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Family systems theory and school psychology: Implications for training and practice
Author(s) -
Wendt Robert N.,
Zake Jerome
Publication year - 1984
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(198404)21:2<204::aid-pits2310210212>3.0.co;2-z
Subject(s) - coursework , family therapy , family systems theory , psychology , family systems , intervention (counseling) , perspective (graphical) , school psychology , specialty , systems theory , training (meteorology) , medical education , applied psychology , pedagogy , psychotherapist , developmental psychology , medicine , psychiatry , ecology , artificial intelligence , computer science , biology , physics , meteorology
The purpose of this article is to: (a) present an overview of family systems perspectives as they relate to the functioning of the school psychologist, (b) review briefly current available levels of family intervention, and (c) present guidelines for training school psychologists in family dynamics and family therapy. The position is taken that a family systems approach is complex and necessitates extensive coursework in family theory and therapy approaches, practica, and field supervision. As a result, while a family systems perspective is essential, family therapy will not in all probability be standard in entry level training programs, but should be a specialty level or doctoral level option.