Eksplorasie van paradokse en die nut daarvan vir die gesinsterapie praktyk

Abstract

'n Terapeutiese sisteem word gevorm, wanneer 'n terapeut hom by 'n gesin aansluit. 'n Terapeut fokus op patrone van interaksie en verhoudinge van die gesin wat terapie benodig. Deur met die gesin te bind, tree die terapeut in interaksie met die ekologie van die gesin. Sekere idees word hierdeur gegenereer aangaande die moontlike intervensies, wat tot die verlangde veranderinge kan lei. In die studie, tree ek as navorser op en as gesinsterapeut gedurende die terapeutiese interaksie, het dit geblyk dat die patrone in die gesin, elemente van paradokse bevat. T een-paradokse is as intervensies geformuleer. Paradokse en die nut daarvan in die gesin, het die navorser/terapeut se verbeelding geprikkel. Hierdie studie verteenwoordig sommige teoretiese aspekte aangaande paradokse en 'n demonstrasie van aanwending van die paradoks, soos toegepas gedurende drie sessies 'n gesinterapie. Ek deel ook my punktuasies aangaande die nut van die paradoks vir die die gesinsterapie-praktyk,met die Ieser.

A therapeutic system is formed when the therapist enters a particular family. A therapist focuses on the patterns of interaction and the relationships of a family that requires therapeutic intervention. By joining the family, the therapist finds in the ecology of the family some ideas for the possible interventions that might lead to the desired changes. In this study, I acted as both researcher and family therapist. During the therapeutic interaction it became aparent that the patterns in the family contained elements of paradoxes. Counter-paradoxes were formulated as interventions. The phenomenon of paradoxes and its usefulness in family therapy captured the researcher/therapist's imagination. This study presents some theoretical aspects regarding paradoxes, and a demonstration of the use of the paradox as applied during three sessions in family therapy. I also share my punctuations of the usefulness of the paradox for the family therapy practice with the reader.