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“Reframing:” A tool for the school psychologist
Author(s) -
Bowman Phyllis,
Goldberg Miriam
Publication year - 1983
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198304)20:2<210::aid-pits2310200213>3.0.co;2-d
Subject(s) - cognitive reframing , psychology , blame , conceptualization , perspective (graphical) , intervention (counseling) , family systems , school psychology , family therapy , proposition , educational psychology , session (web analytics) , social psychology , developmental psychology , pedagogy , psychotherapist , applied psychology , epistemology , world wide web , philosophy , artificial intelligence , psychiatry , computer science
Psychologists working in schools spend much time conducting psychological evaluations and reporting their findings to parents, who often do not follow through upon the recommendations made. Conceptualization of a child's problem integrating a family systems perspective with the individual assessment data enables the school psychologist to make an effective intervention in the single session meeting with parents following the evaluation. Application of the paradoxical technique “reframing,” borrowed from the family systems strategic model, gives the school psychologist a tool for mobilizing increased commitment on the part of the parents toward resolving a child's problem as a joint endeavor. The family is offered a formulation of the child's problem in interactional terms, with no one held to blame. A proposition is offered that connotes the underlying motivation in a positive light, and gives the family a new definition of the situation. Three case examples are given to illustrate application of this technique in a school setting.