Abstract
AbstractThis chapter illustrates the idea that a systems perspective can encompass any idea that helps increase our understanding and effectiveness. An underlaying assumption is that the adoption of a systems perspective encourages—even requires—the possession of a plurality of theories and instruments because of the extremely complex nature of dynamic systems. The authors describe a real-life, school-based intervention that combines a normative approach (Marte Meo), with a non-normative perspective (Coordination Meetings), and how the interventions, derived from different philosophical and theoretical traditions, have been included within a single systems-oriented framework.
Publisher
Springer International Publishing
Reference22 articles.
1. Aarts, M. (2008). Marie Meo: Basic manual (2nd ed.). Aarts Production.
2. Andersen, T. (1995). Reflecting processes; acts of informing and forming: You can borrow my eyes, but you must not take them away from me! In S. Friedman (Ed.), The reflecting team in action, collaborative practice in family therapy (pp. 11–37). Guilford Press.
3. Anderson, H. (1997). Conversation, language and possibilities: A postmodern approach to therapy. Basic Books.
4. Aponte, H. J. (1976). The family-school interview: An eco-structural approach. Family Process, 15(3), 303–311. https://doi.org/10.1111/j.1545-5300.1976.00303.x
5. Axberg, U., Hansson, K., Broberg, A. G., & Wirtberg, I. (2006). The development of a systemic school-based intervention: Marte Meo and coordination meetings. Family Process, 45, 375–389.