Second Thoughts on the Theory and Practice of the Milan by David Campbell

By David Campbell

Moment ideas at the concept and perform of the Milan method of relations remedy is an entire dialogue of ways the unique innovations of the Milan process were plagued by present pondering within the relatives treatment box. Hypothesizing, neutrality and circularity, for instance, are all redefined according to the problem of latest medical difficulties, similar to baby abuse, and new considering from components akin to linguistics and female. The authors refer again to their unique article "Working With the Milan procedure: 20 Questions" so that it will chart the alterations that have taken position over the past ten years and, equally, richly illustrate the current paintings with scientific examples.

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Therapist: A s long as you are taking time away from work to come here, rather than time away from her, she's happy. Mr Lopez: Yes. Therapist: If you had to take time from home to come here, would she be worried? Mr Lopez: I don't know. When I first came to this country, at first I wanted to learn English she went mad, screaming... Therapist: So that was taking time away from her. Are you coming here today more for her or more for you? [Reflexive question]. Mr Lopez: To help myself. She thinks it will help the family too.

It's a waste of time! Therapist: If the sessions prove to be useless, what will be the effect on Johnny/ you and your husband /the family? Some families appear argumentative if they have been 'senf by someone else and do not really want to be there themselves. ' What doyou do if thefamily comes with a defined request orpredetermined solution? These may include a request for psychological testing, or for a child to go into Care, or for someone to see the child separately to 'talk to 40 SECOND THOUGHTS him and get out of him whafs the matter'.

This exploration woulc? go on for five minutes or more, depending on the feedback one was receiving. '. The reply might be that they have a couple of friends who are similar but most are different because they are in different years. They would then be questioned around what they liked most about their friends, whether they knew the friends they had and what they thought they liked least. They would be asked whether they swapped information about their friends, or about what had gone on at school.

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