- or three-person relationships. b. two or three generations in this country. c. two or three family members who regularly attend family therapy sessions. d. therapist-couple transactions.

A-Head: Shifting Perspectives of Family Therapy Cybernetics refers to a system’s method of: a. linear causality. *b. feedback control. c. therapeutic efficacy. d. conceptualizing family dysfunction.

A-Head: Cybernetics: The Paradigm Shift Continues Learning Objective: Discuss the evolution of family therapy from cybernetics to constructivism 1.17

1.18

According to the text, the major credit for applying cybernetic principles to human communication belongs to: a. Wiener. b. Haley. c. Sluzki. *d.

Bateson.

A-Head: Cybernetics: The Paradigm Shift Continues Learning Objective: Discuss the evolution of family therapy from cybernetics to constructivism The mathematician who is credited with coining the term “cybernetics” is: *a.

Wiener. b. Haley. c. Sluzki. d. Bateso.

A-Head: Cybernetics: The Paradigm Shift Continues Learning Objective: Discuss the evolution of family therapy from cybernetics to constructivism 1.19

1.20

Reciprocal determinism refers to: *a. adopting a relationship outlook. b. attending to content rather than process. © Browsegrades.net

c. linear causality. d. None of the answers are correct.

A-Head: Cybernetics: The Paradigm Shift Continues Learning Objective: Discuss the evolution of family therapy from cybernetics to constructivism 1.21

A central idea in family psychology is: a. psychopathology. *b. circular causality. c. intrapsychic organization. d. determining who in the family is most in need of therapy.

A-Head: Cybernetics: The Paradigm Shift Continues Learning Objective: Discuss the evolution of family therapy from cybernetics to constructivism 1.22

Adopting a family psychology framework permits one to: a. negate the significance of individual internal processes. *b. focus on the context in which individual behavior is but one part. c. give equal power to adults and children alike. d. All of the answers are correct.

A-Head: Shifting Perspectives of Family Therapy 1.23

Systems-oriented clinicians are most interested in: *a. the process that is taking place within a family. b. the content of the family’s problems. c. why problematic behavior has arisen. d. family history.

A-Head: Shifting Perspectives of Family Therapy “A disturbed mother produces disturbed children.” This statement is offered by the authors as an example of: a. epistemology. *b. linear causality. c. circular causality. d. a paradigmatic shift now accepted by most family therapists.

A-Head: Cybernetics: The Paradigm Shift Continues Learning Objective: Discuss the evolution of family therapy from cybernetics to constructivism 1.24

1.25

If content is the language of linear causality, then circular causality. a. structure *b. © Browsegrades.netprocess

is the language of

c. stimulus d. response A-Head: Cybernetics: The Paradigm Shift Continues Learning Objective: Discuss the evolution of family therapy from cybernetics to constructivism 1.26

Behavior is best understood by examining its interactional context, according to: a. linear causality. *b. circular causality. c. symptom appearance. d. resiliency.

A-Head: Cybernetics: The Paradigm Shift Continues Learning Objective: Discuss the evolution of family therapy from cybernetics to constructivism “So-called objectivity does not exist, since each member has his or her legitimate viewpoint regarding family reality.” This statement is likely to be made by an adherent of: *a. social construction theory. b. social learning theory. c. structural theory. d. None of the answers are correct.

A-Head: Cybernetics: The Paradigm Shift Continues Learning Objective: Discuss the evolution of family therapy from cybernetics to constructivism 1.27

1.28

In the view of second-order cyberneticists, which of the following is apt to see family systems as analogous to mechanical systems? a. Constructionists b. Psychoanalysts *c.

First-order cyberneticists d.

All of the answers are correct.

A-Head: Cybernetics: The Paradigm Shift Continues Learning Objective: Discuss the evolution of family therapy from cybernetics to constructivism 1.29

The family therapist who joins a family and engages in a dialogue rather than observing from outside is probably an advocate of: a. first-order cybernetics. *b. second-order cybernetics. c. both first-order and second-order cybernetics. d. neither first-order nor second-order cybernetics.

A-Head: Second-Order Cybernetics and Postmodernism © Browsegrades.net

The “identified patient” is the person in the family who: a. manifests the disturbed behavior b. initially seeks or is sent for treatment. c. may be expressing family disequilibrium. *d.

All of the answers are correct.

A-Head: The Identified Patient as Seen from the Different Family Therapy Perspectives 1.30

1.31

In the view of family therapists with a functional outlook, the appearance of symptoms in a family member serves as a: a. sign of illness in the family. b. manifestation of genetic predispositions. *c. family stabilizing device. d.

None of the answers are correct.

A-Head: The Identified Patient as Seen from the Different Family Therapy Perspectives 1.32

Minuchin, a structuralist, views symptomatic behavior in a family member as arising from: a. stories families develop about themselves. b. repeated use of the same flawed solutions. c. unresolved problems from childhood. *d. dysfunctional family transactions.

A-Head: The Identified Patient as Seen from the Different Family Therapy Perspectives 1.33

According to the view of narrative therapists, symptomatic behavior in a family member: a. reflects underlying family problems. b. represents repetitive previous solutions. *c. oppresses rather than protects a family. d. protects rather than oppresses a family.

A-Head: Second-Order Cybernetics and Postmodernism 1.34

White views the symptoms of an identified patient as rooted in: a. intrapsychic conflict. b. family negotiations. *c. family constructions. d.

None of the answers are correct.

A-Head: The Identified Patient as Seen from the Different Family Therapy Perspectives 1.35

This has added sustainably to our appreciation of the primacy of cultural diversity in our society. a. Nuclear families *b. Increased immigration © Browsegrades.net

c. The intrapsychic world d. Cybernetics A-Head: Cultural Diversity and the Family

KEYWORDS/FILL IN THE BLANK 1.

A set of interacting units or component parts that together make up a whole arrangement or organization.

Answer: System 2.

A set of assumptions, delimiting an area to be investigated scientifically and specifying the methods to be used to collect and interpret the forthcoming data.

Answer: Paradigm 3.

The study of the origin, nature, and methods, as well as the limits, of knowledge; thus, a framework for describing and conceptualizing what is being observed and experienced.

Answer: Epistemology 4.

A view of an observing system in which the therapist, rather than attempting to describe the system by being an outside observer, is part of what is being observed and treated.

Answer: Second-order cybernetics 5.

A view from outside the system of the feedback loops and homeostatic mechanisms that transpire within a system.

Answer: First-order cybernetics ESSAY QUESTIONS 1. Discuss the importance of adopting a family relationship framework when working with individuals and families. Identify the differences between an intrapersonal and an interpersonal approach. Evaluate the advantages and disadvantages of both.

Answers may vary.

2. Identify and describe 1st order cybernetics and 2nd order cybernetics. What do they have in common and how are they different? Note the importance of reciprocal determinism and explain how it impacts the family.

Answers may vary.

3. Describe the role of culture on a family and explain how families from similar cultural © Browsegrades.net

backgrounds can have unique family cultures. What role do rules play in families (in regard to family culture)?

Answers may vary.

4. Define how one’s epistemological perspective determines how one sees the world and consequently how one is likely to view families.

Answers may vary.

5. Define the role of family strengths and resiliency. Do all families have strengths? How can a helping professional increase the strengths within a family?

Answers may vary.

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CHAPTER 2 Family Development: Continuity and Change MULTIPLE CHOICE QUESTIONS The developmental approach to family life focuses upon the family’s: a. organization and structure. b. pathology patterns. *c. life cycle. d. operations as a social system.

A-Head: Developing a Life Cycle Perspective Learning Objective: Understand the family life cycle model 2.1

2.2

Developmental tasks: a. always involve children. *b. occur at all stages of the life cycle. c. rarely involve family conflict. d. always impede family functioning.

A-Head: Developing a Life Cycle Perspective Learning Objective: Understand the family life cycle model 2.3

A family stage marker refers to: *a. a particular life event. b. a stage of life. c. the final decade of life. d. All of the answers are correct.

A-Head: The Family Life Cycle Framework Family stage markers are events in a family’s life that: *a. demand a new adaptation. b. differentiate one stage of life from the next. c. mark the close of the childbearing years. d. None of the answers are correct.

A-Head: The Family Life Cycle Framework 2.4

2.5

Which of the following is an example of a discontinuous life change? a.

Death of a grandparent *b.

Death of a young child c. Becoming parents d. None of the answers are correct.

A-Head: The Family Life Cycle Framework 2.6

Family therapists with a transgenerational view: *a. attend to a family’s intergenerational issues. © Browsegrades.net

b. reject the notion of therapist as outside expert. c. are less interested in a family’s “stuck” places than are the social constructionists. d. are sometimes referred to as structuralists.

A-Head: The Family Life Cycle Framework 2.7 Which of the following is not an example of a discontinuous life style change event in a family’s history? a. Birth of a handicapped child *b.

Father’s retirement c. Birth of a child to midlife parents d. Birth of a child to a teenage girl A-Head: A Family Life Cycle Stage Model 2.8

From a family life cycle perspective, psychiatric symptoms in a family member represent: a. intrapsychic distress. b. interpersonal distress. *c. a signal that the family is having problems mastering the tasks at that stage in the cycle. d. a learned response to anxiety.

A-Head: A Family Life Cycle Stage Model 2.9

The developmental framework for studying families was first proposed by family: a. therapists. b. counselors. *c. sociologists. d. social workers.

A-Head: A Family Life Cycle Stage Model 2.10

The leading advocates today of a multidimensional, multicultural view of the life cycle concept are: a. Duvall and Hill. b. Duvall and Miller. c. Carter and Strauss. *d.

Carter and McGoldrick.

A-Head: A Family Life Cycle Stage Model

2.11

The major transition to be achieved before launching children involves: a. introducing them to school. b. introducing them to social groups. *c. experimenting with late teen independence. d. parents letting go and facing each other.

A-Head: The © Browsegrades.net Stages of Family Development

2.12

Which of the following constitutes a horizontal stressor? a. Family expectations *b.

Birth of a handicapped child c. Ethnic loyalties d. Family secrets A-Head: A Family Life Cycle Stage Model 2.13

An example of a vertical stressor is: a. a family coping with changes over time. b. dealing with family transitions. c. precocious physical development in a child. *d. attitudes passing down over generations.

A-Head: A Family Life Cycle Stage Model Most of today’s immigrants to the United States come from: a. Eastern Europe. b. Western Europe. * c.

Asia and Latin America. d.

Europe and Asia.

A-Head: A Family Life Cycle Stage Model 2.14

2.15

A shortcoming in the family life stage perspective is: a. it is explanatory rather than descriptive. b. it offers normative data on extended families only. c. it emphasizes individual difference in the timings of modal events. *d. it does not deal with transition periods between stages.

A-Head: A Family Life Cycle Stage Model 2.16

Combrinck-Graham suggests that family development frequently alternates between: *a. centripetal and centrifugal periods. b. horizontal and vertical stresses. c. stage oscillations. d. linear and circular causality.

A-Head: A Family Life Cycle Stage Model 2.17

Breunlin contends that family development usually: a. occurs in discrete shifts from stage to stage. b. occurs in discontinuous shifts from stage to stage. c. involves centripetal and centrifugal periods. *d. occurs as gradual oscillations.

A-Head: A Family Life Cycle Stage Model

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2.18

Which of the following characterizes emerging adulthood? *a.

A heightened sense of assuming responsibilities b.

Launching children c.

Initial experiences of sexual exploration d.

Consolidating gender A-Head: The Stages of Family Development A young adult’s primary developmental task is: *a. separating from one’s parents without cutting off from them. b. finding a suitable mate. c. realigning relationships with extended families. d. becoming a parent.

A-Head: The Stages of Family Development 2.19

According to the authors, the most significant milestone in a family’s life cycle is usually: a. deciding to marry. b. choosing a career. *c. the arrival of children. d. deciding on a life style.

A-Head: The Stages of Family Development 2.20

The term “suprasystem” refers to: a. husband, wife, and first child. b. husband, wife, and all children. *c. husband, wife, children, and extended family members. d. husband, wife, and in-laws.

A-Head: The Stages of Family Development 2.21

2.22

Families with an adolescent frequently must deal with: a. rule changing. b. limit setting. c. role renegotiation. *d.

All of the answers are correct.

A-Head: The Stages of Family Development As children grow up and leave home, the family’s developmental task involves: a. focusing attention on career development. b. considering retirement shortly. c. dealing with disabilities and death of grandparents. *d. creating adult-to-adult relationships between parents and children.

A-Head: The Stages of Family Development 2.23

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What Carter and McGoldrick refer to as “launching children and moving on” is called what by Gerson? a. Expansion *b.

Contraction c. Life cycling d. None of the answers are correct.

A-Head: The Stages of Family Development 2.24

2.25

About how many divorces occur annually in the US today? a.

2 million *b.

1 million c. Over 5 million d. Between 1/2 and 3/4 of a million A-Head: Other Developmental Sequences in Families Learning Objective: Recognize how individual family diversity may modify that family’s life cycle 2.26

In a joint legal custody arrangement, both parents: a. remain living together but in separate quarters of the home. b. have physical custody of the children for several days each week. *c. share decision-making regarding child raising issues. d. none of the answers are correct.

A-Head: Other Developmental Sequences in Families Learning Objective: Recognize how individual family diversity may modify that family’s life cycle 2.27

Most heads of one-parent households: *a. eventually remarry. b. are sufficiently financially secure so that they do not seek remarriage. c. avoid remarriage until their children are grown. d. can be considered to be non-custodial parents.

A-Head: Other Developmental Sequences in Families Learning Objective: Recognize how individual family diversity may modify that family’s life cycle 2.28

Custodial and non-custodial single parents share the following problems: a. arranging day-to-day child care. b. conflicting loyalties. *c. rebuilding social networks. d. returning to their family of origin homes.

A-Head: Other Developmental Sequences in Families Learning Objective: Recognize how individual family diversity may modify that family’s life cycle © Browsegrades.net

2.29

Stepfamilies typically: a. cause a disruption in the family life cycle. b. add an additional phase to the life cycle. c. require a restructuring of parent-child relationships. *d.

All of the answers are correct.

A-Head: Other Developmental Sequences in Families Learning Objective: Recognize how individual family diversity may modify that family’s life cycle 2.30

Developmentally speaking, gay and lesbian adolescents: *a. face entirely different demands to become independent as heterosexual adolescents. b. may experience greater anxiety, secrecy, and shame than heterosexual adolescents. c. have a relatively easy time “coming out” to their parents. d. experience the same anxiety over their erotic feelings as heterosexual adolescents.

A-Head: Other Developmental Sequences in Families Learning Objective: Recognize how individual family diversity may modify that family’s life cycle 2.31

Which statement below is not characteristic of lesbian parents: a. They have similar life cycle stresses to heterosexual parents. b. They may rely on donor insemination to have children. c. They may adopt children. *d.

They have children who are just as gender stereotyped as heterosexual parents.

A-Head: Other Developmental Sequences in Families Learning Objective: Recognize how individual family diversity may modify that family’s life cycle 2.32

Which of the following is not true? *a.

Gay adults are less fit parents than straight adults. b. Lesbian women do not differ from heterosexual women in their child rearing practices. c. There are 12 to 15 million children living with gay or lesbian parents in the US. d. Gay and lesbian families are as diverse as heterosexual families.

A-Head: Other Developmental Sequences in Families Learning Objective: Recognize how individual family diversity may modify that family’s life cycle 2.33 These are activities or experiences that need to be mastered at various stages in the family life cycle to enable the family to move to the next developmental stage. a.

Life © Browsegrades.net cycles

b. Family framework *c. Developmental tasks d. Multidimentsional stage A-Head: Developing a Life Cycle Perspective Learning Objective: Understand the family life cycle model 2.34 Any generalizations in the family life cycle model should be seen within the context of what? *a. Class, culture, and historical period b. Marital status c. Developmental stage d. Sexual orientation A-Head: Developing a Life Cycle Perspective Learning Objective: Understand the family life cycle model 2.35 What is the approximate percentage of gay or lesbian parents? *a. 1% b. 5% c. 10% d. None of the answers are correct.

A-Head: Other Developmental Sequences in Families Learning Objective: Recognize how individual family diversity may modify that family’s life cycle KEYWORDS/FILL IN THE BLANK 1.

The series of longitudinal stages or events that mark a family’s life, offering an organizing schema for viewing the family as a system proceeding through time.

Answer: Family life cycle 2.

A higher-level system in which other systems represent component parts and play subsystem roles.

Answer: Suprasystem 3.

Problems to be overcome and conflicts to be mastered at various stages of the life cycle, enabling movement to the next developmental stage.

Answer: Developmental tasks 4.

A post divorced family structure in which the former spouses reside in separate households and function as two separate units; although living separately, their nuclear family is thus restructured but remains intact.

Answer: Binuclear family © Browsegrades.net

ESSAY QUESTIONS 1. Critique the stage model by identifying some of the strengths and potential weaknesses of looking at a family with this particular framework.

Answers may vary.

2. Define the role of culture in the family life cycle. How does it strengthen or weaken a family’s resources through transition periods.

Answers may vary.

3. Do you agree that all families go through a family life cycle? Should family scientists try to understand the observable and definable transition periods that all families go through? Why or why not?

Answers may vary.

4. As a helping professional what do you anticipate are the most difficult family life cycle stages? Why? How do you anticipate drawing attention to life cycle issues in the therapy room?

Answers may vary.

5. Discuss how gay and lesbian families are the same and potentially different than heterosexual families. How might a family therapist approach do therapy with such a family?

Give an example.

Answers may vary.

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CHAPTER 3 Diversity in Family Functioning MULTIPLE CHOICE QUESTIONS 3.1

Which of the following is considered a gender issue? a. Patriarchal behavior b. Sexist attitudes c. Sex-based role assignments *d.

All of the answers are correct.

A-Head: Introduction 3.2

Gender-sensitive family therapy emphasizes: a. blurring differences between men and women. b. multicultural considerations. *c. overcoming sex-role stereotyping. d.

All of the answers are correct.

A-Head: Introduction 3.3

Gender differences in perception and behavior result from: a. biological factors. b. cultural factors. *c. both biological and cultural factors. d. neither biological or cultural factors.

A-Head: Gender Issues in Families and Family Therapy 3.4

Many early family therapists: a. were feminists. *b. saw men and women as having equal power. c. were especially attuned to family politics. d. acknowledged inequality between marital partners.

A-Head: Gender Issues in Families and Family Therapy Learning Objective: Describe gender in family therapy from a feminist perspective The role that her relationships with others plays in a woman’s life is emphasized by: a. Whitaker. b. Levant. *c.

Miller. d.

Minuchin.

A-Head: Gender Issues in Families and Family Therapy Learning Objective: Describe gender in family therapy from a feminist perspective 3.5

© Browsegrades.net 3.6 According to Bem, which of the following is an example of a gender schema?

*a.

What is considered masculine in society b. Aggressiveness in women c. Passivity in men d. None of the answers are correct.

A-Head: Gender Issues in Families and Family Therapy The Women’s Project in Family Therapy: a. helped introduce a feminist perspective to the field of family therapy. b. stressed the influence of gender on relationship patterns throughout a woman’s life. c. addressed conditions that help shape women’s experiences. *d.

All of the answers are correct.

A-Head: Gender Issues in Families and Family Therapy Learning Objective: Describe gender in family therapy from a feminist perspective 3.7

The Women’s Project in Family Therapy was insistent upon: a. developing special therapeutic procedures for women. b. refusing to work with individual male clients. *c. developing a nonsexist therapy. d.

All of the answers are correct.

A-Head: Gender Issues in Families and Family Therapy Learning Objective: Describe gender in family therapy from a feminist perspective 3.8

3.9

Feminist-informed therapists are especially critical of: a. the viewpoint of men’s studies. *b. the view that feeling is less mature than thinking. c. gender analysis. d. feminist family therapy.

A-Head: Gender Issues in Families and Family Therapy Learning Objective: Describe gender in family therapy from a feminist perspective 3.10

According to Gilligan, women are more apt than men to: *a. define themselves within the context of relationships. b. view nurturing as a sign of weakness. c. strive for positions of power in relationships. d. appreciate the value of isolation.

A-Head: Gender Issues in Families and Family Therapy Learning Objective: Describe gender in family therapy from a feminist perspective 3.11

Feminists are critical of the cybernetic concept of circular causality in male-female relationships because of the implication of: a. flawed family structures. b. family dysfunction. © Browsegrades.net

*c. equal power and control. d. unequal power and control.

A-Head: Gender Issues in Families and Family Therapy Hare-Mustin contends that, as opposed to men, a woman’s greater reliance on relationships can be explained as a need to please others when one lacks: a. affiliation. b. coalitions. c. social experiences. *d. power.

A-Head: Gender Issues in Families and Family Therapy 3.12

3.13

Which of the following is not characteristic of working wives today: a. are more likely to receive help from their husbands regarding domestic chores than in the past. b. continue to bear the major brunt of household chores. c. are more likely than their husbands to take responsibility for maintaining contact with parents. *d. are likely to quit their work once children come along.

A-Head: Gender Issues in Families and Family Therapy 3.14

Which of the following statements is true? *a.

Women complete graduate educations at an equal or greater rate than men. b. Pay inequalities between men and women doing the same job no longer exist. c. The modal American family today has a stay-at-home mom. d. The number of women in the professions will likely decrease.

A-Head: Gender Issues in Families and Family Therapy 3.15

Women are especially vulnerable if divorced later in life because of: a. their embeddedness in relationships. b. their orientation toward interdependence. c. their lifelong subordination of achievement to caring for others. *d.

All of the answers are correct.

A-Head: Gender Issues in Families and Family Therapy 3.16

Gender-sensitive family therapy: a. tacitly accepts cultural stereotypes of men and women. b. advocates therapist neutrality. *c. is built upon feminist family therapy. d. increasingly is becoming unnecessary as parity between men and women continues.

A-Head: Gender Issues in Families and Family Therapy Learning Objective: Describe gender in family therapy from a feminist perspective © Browsegrades.net

Men’s studies draw attention to: a. female role restrictions. *b. curtailed emotional expressiveness in men. c. remarriage rates in men and women. d. gender blindness toward women but not men.

A-Head: Gender Issues in Families and Family Therapy Learning Objective: Recognize how men’s studies have contributed to gender role awareness 3.17

3.18

Gender, power, and control issues are involved in: a. multicultural approaches to family therapy. *b. family violence. c. sexist counseling. d. None of the answers are correct.

A-Head: Gender Issues in Families and Family Therapy Learning Objective: Recognize how men’s studies have contributed to gender role awareness 3.19

One goal of gender-sensitive family therapy is to: *a. enable clients to move beyond prescribed sex roles. b. empower women but not men. c. eliminate all differences between men and women. d. reduce nonsexist thinking.

A-Head: Gender Issues in Families and Family Therapy Learning Objective: Explain the characteristics of a gendersensitive family therapist 3.20

A general cultural sensitivity to families characterizes the: a. culture-specific approach. b. ethnicity approach. *c. multicultural approach. d. family functioning approach.

A-Head: Multicultural and Culture-Specific Considerations Learning Objective: Understand how ethnicity and culture impact family life 3.21

Cultural specificity refers to: a. knowledge about who makes up a society. *b. detailed knowledge regarding unfamiliar groups. c. appreciation of the immigrant experience. d. therapist self-awareness of cultural influences.

A-Head: Multicultural and Culture-Specific Considerations Learning Objective: Understand how ethnicity and culture impact family life

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3.22

Understanding the male/female interactive patterns among Turkish-American families represents an effort to be: a. multinational. b. international. c. multicultural. *d. culture-specific.

A-Head: Multicultural and Culture-Specific Considerations Learning Objective: Understand how ethnicity and culture impact family life 3.23

Hardy & Laszloffy have proposed a to help people trace their heritage: a. genealogy search on the Internet *b. a cultural genogram c. a three-generation family conference d. None of the answers are correct.

A-Head: Multicultural and Culture-Specific Considerations Learning Objective: Understand how ethnicity and culture impact family life 3.24

Which of the following is not a factor in understanding the cultural background of client families? a. Kinship networks b. Communication styles c. The role of extended family *d.

Feedback loops A-Head: Multicultural and Culture-Specific Considerations Learning Objective: Understand how ethnicity and culture impact family life 3.25

An idiosyncratic family pattern refers to a pattern: a. unique to the culture. *b. unique to a specific family. c. common to all groups. d. None of the answers are correct.

A-Head: Multicultural and Culture-Specific Considerations Learning Objective: Understand how ethnicity and culture impact family life 3.26

Children living with unmarried mothers are: a. probably middle-class as a whole. *b. probably poor. c. likely to be self-sufficient. d. likely to seek therapy when needed.

A-Head: Gender Issues in Families and Family Therapy 3.27

The erosion of family structure among economically impoverished families often leads to: © Browsegrades.net

a. increased efforts to reorganize or strengthen family ties. *b. learning to view their own impotence as normal. c. reduced dependence on the community’s social institutions. d. All of the answers are correct.

A-Head: Gender Issues in Families and Family Therapy 3.28

Aponte contends that power is largely determined by: a. gender. b. age. *c. class membership. d. ethnic background.

A-Head: Socioeconomic Status and Family Functioning Learning Objective: Describe the effects of socioeconomic status and poverty on family functioning 3.29

In the case of single-parent families led by a teenage mother: a. the parent-child relationship predominates. b. extended family involvement is rare. c. sufficient money is available through welfare checks. *d. grandmother-mother-daughter relationships are likely to predominate.

A-Head: Socioeconomic Status and Family Functioning Learning Objective: Describe the effects of socioeconomic status and poverty on family functioning 3.30

Which of the following statements is true? a. Family therapists are likely to be middle-class in background. *b.

Family therapists are likely to be middle-class in viewpoint. c. Structural poverty is usually of recent origin. d. Most members of the underclass make their living legally.

A-Head: Socioeconomic Status and Family Functioning Learning Objective: Describe the effects of socioeconomic status and poverty on family functioning 3.31 When therapists are concerned about this, they assert that practitioners need professional competencies to work toward universal access to justice and equity for marginalized individuals and groups. *a.

Social justice b. Family violence c. None of these answers are correct. d. Both social justice and family violence A-Head: Therapy and Social Justice 3.32 Which of the following is not one of the competencies Constantine, Hage, Kindaichi, and © Browsegrades.net

Bryant believe therapists should acquire in training and practice throughout their professional lives? a. An awareness of oppression and social inequities b. Ongoing self-reflection with regard to race, ethnicity, oppression, power, and privilege c. Active questioning and challenging of inappropriate or exploitative intervention practices *d.

All of the answers are correct.

A-Head: Therapy and Social Justice 3.33 This term blames mothers for family problems: a. overinvolved mother. b. enmeshed family. c. None of the answers are correct. *d. both overinvolved mother and enmeshed family are correct.

A-Head: Gender Issues in Families and Family Therapy 3.34 In working with acculturational and adaptational issues with immigrant families, therapists need to take care to distinguish between: a. Recently arrived immigrant families. b. Immigrant American families. c. Immigrant descendent families. *d.

All of the answers are correct.

A-Head: Multicultural and Culture-Specific Considerations Learning Objective: Understand how ethnicity and culture impact family life 3.35 Which of the following is not an issue Sarmiento and Cardemil relate to family functioning and the experience of depression in immigrant Latino families? a. Ethnic background b. Socioeconomic status c. Immigration status *d.

All of the answers are correct.

A-Head: Introduction KEYWORDS/FILL IN THE BLANK 1.

A learned set of culturally prescribed attitudes and behaviors as masculine or feminine, associated with but distinct from the biological status of being male or female.

Answer: Gender 2.

A therapeutic perspective, regardless of theoretical persuasion, that examines the impact of gender socialization on the outlooks, attitudes, behaviors and © Browsegrades.net

interpersonal relationships of men and women; its aim is to empower clients to make sexistfree role choices rather than be limited by roles determined by their biological status as male or female.

Answer: Gender-sensitive family therapy 3.

Shared behaviors, meanings, symbols, and values transmitted from one generation to the next.

Answer: Culture 4.

The defining characteristics of a social grouping sharing cultural traditions transmitted over generations and reinforced by the expectations of the subgroup in which the individual or family maintains membership.

Answer: Ethnicity 5.

A form of collaborative, egalitarian, nonsexist intervention, applicable to both men and women, addressing family gender roles, patriarchal attitudes, and social and economic inequalities in male-female relationships.

Answer: Feminist family therapy ESSAY QUESTIONS 1. Discuss the contributions that feminist family therapists have provided to the field. What have been the ramifications and how has it influenced gender sensitive counseling?

Answers may vary.

2. Explain the differences between universal, cultural-specific, and idiosyncratic family patterns. How might this apply when providing family therapy, both to the family and to the therapist, and the therapist’s own “cultural filters?”

Answers may vary.

3. Discuss the appropriateness of a therapist approaching a client from a different cultural background and asking, “I don’t know much about being and would like to know more about how you feel as a person.” Would this ever be appropriate?

When? What is the client’s likely response?

Answers may vary.

4. Comment on the role of poverty in relation to gender, cultural, or ethnic identity and oppression.

Answers may vary.

5. Answer the question, “Can money buy happiness?” Include in your response a discussion of marginalization of oppressed groups and the role of the dominant culture in a market driven society.

Answers may vary. © Browsegrades.net

CHAPTER 4 Systems Theory and Systemic Thinking MULTIPLE CHOICE QUESTIONS 4.1

The way a family organizes and maintains itself at any given time refers to its: a. processes. b. power. *c. structure. d. general systems theory.

A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning 4.2

General systems theory is considered by the authors to: a. be interchangeable with cybernetic theory. *b. provide the underpinning for much of family therapy theory. c. be too narrow a concept because of its specific references to feedback mechanisms. d. arise from research at the Mental Research Institute.

A-Head: Extending Beyond the Scientific Method Learning Objective 4.3

A systems perspective: a. emphasizes S-R connections. b. supports linear explanations of behavior. c. views component parts as greater than the whole. *d. stresses wholeness or unity.

A-Head: Extending Beyond the Scientific Method Learning Objective: Discuss some characteristics of a family system 4.4

The textbook authors contend that systems theory: *a. encompasses cybernetics and general systems theory. b. replaces cybernetics and general systems theory. c. is another name for cybernetics only. d. is another name for general systems theory but not cybernetics.

A-Head: Extending Beyond the Scientific Method 4.5

The notion that there is an objectively knowable world to be observed and measured represents which viewpoint? a. Postmodernism b. Poststructuralism © Browsegrades.net

*c.

Modernism d.

None of the answers are correct.

A-Head: Critiques of Systems Theory 4.6

Feminists challenge the systems metaphor because it: a. reifies concepts. *b. ignores gender and power issues. c. overemphasizes power distinctions between men and women. d. overemphasizes feedback loops.

A-Head: Critiques of Systems Theory 4.7

By marital quid pro quo, Jackson was referring to: *a. an exchange of benefits between marital partners. b. role overload. c. discontinuous changes in the family life cycle. d. All of the answers are correct.

A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning 4.8

Families interact in repetitive behavioral sequences. This is known as: a. boundary rules. b. homeostasis. *c. the redundancy principle. d. the rule repetition phenomenon.

A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning 4.9

Family rules directing what may or may not occur between members can be considered to be: a. descriptive. *b. metaphoric. c. prescriptive. d. intrapsychic.

A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning 4.10

Metarules are: a. always constructive. b. always destructive. c. unstated family secrets. © Browsegrades.net

*d. unstated family directives.

A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning 4.11

Most family rules are: a. overtly stated. *b. unwritten and covertly stated. c. unchangeable as long as the family remains a functioning unit. d. not open to negotiation once the rules are established.

A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning A family’s metarules refers to: *a. rules about the rules. b. discarded rules. c. flexible family rules. d. inflexible family rules.

A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning 4.12

4.13

Family therapist Virginia Satir helped families: a. set up written contracts stating agreed-upon family rules. b. de-emphasize their feelings and avoid topics causing family pain. c. follow rules she establishes for them. *d. recognize their unwritten rules.

A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning 4.14

Homeostasis refers to: a. the tendency within a family for persons of the same sex to band together. b. roles within a family being assigned according to traditional sex roles. *c. the inclination of a system to maintain a dynamic equilibrium around a central tendency. d.

None of the answers are correct.

A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning

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4.15

In families labeled as pathogenic, demands by an adolescent for a rule change would likely be met with: a. encouragement since it showed independence. *b. increased rigidity regarding the retention of rules. c. increased flexibility because all members sought changes. d. a reexamination of all family rules.

A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning Advocates of a new epistemology, such as Dell, view the therapist’s role as: a. restoring the family’s former homeostatic balance. *b. searching for new levels of balance. c. remaining outside observers. d. None of the answers are correct.

A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning 4.16

4.17

Returned information regarding the consequences of an event is called: *a. feedback. b. positive feedback. c. negative feedback. d. negative information processing.

A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning “Attenuated feedback loops” is suggested in the text as a better term for: *a. negative feedback. b. positive feedback. c. alternating positive and negative feedback. d. None of the answers are correct.

A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning 4.18

4.19

Another name for an amplifying loop is: a. negative feedback. *b. positive feedback. c. alternating positive and negative feedback. d. None of the answers are correct.

A-Head: Extending Beyond the Scientific Method © Browsegrades.net

Learning Objective: Describe potential problems with using only the scientific method to explain family functioning 4.20

Which of the following statements is true? a. Feedback loops refer to escalating quarreling patterns between spouses. *b.

Negative feedback is corrective, adjusting the input and returning the system to a steady state. c. Positive feedback is corrective, adjusting the input and returning the system to a steady state. d. Information processing refers to the set of family rules developed through the life cycle.

A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning 4.21

Negative and positive feedback loops are: a. bad and good respectively. b. good and bad respectively. *c. neither intrinsically good or bad. d. invariably destabilizing.

A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning Anthropologist Bateson has defined as “a difference that makes a difference.” a. love b. family life patterns c. the environment *d. information A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning 4.22

4.23

According to the text, which subsystem is most basic in a family? *a.

Spousal b. Parental c. Sibling d. All are equally basic A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning

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4.24

Which of the following is not considered to be an enduring subsystem? a.

Spousal *b.

Gender c.

Sibling d.

Parental A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning 4.25

The elements of a system are delineated by its: a. units. *b. boundaries. c. feedback mechanisms. d. None of the answers are correct.

A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning 4.26

The of subsystem boundaries is more important for effective family function than the composition of the family subsystems. a. composition b. age c. size *d. clarity A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning 4.27

Closed systems tend to become disorganized and go into disorder. This is known as: *a. entropy. b. negentropy. c. homeostasis. d. cybernetics.

A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning 4.28

The more open a family, the more: *a. adaptable to rule change. b. resistant to changing customary interactive patterns. c. the risk of eventual dysfunction. d. boundaries are difficult to cross.

A-Head: Extending Beyond the Scientific Method © Browsegrades.net

Learning Objective: Describe potential problems with using only the scientific method to explain family functioning 4.29

Families that live in relative isolation, communicating primarily among themselves, are apt to become: a. disengaged systems. *b. relatively closed systems. c. totally closed systems. d. negentropic.

A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning 4.30

Which of the following is not an example of a larger system with which problematic families may engage? a. Schools b. Health care clinics *c.

Open systems d.

Probation departments A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning 4.31

The consultant who takes the interaction of two systems into account is using which approach? *a.

Ecosystemic b. Interactional c. Relational d. None of the answers are correct.

A-Head: Families and Larger Systems 4.32

Which of the following does not characterize the immigrant Indian family described in the text: a. was a working class family. b. represented a relatively open system in their native country. c. reacted to immigration by becoming a more closed system. *d. reacted to immigration by becoming a more open system in their new country.

A-Head: Extending Beyond the Scientific Method Learning Objective: Describe potential problems with using only the scientific method to explain family functioning 4.33 The theory of social ecology, including four levels of influence, was proposed by: a. Jackson. © Browsegrades.net

b. Dell. c. Satir. *d.

Bronfenbrenner.

A-Head: Extending Beyond the Scientific Method Learning Objective: Explain systemic functioning using a paradigm or descriptive model 4.34

Which of the following is a school-related intervention program based upon a social ecological viewpoint? *a.

Multisystemic therapy b. Multiphasic therapy c. Psychosocial therapy d. Family-school therapy A-Head: Families and Larger Systems 4.35

In the example offered in the text by Imber-Black, a family interacted with five larger systems. One negative consequence of such an arrangement is: a. differences in beliefs among the helpers might surface. b. differences in approaches might surface. c. competing definitions of the problem might occur. *d.

All of the answers are correct.

A-Head: Families and Larger Systems 4.36

Ecomaps are: a. drawings by adult family members. *b. devices for depicting a family’s connection to a larger system. c. school learning projects. d. a child’s depiction of his or her family.

A-Head: Systemic Thinking in Family Therapy Practice Learning Objective: Apply systemic thinking to family therapy KEYWORDS/FILL IN THE BLANK 1.

Repetitive behavioral sequences within a family.

Answer: Redundancy principle 2.

Those circular mechanisms by which information about a system’s output is continuously reintroduced back into the system, initiating a chain of subsequent events.

Answer: Feedback loops 3.

A dynamic state of balance or equilibrium in a system, or a tendency toward achieving and maintaining such a state in an effort to ensure a stable environment. © Browsegrades.net

Answer: Homeostasis 4.

The tendency of a system to remain flexible and open to new input, necessary for change and survival of the system.

Answer: Negentropy ESSAY QUESTIONS 1. Discuss some of the components of a system as it applies to the family. What are the key concepts and how are they related?

Answers may vary.

2. Explain what feedback loops are. Discuss the differences between negative and positive feedback and provide some examples of how these concepts might be evidenced within the family.

Answers may vary.

3. How does a systems theory approach challenge previously held ideas about mental health and wellness?

Answers may vary.

4. Describe a systemic interchange that occurred in your family and determine whether or not the outcome produced change to your family system or the system remained unchanged.

Answers may vary.

5. Compare your family as a system using the separate systems inside your body as a metaphor. (For example, big brother was the heart of our family, mom was always the brains of the operation, and Dad was the feet…because he walked out on us.) Include extended family as appropriate or as defined by your culture. Get as expressive as necessary to paint a picture of your family.

Answers may vary.

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CHAPTER 5 Origins and Growth of Family Therapy MULTIPLE CHOICE QUESTIONS 5.1

Most authorities consider the family therapy movement to have gotten underway: a. shortly after World War I. *b. shortly after World War II. c. during the late 1960s. d. early in the current century.

A-Head: Historical Roots of Family Therapy Learning Objective: Explain key developments in the historical roots of family therapy 5.2

Which of the following is not considered by the authors as a root of family therapy? a. Group therapy b. The child guidance movement c. Marriage counseling *d.

Cognitive development A-Head: Group Dynamics and Group Therapy, The Child Guidance Movement, Marriage and Premarriage Counseling Learning Objective: Explain at least one trend in each decade of the progressive development of family therapy; Describe how marital and sex counseling played a role in the origins of family therapy; Discuss how the child guidance movement and group therapy influenced the emergence of family therapy 5.3

A schizophrenogenic mother is one who: a. is simultaneously angry and guilty over her anger. *b. is possessive and guilt-producing. c. marries a domineering husband. d. becomes schizophrenic with the birth of her first child.

A-Head: Studies of Schizophrenia and the Family 5.4

Research with schizophrenics and their families was carried out during the 1950s in all but one of the following places. Which one does not fit? a. National Institute of Mental Health b. Palo Alto Veterans Hospital c. Yale Psychiatric Institute *d.

Ackerman Institute A-Head: Studies of Schizophrenia and the Family 5.5

The study of paradoxes of communication in animals as well as humans is associated with the name of: a. Waxler. b. Fisher. © Browsegrades.net

*c.

Bateson. d.

Miller.

A-Head: Studies of Schizophrenia and the Family 5.6

The double-bind concept was first introduced to account for the development of: a. anorexia nervosa. b. both anxiety and depression. c. substance abuse. *d. schizophrenia.

A-Head: Studies of Schizophrenia and the Family 5.7

Which of the following does not characterize a double-bind situation? a. An ongoing relationship involving at least two people b. Contradictory injunctions c. An inability to escape the situation *d.

Parental yielding to infantile demands A-Head: Studies of Schizophrenia and the Family 5.8

One criticism of the double-bind concept is its: *a. linear outlook. b. circular outlook. c. paradoxical outlook. d. psychodynamic outlook.

A-Head: Studies of Schizophrenia and the Family 5.9

In a marital schism situation, each partner: a. overprotects the other. b. neglects the other. c. forms a coalition with the other. *d. undermines the other.

A-Head: Studies of Schizophrenia and the Family 5.10

Male schizophrenics are believed by Lidz to come from families where there is: *a. marital skew. b. marital schism. c. an absent father. d. an absent mother.

A-Head: Studies of Schizophrenia and the Family 5.11

Bowen studied families with schizophrenic members, especially their: a. marital disharmony. *b. symbiotic mother/child interactions. c. neurotic parents. © Browsegrades.net

d. psychotic parents.

A-Head: Studies of Schizophrenia and the Family One of Bowen’s innovative research techniques was: *a. to have families move in with their hospitalized schizophrenic member b. to study double-bind messages in schizophrenic’s families c. to study double-bind messages in normal families d. all of the answers are correct A-Head: Studies of Schizophrenia and the Family 5.12

5.13

Pseudomutuality refers to: a. hostile exchanges between family members. *b. the appearance of an open relationship without really having one. c. the development of strong personal identities among family members. d. None of the answers are correct.

A-Head: Studies of Schizophrenia and the Family Wynne’s concept of a rubber fence refers to: a. locked hospital wards. b. closed family systems. *c. shifting boundaries around a family. d. easy access to a psychiatric hospital.

A-Head: Studies of Schizophrenia and the Family 5.14

5.15

Of the following, who is not considered a founder of marriage counseling? *a.

Nathan Ackerman b. Paul Popenoe c. Abraham & Hannah Stone d. Emily Mudd A-Head: Marriage and Premarriage Counseling Learning Objective: Describe how marital and sex counseling played a role in the origins of family therapy 5.16

Most marriage counseling or marital therapy practiced today takes which of the following forms? a. Collaborative *b.

Conjoint c. Concurrent d. Complementary A-Head: Marriage and Premarriage Counseling Learning Objective: Describe how marital and sex counseling played a role in the origins of family therapy

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5.17

Alfred Adler is generally credited with founding: *a. the child guidance movement. b. psychoanalysis. c. family therapy. d. None of the answers are correct.

A-Head: The Child Guidance Movement Learning Objective: Discuss how the child guidance movement and group therapy influenced the emergence of family therapy 5.18

The group therapy technique whereby a stage is utilized and the patient acts out significant life events in front of an audience is called: a. psychotheatrics. *b. psychodrama. c. theater for now. d. None of the answers are correct.

A-Head: Group Dynamics and Group Therapy Learning Objective: Explain at least one trend in each decade of the progressive development of family therapy 5.19

Family therapy gained its initial legitimacy during the 1950s by: *a. emphasizing research over treatment. b. emphasizing treatment over research. c. hospitalizing entire families. d. practicing experiential family therapy.

A-Head: Group Dynamics and Group Therapy Learning Objective: Explain at least one trend in each decade of the progressive development of family therapy 5.20

The published works of both and Ackerman are generally credited with launching the field of family therapy. a. Bowlby b. Jackson c. Wynne *d.

Bell A-Head: Group Dynamics and Group Therapy Learning Objective: Explain at least one trend in each decade of the progressive development of family therapy 5.21

The authors consider all but one of the following to be the major founders of family therapy: a. Ackerman. b. Whitaker. *c.

Miller. © Browsegrades.net

d.

Jackson.

A-Head: The Evolution of Family Therapy 5.22

A major value of the introduction of the one-way mirror in the 1950s was in: a. viewing schizophrenia up close. *b. providing clinical confirmation of circular causality. c. making sure all family members attended the session. d. allowing insurance companies on-site therapist assessment.

A-Head: The Evolution of Family Therapy 5.23

The first journal devoted exclusively to family therapy, and edited by Jay Haley, appeared in 1962. Its name? a. Family Therapy b. Journal of Family Therapy *c.

Family Process d.

The Family Coordinator A-Head: The Evolution of Family Therapy 5.24

An outstanding example, in the 1960s, of research relevant to family therapy was carried out by Minuchin and his associates at the: a. Ackerman Institute. b. Yale Psychiatric Institute. c. Family Studies Section of NIMH. *d.

Wiltwyck School.

A-Head: The Evolution of Family Therapy 5.25

The Philadelphia Child Guidance Clinic is especially known for their work with: a. schizophrenics. b. delinquent boys. *c. psychosomatic families. d. schizophrenogenic mothers.

A-Head: The Evolution of Family Therapy 5.26

Relying heavily on learning theory at first, prominence in the 1960s. a. structural b. strategic c. psychodynamic *d. behavior A-Head: The Evolution of Family Therapy 5.27

theory first came into

When Beels and Ferber classified the leading family therapists in 1969, they distinguished two types, conductors and: © Browsegrades.net

a. crisis-inducers. b. responders. *c. reactors. d. active, aggressive therapists.

A-Head: The Evolution of Family Therapy 5.28

Which of the following is not a criticism by feminists of existing practices as: a. favoring masculine values. b. devaluing nurturance. c. based on male development. *d. all the theorists were men.

A-Head: The Evolution of Family Therapy 5.29

The largest organization of family therapists is the: a. American Family Therapy Association. b. American Family Therapy Academy. c. American Psychiatric Association. *d.

American Association for Marriage and Family Therapy.

A-Head: The Evolution of Family Therapy 5.30

Collaborating with medical colleagues, the subspecialty of the 1980s. a. psychological systems *b. medical family therapy c. epistemology d. None of the answers are correct.

A-Head: The Evolution of Family Therapy 5.31

arose in

The underlying patterns of family life were said by the new epistemologists to be best captured by the: a. pragmatic approach. *b. aesthetic approach. c. psychodynamic approach. d. None of the answers are correct.

A-Head: The Evolution of Family Therapy 5.32

Managed care programs have led to: a. a search for brief techniques. b. restrictions on independent practice. c. efforts at cost containment. *d.

All of the answers are correct.

A-Head: The Evolution of Family Therapy

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5.33

According to the text, there is a developing trend toward: a. a proliferation of schools of family therapy. b. narrowing the number of approaches to three. *c. integration of approaches. d. factions developing within each school of family therapy.

A-Head: The Evolution of Family Therapy 5.34

The view that there are multiple versions of reality within a family comes from the: a. psychoanalysts. b. object relations theorists. c. first-order cyberneticists. *d. constructionists.

A-Head: The Evolution of Family Therapy 5.35

One current trend in family psychology is the emphasis on: a. systems theory. *b. an ecosystemic analysis. c. first order cybernetics. d. None of the answers are correct.

A-Head: The Evolution of Family Therapy 5.36

Outcome research in family therapy is moving in the direction of: a. process studies. b. studies of marital schism. c. studies of marital skew. *d. evidence-based practice.

A-Head: The Evolution of Family Therapy

5.37 Which of the following is not a core competency as defined by the AAMFT? a. Clinical assessment and diagnosis b. Awareness of ethical issues related to the profession *c. Prioritizing systems thinking over concerns of diversity when conflicts between them arise d. The ability to determine a treatment plan A-Head: The Evolution of Family Therapy KEYWORDS/FILL IN THE BLANK 1.

According to Fromm-Reichmann, a cold, domineering, possessive but rejecting mother (usually married to an inadequate, passive husband) whose behavior toward her son is thought to be a determining factor in his schizophrenic behavior.

Answer: Schizophrenogenic mother

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2.

The view that an individual who receives important contradictory injunctions at different levels of abstraction, and about which he or she is unable to comment, is in a no-win, conflict-producing situation.

Answer: double-bind concept 3.

A homeostasis-seeking relationship between and among family members that gives the surface appearance of being open, mutually understanding, and satisfying, when in fact it is not.

Answer: Pseudomutuality 4.

The intervention technique developed by Bell based on socialpsychological principles of small-group behavior.

Answer: Family group therapy ESSAY QUESTIONS 1. Describe in some detail what was attempted in the schizophrenia research. Who were the teams and what did they achieve in their effort?

Answers may vary.

2. Discuss the evolution of the family therapy field by highlighting some of the key themes and the progression of development by which the field has gained significant prominence.

Answers may vary.

3. What are some of the benefits and problems associated with family therapy’s antiestablishment origins?

Answers may vary.

4. Discuss the role of health insurance and managed care in either pushing family therapists into, or excluding them, from the mainstream of other mental health disciplines.

Answers may vary.

5. What is the importance and significance of the proliferation of professional family therapy journals in the 1980s?

Answers may vary.

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CHAPTER 6 Professional Issues and Ethical Practices MULTIPLE CHOICE QUESTIONS 6.1

Family therapists have sought licensing because: a. they want legal recognition. b. the public equates licensing with professionalism. c. reimbursements from health plans require licensing. *d.

All of the answers are correct.

A-Head: Professional Issues Learning Objective: Explain preparation for licensure and the importance of licensure for those who practice family therapy 6.2

A law regulates who may practice in a state. a. credentialing b. certification *c. licensing d. accreditation A-Head: Professional Issues Learning Objective: Explain preparation for licensure and the importance of licensure for those who practice family therapy 6.3

A certification law: *a. certifies who may use a title such as family therapist. b. certifies who may practice family therapy. c. is stronger than a licensing law. d. is equivalent to a licensing law.

A-Head: Professional Issues Learning Objective: Explain preparation for licensure and the importance of licensure for those who practice family therapy 6.4

Mandating that certain courses be taken before license renewal is called: a. peer review. *b. continuing education. c. accreditation. d. None of the answers are correct.

A-Head: Professional Issues Learning Objective: Explain preparation for licensure and the importance of licensure for those who practice family therapy 6.5

Marital/family therapy is regulated in how many states? *a.

All 50 b. © Browsegrades.netBetween 40 and 50

c. Less than 20 d. In only 5 states at this time A-Head: Professional Issues Learning Objective: Explain preparation for licensure and the importance of licensure for those who practice family therapy 6.6

Peer review refers to: a. class discussion of cases. b. review courses for state licensing exams. *c. independent evaluation by a colleague of one’s procedures. d.

None of the answers are correct.

A-Head: Professional Issues 6.7

Peer consultation groups typically involve: *a. independent private practice. b. continuing education courses. c. co-therapy. d. prepaid insurance.

A-Head: Professional Issues 6.8

Managed care programs typically involve: a. independent private practice. b. continuing education courses. c. co-therapy. *d. prepaid insurance.

A-Head: Professional Issues Learning Objective: Describe the managed-care system and how it influences the provision of family therapy 6.9

Managed care plans require: a. fee for service providers. *b. preauthorization before therapy. c. psychiatric supervision. d. All of the answers are correct.

A-Head: Professional Issues Learning Objective: Describe the managed-care system and how it influences the provision of family therapy 6.10

In a managed care setup, therapists are usually referred to as: a. psychologists. b. counselors. *c. providers. d. © Browsegrades.netNone of the answers are correct.

A-Head: Professional Issues Learning Objective: Describe the managed-care system and how it influences the provision of family therapy 6.11

In a typical managed care arrangement: *a. therapists must submit written treatment plans. b. fees are set by the therapist. c. referrals come from all areas. d. there are unlimited sessions.

A-Head: Professional Issues Learning Objective: Describe the managed-care system and how it influences the provision of family therapy 6.12

The emergence of managed care has: *a. decreased the freedom of solo practitioners. b. decreased the need for time-limited therapeutic procedures. c. increased the freedom of solo practitioners. d. encouraged long-term treatment.

A-Head: Professional Issues Learning Objective: Describe the managed-care system and how it influences the provision of family therapy 6.13

Which of the following is not a likely ground for bringing a suit for malpractice? a. Ineptitude b. Carelessness c. Negligence *d.

Scheduling error A-Head: Professional Issues 6.14

Which of the following is a true statement? a. Practitioners are expected to make correct judgments. b. Practitioners are expected to predict the future behavior of their clients. *c.

Practitioners are expected to be informed and act in good faith. d.

Practitioners are expected to deliver within an 85% range of symptom remediation.

A-Head: Maintaining Ethical Standards 6.15

The most common grounds for a malpractice suit is: *a. sexual involvement with a client. b. business arrangements with a client. c. divorce following therapy. d. unsuccessful treatment.

A-Head: Professional Issues © Browsegrades.net

Learning Objective: Define malpractice and discuss three specific types of malpractice in family therapy

6.16

Clients need to be told of the possible risks before commencing treatment. This is an example of: a. peer review. b. malpractice. c. privileged communication. *d. informed consent.

A-Head: Maintaining Ethical Standards 6.17

Which of the following is not an element in a malpractice suit? a. A breached standard of care *b.

Therapist intentions c. Plaintiff harm d. Negligence A-Head: Professional Issues Learning Objective: Define malpractice and discuss three specific types of malpractice in family therapy 6.18

One way to avoid successful malpractice suits is to: a. document treatment plans. b. consult with colleagues. c. do not go outside your area of competence. *d.

All of the answers are correct.

A-Head: Maintaining Ethical Standards An ethical code violation such as inappropriate advertising of one’s services is likely to be met with a level sanction by the APA. a. expulsion *b. educative c. reprimand d. censure A-Head: Maintaining Ethical Standards Learning Objective: Explain the purpose of professional organization ethics codes and discuss two ethical issues common in family therapy 6.19

6.20

Defrauding insurance carriers is likely to be met with a sanction by the APA. *a. expulsion b. educative c. reprimand © Browsegrades.net

level

d. censure A-Head: Maintaining Ethical Standards Learning Objective: Explain the purpose of professional organization ethics codes and discuss two ethical issues common in family therapy 6.21

Continuing or dramatic misconduct by a member of APA that results in a hazard to clients or the public could lead to: a. an educative warning. b. an educative advisory. *c. expulsion. d. a mandated CE course.

A-Head: Maintaining Ethical Standards Learning Objective: Explain the purpose of professional organization ethics codes and discuss two ethical issues common in family therapy 6.22

The AAMFT Code of Ethics covers all but one of the following. Which one is not covered? a. Confidentiality b. Advertising c. Financial arrangements *d.

Training A-Head: Maintaining Ethical Standards Learning Objective: Explain the purpose of professional organization ethics codes and discuss two ethical issues common in family therapy 6.23

Which of the following is not an example of an ethical issue in family therapy is: a. to whom the therapist owes primary loyalty. b. how to deal with confidentiality. c. when and how to diagnostically label family members. *d. a diagnositic disagreement with a supervisor.

A-Head: Maintaining Ethical Standards “Family therapy may be hazardous to your health.” This statement points to the fact that: a. symptoms may develop in the course of treatment. *b. what most benefits the family as a whole may not be best for each member. c. stress may accompany participation. d. smoking is rarely allowed during therapy sessions.

A-Head: Maintaining Ethical Standards 6.24

6.25

In the case of detected child abuse, the therapist should: a. deliberate on whether to report it, depending on circumstances. b. © Browsegrades.netwait until therapy is over before reporting it.

*c. d.

report it immediately to the police or child welfare agency. work out the problem with the family without reporting it to the proper authorities.

A-Head: Maintaining Ethical Standards In the case of parental abuse of a child described in the text, the therapist’s priority is: *a. the child’s welfare. b. maintaining confidentiality. c. exposing family secrets. d. questioning the possibility of incest between the father and daughter.

A-Head: Maintaining Ethical Standards 6.26

6.27

Protecting a client from unauthorized disclosures by the therapist without prior consent is called: a. information disclosure. b. communication privileges. c. right to silence. *d. confidentiality.

A-Head: Maintaining Ethical Standards 6.28

The Health Insurance Portability and Accountability Act (HIPAA) is intended to: a. support HMOs over fee-for-services delivery. *b. protect the security of health information transmitted by practitioners. c. discourage private practice. d. increase the number of practitioners in rural areas.

A-Head: Maintaining Ethical Standards 6.29

A legal exception to confidentiality maintenance occurs in the case of: a. clients telling therapists secrets. b. husbands and wives divulging secrets in individual sessions. *c. divulging information to third-party payors. d. client admits to a fantasy of killing someone.

A-Head: Maintaining Ethical Standards 6.30

A therapist who determines that there is imminent danger to someone the client vows to harm should: *a. warn the potential victim. b. maintain client confidence. c. wait to see if the threat is carried out. d. remain neutral.

A-Head: Maintaining Ethical Standards

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6.31

Which of the following is not relevant with respect to informed consent before commencing therapy: a. describing procedures. b. describing the limits of confidentiality. c. risks of possible negative outcomes. *d. describing the techniques the therapist plans to use in treatment.

A-Head: Maintaining Ethical Standards Who “owns” the right to waive privilege regarding information obtained during a conjoint session? a. The therapist b. The husband or the wife *c.

The couple d.

The courts A-Head: Maintaining Ethical Standards 6.32

6.33

Supervisees should inform clients that: a. they are being supervised. b. they can not guarantee complete confidentiality. c. the session may be recorded. *d.

All of the answers are correct.

A-Head: Maintaining Ethical Standards 6.34

Which of the following is true? a. E-therapy is illegal. b. E-therapy has been shown to be more effective than onsite therapy. *c.

To minimize possible liability exposure, therapists should disclose possible advantages and drawbacks to using the internet for therapy. d.

The courts have stipulated circumstances when e-therapy should not be used.

A-Head: Maintaining Ethical Standards 6.35 Psychiatric consultants may be called upon for evaluation or to hospitalize a client if the family therapist lacks hospital privileges or has not dealt with hospitalization in his or her training. a. mental b. marital c. emotional *d. medical A-Head: Maintaining Ethical Standards KEY WORDS/FILL IN THE BLANK 1. © Browsegrades.net

A statutory process established by a government agency, usually

a state or province, granting permission to persons, having met predetermined qualifications, to call themselves by a particular title, and prohibiting the use of that title without a certificate.

Answer: Certification 2.

An ethical standard aimed at protecting client privacy by ensuring that information received in a therapeutic relationship will not be disclosed without prior client consent.

Answer: Confidentiality 3.

The legal rights of patients or research subjects to be told of the purposes and risks involved before agreeing to participate.

Answer: Informed consent 4.

A legal concept addressing the failure to provide a level of professional skill or render a level of professional services ordinarily expected of professionals in a similar situation.

Answer: Malpractice 5.

A system in which third-party payers regulate and control the cost, quality, and terms of treatment of medical (including mental health) services.

Answer: Managed care 6.

A legal concept protecting a client’s disclosure to a therapist from being revealed in court; if the client waives the right, the therapist has no legal grounds for withholding the information.

Answer: Privileged communication ESSAY QUESTIONS 1. Discuss the importance of regulating marriage and family therapy as a professional practice.

Include in your answer the benefits to the public as well as to the profession.

Answers may vary.

2. How has managed care improved and detracted from mental health care service delivery?

Discuss your answer from the perspective of both the practitioner and the client.

Answers may vary.

3. What is the role of a code of ethics? Does a code of ethics assure the ethical treatment of clients? Why? Why not?

Answers may vary.

4. Discuss the significance of training and supervision. How does continuing education and supervision/consultation contribute to life long learning and professional development?

Answers may vary. © Browsegrades.net

5. Discuss the role of confidentiality in family therapy. Under what circumstances can confidentiality be compromised?

Answers may vary.

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CHAPTER 7 Psychodynamic Models MULTIPLE CHOICE QUESTIONS 7.1

According to the textbook, the trend in family therapy today is toward: a. psychoanalytic approaches. *b. eclecticism. c. psychodynamic interpretations. d. evidence-based practice.

A-Head: Introduction to the Established Schools of Family Therapy 7.2

Which integrative theory has emerged as dominant in the field of family therapy? a. Psychoanalysis b. Structural theory c. Cognitive theory *d.

No theory has emerged A-Head: Introduction to the Established Schools of Family Therapy A “good” theory should be: a. verifiable. b. parsimonious. c. empirically valid. *d.

All of the answers are correct.

A-Head: The Place of Theory Learning Objective: Explain the role of theory as the foundation for various approaches to family therapy 7.3

7.4

An empirically valid theory: *a. confirms predictions. b. requires experimental proof. c. is subject to narrative analysis. d. always contradicts clinical.

A-Head: The Place of Theory Learning Objective: Explain the role of theory as the foundation for various approaches to family therapy 7.5

In the famous case of Little Hans, in which the child feared leaving his house for fear of being bitten by a horse: a. Freud treated the whole family. *b. the treatment was carried out by the father, under Freud’s guidance. c. Bowen worked with the boy and his father together. d. Bowen never saw Hans, but worked with his parents.

A-Head: Psychodynamic Models: Some Historical Considerations © Browsegrades.net

Learning Objective: Trace the history of psychodynamic family therapy, noting the impact of three pioneers 7.6

Sullivan emphasized all but one of the following as emerging from early mother-child relationships. Which one does not belong? a. Bad me b. Not me *c.

Real me d.

Good me A-Head: Psychodynamic Models: Some Historical Considerations Learning Objective: Trace the history of psychodynamic family therapy, noting the impact of three pioneers 7.7

Two leading family therapists, Don Jackson and Murray Bowen, trained under American psychiatrist: a. Gregory Bateson. b. Nathan Ackerman. *c.

Harry Stack Sullivan. d.

Alfred Adler.

A-Head: Psychodynamic Models: Some Historical Considerations Learning Objective: Trace the history of psychodynamic family therapy, noting the impact of three pioneers 7.8

Which of the following models of family interaction is based largely on the psychoanalytic model? *a.

Psychodynamic b. Communication c. Structural d. Behavioral A-Head: The Psychodynamic Outlook 7.9

Object relations therapy is a: a. form of experiential family therapy. b. subset of behavior therapy developed by Bandura. *c. form of psychoanalysis therapy developed in Britain. d. major contribution of Nathan Ackerman.

A-Head: Object Relations Therapy 7.10

According to Ackerman, family dysfunction reflects: *a. a failure of role complementarity. b. learned maladaptive or problematic behavior. c. a struggle for power. d. © Browsegrades.netNone of the answers are correct.

A-Head: The Psychodynamic Outlook Learning Objective: Explain two key concepts from Ackerman’s model or an object relations approach to family therapy 7.11

Ackerman used the term to describe several disabilities within a family which depend on each other for expression or control. a. family ego mass b. triangulation *c. interlocking pathology d. marital schism A-Head: Object Relations Therapy In Ackerman’s approach: *a. both office interviews and home visits were employed. b. office visits are common but home visits were avoided. c. all therapeutic work with the family occurs in the home. d. both office interviews and home visits are avoided by seeing families in a hospital setting.

A-Head: The Psychodynamic Outlook Learning Objective: Explain two key concepts from Ackerman’s model or an object relations approach to family therapy 7.12

By “tickling the defenses” Ackerman meant: a. forcing members to expose their defensiveness. *b. catching members off guard and exposing their self-justifying rationalizations. c. stripping members of all their defenses against anxiety. d. using somatic techniques to relax defenses.

A-Head: The Psychodynamic Outlook Learning Objective: Explain two key concepts from Ackerman’s model or an object relations approach to family therapy 7.13

7.14

Object relations theory evolved from the study of: a. objective analyses of other persons. b. object constancy. *c. early mother-infant relationships. d. father/mother/siblings bonding.

A-Head: Object Relations Therapy Object relations theorists believe the infant’s need for development of the self. a. positive reinforcements b. tenderness *c. attachment © Browsegrades.net 7.15

influences the

d. nutrients A-Head: Object Relations Therapy

7.16

Which of the following would not be considered to be a part of the British Middle School: a. Winnicott. b. Fairbairn. c. Balint. *d.

Framo.

A-Head: Object Relations Theory 7.17

Who is usually credited as the first object relations theorist? *a.

Melanie Klein b. Anna Freud c. James Framo d. Robin Skynner A-Head: Object Relations Theory 7.18

The initial formulations regarding attachment theory were developed by: a. Ainsworth. b. Kohut. *c.

Bowlby. d.

Adler.

A-Head: Postscript: Attachment Theory and Neuroscience 7.19

When a child internalizes the image of his mother into a good object and a bad object, he is engaging in: a. projective identification. *b. splitting. c. identifying. d. differentiating.

A-Head: Object Relations Theory 7.20

Defending against anxiety by externalizing unwanted parts of oneself onto others is called: a. introjection. b. projection. c. rationalization. *d. projective identification.

A-Head: Object Relations Theory 7.21 The focus of object relations theory is: © Browsegrades.net

a. monadic. *b. dyadic. c. triadic. d. None of the answers are correct.

A-Head: Object Relations Theory Framo’s outlook on family functioning is based on which theory? a. Intergenerational theory b. Multigenerational theory c. Object constancy theory *d.

Object relations theory A-Head: Object Relations Therapy 7.22

7.23

Framo may be considered to have built his theories on the earlier formulations of: a. Fairbairn and Rogers. b. Rogers and Dicks. *c.

Fairbairn and Dicks. d.

Ackerman and Bowen.

A-Head: Object Relations Therapy 7.24

Framo utilizes all but one of the following in his family therapy: *a. individual sessions with each spouse separately. b. couple groups. c. the occasional use of a female co-therapist. d. conjoint sessions.

A-Head: Object Relations Therapy One highlight of Framo’s approach is the: a. family loyalty explorations. *b. family of origin conferences. c. parent-adolescent rap sessions. d. contextual approach.

A-Head: Object Relations Therapy 7.25

7.26

A spouse who projects undesired aspects of oneself onto a partner and then fights these characteristics in that mate is engaging in: *a. projective identification. b. projective techniques. c. sculpting. d. projective reintegration.

A-Head: Object Relations Theory

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7.27

The family therapy approach that comes closest to classical psychoanalytic theory is that offered by: a. Kohut. b. Ackerman. *c.

Scharff. d.

Framo.

A-Head: Object Relations Therapy 7.28

Object Relations Family Therapy emphasizes the basic human need for: a. sexual gratification. b. the release of aggression. c. experiences. *d. attachment.

A-Head: Object Relations Therapy 7.29

Therapist interpretations are an integral part of: a. experiential family therapy. b. contextual therapy. *c. object relations family therapy. d.

None of the answers are correct.

A-Head: Object Relations Therapy 7.30

A holding environment refers to: *a. a caring and nurturing environment that supports “good enough” development. b. physical contact with a therapist. c. parental neglect. d. a waiting area in a psychiatric hospital.

A-Head: Object Relations Therapy 7.31

The Scharffs consider their treatment to be successful by the degree to which the family: a. reports fewer hostile exchanges. *b. masters developmental stresses. c. avoids coalitions. d. avoids alliances.

A-Head: Object Relations Therapy 7.32. For which of the following is interpretation an essential part of the therapy? a. White b. Anderson c. de Shazer *d.

Scharff A-Head: Object Relations Therapy © Browsegrades.net

In Kohut’s system, selfobjects refer to: a. childhood play objects. b. transitional objects in childhood. *c. self-sustaining psychic function that takes place within a self in its relationship to others that supports the self in its development. d. the development of the self into an object.

A-Head: Kohut and Self Psychology 7.33

7.34

Kohut viewed narcissism as: a. a pathological condition of self-absorption. *b. a normal stage of development. c. disappearing after adolescence. d. concern for the welfare of others.

A-Head: Kohut and Self Psychology 7.35

In intersubjective psychoanalysis, the theoretical location within which unconscious activity occurs is called: a. the inter-relational matrix. b. the intersubjective dyad. c. the self-object. *d. the intersubjective field.

A-Head: Intersubjective Psychoanalysis Learning Objective: Compare and contrast self psychology and intersubjectivity 7.36

During a session, an intersubjective psychoanalyst will listen to couples to discern their: a. self-object transferences. b. drives. *c. shifting affect and emerging self states. d. object relations.

A-Head: Intersubjective Psychoanalysis Learning Objective: Compare and contrast self psychology and intersubjectivity 7.37

Relational psychoanalysis involves: *a. the mutual impact of external, interpersonal, or social relations, internal relations among persons, varied self-states, and object relations. b. the impact of narcissistic transferences. c. the mutual impact of internal, personal object relations as they affect other people. d. the mutual impact of drives on internal and external objects.

A-Head: Relational Psychoanalysis

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KEYWORDS/FILL IN THE BLANK 1.

According to psychoanalytic theory, the analyst’s unconscious emotional responses to a patient that are reminiscent of feelings he or she experienced with a person in the past.

Answer: Countertransference 2.

According to object relations theory, a primitive process by which an infant makes contradictory aspects of a mother or other nurturing figure less threatening by dividing the external person into a good object and a bad object and internalizing the split perception.

Answer: Splitting 3.

Imprints or memories from the past, usually based on unresolved relationships with one’s parents, that continue to impose themselves on current relationships, particularly with a spouse or one’s children.

Answer: Introjects 4.

A setting where clients feel protected and safe because the therapist permissively accepts any free associations or spontaneous interactions. This context allows clients to access repressed or forgotten material needed for assessment.

Answer: Holding environment ESSAY QUESTIONS 1. Discuss the place of theory and the criteria of good theory.

Answers may vary.

2. What role did Freud play in the development of family therapy?

Answers may vary.

3. Discuss attachment theory and how our (emotionally) intimate adult relationships are affected by our early attachment patterns.

Answers may vary.

4. Compare and contrast object relations, self, intersubjective and relational psychoanalysis.

Answers may vary.

5. Discuss Nathan Ackerman’s role in the development of family therapy.

Answers may vary.

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CHAPTER 8 Transgenerational Models MULTIPLE CHOICE QUESTIONS 8.1

Transgenerational approaches are: a. ahistorical. b. cross-sectional. c. here and now. *d. historical.

A-Head: Introduction Bowen’s approach may be considered a bridge between what two views? a.

Psychoanalytic and structural *b.

Systems and psychodynamic c. Psychodynamic and communication d. Structural and systems A-Head: Bowen’s Family Theory Learning Objective: Discuss the move from individual parts of the family to a focus on the whole family 8.2

8.3

More than most family therapists, Bowen stresses the role of theory for: a. guiding treatment. b. teaching purposes. c. research. *d.

All of the answers are correct.

A-Head: Bowen’s Family Theory Learning Objective: Discuss the move from individual parts of the family to a focus on the whole family 8.4

By symbiosis, Bowen is referring to: a. emotional cutoff. b. male-female sibling positions. *c. an intense mother-child attachment. d. family triangles.

A-Head: Bowen’s Family Theory Learning Objective: Discuss the move from individual parts of the family to a focus on the whole family Bowen’s family systems theory is derived from: a. General Systems Theory. b. feedback mechanisms and self-regulating systems. *c. a natural systems theory. d. structural theory. © Browsegrades.net 8.5

A-Head: Bowen’s Family Theory Learning Objective: Discuss the move from individual parts of the family to a focus on the whole family Which of the following is not one of Bowen’s concepts? *a.

Interlocking pathology b. Family projection process c. Nuclear family emotional system d. Societal regression A-Head: Bowen’s Family Theory Learning Objective: Discuss the move from individual parts of the family to a focus on the whole family 8.6

The opposite of self-differentiation, in Bowen’s view, is: a. enmeshment. *b. fusion. c. role complementarity. d. family triangles.

A-Head: Eight Interlocking Theoretical Concepts Learning Objective: Explain Bowen’s eight interlocking concepts; Explain how one’s level of differentiation effects your functioning in the world 8.7

8.8

With his concept of self-differentiation, Bowen argues for: a. emotional detachment. b. objectivity. *c. balance. d. rationality.

A-Head: Eight Interlocking Theoretical Concepts Learning Objective: Explain Bowen’s eight interlocking concepts The “undifferentiated family ego mass” refers to: a. excessive narcissism within the family. *b. family symbiotic relationships. c. enmeshment and disengagement occurring simultaneously. d. pseudomutuality.

A-Head: Eight Interlocking Theoretical Concepts Learning Objective: Explain Bowen’s eight interlocking concepts; Explain how one’s level of differentiation effects your functioning in the world 8.9

In Bowen’s Differentiation of Self Scale, people at the low end are apt to lead lives: a. reflecting high self-esteem. © Browsegrades.net 8.10

b. dominated by the thoughts of those around them. *c. dominated by the feelings of those around them. d.

None of the answers are correct.

A-Head: Eight Interlocking Theoretical Concepts Learning Objective: Explain Bowen’s eight interlocking concepts According to Bowen, the basic building block in a family’s emotional system is the: a. ego mass. *b. triangle. c. reinforcement sets. d. All of the answers are correct.

A-Head: Eight Interlocking Theoretical Concepts Learning Objective: Explain Bowen’s eight interlocking concepts; Discuss the concept of triangulation 8.11

8.12

Which of the following does not characterize a high degree of family fusion? a. Triangulating will occur. b. Poorly differentiated members will be drawn into tense situations. c. Families will insist on togetherness. *d.

The dyad will emerge safely.

A-Head: Eight Interlocking Theoretical Concepts Learning Objective: Explain Bowen’s eight interlocking concepts; Discuss the concept of triangulation 8.13

Bowen believed that, generally speaking, people choose mates with levels of differentiation than their own. a. slightly lower b. slightly higher *c. about the same d. considerably higher or considerably lower A-Head: Eight Interlocking Theoretical Concepts Learning Objective: Explain Bowen’s eight interlocking concepts Bowen referred to a family’s way of coping with stress and maintaining stability as its: a. undifferentiated family ego mass. *b. nuclear family emotional system. c. system of family obligations and entitlements. d. triangulated stress relief.

A-Head: Eight Interlocking Theoretical Concepts Learning Objective: Explain Bowen’s eight interlocking concepts 8.14

8.15

Which of the following is not a consequence of parental fusion, according to Bowen? a. Chronic marital conflict © Browsegrades.net

b. A psychologically damaged child c. Physical illness in a spouse *d.

Profound love between parents A-Head: Bowen’s Family Theory Learning Objective: Discuss the move from individual parts of the family to a focus on the whole family 8.16

The greater the level of undifferentiation of the parents, the more likely they will rely on the family to stabilize the system. *a. projection process b. scapegoats c. ledger d. pet A-Head: Eight Interlocking Theoretical Concepts Learning Objective: Explain Bowen’s eight interlocking concepts 8.17

According to Kerr, which of the following is not characteristic of emotional cutoff? a. It reflects a family problem. b. It solves a family problem. c. It creates a family problem. *d.

It is not related to family problems.

A-Head: Eight Interlocking Theoretical Concepts Learning Objective: Explain Bowen’s eight interlocking concepts; Understand how emotional cutoff effects individuals 8.18

Emotional cutoff, according to Bowen, is: a. separation from one’s family. b. emancipation from one’s family. c. differentiation from one’s family. *d. a flight from unresolved emotional ties to one’s family.

A-Head: Eight Interlocking Theoretical Concepts Learning Objective: Explain Bowen’s eight interlocking concepts; Understand how emotional cutoff effects individuals 8.19

Bowen refers to the development of schizophrenia in a family member requiring several generations to manifest itself as a: *a. multigenerational transmission process. b. multilateral learning process. c. multipersonal training process. d. None of the answers are correct.

A-Head: Eight Interlocking Theoretical Concepts © Browsegrades.net

Learning Objective: Explain Bowen’s eight interlocking concepts Sibling position, in Bowen’s theory, refers to the relationship between marital partners based on: a. the number of children from a previous marriage. b. whether there are children from a previous marriage. *c. their birth orders. d. their gender.

A-Head: Eight Interlocking Theoretical Concepts Learning Objective: Explain Bowen’s eight interlocking concepts 8.20

Bowen’s concept of societal regression extends his view to: a. individual fixations in society. b. a family’s ability to regress during family therapy. *c. society’s emotional functioning. d.

None of the answers are correct.

A-Head: Eight Interlocking Theoretical Concepts Learning Objective: Explain Bowen’s eight interlocking concepts 8.21

8.22

Which of the following is true about Bowenian theory today? a. It is no longer in use. *b.

Empirical evidence substantiates it in many cases. c. Empirical evidence substantiates its effectiveness when combined with psychotropic medication. d. It is viewed as an historical curiosity.

A-Head: Eight Interlocking Theoretical Concepts Learning Objective: Explain Bowen’s eight interlocking concepts 8.23

A major technique utilized by Bowenian therapists involves: *a. process questioning. b. interpreting. c. the insistence that both partners attend sessions. d. studying family transactional patterns.

A-Head: Eight Interlocking Theoretical Concepts Learning Objective: Explain Bowen’s eight interlocking concepts 8.24

Genograms helps shed light on: a. how many generations currently live together. *b. a family’s multigenerational relationship patterns. c. family enmeshments and disengagements. d. None of the answers are correct.

A-Head: Bowen Family Systems Therapy

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8.25

Which of the following is not a goal of Family Systems Therapy? a. Symptom relief b. Anxiety reduction c. An increase in self-differentiation *d.

Self-knowledge A-Head: Bowen Family Systems Therapy Learning Objective: Family Systems Therapy attempts to modify the family’s customary: a. defense mechanisms. *b. triangulated system. c. resistances. d. unconscious motivation.

A-Head: Bowen Family Systems Therapy 8.26

8.27

In his therapeutic approach, Bowen: a. insists on the entire family being present. b. refuses to see children under 4 years of age. c. may choose to work only with the less well-differentiated partner. *d. may choose to work only with the better-differentiated partner.

A-Head: Bowen Family Systems Therapy 8.28

Bowen encouraged back home visits in order to: a. settle old scores with parents. b. change the family’s hierarchical power structure. *c. monitor distressing emotional patterns with one’s family. d.

None of the answers are correct.

A-Head: Bowen Family Systems Therapy Bowen’s work with families tended to be: *a. calm and low-key. b. highly intrusive and emotional. c. focused first on obtaining an accurate diagnosis before starting treatment. d. focused on involving children in the treatment.

A-Head: Bowen Family Systems Therapy 8.29

8.30

One goal in Family Systems Therapy is for each family member to: a. minimize future contact with each other. b. maximize attachments to the family of origin. c. maximize fusion. *d. maximize self-differentiation.

A-Head: Bowen Family Systems Therapy Learning Objective: © Browsegrades.net

8.31

Bowen and Framo have what in common? a. Both operate from a psychoanalytic framework *b.

Both encourage differentiation from the family of origin c. Both rely on couples groups d. Both were students of Ackerman A-Head: Bowen Family Systems Therapy 8.32

Boszormenyi-Nagy’s therapeutic approach calls attention to family: *a. relational ethics. b. sibling bonding. c. mother-child symbiosis. d. interlocking pathology.

A-Head: Contextual Therapy 8.33

Boszormenyi-Nagy’s approach is called: a. Family Systems Therapy. b. Family Ledger Therapy. *c.

Contextual Family Therapy. d.

None of the answers are correct.

A-Head: Contextual Therapy 8.34

Which of the following terms would not likely be used by followers of BoszormenyiNagy’s approach? a. Family loyalties b. Entitlements *c.

Projective systems d.

Family ledgers A-Head: Contextual Therapy 8.35

One of the unique aspects of Boszormenyi-Nagy’s outlook is his concern with: *a. values and ethics. b. structure and process. c. insight and action. d. dyads and triads.

A-Head: Contextual Therapy KEY WORDS/FILL IN THE BLANK 1.

The mechanism by which parental conflicts and immaturities are transmitted, through the process of projection, to one or more of the children.

Answer: Family projection process

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2. generations.

Answer: Transgenerational

Involving patterns and influences occurring over two or more

3.

The merging of the intellectual and emotional aspects of a family member, paralleling the degree to which that person is caught up in, and loses a separate sense of self in, family relationships.

Answer: Fusion 4.

In contextual family therapy, the overall, long-term preservation of fairness within a family, ensuring that each member’s basic interests are taken into account by other family members.

Answer: Relational ethics 5.

According to Bowen, the separation of one’s intellectual and emotional functioning; the greater the distinction, the better one is able to resist being overwhelmed by the emotional reactivity of his or her family, thus making one less prone to dysfunction.

Answer: Differentiation ESSAY QUESTIONS 1. Define what Bowen meant about a family being a naturally occurring system much like ant colonies, the ocean tides, or elephant herds. What was he trying to say about families?

Answers may vary.

2. How does a triangle work? What is the benefit of a “therapeutic” triangle?

Answers may vary.

3. Explain the main purpose of a genogram.

Answers may vary.

4. What is a family ledger? Give an example from your own family about an obligation of fairness and equity that has spanned more than one generation.

Answers may vary.

5. According to Nagy, what are relational ethics? Describe the role of trust and relational integrity in this theory.

Answers may vary.

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CHAPTER 9 Experiential Models MULTIPLE CHOICE QUESTIONS 9.1

Common terms used by experiential family therapists include all but one of the following. Which term does not fit with the others? a. Existence b. Encounter *c.

Unconscious d.

Growth A-Head: Introduction 9.2

Generally speaking, experiential therapists: a. attempt to uncover past traumatic events. b. offer interpretations. c. provide insights into family behavior patterns. *d. provide a nonrational therapeutic experience.

A-Head: Introduction 9.3

All but one of the following can be considered to adhere to an experiential model.

Which one does not belong? a. Kempler *b.

Bowen c. Satir d. Kantor A-Head: The Experiential Model 9.5

Experiential therapists are especially critical of: *a. intellectualization. b. self-disclosure. c. active therapists. d. emotional imbalance.

A-Head: A Shared Philosophical Commitment Learning Objective: Discuss the importance of the therapist as real and authentic 9.6

Family Sculpting is a: a. frequently used Gestalt technique. *b. a nonverbal communication method. c. a family vacation project. d. a form of co-therapy.

A-Head: The Experiential Model 9.7 In Whitaker’s view of psychotherapy, both therapist and client(s): © Browsegrades.net

*a. regress. b. avoid affect. c. exchange insights about one another. d. All of the answers are correct.

A-Head: Carl Whitaker and Symbolic-Experiential Family Therapy 9.8

Which therapeutic technique is frequently employed by Symbolic-experiential therapists? a. Group therapy b. Interpretation *c.

Co-therapy d.

Family reconstruction A-Head: Carl Whitaker and Symbolic-Experiential Family Therapy 9.9

Whitaker conceptualizes schizophrenia as a(n): a. intrapsychic disturbance. b. interpersonal deficit. c. communication disorder. *d. intrapsychic and interpersonal dilemma.

A-Head: Carl Whitaker and Symbolic-Experiential Family Therapy Which of the following statements is true of Whitaker’s position? a. Symptoms should be attacked directly. b. Insight leads to behavior change. c. The therapist should provide a set of explanations regarding client behavior. *d.

To be beneficial to the client, the therapist must attempt to benefit himself at the same time.

A-Head: Carl Whitaker and Symbolic-Experiential Family Therapy 9.10

9.11

The fundamental curative factors in psychotherapy, according to Whitaker, are: a. educational. *b. symbolic. c. reality testing. d. medication, especially anti-psychotic drugs.

A-Head: Carl Whitaker and Symbolic-Experiential Family Therapy 9.12

For symbolic-experiential therapists, the focus of therapy is: a. the content of the session. b. circularity. *c. the process during the session. d. cure of the identified patient.

A-Head: Carl Whitaker and Symbolic-Experiential Family Therapy Learning Objective: Clarify the significance of depathologizing human behavior © Browsegrades.net

In Whitaker’s therapeutic approach, it is essential that the therapist win the battle for: a. initiative. *b. structure. c. process. d. metaphors.

A-Head: Carl Whitaker and Symbolic-Experiential Family Therapy 9.13

9.14

According to Whitaker, the battle for initiative must: a. remain in the hands of the therapist. b. be instituted only with resistant families. *c. come from the family. d.

None of the answers are correct.

A-Head: Carl Whitaker and Symbolic-Experiential Family Therapy The therapist’s role in Gestalt Family therapy is to help clients: *a. become aware of what they do to block achieving what they want. b. engage in self-analysis of their childhood experiences. c. focus on “then and there” rather than “here and now.” d. All of the answers are correct.

A-Head: Gestalt Family Therapy (Kempler) 9.15

Probably Kempler’s outstanding therapeutic tactic is his insistence on: a. punctuality. *b. self-disclosure. c. insight. d. physical contact.

A-Head: Gestalt Family Therapy (Kempler) 9.16

9.17

In the exchange with the silent husband described in the text, Kempler was: a. gentle but insistent. b. benevolent and accepting. *c. challenging and assertive. d. silent himself.

A-Head: Gestalt Family Therapy (Kempler) 9.18

Nothing exists except in the now. This statement was likely made by a: a. psychoanalyst. b. transgenerational therapist. *c.

Gestalt therapist. d.

None of the answers are correct.

A-Head: Gestalt Family Therapy (Kempler)

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9.19

Humanistically-oriented therapists view dysfunctional behavior as: a. resulting from unresolved unconscious conflict. *b. a deficit in growth. c. behavioral excesses. d. behavioral deficits.

A-Head: A Shared Philosophical Commitment Learning Objective: Discuss the importance of the therapist as real and authentic Satir’s humanistic orientation developed more fully as a result of her work at: *a.

Esalen. b. MRI. c. Ackerman Institute. d. None of the answers are correct.

A-Head: The Human Validation Process Model (Satir) 9.20

9.21

Satir called her approach: a. humanistic psychotherapy. b. neo-communication family therapy. *c. the human validation process. d. growth-enhancing therapy.

A-Head: The Human Validation Process Model (Satir) 9.22

Which of the following does not characterize a symptom according to Satir? a. Signal growth blockage b. Have a homeostatic function c. Represent destructive family transactions *d.

Unconscious conflict A-Head: The Human Validation Process Model (Satir) 9.23

The primary survival triad, according to Satir, refers to: a. mind, body, temperament. b. pleaser, displeaser, provocateur. c. threat, reward, and seed models. *d. father, mother, child.

A-Head: The Human Validation Process Model (Satir) Learning Objective: Describe Satir’s three factors that influence human development 9.24

Satir suggests that people handle their communications with one another by playing one of five roles. Which of the following is not one of those roles? a. Congruent b. Super-reasonable *c.

Family pet d.

Placater © Browsegrades.net

A-Head: The Human Validation Process Model (Satir) In Satir’s classification of communication stances, blamers are considered to be struggling with feelings of: a. worthlessness. *b. loneliness. c. vulnerability. d. rejection.

A-Head: The Human Validation Process Model (Satir) 9.25

The authors consider Satir’s primary talents to be: a. therapist and researcher. *b. therapist and trainer. c. trainer and theory builder. d. researcher and theory builder.

A-Head: The Human Validation Process Model (Satir) 9.26

9.27

The Family Life Fact Chronology is essentially a: a. word-count of how much information is provided by families during an hour-long session. *b. review of key events throughout the family’s life cycle to date. c. test of attitude formation. d. structural test.

A-Head: The Human Validation Process Model (Satir) 9.28

The attempt to guide clients into unlocking dysfunctional patterns stemming from their family of origin is called: a. Family Life Fact Chronology. b. The Seed Model. c. The Primary Triad. *d.

Family Reconstruction.

A-Head: The Human Validation Process Model (Satir) Satir’s style with families has been studied by Bandler, Grinder and Satir. a. cognitive b. affective c. holistic *d. linguistic A-Head: The Human Validation Process Model (Satir) 9.29

9.30

The Avanta Network represents: *a. an outgrowth of Satir’s humanistic outlook. © Browsegrades.net

b. the Italian branch of Satir’s disciples. c. Satir’s attempt to remain in family therapy’s mainstream. d. None of the answers are correct.

A-Head: The Human Validation Process Model (Satir) The number of followers of Satir’s methods has: a. doubled since her death. b. remained about the same since her death. *c. dwindled since her death. d. increased slightly since her death.

A-Head: The Human Validation Process Model (Satir) Learning Objective: Justify how Virginia Satir’s legacy is related to emotionally focused therapy 9.31

9.32

Emotionally-Focused Couple Therapy: a. represents an early form of Gestalt therapy. *b. attempts to integrate experiential and systems thinking. c. had its origins in the 1960s. d. emphasizes symbolic aspects of therapy.

A-Head: Emotionally Focused Therapy 9.33 The developers of Emotionally-Focused Couple Therapy are: a. Satir and Kempler. b. Johnson and Satir. c. Whitaker and Greenberg. *d.

Johnson and Greenberg.

A-Head: Emotionally Focused Therapy 9.34

Emotionally-focused therapeutic efforts are: *a. an outgrowth of humanistic therapies. b. highly cognitive by design. c. based on object relations theory. d. an outgrowth of first-order cybernetics.

A-Head: Emotionally Focused Therapy 9.35

Emotionally-focused therapists first try to help couples: a. agree to get along better. b. take turns on the hot seat. *c. identify negative interactions. d. to improve triangulating abilities.

A-Head: Emotionally Focused Therapy 9.36 Which of the following does not characterize Emotionally-Focused Couple Therapy is: © Browsegrades.net

a. brief. b. empirically validated. c. experiential. *d. cool and cerebral.

A-Head: Emotionally Focused Therapy 9.37

Which theory is basic to EFCT? a. Natural systems theory b. Interaction theory *c.

Attachment theory d.

Adlerian sibling birth order A-Head: Emotionally Focused Therapy 9.38

Of all of the experiential models described in the text, which offers a manual for conducting sessions? a. Symbolic-Experiential b. Gestalt c. Human Validation *d.

Emotionally-Focused A-Head: Emotionally Focused Therapy KEYWORDS/FILL IN THE BLANK 1.

A physical arrangement of the members of a family in space, with the placement of each person determined by an individual family member acting as “director”; the resulting tableau represents that person’s symbolic view of family relationships.

Answer: Family sculpting 2.

The simultaneous involvement of two therapists, often for training purposes, in working with an individual, couple, or family.

Answer: Cotherapy 3.

Described by Whitaker as the therapist’s demand that the family capitulate to his/her way of conducting the therapy, particularly during the initial stages.

Answer: Battle for structure 4.

An auxiliary therapeutic approach developed by Satir, whereby family members are guided back through stages of their lives in order to discover and unlock dysfunctional patterns from the past.

Answer: Family reconstruction 5.

Attempts to change a couple’s negative interactions while helping them to cement their emotional bond. © Browsegrades.net

Answer: Emotionally focused couple therapy ESSAY QUESTIONS 1. Discuss the key aspects of the experiential family therapy model. Identify the strengths and possible weaknesses of this approach.

Answers may vary.

2. If you were to go to an experiential therapist whose model would fit you best, Whitaker, Kempler, Satir, or Johnson (EFT) and why?

Answers may vary.

3. Compare and contrast two of the four models within this chapter. Show how they are similar and in what ways that they are different.

Answers may vary.

4. Describe why Whitaker’s work is often described as psychotherapy of the absurd.

Answers may vary.

5. Define the role of an early childhood “attachment wound” and its possible role in a couple’s communication and connection patterns.

Answers may vary.

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CHAPTER 10 The Structural Model MULTIPLE CHOICE QUESTIONS 10.1

Which of the following statements would likely be made by a structural family therapist? a. Family therapy is a group encounter emphasizing growth. b. Troubled marriages usually contain pathogenic introjects from past relationships. *c.

Individual symptoms are rooted in the context of family transaction patterns. d.

Clear communication reduces family dysfunction.

A-Head: The Structural Outlook 10.2

Of the following, the most strictly system-oriented is: a. Satir. *b.

Minuchin. c. Ackerman. d. Framo.

A-Head: The Structural Outlook 10.3

Which of the following is not emphasized by Structural therapists? a. A family’s hierarchical organization *b.

The narrated stories families use to understand their transaction patterns b. A family’s subsystems c. The wholeness of the family A-Head: The Structural Outlook 10.4

A primary therapeutic goal for structuralists is: *a. organizational change. b. insight. c. self-differentiation. d. educating the client.

A-Head: The Structural Outlook 10.5

Minuchin developed many of his therapeutic techniques working with underorganized families of delinquent youngsters at the: *a.

Wiltwyck School. b. Jewish Board of Guardians. c. Ackerman Institute. d. Georgetown University Family Center.

A-Head: The Structural Outlook 10.6

Minuchin was director of the a. Chicago Family Institute © Browsegrades.net

from 1965–1975.

b. Mental Research Institute c. Eastern Pennsylvania Psychiatric Institute *d.

Philadelphia Child Guidance Clinic A-Head: The Structural Outlook Which of the following is not characteristic of “psychosomatic families”? *a.

Disengagement b. Enmeshment c. Overprotective attitude by parents d. Overprotective attitude by child A-Head: The Structural Outlook 10.7

10.8

One objective of structural interventions is for the psychosomatic family to achieve: a. greater enmeshment. *b. clearer boundaries. c. more rule-governed interactions. d. greater disengagement.

A-Head: The Structural Outlook 10.9

Which of the following statements is not consistent with the structural viewpoint? a. Family members relate according to certain arrangements which govern their interactions. b. Family transaction patterns offer clues regarding family organization. *c.

Emotional cutoff separates a member from the remainder of the family. d.

A family in difficulty is operating within a dysfunctional structure.

A-Head: Structural Family Theory Learning Objective: Discuss boundaries, alignments and coalitions in transactional patterns and how they determine family structure.

10.10 Structuralists claim that dysfunctional families require: *a. a change in the covert rules that govern family transactions. b. resolving problems with each parent’s family of origin. c. increased togetherness. d. All of the answers are correct.

A-Head: Structural Family Theory Learning Objective: Discuss boundaries, alignments and coalitions in transactional patterns and how they determine family structure.

10.11 Some feminists are critical of Minuchin’s emphasis on family hierarchies because they believe it: a. upsets the parental subsystem. b. places women in conflict with their children. c. gives parents excessive power. © Browsegrades.net

*d. reinforces sexual stereotypes.

A-Head: Structural Family Theory Learning Objective: Discuss boundaries, alignments and coalitions in transactional patterns and how they determine family structure.

10.12 Three subsystems are most important in Minuchin’s system. Which of the following is not one of these? a. Spousal *b.

Extended c. Parental d. Sibling A-Head: Structural Family Theory Learning Objective: Discuss boundaries, alignments and coalitions in transactional patterns and how they determine family structure.

10.13 In disengaged families, boundaries are: *a. inappropriately rigid. b. easily crossed. c. poorly differentiated. d. clear between people.

A-Head: Structural Family Theory Learning Objective: Discuss boundaries, alignments and coalitions in transactional patterns and how they determine family structure.

10.14 In an enmeshed family: a. members separate easily. *b. members are intertwined in each other’s lives. c. clear boundaries exist between persons and between subsystems. d. All of the answers are correct.

A-Head: Structural Family Theory Learning Objective: Discuss boundaries, alignments and coalitions in transactional patterns and how they determine family structure.

10.15 Members of enmeshed families run the risk of over-emphasizing: *a. family belongingness. b. indifference to each other’s needs. c. individual differentiation. d. All of the answers are correct.

A-Head: Structural Family Theory Learning Objective: Discuss boundaries, alignments and coalitions in transactional patterns and how they determine family structure.

10.16 Diffuse boundaries are: © Browsegrades.net

a. rigid. b. inflexible. c. distinct. *d. blurred.

A-Head: Structural Family Theory Learning Objective: Discuss boundaries, alignments and coalitions in transactional patterns and how they determine family structure.

10.17 Members of disengaged families run the risk of over-emphasizing: a. family belongingness. *b. indifference to each other’s needs. c. individual differentiation. d. togetherness.

A-Head: Structural Family Theory Learning Objective: Discuss boundaries, alignments and coalitions in transactional patterns and how they determine family structure.

10.18 According to Aponte and Van Deusin, every family transaction makes a statement regarding: a. power. b. boundaries. c. alignments. *d.

All of the answers are correct.

A-Head: Structural Family Theory Learning Objective: Discuss boundaries, alignments and coalitions in transactional patterns and how they determine family structure.

10.19 Structural therapists tend to focus on family: a. triangulation. b. "dirty games." c. introjects. *d. transactional patterns.

A-Head: Structural Family Theory Learning Objective: Discuss boundaries, alignments and coalitions in transactional patterns and how they determine family structure.

10.20 Family coalitions: *a. may introduce stress into a family system. b. are usually beneficial, as in helping draw the distinction between what is expected of males and of females. c. between children and grandparents are usually beneficial to overall family functioning. d. generally result in family collapse. © Browsegrades.net

A-Head: Structural Family Theory Learning Objective: Discuss boundaries, alignments and coalitions in transactional patterns and how they determine family structure.

10.21 Structural Family Therapy is: a. geared to past obligations. b. based on insight preceding action. c. primarily concerned with pathological families. *d. concerned with the context of family structures.

A-Head: Structural Family Therapy Learning Objective: Compare the use of insight to action in structural family therapy.

10.22 Which of the following statements is true regarding structural family therapy? *a.

Action precedes understanding b. Insight precedes action c. Symptom-removal is the main objective d. Attention remains focused on the identified patient throughout treatment A-Head: Structural Family Therapy Learning Objective: Compare the use of insight to action in structural family therapy.

10.23 Which of the following terms does not describe a structural therapeutic tactic? a. Joining b. Accommodating c. Restructuring *d.

Reconsolidation A-Head: Structural Family Therapy Learning Objective: Compare the use of insight to action in structural family therapy.

10.24 Imitating a family’s manner, style, and affective range calls for a therapeutic technique called by structuralists. a. enactment b. tracking *c. mimesis d.

None of the answers are correct.

A-Head: Structural Family Therapy 10.25 Family mapping refers to the use of: *a. simple pictorial devices to depict family transactional patterns. b. genograms to study several generations simultaneously. c. therapeutic planning before each session. d. signals between co-therapists.

A-Head: Structural Family Therapy Learning Objective: Explain how family mapping explicates structural family therapy. © Browsegrades.net

10.26 Family maps are apt to reveal information about: a. failed strategies. b. status quo relations. c. disaffiliation. *d. affiliation.

A-Head: Structural Family Therapy Learning Objective: Explain how family mapping explicates structural family therapy.

10.27 Making an effort to create greater psychological distance between enmeshed family members involves: a. tracking. b. unbalancing. *c. boundary making. d. reframing.

A-Head: Structural Family Therapy Learning Objective: Describe how enactments contribute to change in structural family therapy.

10.28 Attempting to change the hierarchical arrangement between parents calls for: *a. unbalancing. b. enactments. c. relabeling. d. All of the answers are correct.

A-Head: Structural Family Therapy Learning Objective: Describe how enactments contribute to change in structural family therapy.

10.29 One purpose in asking mother and father to change chairs, in the case of the shy and withdrawn teenage girl described in the text, was to: a. make each more comfortable. b. fulfill father’s request, although mother objected. *c. bring father into the picture as an involved parent. d. grant the daughter’s request for the change.

A-Head: Structural Family Therapy Learning Objective: Describe how enactments contribute to change in structural family therapy.

10.30 Adopting the symbols of a family’s life and deliberately using them in conversation with the family is the structural technique called: a. enactment. *b. tracking. c. mimesis. © Browsegrades.net

d. accommodating.

A-Head: Structural Family Therapy Learning Objective: Describe how enactments contribute to change in structural family therapy.

10.31 In Rosenberg’s example of helping a mother deal with the tantrums of her 2 year-old, he used the technique of: a. reframing. *b. enactment. c. time-out. d. paradoxical intervention.

A-Head: Structural Family Therapy Learning Objective: Describe how enactments contribute to change in structural family therapy.

10.32 Labeling an anorectic’s refusal to eat as “stubborn” rather than “sick” is an example of: *a. reframing. b. scapegoating. c. regression. d. shaping.

A-Head: Structural Family Therapy 10.33 One tactic employed by Minuchin in treating anorectics is to: a. avoid the subject of eating until brought up by a family member. *b. arrange for the first session to meet the family for lunch. c. work individually with the identified patient. d. avoid enactments.

A-Head: Structural Family Therapy 10.34 Structuralists believe the anorectic symptom is embedded in a faulty: *a. family organization. b. parent-parent relationship. c. parent-grandparent-child relationship. d. None of the answers are correct.

A-Head: Structural Family Therapy 10.35 Structuralists view anorexia nervosa as: a. genetic. b. intrapsychic. *c. a family system diagnosis. d.

All of the answers are correct.

A-Head: Structural Family Therapy

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KEY WORDS/FILL IN THE BLANK 1.

A family organization in which boundaries between members are blurred and members are overconcerned and overinvolved in each other’s lives, limiting individual autonomy.

Answer: Enmeshment 2.

An assessment technique used by structural family therapists to graphically describe a family’s overall organizational structure and determine which subsystem is involved in dysfunctional transactions.

Answer: Family mapping 3.

The therapeutic tactic of entering a family system by engaging its separate members and subsystems, gaining access in order to explore and ultimately to help modify dysfunctional aspects of that system.

Answer: Joining 4.

The ease or flexibility with which members can cross subsystem boundaries within the family.

Answer: Permeability 5.

In structural family therapy, a facilitating intervention in which the family is induced to enact or play out its relationship patterns spontaneously during a therapeutic session, allowing the therapist to observe and ultimately to develop a plan or new set of rules for restructuring future transactions.

Answer: Enactment ESSAY QUESTIONS 1. In your opinion, what are the key strengths and possible limitations of this approach?

Answers may vary.

2. What did Minuchin introduce to family therapy theory that qualifies him to be heralded as a “father” in the field?

Answers may vary.

3. Discuss the paradigm change introduced when Minuchin decided to work with entire families around the physical health concerns of one member of the family.

Answers may vary.

4. Define Minuchin’s idea of family health. What structure needs to be in place for the family to have the greatest chance at being healthy?

Answers may vary.

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5. How does reframing work?

Answers may vary.

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CHAPTER 11

Strategic Models

MULTIPLE CHOICE QUESTIONS 11.1

A major characteristic of strategic therapists is: a. relationship building. *b. the issuance of directives. c. interpretation of unconscious impulses. d. None of the answers are correct.

A-Head: Introduction 11.2

Which of the following would not be considered a communication theorist? a. Weakland b. Jackson *c.

Minuchin d.

Haley A-Head: Introduction 11.3

Which of the following is not a major element of a communications viewpoint on recasting problems? a. Interactional b. Ongoing and currently occurring c. Situational *d.

Reframing A-Head: The Communications Outlook 11.4

Communication theorists believe: a. intrapsychic mechanisms do not influence behavior. *b. family rules govern family transactions. c. the locus of pathology resides within the individual. d. group therapy should precede family therapy.

A-Head: The Communications Outlook 11.5

Quarreling couples who feel justified in responding to what each perceives as an attack from the other are each imposing his or her own on their interactions. *a. punctuation b. first-order change c. second-order change d. directive A-Head: The Communications Outlook 11.6 Most of the early work in family communication theory was carried out at the: © Browsegrades.net

a.

Mental Health Services in Los Angeles. *b.

Mental Research Institute in Palo Alto. c. Family Institute in New York City. d. Philadelphia Child Guidance Clinic.

A-Head: MRI Interactional Family Therapy 11.7

Which of the following is not related to the MRI interactional approach? a. General systems theory b. Information theory *c.

Humanistic theory d.

Cybernetics A-Head: MRI Interactional Family Therapy 11.8

All communication takes place at two levels - the surface level of content and the level which qualifies what was said on the surface level. The second level is called: a. communication. *b. metacommunication. c. qualifying communication. d. non-communication.

A-Head: MRI Interactional Family Therapy 11.9

Relationships are defined by a. instructional b. parental c. egalitarian *d. command A-Head: MRI Interactional Family Therapy

messages.

11.10 A complementary pattern of communication emphasizes: a. a minimization of differences between partners. *b. a maximization of differences between partners. c. open quarrels over power and control. d. direct competition between partners.

A-Head: MRI Interactional Family Therapy 11.11 Symmetrical escalation occurs when: *a. each participant becomes more and more vicious. b. one participant assumes a “one-down” position and the other a “one-up” one. c. both persons attempt to reduce the intensity of a disagreement. d. one person is weak and the other strong.

A-Head: MRI Interactional Family Therapy 11.12 In a complementary interaction: © Browsegrades.net

a. one person is strong and the other weak. *b. one person is “one-up” and the other “one-down.” c. both partners are equal. d. both partners are competitive.

A-Head: MRI Interactional Family Therapy 11.13 The person who receives a double-bind message: *a. is doomed to failure whatever response he or she makes. b. may disobey both commands. c. may respond positively to both commands. d. None of the answers are correct.

A-Head: MRI Interactional Family Therapy Learning Objective: Discuss paradoxical techniques and how they attempt to change behavior 11.14 An adolescent girl and her parents agree, after a series of family therapy sessions, that they will not argue anymore. This is an example of a: a. simple cybernetic change. b. complex cybernetic change. *c. first-order change. d. second-order change.

A-Head: MRI Interactional Family Therapy 11.15 Which of the following is not characteristic of Interactional therapy? a. Revealing a family’s hidden agenda *b.

Interpreting transactional patterns c. Changing outmoded family rules d. Extinguishing paradoxical communication patterns A-Head: MRI Interactional Family Therapy 11.16 Second-order changes call for: a. superficial behavioral changes. *b. non-linear changes. c. changes reflecting good intentions. d. repetitive double-binds.

A-Head: MRI Interactional Family Therapy 11.17 Therapeutic double-binds: *a. mirror a family’s paradoxical communications. b. are efforts by families to resist change. c. usually result in families learning to improve their paradoxical communications. d. All of the answers are correct.

A-Head: MRI Interactional Family Therapy

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11.18 “Prescribing the symptom” is a form of: a. paradoxical intervention. b. non-paradoxical communication. *c. therapeutic double-bind. d.

None of the answers are correct.

A-Head: MRI Interactional Family Therapy 11.19 Tom Sawyer’s effort to convince his friends that the drudgery of whitewashing a fence was a privilege is an example of: a. framework bending. b. entropy. c. punctuation. *d. relabeling.

A-Head: MRI Interactional Family Therapy 11.20 Relabeling is a form of: a. diagnosis. *b. therapeutic double-bind. c. medical prescription change. d. None of the answers are correct.

A-Head: MRI Interactional Family Therapy 11.21 Which of the following does not exemplify a Brief family therapy? a. Relatively quick and inexpensive b. Method oriented c. Focused on the presenting problem *d.

Focused on exploration A-Head: MRI Brief Family Therapy 11.22 In the view of MRI family therapists: a. a depressed person needs to be cheered up and an anxious person taught relaxation techniques. *b. clients need to be restrained from repeating unworkable solutions. c. hypnosis is a useful adjunctive technique. d. clients need to be commanded to repeat previously unworkable solutions.

A-Head: MRI Brief Family Therapy 11.23 The major characteristic of strategic family therapy is that the therapist: *a. plans a strategy for solving the presenting problems. b. remains neutral and passive throughout treatment. c. follows the family’s leads, since they know what’s best for them. d. commands the family to change targeted behaviors.

A-Head: Strategic Family Therapy (Haley and Madanes) © Browsegrades.net

11.24 Haley and Madanes founded the: *a.

Family Therapy Institute of Washington, D.C. b. The Mental Research Institute of Palo Alto. c. The Ackerman Institute in New York. d. None of the answers are correct.

A-Head: Strategic Family Therapy (Haley and Madanes) 11.25 Symptoms are strategies for controlling a relationship when other strategies have failed, according to: a. Ackerman. *b.

Haley. c. Bowen. d. Satir.

A-Head: Strategic Family Therapy (Haley and Madanes) 11.26 Haley believes every relationship contains within it an implicit struggle for: a. love. b. energy direction. c. sexual satisfaction. *d. power.

A-Head: Strategic Family Therapy (Haley and Madanes) 11.27 Paradoxical tasks, given by the strategic therapist, are expected to: a. be followed. *b. be resisted. c. provide insight. d. be particularly helpful in child management.

A-Head: Strategic Family Therapy (Haley and Madanes) 11.28 Paradoxical

interventions are families.

especially

useful

in

attempting

to

change

*a. defiant b. placid c. over-confident d. shy or over-socialized A-Head: Strategic Family Therapy (Haley and Madanes) 11.29 Suggesting to a bed wetter that he pretend to have wet his bed and that his mother pretend to help is a strategic technique associated with: a. Weakland. b. Watzlawick. c. Zuk. © Browsegrades.net

*d.

Madanes.

A-Head: Effectiveness of Strategic Approaches Learning Objective: Discuss the effectiveness of strategic therapy 11.30 All but one of the following are techniques introduced by the Milan systemic therapists: a. positive connotation. b. rituals. *c. fusion. d. counterparadox.

A-Head: The Milan Systemic Model Learning Objective: Explain the contribution of the Milan Group to family therapy theory 11.31 Systemicists changed the direction of family therapy interventions by: *a. questioning family belief systems. b. observing family interactive patterns. c. taking detailed case histories. d. direction.

A-Head: The Milan Systemic Model Learning Objective: Explain the contribution of the Milan Group to family therapy theory; Describe the affect of circular questioning on family members 11.32 In the original Milan format, the point at which the therapist leaves the consultation room to consult with colleagues is called the: *a. intersession. b. intervention. c. pre-session. d. post-session.

A-Head: The Milan Systemic Model Learning Objective: Explain the contribution of the Milan Group to family therapy theory 11.33 Systemicists usually assign rituals in the form of: *a. paradoxical prescriptions. b. direct prescriptions. c. reframed questions. d. reframed labels.

A-Head: The Milan Systemic Model Learning Objective: Explain the contribution of the Milan Group to family therapy theory 11.34 Circular questioning is likely to: *a. probe differences in how family members perceive problems. b. be a free form of therapeutic questioning. c. rely heavily on directives. © Browsegrades.net

d. rely heavily on prescriptions.

A-Head: The Milan Systemic Model Learning Objective: Explain the contribution of the Milan Group to family therapy theory; Describe the affect of circular questioning on family members 11.35 Tomm’s reflective questioning: a. directs attention to the family’s belief system. b. is related to his notion of interventive interviewing. c. stimulates families to consider alternative cognitions. *d.

All of the answers are correct.

A-Head: The Milan Systemic Model Learning Objective: Explain the contribution of the Milan Group to family therapy theory 3.36 Many advocates of strategic therapy rely heavily on a. confirmation bias *b. anecdotal case reports c. scientific method d. post hoc ergo propter hoc A-Head: Effectiveness of Strategic Approaches Learning Objective: Discuss the effectiveness of strategic therapy

.

KEY WORDS/ FILL IN THE BLANK 1.

The communication concept that each participant in a transaction believes whatever he or she says is caused by what the other says, in effect holding the other responsible for his or her reactions.

Answer: Punctuation 2.

A view of an observing system in which the therapist, rather than attempting to describe the system by being an outside observer, is part of what is being observed and treated.

Answer: Second-order cybernetics 3.

As practiced by communication theorists, an effort to change ongoing family transactional patterns without searching for their origins; verbal and nonverbal behaviors, as well as their congruence, are examined.

Answer: Interactional approach 4.

A paradoxical technique in which the client is directed to voluntarily engage in the symptomatic behavior; as a result, the client is put in the position of rebelling and abandoning the symptoms or obeying, thereby admitting it is under voluntary control.

Answer: Prescribing the symptom © Browsegrades.net

5.

A technique of the Milan School that involves asking each family member questions that address a difference or define a relationship about two other family members.

Answer: Circular questioning ESSAY QUESTIONS 1. Identify and explain the importance of the communications outlook. Note the significant concepts and some of the important axioms that shape this model and influence the strategic models of therapy.

Answers may vary.

2. Paradox and directives are very important concepts used throughout this chapter. Explain what defines these concepts and give examples of how they are implemented in a strategic based approach to therapy.

Answers may vary.

3. List three of the axioms of communication and give an example to illustrate each one.

Answers may vary.

4. Name and describe Papp’s three ingredients to a successful paradoxical injunction.

Answers may vary.

5. What three terms did the Milan group introduce that became the calling card of this theoretical orientation? Define and explain each term. (answer: hypothesizing, neutrality, and circular questioning) Answers may vary.

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CHAPTER 12 Behavioral and Cognitive – Behavioral Models MULTIPLE CHOICE QUESTIONS 12.1

What makes the behavioral approach unique among all psychotherapeutic endeavors is its: a. attention to the formative years in the family life cycle. *b. insistence on a data-based set of procedures. c. concern with electroshock processes. d. concern with family narratives.

A-Head: The Rise of Cognitive-Behavioral Therapy with Families 12.2

Of the following, who is not considered a pioneer in cognitive and/or behavior therapy? *a.

Selvini-Palazzolli b. Patterson c. Liberman d. Stuart A-Head: Behaviorally Influenced Forms of Family Therapy Cognitive behavior therapy attempts to modify a client’s: *a. thoughts. b. feelings. c. impulses. d. desires.

A-Head: The Key Role of Assessment 12.3

12.4

Albert Ellis employs the use of: a. schemas. b. attributions. *c. cognitive restructuring. d. operant conditioning.

A-Head: Conjoint Sex Therapy Learning Objective: Describe some feminist critiques of sex therapy 12.5

Aaron Beck views depressed persons as: a. psychotic. b. immature. c. overwrought with feelings. *d. making errors in thinking.

A-Head: The Rise of Cognitive-Behavioral Therapy with Families 12.6 An enduring set of beliefs that organizes subsequent perceptions is known as: © Browsegrades.net

*a. schemas. b. automatic thoughts. c. rituals. d. automatic writing.

A-Head: The Rise of Cognitive-Behavioral Therapy with Families 12.7

Which of the following is not an underlying assumption of behavior therapy? a. Normal and abnormal behaviors are acquired and maintained in identical ways. b. Assessment is an ongoing part of treatment. c. Behavior disorders represent learned maladaptive patterns. *d.

To modify or extinguish behavior, it is necessary to discover the set of circumstances in which the behavior was learned.

A-Head: The Rise of Cognitive-Behavioral Therapy with Families 12.8

Behavior analysis refers to: *a. an assessment procedure used by behavior therapists. b. a self-management program. c. classical but not operant conditioning. d. operant but not classical conditioning.

A-Head: Behavioral Therapy and Family Systems Learning Objective: Describe how behavioral family therapists attempt to bring the scientific method to bear on the therapeutic process 12.9

A problem analysis: a. tries to uncover the underlying problem. *b. pinpoints the specific behavioral deficit. c. measures therapeutic changes. d. None of the answers are correct.

A-Head: The Key Role of Assessment 12.10 Uncovering the relationship between behavioral deficits and the client’s interpersonal environment is called: a. behavior analysis. b. problem analysis. *c. functional analysis. d. intersubjective psychoanalysis.

A-Head: The Key Role of Assessment 12.11 Cognitive-behavioral therapists traditionally work at three related levels. Which is not one of these levels? a. Underlying assumptions b. Automatic thoughts c. Schemas © Browsegrades.net

*d.

Affect A-Head: Behaviorally Influenced Forms of Family Therapy 12.12 Cognitive-behavioral family therapists rely, for assessment purposes, on: *a. observable behavior. b. underlying causal agents inside family members. c. projective techniques. d. All of the answers are correct.

A-Head: Behaviorally Influenced Forms of Family Therapy 12.13 “He says he has to work late tonight. He’d rather be with someone else than me,” is an example of a(n): a. selective abstraction. *b. arbitrary inference. c. overgeneralization. d. All of the answers are correct.

A-Head: Behaviorally Influenced Forms of Family Therapy 12.14 Operant interpersonal therapy represents a blend of operant learning principles and: a. Gestalt psychology. *b. social exchange theory. c. classical conditioning principles. d. experiential psychology.

A-Head: Behaviorally Influenced Forms of Family Therapy Learning Objective: Explain how principles of social learning theory and social exchange theory are applied to family therapy 12.15 Therapeutic contracts are: *a. written agreements between spouses. b. pre-therapy arrangements with a therapist. c. insurance reimbursement forms. d. None of the answers are correct.

A-Head: Behaviorally Influenced Forms of Family Therapy Learning Objective: Explain how principles of social learning theory and social exchange theory are applied to family therapy 12.16 Behavioral couple therapists sometimes have partners list desirable behaviors each wants from the other, as a demonstration of commitment to the relationship. These are what is to be exchanged as part of: *a. caring days. b. communication guides. c. “fair play” lists. d. couple change days. © Browsegrades.net

A-Head: Behaviorally Influenced Forms of Family Therapy Learning Objective: Explain how principles of social learning theory and social exchange theory are applied to family therapy 12.17 Increasingly, behavioral couple therapists are attending to client: a. positive reinforcements. b. negative reinforcements. *c. thoughts, attitudes, and expressions of feelings. d. contracting.

A-Head: The Key Role of Assessment 12.18 Cognitive restructuring calls for: a. emotional catharsis. b. classical conditioning to be effective. *c. changing belief structures about marriage. d. operant conditioning to be effective.

A-Head: Conjoint Sex Therapy Learning Objective: Describe how behavioral family therapists attempt to bring the scientific method to bear on the therapeutic process 12.19 Integrative couples therapy: a. derives from psychoanalysis. b. is a strictly behavioral approach. *c. seeks partner acceptance. d. developed from the Milan model.

A-Head: Behaviorally Influenced Forms of Family Therapy 12.20 Gottman calls four forms of negativity between marital partners the Four Horsemen of the Apocalypse. Which of the following is not one of them? a. Criticism b. Stonewalling c. Defensiveness *d.

Dominance A-Head: Behaviorally Influenced Forms of Family Therapy Learning Objective: Identify some characteristics of stable marriages 12.21 Child management problems are frequently dealt with by behavior therapists using a social model. a. modification b. stratification c. adherence *d. learning A-Head: Behaviorally Influenced Forms of Family Therapy © Browsegrades.net

Learning Objective: Explain how principles of social learning theory and social exchange theory are applied to family therapy 12.22 Patterson views aggression in children as a: a. mental health problem. *b. behavioral problem. c. displacement problem. d. development task to master.

A-Head: Behaviorally Influenced Forms of Family Therapy 12.23 Family management skills training: a. treats parents whose children develop behavior problems. b. treats parents and children together in a group. *c. trains parents in behavioral principles and techniques. d. trains children by acting as surrogate parents.

A-Head: Behaviorally Influenced Forms of Family Therapy 12.24 For the most part, behavioral parent training attempts to change: *a. the child’s deviant behavior. b. the family’s interactive pattern. c. marital tensions in the family. d. intergenerational conflicts.

A-Head: Behavioral Therapy and Family Systems Learning Objective: Describe how behavioral family therapists attempt to bring the scientific method to bear on the therapeutic process 12.25 “Time-out” from positive reinforcements is probably most useful when working with: *a. young children. b. adolescents. c. college students. d. the elderly.

A-Head: Behaviorally Influenced Forms of Family Therapy 12.26 Contingency contracting is a behavioral procedure that is probably most useful with: a. young children. *b. adolescents. c. college students. d. the elderly.

A-Head: Behaviorally Influenced Forms of Family Therapy 12.27 Functional family therapy attempts to bring about individuals and their families. a. psychic but not cognitive © Browsegrades.net

changes in

b. exclusively behavioral *c. both behavioral and cognitive d. exclusively cognitive A-Head: Behaviorally Influenced Forms of Family Therapy Learning Objective: Explain how principles of social learning theory and social exchange theory are applied to family therapy 12.28 Functional family therapists believe: *a. all behavior is adaptive. b. it is essential to distinguish altruistic from malevolent behavior. c. that linear explanations apply to children’s behavioral problems. d. in intrapsychic but not interpersonal explanations.

A-Head: A-Head: Behaviorally Influenced Forms of Family Therapy 12.29 Functional family therapy has been shown to be effective in dealing with: a. psychotic behavior. *b. adolescent at-risk behavior. c. marital conflict. d. sexual problems.

A-Head: Functional Family Therapy Learning Objective: Explain how functional family therapists view behavior as they attempt to integrate systems, behavioral and cognitive theory in families 12.30 The pioneering therapeutic work with sexual problems has been led by: a. Ackerman. b. Alexander. *c.

Masters and Johnson. d.

Patterson.

A-Head: Conjoint Sex Therapy Learning Objective: Describe some feminist critiques of sex therapy 12.31 Which of these statements is true? *a.

Sex therapy has become more medicalized in recent years. b. Most sex therapy programs today call for daily sessions. c. Beck’s sex therapy model is still predominant in the field. d. Kaplan’s behavioral model remains a popular approach for sexual dysfunction.

A-Head: Conjoint Sex Therapy Learning Objective: Describe some feminist critiques of sex therapy 12.32 Schnarch’s work on the “sexual crucible” is based on whose model? a. Alexander b. Ackerman *c.

Bowen © Browsegrades.net

d.

Kaplan A-Head: Conjoint Sex Therapy Learning Objective: Describe some feminist critiques of sex therapy 12.33 Which of the following does not characterize Meichenbaum’s work with distressed clients: a. emphasizing narrative repair. *b. establishing caring days. c. incorporating a constructivist perspective. d. involving collaborative sessions.

A-Head: A Constructivist Link 12.34

purports to integrate learning theory, systems theory, and cognitive theory. a. Alternative dispute resolution b. Conflict resolution c. Emotionally focused therapy *d. Functional family therapy A-Head: Functional Family Therapy Learning Objective: Explain how functional family therapists view behavior as they attempt to integrate systems, behavioral and cognitive theory in families helps change clients’ assumptions and schemas about the world and their ability to manage stress. a. Contingency contract b. Classical conditioning *c. Narrative repair d. Intersystem approach A-Head: A Constructivist Link 12.35

KEY WORDS/FILL IN THE BLANK 1.

An assessment procedure in which a therapist identifies the targeted behavior to be changed, determines the factors currently maintaining the behavior, and formulates a treatment plan that includes specific criteria for measuring the success of the change effort.

Answer: Behavioral analysis 2.

Training couples in communication skills, the exchange of positive reinforcements, cognitive restructuring, and problem-solving skills in order to facilitate marital satisfaction.

Answer: Behavioral couples therapy 3. © Browsegrades.net

A behavioral assessment of a problem in order to determine what

interpersonal or environmental contingencies elicit the problematic behavior and how to extinguish or reduce its occurrence.

Answer: Functional analysis 4.

A therapeutic approach based on systems theory, cognitive theory, and behavioral principles in which clients are helped to understand the function or interpersonal payoff of certain of their behaviors as a prelude to substituting more effective ways to achieve the same results.

Answer: Functional family therapy 5.

As used by behavioral family therapists, written negotiated agreements between family members to make specific behavior changes in the future.

Answer: Therapeutic contracts ESSAY QUESTIONS 1. Discuss how behavioral and cognitive therapy models have adopted a family framework.

Who were some of the leading figures for each approach and what are some of the ways that they make this connection?

Answers may vary.

2. How has sex therapy been linked to the behavioral approach?

Answers may vary.

3. Discuss the contributions of Jacobson and Christensen to the Behavioral Couple’s Therapy model. What is their model called? What does it emphasize?

Answers may vary.

4. Define and describe “The Four Horsemen of the Apocalypse.”

Answers may vary.

5. What are the benefits of a Cognitive Behavioral Approach? What are the potential problems you see with this approach?

Answers may vary.

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CHAPTER 13 Social Construction Models I: Solution-Focused and Collaborative Therapies MULTIPLE CHOICE QUESTIONS 13.1 The umpire who insists he "calls 'em as he sees 'em" is taking a: a. modernist view. *b. constructivist view. c. essentialist view. d. social constructionist view.

A-Head: Postmodernist Constructions 13.2

According to postmodern thinking, "romantic love" is a: *a. social invention. b. necessity for couple contentment. c. part of all relationships. d. All of the answers are correct.

A-Head: The Postmodern Revolution Learning Objective: Compare and contrast modernist versus postmodernist perspectives 13.3

Constructivism emphasizes the: a. objective construction of reality. *b. subjective construction of reality. c. family’s view of reality. d. therapist’s view of reality.

A-Head: The Postmodern Revolution Learning Objective: Compare and contrast modernist versus postmodernist perspectives 13.4

Postmodern therapists are apt to be: *a. collaborators. b. manipulative. c. detached observers. d. interpretive of family behavior.

A-Head: Postmodern Therapeutic Outlooks Postmodern therapists attend particularly to a family’s: a. dysfunctional structure. b. flawed interactive patterns. c. “dirty games.” *d. assumptions regarding their problems.

A-Head: The Postmodern Revolution Learning Objective: Compare and contrast modernist versus postmodernist perspectives 13.5

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13.6

According to the text, the postmodern outlook permits the: a. therapist to be in charge. *b. therapist to not be an expert. c. family to be programmed for success. d. None of the answers are correct.

A-Head: Postmodern Therapeutic Outlooks 13.7

Postmodern views can be linked to: a. Bowen. b. Minuchin. *c.

Boscolo and Cecchin. d.

Ackerman and Framo.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view 13.8

Therapists influenced by postmodern thinking help clients: *a. find new meanings in their life situations. b. gain insight into their early relationships. c. engage in self-differentiation. d. develop clearer boundaries.

A-Head: The Postmodern Revolution Learning Objective: Compare and contrast modernist versus postmodernist perspectives 13.9

Social constructionist therapies: *a. reject the traditional therapist-client hierarchy. b. embrace the traditional therapist-client hierarchy. c. insist that clients face reality. d. impose their notions of reality on the divided family.

A-Head: Postmodern Therapeutic Outlooks 13.10 The family therapist most closely identified with solution-focused brief therapy is: a. Segal. b. Erickson. *c. de Shazer. d.

White.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view; Describe miracle questions, exception- finding questions, and scaling questions 13.11 Solution-focused brief therapy argues that: a. determining why and how a particular problem arose is the first order of business © Browsegrades.netin working with families.

b. insight provides the basic tool for change. *c. client families have run out of ways of dealing with their problems. d. functional family therapy is the most practical approach.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view; Describe miracle questions, exception-finding questions, and scaling questions 13.12 In solution-focused brief therapy, “skeleton keys” refer to: a. reconstructing old repressed memories. b. paring down problems to their basic elements. *c. interventions that work for a variety of “locks.” d.

All of the answers are correct.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view; Describe miracle questions, exception-finding questions, and scaling questions 13.13 The notion of client resistance to change: *a. is challenged by solution-focused therapists. b. is endorsed by solution-focused therapists. c. has been abandoned by all family therapists. d. is championed by de Shazer.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view; Describe miracle questions, exception-finding questions, and scaling questions 13.14 The “miracle question” allows clients to: *a. speculate on their future once the problem is gone. b. put their faith in the therapeutic process. c. seek a religious experience. d. theoretically integrate spirituality within solution-focused therapy.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view; Describe miracle questions, exception-finding questions, and scaling questions 13.15 Exception-finding questions: a. are efforts to manipulate clients. b. are rarely used by solution-focused therapists. *c. build on past successes in dealing with a problem. d. are part of reflecting team strategies.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view; Describe miracle questions, exception-finding questions, and scaling questions

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13.16 Clients who describe their unhappiness but wait for their partner to change first are called what by solution-focused therapists? a. Visitors b. Customers c. Non-participants *d.

Complainants A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view; Describe miracle questions, exception-finding questions, and scaling questions 13.17 The Milwaukee Brief Therapy Center makes use of: *a. one-way mirrors and intercom systems. b. co-therapy. c. multiple impact therapy. d. low impact therapy.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view; Describe miracle questions, exception-finding questions, and scaling questions 13.18 Solution-oriented therapists: a. offer insights through their interpretations. b. provide families with solutions to their problems. *c. create a collaborative dialogue with families. d. rely on reflecting teams to offer solutions.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view 13.19 Solution-oriented therapy is based on all but one of the following sources. Which one does not fit? *a.

The ideas of Salvador Minuchin b. The ideas of Milton Erickson c. The ideas of Steve de Shazer d. The ideas of the Mental Research Institute A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view 13.20 Possibility therapy is the invention of: a. Rogers. *b.

O'Hanlon. c. de Shazer. d. White. © Browsegrades.net

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view 13.21 Hudson and O'Hanlon help couples recognize that: a. “the map represents the territory.” *b. they can rewrite the story of their relationship. c. one partner has a clearer view of reality than the other. d. solution-oriented therapy can explain their problems.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view 13.22 According to collaborative therapists, problems are created through: a. interpersonal conflict. b. behavioral sequences. *c. language. d.

None of the answers are correct.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view 13.23 Which of the following does not characterize the work of Anderson and Goolishian? a. Human systems are meaning-generating systems b. Human systems are language-generating systems c. In therapeutic conversation *d.

All of the answers are correct.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view 13.24 The Houston-Galveston Institute is known for its: a. reflecting team emphasis. *b. language systems approach. c. solution-focused therapy. d. narrative therapy.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view 13.25 In the Goolishian-Anderson approach, therapist and client are: *a. conversational partners. b. © Browsegrades.netadversarial in describing reality.

c. both resistant to change. d. All of the answers are correct.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view 13.26 “Problems are stories that people have agreed to tell themselves.” This statement is consistent with the viewpoint of all of the following except one. Which one does not fit? a. Whitaker b. Goolishian c. Hoffman *d.

Hare-Mustin A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view 13.27 Anderson and Goolishian view therapy as a(n): *a. linguistic event. b. self-differentiating event. c. insight-attaining event. d. None of the answers are correct.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view 13.28 Hermeneutics represents an approach to knowledge that emphasizes: a. home study. *b. individual interpretation of events influenced by the observer’s beliefs. c. groupthink. d. All of the answers are correct.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view 13.29 A major goal of the linguistic approach is: a. solving the family’s problem. *b. dis-solving the family’s problem. c. maintaining the complaint. d. seeking answers to the miracle question.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of © Browsegrades.netview

13.30 Reflecting teams demonstrate a: a. postmodern approach. b. constructivist outlook. c. view of multiple realities. *d.

All of the answers are correct.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view; Explain how a reflecting team works 13.31 Reflecting teams make use of: a. one-way mirrors. *b. two-way mirrors. c. supervisors entering the consultation room. d. supervisors telephoning suggestions to the therapist.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view; Explain how a reflecting team works 13.32 Narrative therapists use reflecting teams to: a. eavesdrop on family conversations. *b. support the family’s development of new narratives about themselves. c. solve family problems. d. develop scaling questions.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view; Explain how a reflecting team works 13.33 Modernists tended to assume that a condition called “ ” did exist and could be defined and used as a kind of measure against which experience could be understood. a. subjectivity b. solution talk *c. normality d. social therapy A-Head: Postmodernist Constructions 13.34 This is when therapist and clients discuss solutions they want to construct together. a. Subjectivity *b. Solution talk c. Normality d. Social therapy A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of © Browsegrades.net

view; Describe miracle questions, exception-finding questions, and scaling questions 13.35 Within the therapist–client relationship, clients are categorized as all of the following except: a. visitors. b. complainants. c. customers. *d. non-participants.

A-Head: Social Constructionist Therapies Learning Objective: Explain some assumptions underlying the social constructionist point of view; Describe miracle questions, exception-finding questions, and scaling questions KEY WORDS/FILL IN THE BLANK 1.

These formal interventions or stock prescriptions can be used with many different types of problems.

Answer: Skeleton keys 2.

Ask the family how things would be different if change occurred and the problem were solved. This question encourages the family to think about change and exactly what would happen if changes occurred.

Answer: Miracle question 3.

A process involving two-way mirrors in which team members observe a family and then discuss their thoughts and observations in front of the family and therapist. Later, the therapist and family discuss the team’s conversations about them.

Answer: Reflecting teams 4.

The postmodern theory that there is no objective “truth,” only versions of “reality” constructed from social interaction, including conversation, with others.

Answer: Social construction theory 5.

A philosophical outlook rejecting the notion that there exists an objectively knowable universe discoverable by impartial science, and instead arguing that there are multiple views of reality ungoverned by universal laws.

Answer: Postmodern ESSAY QUESTIONS 1. Discuss the differences between modernism and social constructionism in family therapy.

Answers may vary.

2. What does it mean to be “not knowing?” Why do therapists need to go to school and receive © Browsegrades.net

years upon years of education if ultimately they declare to their clients that they are not experts?

Answers may vary.

3. Give an example of a scaling question. Explain the theoretical purpose of these questions.

Answers may vary.

4. Describe the reflecting team and discuss the impact it can have on clients.

Answers may vary.

5. What is the miracle question? What are the benefits of this technique and what are the possible detractors of it?

Answers may vary.

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CHAPTER 14 Social Construction Models II: Narrative Therapy MULTIPLE CHOICE QUESTIONS 14.1

The belief that our view of reality is based on the stories by which we circulate knowledge about ourselves is called: a. redundancy metaphor. *b. narrative metaphor. c. narrative imperative. d. redundancy imperative.

A-Head: Poststructuralism and Deconstruction 14.2

Narrative therapists believe our current lives are directed by the woven together about ourselves. a. self-commands *b. dominant stories c. self-reflections d. subjugated stories A-Head: Poststructuralism and Deconstruction 14.3

A common goal of narrative therapy is: a. self-actualization. b. anger management. *c. creating and internalizing new stories. d. using myths and other powerful stories to impart meaning to our lives.

A-Head: Poststructuralism and Deconstruction 14.4

The authors contend that narrative therapy emerged from: *a. poststructuralism. b. postmodernism. c. structural family therapy. d. experiential family therapy.

A-Head: Poststructuralism and Deconstruction 14.5

Who among the following is not a forerunner of narrative therapy? a. Meyerhoff b. Foucault c. Bruner *d.

Ellis A-Head: Poststructuralism and Deconstruction White refers to seeking to discover a person’s underlying traits as relying on: *a. thin descriptions. © Browsegrades.net 14.6

we have

b. thick descriptions. c. intentional descriptions. d. multistoried descriptions.

A-Head: Poststructuralism and Deconstruction 14.7

Calling another person lazy is making use of a *a. thin b. thick c. intentional d. multistoried A-Head: Poststructuralism and Deconstruction

description.

14.8

According to White, a comprehensive understanding of a person calls for: a. thin descriptions. *b. thick descriptions. c. intentional descriptions. d. multistoried descriptions.

A-Head: Poststructuralism and Deconstruction 14.9

In working with families, narrative therapists consider themselves: *a. collaborating partners. b. experts in family relationships. c. cybernetic explorers. d. All of the answers are correct.

A-Head: A Therapeutic Philosophy 14.10 Deconstruction, according to narrative therapists, refers to disassembling: a. closed systems. b. entropic systems. c. family roles, rules, and hierarchies. *d. family assumptions about themselves.

A-Head: Poststructuralism and Deconstruction 14.11 Narrative therapists believe we attempt to make sense of our lives through: a. group membership. *b. self-narratives. c. spirituality. d. dormant stories.

A-Head: Self-Narratives and Cultural Narratives Learning Objective: Each person’s self-narrative provides the principle framework for structuring their experience. Explain how therapists encourage clients to become aware of unrecognized, internalized narratives

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14.12 Which of the following statements is true? a. Narrative therapists re-author people’s lives. b. The main thrust of narrative therapists is in working with anorexics. *c.

Cultural stories often provide dominant narratives to a family. d.

Narrative therapists act as “editors” who work on people’s self-narratives.

A-Head: Self-Narratives and Cultural Narratives Learning Objective: Each person’s self-narrative provides the principle framework for structuring their experience. Explain how therapists encourage clients to become aware of unrecognized, internalized narratives 14.13 White views stories that oppress people’s lives through a political lens, largely due to the influence of: *a.

Foucault. b. Whitaker. c. Jacobson. d. Gottman.

A-Head: Self-Narratives and Cultural Narratives Learning Objective: Each person’s self-narrative provides the principle framework for structuring their experience. Explain how therapists encourage clients to become aware of unrecognized, internalized narratives 14.14 Foucault viewed language as: a. a way of discovering reality. *b. an instrument of power. c. dissolving problems. d. None of the answers are correct.

A-Head: Self-Narratives and Cultural Narratives Learning Objective: Each person’s self-narrative provides the principle framework for structuring their experience. Explain how therapists encourage clients to become aware of unrecognized, internalized narratives 14.15 Narrative therapy was developed to help clients: a. articulate their problems. b. gain insight. *c. reexamine the stories that have shaped their lives. d. reconstruct early trauma.

A-Head: Poststructuralism and Deconstruction Learning Objective: Describe how narrative therapists use the concept of deconstruction 14.16 Externalizing a restraining problem is meant to: a. help explore family dynamics. b. understand family transaction patterns. c. help search for past traumatic events. © Browsegrades.net

*d. help separate the person’s identity from his or her problem.

A-Head: Therapeutic Conversations Learning Objective: Discuss the meaning of problem-saturated stories 14.17 In externalizing conversations, narrative therapists try to help clients: *a. attach new meanings to their experiences. b. recognize that the client with the symptom is the problem. c. recognize that the family is the problem. d. tell themselves they no longer have the problem.

A-Head: Therapeutic Conversations Learning Objective: Discuss the meaning of problem-saturated stories 14.18 In narrative therapy, White helps families: a. internalize a problem. *b. externalize a problem. c. subjectify a problem. d. All of the answers are correct.

A-Head: Therapeutic Conversations Learning Objective: Discuss the meaning of problem-saturated stories 14.19 White’s style is directed at all but one of the following. Which one? a. What the person is experiencing b. How the problem is being experienced *c.

Why the problem is being experienced d.

How the client would describe the problem A-Head: Therapeutic Conversations Learning Objective: Discuss the meaning of problem-saturated stories 14.20 White’s narrative approach encourages families to: *a. create alternative accounts of their lives. b. gain awareness of the origins of their problem. c. attend to reflecting team observations. d. develop a problem-saturated perspective.

A-Head: Therapeutic Conversations Learning Objective: Discuss the meaning of problem-saturated stories 14.21 A boy who gets into mischief at school is asked “How do you feel about what Mr. Trouble has done to you?” The therapist is probably: a. transgenerational. b. solution-focused. *c. narrative. d. solution-oriented.

A-Head: Therapeutic Conversations © Browsegrades.net

Learning Objective: Discuss the meaning of problem-saturated stories 14.22 White’s therapeutic approach is based on: a. making interpretations. *b. employing therapeutic questions. c. issuing directives. d. using paradoxical interventions.

A-Head: Therapeutic Conversations Learning Objective: Discuss the meaning of problem-saturated stories 14.23 “We never know from day to day what mood our daughter will be in.” This statement is an example of a(n): a. empowering story. b. internalizing story. *c. problem-saturated story. d. externalizing story.

A-Head: Therapeutic Conversations Learning Objective: Discuss the meaning of problem-saturated stories 14.24 Unique outcomes are: a. therapeutic successes. b. part of problem-saturated stories. *c. entry points for exploring alternative stories. d.

All of the answers are correct.

A-Head: Therapeutic Conversations Learning Objective: Discuss the meaning of problem-saturated stories; Define unique outcomes and explain how they help to change behavior 14.25 Ellen expresses her viewpoint at a meeting, although she is shy and her self-doubt usually tries to silence her. Narrative therapists view this as a(n): a. exception. *b. unique outcome. c. possibility. d. aberration.

A-Head: Therapeutic Conversations Learning Objective: Discuss the meaning of problem-saturated stories; Define unique outcomes and explain how they help to change behavior 14.26 Unique outcomes pertain to the: a. past and present. b. present and the future. c. past and future. *d. © Browsegrades.netpast, present and future.

A-Head: Therapeutic Conversations Learning Objective: Discuss the meaning of problem-saturated stories; Define unique outcomes and explain how they help to change behavior 14.27 Unique outcomes typically the troubled family’s dominant story. *a. contradict b. reinforce c. confirm d. are unrelated to A-Head: Therapeutic Conversations Learning Objective: Discuss the meaning of problem-saturated stories; Define unique outcomes and explain how they help to change behavior 14.28 Outside witness groups: a. are usually made up of extended family members. *b. help reinforce alternative narratives. c. are often used in solution-focused therapy. d. have no place in brief therapy.

A-Head: Therapeutic Conversations Learning Objective: Discuss the meaning of problem-saturated stories 14.29 Outside witness groups represent: *a. reflecting teams. b. professionals familiar with the case. c. therapeutic leagues. d. a jury of one’s peers.

A-Head: Therapeutic Conversations Learning Objective: Discuss the meaning of problem-saturated stories 14.30 Anthropologist Barbara Meyerhoff’s work on narrative therapists. a. possibility therapy b. anorexia and bulimia *c. definitional ceremonies d. unique outcomes A-Head: Therapeutic Ceremonies, Letters, and Leagues

has been adopted by

14.31 A person with a drinking problem allows two friends who have overcome a similar problem to sit behind a one-way mirror to observe him and his therapist during a session. Later, they change places. The original observers are: a. unrevealing of their reactions. b. interpretive. c. hospital personnel only. © Browsegrades.net

*d. an outside witness group.

A-Head: Therapeutic Ceremonies, Letters, and Leagues 14.32 Using therapeutic letters to summarize sessions is a technique introduced by: a.

Bruner. *b.

Epston. c. Meyerhoff. d. Morgan.

A-Head: Therapeutic Ceremonies, Letters, and Leagues Learning Objective: Justify the use of letters in narrative therapy 14.33 Redundancy letters refer to: a. urging reluctant family members to attend sessions. b. termination of therapy announcements. *c. urging specific family members to give up duplicate roles in the family. d. summarizing a previous month’s worth of sessions.

A-Head: Therapeutic Ceremonies, Letters, and Leagues Learning Objective: Justify the use of letters in narrative therapy 14.34 An example of banding together to deal with a common problem is: a. The Possibility League. b. The Anti-Dysphoria League. *c.

The Anti Anorexia/Anti-Bulimia League. d.

None of the answers are correct.

A-Head: Therapeutic Ceremonies, Letters, and Leagues 14.35 Which is not true of Madigan’s league in Vancouver? a. It is a politically active group. b. It emphasizes that the problems addressed are rooted in one of society’s dominant discourses. c. It insists the person is not the problem. *d.

It uses one-way mirrors.

A-Head: Therapeutic Ceremonies, Letters, and Leagues KEY WORDS/FILL IN THE BLANK 1.

This is the process by which a new story is developed.

Answer: Reconstruction/re-authoring 2.

Following therapy, letters are written to the family that summarize the sessions, invite reluctant members to attend future sessions, and address the future. This serves the purpose of extending conversations while encouraging family members to record or map out their own futures. © Browsegrades.net

Answer: Letters 3.

A postmodern procedure for gaining meaning by reexamining assumptions previously taken for granted, in the service of constructing new and unencumbered meanings.

Answer: Deconstruction 4.

In the narrative approach, helping families view the problem or symptom as occurring outside of themselves, in an effort to mobilize them to overcome it.

Answer: Externalization 5.

In narrative therapy, those instances when the client did not experience the problem; such outcomes are intended to help contradict a client’s problemsaturated outlook.

Answer: Unique outcomes ESSAY QUESTIONS 1. Discuss the nature of what is meant by poststructuralism and deconstructionism and how this approach is a therapeutic philosophy.

Answers may vary.

2. Define problem saturated narratives and the role of subjugated or marginalized narratives in helping clients from a Narrative perspective.

Answers may vary.

3. Give an example of “externalizing the problem” and explain how this technique/philosophy is helpful to clients.

Answers may vary.

4. Define a “unique outcome” and give an example of how it might be used in the course of narrative therapy.

Answers may vary.

5. What are the major components of a therapeutic letter?

Answers may vary.

© Browsegrades.net

CHAPTER 15 Population-Based Family Treatments MULTIPLE CHOICE QUESTIONS 15.1

Which of the following are not addressed by psychoeducational? a. Troubled marriages b. Schizophrenics c. Substance abusers *d.

Deep seated characterological issues A-Head: Psychoeducation: Teaching Skills to Specific Populations Learning Objective: What are the main characteristics of psychoeducational family therapy?

15.2

Psychoeducational programs emphasize all but one of the following. Which does not belong? a.

Skills-building *b.

Psychotherapy c. Stress management d. Informational programs A-Head: Psychoeducation: Teaching Skills to Specific Populations Learning Objective: What are the main characteristics of psychoeducational family therapy?

15.3

Stepfamily preparation programs were founded by: a. McDaniel and Rolland. *b.

Visher and Visher. c. Bray and Guerney. d. Guerney and Guerney.

A-Head: Divorce and Remarriage 15.4

Psychoeducators tend to view schizophrenia as a: a. result of family dysfunction. b. result of a schizophrenogenic mother and passive father. *c. biological disease. d. defuser of family conflict.

A-Head: Families and Mental Disorders Learning Objective: Discuss the use of family therapy in the treatment of severe mental disorders 15.5

Psychoeducational programs are most highly developed to help: a. alcoholics. *b. schizophrenics. c. anorectics. d. all equally.

A-Head: Psychoeducation: Teaching Skills to Specific Populations © Browsegrades.net

Learning Objective: What are the main characteristics of psychoeducational family therapy?

15.6

In treating the major psychoses, psychoeducation is now seen as necessary, along with: *a. medication. b. individual psychotherapy. c. conjoint family therapy. d. network interventions.

A-Head: Psychoeducation: Teaching Skills to Specific Populations Learning Objective: What are the main characteristics of psychoeducational family therapy?

16.7

Working with schizophrenics, psychoeducators focus on the impact of: *a. the symptomatic member on family life. b. the family’s impact on the life of the patient. c. insight therapy on family functioning. d. None of the answers are correct.

A-Head: Psychoeducation: Teaching Skills to Specific Populations Learning Objective: What are the main characteristics of psychoeducational family therapy?

15.8

Bipolar disorder refers to: a. early onset of schizophrenia. b. late adolescent onset of a disorder. c. a polarized family conflict. *d. an affective disorder.

A-Head: Families and Mental Disorders

15.9

According to Anderson, Reiss, and Hogarty, recovering hospitalized schizophrenics: a. remained symptom-free for six months. *b. relapsed when returning home to family. c. were bipolar. d. None of the answers are correct.

A-Head: Families and Mental Disorders Learning Objective: Discuss the use of family therapy in the treatment of severe mental disorders 15.10 Research on stress in families with schizophrenic members emphasizes the relationship between and relapse. a. anxiety b. depression c. phobias *d. expressed emotion A-Head: Families and Mental Disorders 15.11 According to Miklowitz, the best indicator of relapses in schizophrenia is: © Browsegrades.net

a. discontinued medication. *b. the family’s expressed emotion. c. homelessness. d. despair.

A-Head: Families and Mental Disorders 15.12 Successful aftercare programs for schizophrenics emphasize reduced family conflict at home and: a. individual therapy. b. family therapy. *c. antipsychotic medication. d.

All of the answers are correct.

A-Head: Families and Mental Disorders Learning Objective: Discuss the use of family therapy in the treatment of severe mental disorders 15.13 Survival skills workshops are psychoeducational programs directed at: a. helping schizophrenics survive a hospital stay. *b. teaching family members about schizophrenia. c. repairing a dysfunctional family system. d. eliminating boundaries between family members.

A-Head: Families and Mental Disorders Learning Objective: Discuss the use of family therapy in the treatment of severe mental disorders 15.14 Medical family therapy addresses the relationship between family health and: *a. family relationships. b. hospitalization. c. disease-proneness. d. genetic family illness.

A-Head: Medical Family Therapy Learning Objective: Define medical family therapy 15.15 Medical family therapy tends to: a. hold families accountable for a member’s problems. b. encourage school dropouts to return to the classroom. c. value hospitalization over outpatient care. *d. be interdisciplinary.

A-Head: Medical Family Therapy Learning Objective: Define medical family therapy 15.16 The major journal in medical family therapy is: a. Journal of Marital and Family Therapy. © Browsegrades.net

b. Journal of Medical Family Therapy. *c.

Families, Systems, and Health. d.

Medical Family Therapy.

A-Head: Medical Family Therapy Learning Objective: Define medical family therapy 15.17 Medical family therapy combines: *a. systems and biopsychosocial approaches. b. structural and strategic approaches. c. psychodynamic and Milan approaches. d. None of the answers are correct.

A-Head: Medical Family Therapy Learning Objective: Define medical family therapy 15.18 Rolland stresses which of the following regarding illness in the family? *a.

The family belief system b. The family genetic code c. Immigrant or native-born status d. None of the answers are correct.

A-Head: Medical Family Therapy Learning Objective: Define medical family therapy 15.19 In the psychosocial typology of illness, Rolland does not include one of following.

Which one? a. Onset *b.

Blood type c. Outcome d. Incapacitation A-Head: Medical Family Therapy Learning Objective: Define medical family therapy 15.20 The Collaborative Family Healthcare Coalition: a. is interdisciplinary. b. attempts to coordinate health care delivery. c. is family-centered. *d.

All of the answers are correct.

A-Head: Medical Family Therapy Learning Objective: Define medical family therapy 15.21 The Collaborative Coalition emphasizes: a. traditional medical care. b. outpatient care only. c. inpatient care only. © Browsegrades.net

*d.

None of the answers are correct.

A-Head: Medical Family Therapy Learning Objective: Define medical family therapy 15.22 Searching for reasons for patient non-compliance is usually the job of the: *a. family therapist. b. primary care physician. c. surgeon. d. nurse.

A-Head: Families and Mental Disorders Learning Objective: Discuss the use of family therapy in the treatment of severe mental disorders 15.23 Treating AIDS, family therapists can: a. prescribe new medications. *b. help patients deal with loss of independence. c. hospitalize advanced cases. d. All of the answers are correct.

A-Head: Medical Family Therapy Learning Objective: Define medical family therapy 15.24 One in four remarriages today involves: a. a previously married woman but not a man. b. a previously married man but not a woman. *c. both partners previously married. d. childless couples.

A-Head: Divorce and Remarriage 15.25 An example of a psychoeducational effort is: *a. parent skills training. b. externalization. c. the miracle question. d. All of the answers are correct.

A-Head: Relationship Education Programs 15.26 The best researched family skills training program is: a. Masters and Johnson. b. Expressed Emotion Enhancement. *c.

Relationship Enhancement. d.

REBT. A-Head: Relationship Education Programs 15.27 Marriage encounters: © Browsegrades.net

a. are always church-affiliated. b. began in France. c. were first introduced in 1898. *d.

None of the answers are correct.

A-Head: Relationship Education Programs 15.28 Relationship Enhancement programs provide training in all but one of the following.

Which one does not belong? *a.

Insight skill b. Expressive skill c. Empathic responding skill d. Conversive skill A-Head: Relationship Education Programs 15.29 Relationship Enhancement programs: a. usually last up to a year. *b. rarely exceed ten sessions. c. have no time restraints. d. are based on a psychodynamic model.

A-Head: Relationship Education Programs 15.30 Which of the following is not typically included in RE programs? a. Cognitive instruction b. Skills building *c.

Miracle questioning d.

Behavioral instruction A-Head: Relationship Education Programs 15.31 PREPARE is a(n): a. exam preparation program. b. relationship enhancement program. *c. marriage preparation program. d. program for stepfamilies.

A-Head: Relationship Education Programs 15.32 A Couple and Family Map offers information about: a. transactional patterns. b. behavioral patterns. c. feedback loops. *d. relationships strengths.

A-Head: Relationship Education Programs 15.33 The PREP Program is designed to aid: © Browsegrades.net

*a. marriage enrichment. b. marriage encounter. c. stepfamily preparation. d. None of the answers are correct.

A-Head: Relationship Education Programs 15.34 PREP sessions may take place as: a. survivor skills workshops. *b. weekend marathons. c. home visits. d. All of the answers are correct.

A-Head: Relationship Education Programs 15.35 The PREP Program is associated with: a. John Gottman. b. Gerald Patterson. *c.

Howard Markman. d.

Bernard Guerney.

A-Head: Relationship Education Programs 15.36 The interaction between families and schools in the socialization and development of children is an interaction called a relationship. a. intersystemic b. intrasystemic *c. mesosystemic d. neosystemic A-Head: Families and Schools 15.37 Which of the following is not one of the people associated with family psychoeducation that works with individual families? a. Anderson *b.

McFarlane c. Reiss d. Hogarty A-Head: The Therapeutic Process Learning Objective: Give an example of multiple family therapy 15.38 What is the approximate rate of child maltreatment, per 1,000 children, each year? a. 100 b. 2 c. 54 *d.

12 A-Head: Family Violence © Browsegrades.net

KEY WORDS/FILL IN THE BLANK 1.

An affective disorder in which the patient experiences alternating periods of depression and mania.

Answer: Bipolar disorder 2.

Covert alliances or affiliations, temporary or long term, between certain family members against others in the family.

Answer: Coalitions 3.

The degree of affect expressed within a family, especially noteworthy in families with schizophrenic members, where emotionally intense and negative interactions are considered a factor in the schizophrenic’s relapse.

Answer: Expressed emotion 4.

A form of psychoeducational family therapy involving collaboration with physicians and other health care professionals in the treatment of persons or families with health problems.

Answer: Medical family therapy 5.

A therapeutic effort offering educational programs directed at helping families better understand and learn skills for dealing with a seriously disturbed family member, such as a schizophrenic recently released from a psychiatric hospital.

Answer: Psychoeducational 6.

A linked family system created by the marriage of two persons, one or both of whom has been previously married, in which one or more children from the earlier marriage(s) live with the remarried couple.

Answer: Stepfamily ESSAY QUESTIONS 1. Discuss the importance of the psychoeducational family therapy approach for families with significant mental disorders. Note any research related to this approach and any information regarding expressed emotions, and guidelines for utilization of this approach.

Answers may vary.

2. Explain what is meant by medical family therapy and collaborative family healthcare. For what kinds of problems and families would these approaches be the most useful?

Answers may vary.

3. Discuss the advantages and disadvantages of the educational model and the medical model for working with clients. © Browsegrades.net

Answers may vary.

4. Compare and contrast family therapy and family psychoeducation.

Answers may vary.

5. Why is it important to know that family psychoeducation programs are based on empirically-tested research studies?

Answers may vary.

© Browsegrades.net

Chapter 16 Evidence-Based Family Therapy MULTIPLE CHOICE QUESTIONS 16.1

Which of the following statements is true? a. Family research has always had secondary status compared to family therapy. *b.

Early efforts at family therapy, during the 1950s, were often undertaken to maintain contact with research families. c. Family research has always had primary status compared to family therapy. d. Family research and family therapy tend to utilize similar observational procedures.

A-Head: Couple and Family Assessment Research Learning Objective: Discuss the various models to assess and classify families; Explain how families cope with various situational stresses and demands throughout the life cycle using the Circumplex Model and the McMaster Model 16.2

Research efforts in family therapy over the last two decades have been directed at: a. social construction therapies. b. symbolic-experiential therapies. *c. empirically-validated therapies. d. clinically based therapies.

A-Head: Family Therapy Process and Outcome Research Learning Objective: Explain three aspects of both process and outcome research in family therapy 16.3

Which of the following is not related to the expansion of family therapy research in the 1990s? a. Increased funding by the National Institute of Mental Health b. Increased funding by the National Institute of Drug Abuse c. Pressure from managed care insurance programs *d.

Pressure from psychoanalysts for funding to demonstrate the efficacy of that approach A-Head: Introduction 16.4

Quantitative research emphasizes: a. case studies. b. audio and video tapes. *c. large samples. d. open-ended inquiries.

A-Head: Qualitative and Quantitative Research Methodologies Learning Objective: Compare and contrast qualitative and quantitative research 16.5 Many therapists have dismissed published research reports as: © Browsegrades.net

*a. irrelevant to their everyday needs and interests. b. too time consuming to read. c. based on too small a sample. d. willing to deal with individuals only but not families.

A-Head: Qualitative and Quantitative Research Methodologies Learning Objective: Compare and contrast qualitative and quantitative research 16.6

Many researchers find fault with clinicians for their: a. lack of knowledge of research findings. *b. willingness to adopt untested clinical procedures. c. unfamiliarity with experimental design. d. lack of statistical sophistication.

A-Head: Qualitative and Quantitative Research Methodologies Learning Objective: Compare and contrast qualitative and quantitative research 16.7

Therapists are more apt to attend to research because it is more likely to capture what they do in their daily work with clients. a. confirmatory b. quantitative c. statistical *d. qualitative A-Head: Qualitative and Quantitative Research Methodologies Learning Objective: Compare and contrast qualitative and quantitative research 16.8

A good example of combining quantitative and qualitative research can be seen in the work of: a. Whitaker. b. Kempler. *c.

Gottman. d.

Satir.

A-Head: Qualitative and Quantitative Research Methodologies Learning Objective: Compare and contrast qualitative and quantitative research 16.9

Which of the following statements is true? *a.

Proponents of formal family assessments contend accurate measurement is essential for a scientific discipline. b. Quantitative research in family therapy is by and large unfounded. c. Few family therapists engage in clinical assessment. d. All are true.

A-Head: Couple and Family Assessment Research Learning Objective: Discuss the various models to assess and classify families 16.10 Standardized tests for assessing couples and families are utilized particularly by: © Browsegrades.net

a. narrative therapists. *b. behaviorally-oriented family therapists. c. structural therapists. d. strategic therapists.

A-Head: Couple and Family Assessment Research Learning Objective: Discuss the various models to assess and classify families 16.11 According to the authors, most family therapists: a. look for hierarchical patterns in their family assessment. b. rely on formal psychological tests in their family assessment. *c. do not rely on formal psychological tests. d. ignore hierarchical patterns in their family assessment.

A-Head: Couple and Family Assessment Research Learning Objective: Discuss the various models to assess and classify families 16.12 Valid and reliable test instruments appraise family: a. communication patterns. b. cognitive and affective patterns. c. interpersonal patterns. *d.

All of the answers are correct.

A-Head: Couple and Family Assessment Research Learning Objective: Discuss the various models to assess and classify families 16.13 Questionnaires used for assessment are examples of: *a. self-report measures. b. reliable measures. c. valid measures. d. objective measures.

A-Head: Couple and Family Assessment Research Learning Objective: Discuss the various models to assess and classify families 16.14 Olson’s Circumplex Model of family functioning is based on the intersection of two basic family dimensions. They are: *a. flexibility and cohesion. b. enmeshment and disengagement. c. entropy and negentropy. d. None of the answers are correct.

A-Head: Couple and Family Assessment Research Learning Objective: Discuss the various models to assess and classify families; Explain how families cope with various situational stresses and demands throughout the life cycle using the Circumplex Model and the McMaster Model 16.15 Olson’s family map depicts how many types of couple or family relationships? © Browsegrades.net

a. 4 b. 8 c. 12 *d. 25 A-Head: Couple and Family Assessment Research Learning Objective: Discuss the various models to assess and classify families; Explain how families cope with various situational stresses and demands throughout the life cycle using the Circumplex Model and the McMaster Model 16.16 All social climates, such as families, have characteristics (e.g., supportive, autocratic) that can be measured and that, in turn, provide a framework for better comprehending relationships among members within that climate, according to: a. Watzlawick. *b. Moos. c. Howells. d. Bowen.

A-Head: Couple and Family Assessment Research Learning Objective: Discuss the various models to assess and classify families 16.17 The Family Environment Scale contains all but one of these dimensions. Which one does not belong? a. Independence b. Organization c. Control *d.

Anxiety A-Head: Couple and Family Assessment Research Learning Objective: Discuss the various models to assess and classify families 16.18 Which of the following is not typically part of observational research methods? a. Rating scales b. Interactive coding schemes c. Observable behavior patterns *d.

Qualitative assessment reporting A-Head: Couple and Family Assessment Research Learning Objective: Discuss the various models to assess and classify families 16.19 The McMaster Model of Family Functioning is an evaluative procedure probing how families function in three areas. Which of the following is not one of those areas? a. Developmental Task Area b. Hazardous Task Area *c.

Crisis Task Area d.

Basic Task Area A-Head: Couple and Family Assessment Research © Browsegrades.net

Learning Objective: Discuss the various models to assess and classify families; Explain how families cope with various situational stresses and demands throughout the life cycle using the Circumplex Model and the McMaster Model 16.20 In the Beavers system of classification, families can be rated along a continuum according to their level of: a. cohesion. *b. competence. c. adaptability. d. conflict.

A-Head: Couple and Family Assessment Research Learning Objective: Discuss the various models to assess and classify families 16.21 Highly functional families, according to Beavers: a. place all power in the hands of the parents. b. are high in entropy. c. are more likely to be closed systems than open ones. *d. are characterized by parental coalitions which offer family leadership.

A-Head: Couple and Family Assessment Research Learning Objective: Discuss the various models to assess and classify families 16.22 Severely disturbed families with centrifugal interactive styles often produce children. a. neurotic b. schizophrenic *c. sociopathic d. borderline A-Head: Couple and Family Assessment Research Learning Objective: Discuss the various models to assess and classify families 16.23 Severely disturbed families with centripetal interactive styles often produce children. a. neurotic *b. schizophrenic c. sociopathic d. borderline A-Head: LO 3 Couple and Family Assessment Research Learning Objective: 16.24 According to the text, we may draw which of these conclusions? *a.

Psychotherapy is more effective than no treatment. b. Individual psychotherapy is more effective in treating depression than is family © Browsegrades.nettherapy.

c.

Marital therapy is more effective than individual psychotherapy, but family therapy is not. d. Family therapy is least effective with adolescents.

A-Head: Family Therapy Process and Outcome Research Learning Objective: Explain three aspects of both process and outcome research in family therapy 16.25 One goal of process research is to determine: a. if family therapy is more effective than individual therapy. b. which families are easiest to treat. *c. what factors are associated with therapeutic change. d.

None of the answers are correct.

A-Head: Family Therapy Process and Outcome Research Learning Objective: Explain three aspects of both process and outcome research in family therapy 16.26 What actually transpires during a therapy session? Answers to such questions are addressed by: a. outcome research. b. effectiveness research. c. confirmatory research. *d. process research.

A-Head: Family Therapy Process and Outcome Research Learning Objective: Explain three aspects of both process and outcome research in family therapy 16.27 Which of the following is not thought to stimulate client change? a. The patient-therapist alliance b. The emotional experience c. Self-disclosure *d.

Commanding techniques A-Head: Family Therapy Process and Outcome Research Learning Objective: Explain three aspects of both process and outcome research in family therapy 16.28 Which of the following statements is not true? a. Functional family therapy is effective in treating at-risk adolescents. b. Emotionally-focused couple therapy is based on considerable research. c. Empirically-supported research thus far has been carried out primarily by behavioral and cognitive-behavioral therapies. *d.

Validation therapy offers a good example of a carefully researched set of therapeutic procedures.

A-Head: Family Therapy Process and Outcome Research © Browsegrades.net

Learning Objective: Explain three aspects of both process and outcome research in family therapy 16.29 Published outcome studies appear in two forms: efficacy studies and: a. efficacy plus studies. *b. efficiency studies. c. confirmatory studies. d. statistical studies.

A-Head: Family Therapy Process and Outcome Research Learning Objective: Explain three aspects of both process and outcome research in family therapy 16.31 Efficacy outcome studies refer to: a. “in the field” studies. b. clinic therapy studies. *c. “laboratory studies.” d.

None of the answers are correct.

A-Head: Family Therapy Process and Outcome Research Learning Objective: Explain three aspects of both process and outcome research in family therapy 16.32 Evidence supporting family therapy has been especially strong for: a. multisystemic therapy. b. parent management training. c. functional family therapy. *d.

All of the answers are correct.

A-Head: Family Therapy Process and Outcome Research Learning Objective: Explain three aspects of both process and outcome research in family therapy 16.33 Evidence-based questions in outcome research refer to: *a. what technique works best with what presenting problem. b. whether all forms of family therapy work. c. how best to code family interaction. d. how best to rate family interaction.

A-Head: Family Therapy Process and Outcome Research Learning Objective: Explain three aspects of both process and outcome research in family therapy 16.34 A basic requirement of evidence-based research is: a. experienced therapists. b. clients suffering from some form of depression. *c. randomized controlled trials. © Browsegrades.net

d. brief therapy.

A-Head: Evidence-Based Family Therapy: Some Closing Comments 16.35 The Dyadic Adjustment Scale (DAS) is a -item self-report assessment of dyadic satisfaction, cohesion, consensus, and affectional expression. a.

10 *b.

32 c. 2 d. 50 A-Head: Dyadic Assessment Learning Objective: Describe the Dyadic Adjustment Scale (DAS). Why would you consider using it?

16.36 Which of the following is not one of the people mentioned as describing the systemic perspective in individual assessment in couple and family therapy? a. Nurse b. Sperry *c.

Bowen d.

Stanton A-Head: Individual Assessment in Couple and Family Therapy KEY WORDS/FILL IN THE BLANK 1.

Tending to move outward or away from the center; within a family, forces that push the members apart, especially when the family organization lacks cohesiveness, so that they seek gratification outside of, rather than within, the family.

Answer: Centrifugal 2.

Tending to move toward the center; within a family, forces that bind or otherwise keep the members together so that they seek fulfillment from intrafamilial rather than outside relationships.

Answer: Centripetal 3.

A set of assumptions, delimiting an area to be investigated scientifically and specifying the methods to be used to collect and interpret the forthcoming data.

Answer: Paradigm ESSAY QUESTIONS 1. Discuss the main differences between qualitative and quantitative research methodologies and evaluate how the field of family therapy utilizes each modality.

Answers may vary. © Browsegrades.net

2. Discuss the similarities between qualitative inquiry and the family therapy process.

Answers may vary.

3. Discuss two of the most noteworthy research attempts to classify and assess families, namely Olson’s Circumplex Model of Family Functioning, Moos’ Family Environment Scale, Beaver’s Model, or the McMaster’s Model. Identify key aspects of the model’s usefulness, and limitations.

Answers may vary.

4. Discuss the differences between efficacy and effectiveness research.

Answers may vary.

5. Explain the forces that have influenced an increase of attention given to both process and outcome research in family therapy.

Answers may vary.

© Browsegrades.net

CHAPTER 17 Comparative View of Family Theories and Therapies MULTIPLE CHOICE QUESTIONS 17.1

In practice, according to the authors, most family therapists are: a. structuralists. b. social constructionists. *c. eclectic. d. holistic.

A-Head: Introduction 17.2

The authors contend that clinical effectiveness is determined by: a. personal experiences. b. theoretical knowledge. c. empathy. *d.

All of the answers are correct.

A-Head: Introduction 17.3

Most early family therapists were trained in: a. psychopharmacology. *b. psychoanalysis. c. cybernetics. d. psychosocial theories.

A-Head: Family Theories: A Comparative Overview Learning Objective: Compare and contrast family therapy models based on their units of study and time frame 17.4

Many early family therapists rejected the notion of: a. redundancy. b. punctuation. *c. intrapsychic dynamics. d. homeostasis.

A-Head: Family Theories: A Comparative Overview Learning Objective: Compare and contrast family therapy models based on their units of study and time frame 17.5

All family therapists attend to which of these factors in assessing family functioning? a. Monadic and dyadic b. Dyadic and triadic *c.

Monadic, dyadic, and triadic d.

Quadradic A-Head: Family Theories: A Comparative Overview Learning Objective: Compare and contrast family therapy models based on their units of © Browsegrades.net

study and time frame 17.6 Which of these statements is true? *a.

Object relations therapists believe the marital dyad contains examples of projective identification. b. Behavior therapists view the family of the symptomatic person as the problem. c. Psychoanalytic therapists insist on monadic investigations. d. Psychoeducational therapists aim interventions at the identified patient.

A-Head: Family Theories: A Comparative Overview Learning Objective: Compare and contrast family therapy models based on their units of study and time frame 17.7

Which therapists try to help the family detach from a dominating story line? *a.

Narrative therapists b. Psychoanalysts c. Experiential therapists d. Strategists A-Head: Family Theories: A Comparative Overview Learning Objective: Compare and contrast family therapy models based on their units of study and time frame 17.8

especially looks for three-person involvement in all interactions.

a. Bowen *b.

Haley c. Whitaker d. White A-Head: Family Theories: A Comparative Overview Learning Objective: Compare and contrast family therapy models based on their units of study and time frame 17.9

The past is emphasized by all but one of the following theorists. Which one? a. Scharff b. Bowen c. Boszormenyi-Nagy *d.

Kempler A-Head: Family Theories: A Comparative Overview Learning Objective: Compare and contrast family therapy models based on their units of study and time frame 17.10 Family debts and obligations are emphasized by: a. Satir. *b.

Boszormenyi-Nagy. c. Selvini-Palazzoli. © Browsegrades.net

d. Scharff.

A-Head: Family Theories: A Comparative Overview Learning Objective: Compare and contrast family therapy models based on their units of study and time frame 17.11 Most family therapists tend to be: *a. ahistorical. b. psychoanalytic. c. multigenerational. d. historical.

A-Head: Family Theories: A Comparative Overview Learning Objective: Compare and contrast family therapy models based on their units of study and time frame 17.12 Which type of family therapist is least likely to speculate on the origin of the problem? a. Object relations psychoanalysts b. Intersubectivists *c.

Behavior therapists d.

Relational psychoanalysts A-Head: Family Theories: A Comparative Overview Learning Objective: Compare and contrast family therapy models based on their units of study and time frame 17.13 Bowen: *a. bypasses the issue of normality by emphasizing optimal functioning. b. bypasses the issue of optimal functioning by emphasizing normality. c. helps families overcome problem-saturated stories. d. is a social constructionist therapist.

A-Head: Family Theories: A Comparative Overview Learning Objective: Compare and contrast family therapy models based on their units of study and time frame; Explain how different models understand functional and dysfunctional families 17.14 A family therapist who stresses infant attachment is probably a(n): a. solution-focused therapist. *b. object relations psychoanalyst. c. experiential therapist. d. Gestalt therapist.

A-Head: Family Theories: A Comparative Overview Learning Objective: Compare and contrast family therapy models based on their units of study and time frame; Explain how different models understand functional and dysfunctional families

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17.15 MRI therapists believe problems arise from: a. faulty attachments. b. splitting and projective identification. *c. faulty solutions. d. family debts and obligations.

A-Head: Family Theories: A Comparative Overview Learning Objective: Compare and contrast family therapy models based on their units of study and time frame; Explain how different models understand functional and dysfunctional families 17.16 The clarity of boundaries between subsystems helps ensure stability, according to: a. cognitive therapists. b. strategic therapists. c. solution-oriented therapists. *d. structural therapists.

A-Head: Family Theories: A Comparative Overview Learning Objective: Compare and contrast family therapy models based on their units of study and time frame; Explain how different models understand functional and dysfunctional families 17.17 Collaborative therapists such as Harlene Anderson try to help families: a. solve problems. *b. dissolve problems. c. resolve imprints from childhood. d. All of the answers are correct.

A-Head: Family Theories: A Comparative Overview Learning Objective: Compare and contrast family therapy models based on their units of study and time frame 17.18 Kohut’s self psychology is subsumed by the authors under which model? *a.

Psychoanalytic/psychodynamic b. Transgenerational c. Structural d. Psychoeducational A-Head: Family Theories: A Comparative Overview Learning Objective: Compare and contrast family therapy models based on their units of study and time frame; Explain how different models understand functional and dysfunctional families 17.19 Dysfunctional families are caught up in destructive games, according to: a. social constructionists. *b.

Milan systemic therapists. c. object relations therapists. © Browsegrades.net

d. psychoeducational therapists.

A-Head: Family Theories: A Comparative Overview Learning Objective: Compare and contrast family therapy models based on their units of study and time frame; Explain how different models understand functional and dysfunctional families 17.20 A safe, holding environment is established by: a. structuralists. b. Gestalt therapists. *c. psychoanalysts. d. symbolic-experiential therapists.

A-Head: Family Therapies: A Comparative Overview 17.21 Which of the following is not characteristic of a Bowenian therapists? a. Calm and low key b. Coaches c. Careful not to get triangled into family turmoil *d.

Emotionally confrontational A-Head: Family Therapies: A Comparative Overview 17.22 Which of the following is likely to take a leadership role with a family? *a.

Structuralists b. Narrative therapists c. Collaborative therapists d. None of the answers are correct.

A-Head: Family Therapies: A Comparative Overview Learning Objective: Differentiate between the assessment procedures used in behavioral, Bowenian, and structural family therapy 17.23 Miracle questions are identified with which approach? a. Object relations *b.

Solution-focus c. Systems d. Relational psychoanalysis A-Head: Family Therapies: A Comparative Overview Learning Objective: Explain the difference between common factors in family therapy and model-specific treatments 17.24 Questionnaires and personality inventories are employed by: a. emotionally-focused couple therapists. b. symbolic-experiential family therapists. c. object relations therapists. *d. cognitive therapists. © Browsegrades.net

A-Head: Family Therapies: A Comparative Overview Learning Objective: Differentiate between the assessment procedures used in behavioral, Bowenian, and structural family therapy 17.25 Little if any interest in family history is displayed by: a. Bowenians. b. Kohut. c. the British Middle School. *d. social constructionists.

A-Head: Family Therapies: A Comparative Overview Learning Objective: Differentiate between the assessment procedures used in behavioral, Bowenian, and structural family therapy 17.26 Probably the approach least interested in gathering assessment data is: *a. narrative therapists. b. behavior therapists. c. cognitive therapists. d. Bowenians.

A-Head: Family Therapies: A Comparative Overview Learning Objective: Discuss the relative importance of insight versus action to change lives 17.27 Insight is not necessary for behavior change to occur, according to: a. psychoanalysts. b. object relations therapists. *c. strategic family therapists. d.

Scharff.

A-Head: Family Therapies: A Comparative Overview Learning Objective: Discuss the relative importance of insight versus action to change lives 17.28 Boscolo and Cecchin: a. are followers of the Milan model. b. invite families to examine their meaning system. c. bypass insight vs. action dichotomies. *d.

All of the answers are correct.

A-Head: Family Therapies: A Comparative Overview Learning Objective: Discuss the relative importance of insight versus action to change lives 17.29 Experiential family therapists in general emphasize: a. interpretation. *b. confrontation. c. self-differentiation. d. cognitive restructuring.

A-Head: Family Therapies: A Comparative Overview © Browsegrades.net

Learning Objective: Explain the difference between common factors in family therapy and model-specific treatments 17.30 Efforts to balance the family ledger characterize: a. cognitive therapists. b. experiential therapists. *c. contextual therapists. d. psychodynamic therapists.

A-Head: Family Therapies: A Comparative Overview Learning Objective: Explain the difference between common factors in family therapy and model-specific treatments 17.31 A major example of brief therapy takes place at the: *a.

Mental Research Institute. b. Ackerman Institute. c. Madison Brief Therapy Clinic. d. Milwaukee Hospital.

A-Head: Family Therapies: A Comparative Overview Learning Objective: Discuss some factors that may extend therapy 17.32 Which of these is a major example of long-term family therapy? a. Strategic couple therapy *b.

Psychoanalytic couple therapy c. Social constructionist therapies d. Narrative therapy A-Head: Family Therapies: A Comparative Overview Learning Objective: Discuss some factors that may extend therapy 17.33 Skill-building is a goal of: *a. behavioral/cognitive therapies. b. Gestalt therapy. c. psychodynamic therapies. d. reflecting teams.

A-Head: Family Therapies: A Comparative Overview 17.34 Extensive changes typify the goals of: a. strategic therapy. b. communication therapy. *c. object relations therapy. d. psychoeducational therapy.

A-Head: Family Therapies: A Comparative Overview 17.35 Re-authoring lives in a more hopeful way is a goal of: © Browsegrades.net

a. human validation process therapy. *b. narrative therapy. c. emotionally focused couple therapy. d. functional family therapy.

A-Head: Family Therapies: A Comparative Overview Learning Objective: Explain your position on the integration of family therapy approaches 17.36 Building supportive partnerships within the family is a goal of: a. Gestalt therapy. b. transgenerational therapy. c. symbolic-experiential therapy. *d. psychoeducational therapy.

A-Head: Family Theories: A Comparative Overview Learning Objective: Compare and contrast family therapy models based on their units of study and time frame 17.37 According to the authors, is/are a common presenting problem in family therapy. a. finances b. family violence c. adultery *d. depression A-Head: Psychopharmacology and Family Therapy Learning Objective: Describe the role of medication in the field of family therapy KEY WORDS/FILL IN THE BLANK 1.

Pertaining to circumstances or situations in which an event took place; as a therapeutic approach, an emphasis on the relational determinants, entitlements, and indebtedness across generations that bind families together.

Answer: Contextual 2.

An interviewing technique, first formulated Milan systemic therapists, aimed at eliciting differences in perception about events or relationships from different family members, particularly regarding points in the family life cycle when significant coalition shifts and adaptations occurred.

Answer: Circular questioning 3.

As developed at the Palo Alto Mental Research Institute, the study of interpersonal sequences between people in terms of the verbal and nonverbal messages they exchange.

Answer: Communication theory

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4.

The study of the origin, nature, and methods, as well as the limits, of knowledge; thus, a framework for describing and conceptualizing what is being observed and experienced.

Answer: Epistemology 5. with stress.

Answer: Dysfunctional ESSAY QUESTIONS

Abnormal or impaired in the ability to accommodate to or cope

1. Which of the models we have discussed would fit best with your personality? Why? Answers may vary.

2. Make a list of the two approaches to family therapy (modernist and postmodern). Compare the differences between modernist approaches and postmodern approaches to family therapy.

Answers may vary.

3. Which of the models that we have discussed has the strongest empirical background?

Answers may vary.

4. Select a model of therapy and provide a discussion of the major theoretical underpinnings of it.

Answers may vary.

5. Is it possible to integrate postmodern theories with those that came before them? Why or why not?

Answers may vary.

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FAMILY THERAPY TRAINING CENTERS The Ackerman Institute for Family 149 East 78th Street New York, NY 10021 http://www.ackerman.org/ The Brief Family Therapy Center (BFTC) PO Box 13736 Milwaukee, WI 53213 http://www.brief-therapy.org/ The Center for Family Learning 16 Rye Ridge Plaza Rye Brook, NY 10573 The Chicago Center for Family Health (CCFH) North Pier Suite 651 445 E. Illinois Street Chicago, IL 60611 http://www.ccfhchicago.org/ Child Guidance Center of the Children’s Hospital of Philadelphia 34th Street & Civic Center Boulevard Philadelphia, PA 19104-4322 http://www.chop.edu/about_chop/index.shtml The Family Institute 618 Library Place Evanston, IL 60201 http://www.family-institute.org/ The Family Institute of Cambridge 51 Kondazian Street Watertown, MA 02171 http://www.familyinstitutecamb.org/ The Family Institute of New Jersey 312 Amboy Avenue Metuchen, NJ 08840

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The Family Institute of Westchester 7-11 South Broadway Suite 400 White Plains, NY 10601 http://www.fiwny.org/ The Family Therapy Institute of Washington, DC 5850 Hubbard Drive Rockville, MD 20852 The Family Therapy Practice Center of Washington, DC 2153 Newport Place NW Washington, DC 20037 The Family Therapy Training Program University of Rochester 30 Crittenden Boulevard Rochester, NY 14642-8409 The Georgetown Family Center 4440 MacArthur Boulevard NW Suite 103 Washington, DC 20007 The Houston Galveston Institute 3316 Mount Vernon Houston, TX 77006 http://www.neosoft.com/~hgi/ The International Family Therapy Association (IFTA) IFTA c/o Family Studies Purdue University Calumet 2200 169th Street Hammond, IN 46323 USA http://www.ifta-familytherapy.org/ The Kantor Family Institute 7 Sheppard Street Cambridge, MA 02138 The Mental Research Institute (MRI) 555 Middlefield Road © Browsegrades.net

Palo Alto, CA 94301 http://www.mri.org/ The Minuchin Center for the Family 114 East 32nd Street, 4th Floor New York, NY 19916 http://www.minuchincenter.org/ The Philadelphia Child & Family Guidance Training Center, Inc. PO Box 4092 Philadelphia, PA 19118-8092 http://www.philafamily.com/

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