Communicating With Families: Taking The Language of Mental Health From Research to Practice (Palgrave Texts in Counselling and Psychotherapy)

Foreword
Acknowledgements
Contents
About the Authors
Abbreviations
List of Figures
List of Tables
List of Boxes
Part I: Theoretical Context
	1: Systems Within Systems: Families in Society
		Introduction
		Language and Communication
		Stigma
			Labelling
		Pathology
		Social Meta-Narratives
			Ecological Systems Theory
			Family Systems Theory
			The Construction of Reality Within Family Systems
		Research Data
			About Our Projects
			Analytic Approaches
			Introductory Examples of Discursive Analysis of Family Systems
		Author Positionality
		Final Thoughts
		References
	2: Family Dynamics and Constructs
		Introduction
		What Constitutes the Family?
			The Social Construction of the Family
			Sociology of the Child
		Vulnerability and Resilience Factors in the Family
			Disruption and Resilience
			Vulnerability Factors
		Working with Families in Mental Health
		Final Thoughts
		References
	3: Forming and Maintaining Good Relationships
		Introduction
		The Therapeutic Relationship
			Establishing and Maintaining Alignment
				Language and Active Listening
				Alignment Through Professional ‘Gossiping’
				Alignment Through Extreme Case Formulation
		Rupture
			Inattention
			Disruption
			Resistance
			Discontinuity
				Pre-empting
				Performing
				Picking up
			Taking Responsibility for Rupture Management
		Interruptions
			Power and Asymmetry
			Members Interrupting: Children
			Members Interrupting: Practitioners
		Final Thoughts
		References
Part II: Engaging Children
	4: Designing Questions with Children
		Introduction
		The Value of Questions and the Importance of Question Design
		Different Ways of Using Questions
			Closed Questions
			Wh-Prefaced Questions
			Declarative Questions
			Tag Questions
			Either/Or Questions
			Summarising Thoughts
		‘Why Are You Here?’ Questions
		Using Why Questions
		The Miracle Question
		You Said Prefaced Questions
		Circular Questions
		Final Thoughts
		References
	5: Using Creative Activities with Children
		Introduction
		Subjective Units of Distress
		Stress Bucket
		Using Symbols and Archetypes
		A Shift to Digital
			Incorporating Creative Approaches Online
		Final Thoughts
		References
	6: Children’s Competence
		Introduction
		Situated Interactional Competence
			The Knowledge Continuum
			Institutionally Situated Linguistic Competence
		Competence to Report One’s Own Motivations, Feelings and Thoughts
		Knowledge of the Feelings and Thoughts of Others
			Negotiated Competency Expectations
		Final Thoughts
		References
Part III: Attending to the Different Needs of Family Members
	7: Managing Age-Appropriate Conversations with Children Present
		Introduction
		Appropriate Topics of Conversation
		Talking About the Child, with the Child Present
		Negotiating Time with Parents and Children Separately
			The Value of Separation
			Techniques for Separation
		Final Thoughts
		References
	8: Avoiding Shame and Blame
		Introduction
		Identity Construction and the Role of the Good Parent
		Parent Blaming
		Managing Responsibility and Blame
			Virtue Signalling and Identifying as a Good Parent
		Final Thoughts
		References
	9: How to Talk About Risk
		Introduction
		How to Have a Conversation About Risk
			Harm to Self
				Incremental
				Normalising
			Harm to Others
			Harm from Others
			Risk of Harm to Self, Others and from Others Online
		Safeguarding
			Child Protection
			Vulnerable Adults
			Confidentiality Breach
		Responsibility and Boundaries
		Final Thoughts
		References
	10: Using Naturally Occurring Data for Professional Development
		Introduction
		Using Recordings of Naturally Occurring Activities
			Pragmatics of Recording Conversations with Families
			Using Online Modalities
			In the Clinic Versus on the Go
			Asking the Family to Record Events in the Home Environment
		Using Naturally Occurring Text-Based Documents
			Clinical Notes
			Referral Documents
			Progress and Outcome Reports
		Using Naturally Occurring Data for Supervision
		Using Reflective Interventionist Conversation Analysis (RICA)
		Final Thoughts
		References
Appendix: Jefferson Transcription – Overview of Symbols Used
Index