What can be learnt about power relations in family therapy to reduce power differences in the therapeutic relationship? AND Curious about curiosity in family therapy

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http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/18604 http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/18604 http://eprints.org/relation/isIndexCodesVersionOf http://etheses.bham.ac.uk/id/document/18604 archive 4031 disk0/00/00/32/10 2012-02-21 11:32:50 2022-01-26 17:37:55 2012-02-21 11:32:50 thesis show 0 Perryer Elizabeth Willott Sara Larkin Michael 1971- University of Birmingham What can be learnt about power relations in family therapy to reduce power differences in the therapeutic relationship? AND Curious about curiosity in family therapy unpub BF HQ 10col_life This volume contains a literature review paper and an empirical paper. The literature review examines the family therapy literature that explores power in the therapeutic relationship. It is argued that therapists have elevated influence and status compared with clients. The conceptual understanding of power is elicited from the literature, alongside the clinical implications for clinical practice for reducing power differences in the therapeutic relationship. Creative ideas from the literature are proposed to promote a more egalitarian relationship in therapy, but empirical research is required to support claims and develop concepts. The empirical paper is a qualitative study that implemented Foucauldian Discourse Analysis and Interpersonal Process Recall (IPR). Therapists were interviewed about curiosity, a key principle in family therapy, to learn about how they constructed it, to contribute to the limited evidence base. Findings highlighted how curiosity was understood in context of patterns of discourse related to a commitment to the systemic model. Further discourses constructed curiosity in relation to skill and as a natural personal quality. Clinical implications are discussed. The IPR process appeared to provide insight into the clinical practice of participating therapists, suggesting that it could be used as an effective supervision tool. 2011-12 2011-06 graduation eng author unchecked This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. public University of Birmingham School of Psychology d_cp 2011-12 graduation