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Exploring changes in family functioning when a child participates in a School‐Based Filial Therapy program.

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Title: Exploring changes in family functioning when a child participates in a School‐Based Filial Therapy program.
Authors: Cooper, Jane, Yu, Mong‐lin, MacKay, Linda, Brown, Ted
Source: Australian & New Zealand Journal of Family Therapy. Sep2023, Vol. 44 Issue 3, p328-351. 24p.
Subjects: Competency assessment (Law), Family psychotherapy, School health services, Evaluation of human services programs, Caregivers, Research methodology, Mann Whitney U Test, Behavior disorders, Children's health, Schools, Family relations, Content analysis, Parent-child relationships, Children
Abstract: Child focus is a central construct within Bowen family systems theory (Bowen theory). A clinical implication is that mental health treatment focusing on a child may unwittingly reinforce the operation of child‐focused processes, which undermine rather than enhance child well‐being. The concept of child focus in Bowen theory presents significant implications for professionals working in school settings and in fields such as children's mental health, which are inherently child‐focused. Bowen theory is the guiding theoretical framework for School‐Based Filial Therapy (SBFT). SBFT is a play therapy intervention that was initially established in remote and outer‐regional New South Wales, Australia in response to the low availability of children's mental health services and the significant barriers associated with caregiver engagement in children's mental health treatment. It involves trained school personnel facilitating therapeutic play sessions with children experiencing emotional–behavioural problems. The intervention occurs on school grounds, during school hours, and children's family members do not participate in the intervention. This mixed‐methods study examines the impact of children's participation in SBFT upon family functioning. Interviews with caregivers (n = 10) of children who participated in 10 SBFT sessions were analysed using content analysis. Quantitative data were collected using the Differentiation of Self Inventory – Short Form and Visual Analogue Scale – Family Functioning. A Wilcoxon signed rank test was used to analyse the pre‐ and post‐data. Qualitative outcomes indicated changes in the categories of child functioning, caregiver functioning, and extended family functioning, whilst child‐focused processes remained dominant but changed in intensity and valence following SBFT. [ABSTRACT FROM AUTHOR]
Copyright of Australian & New Zealand Journal of Family Therapy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Exploring changes in family functioning when a child participates in a School‐Based Filial Therapy program.
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  Data: <searchLink fieldCode="AR" term="%22Cooper%2C+Jane%22">Cooper, Jane</searchLink><br /><searchLink fieldCode="AR" term="%22Yu%2C+Mong‐lin%22">Yu, Mong‐lin</searchLink><br /><searchLink fieldCode="AR" term="%22MacKay%2C+Linda%22">MacKay, Linda</searchLink><br /><searchLink fieldCode="AR" term="%22Brown%2C+Ted%22">Brown, Ted</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Australian+%26+New+Zealand+Journal+of+Family+Therapy%22">Australian & New Zealand Journal of Family Therapy</searchLink>. Sep2023, Vol. 44 Issue 3, p328-351. 24p.
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  Data: Child focus is a central construct within Bowen family systems theory (Bowen theory). A clinical implication is that mental health treatment focusing on a child may unwittingly reinforce the operation of child‐focused processes, which undermine rather than enhance child well‐being. The concept of child focus in Bowen theory presents significant implications for professionals working in school settings and in fields such as children's mental health, which are inherently child‐focused. Bowen theory is the guiding theoretical framework for School‐Based Filial Therapy (SBFT). SBFT is a play therapy intervention that was initially established in remote and outer‐regional New South Wales, Australia in response to the low availability of children's mental health services and the significant barriers associated with caregiver engagement in children's mental health treatment. It involves trained school personnel facilitating therapeutic play sessions with children experiencing emotional–behavioural problems. The intervention occurs on school grounds, during school hours, and children's family members do not participate in the intervention. This mixed‐methods study examines the impact of children's participation in SBFT upon family functioning. Interviews with caregivers (n = 10) of children who participated in 10 SBFT sessions were analysed using content analysis. Quantitative data were collected using the Differentiation of Self Inventory – Short Form and Visual Analogue Scale – Family Functioning. A Wilcoxon signed rank test was used to analyse the pre‐ and post‐data. Qualitative outcomes indicated changes in the categories of child functioning, caregiver functioning, and extended family functioning, whilst child‐focused processes remained dominant but changed in intensity and valence following SBFT. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Australian & New Zealand Journal of Family Therapy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=172367913
RecordInfo BibRecord:
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        Value: 10.1002/anzf.1548
    Languages:
      – Code: eng
        Text: English
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      Pagination:
        PageCount: 24
        StartPage: 328
    Subjects:
      – SubjectFull: Competency assessment (Law)
        Type: general
      – SubjectFull: Family psychotherapy
        Type: general
      – SubjectFull: School health services
        Type: general
      – SubjectFull: Evaluation of human services programs
        Type: general
      – SubjectFull: Caregivers
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Mann Whitney U Test
        Type: general
      – SubjectFull: Behavior disorders
        Type: general
      – SubjectFull: Children's health
        Type: general
      – SubjectFull: Schools
        Type: general
      – SubjectFull: Family relations
        Type: general
      – SubjectFull: Content analysis
        Type: general
      – SubjectFull: Parent-child relationships
        Type: general
      – SubjectFull: Children
        Type: general
    Titles:
      – TitleFull: Exploring changes in family functioning when a child participates in a School‐Based Filial Therapy program.
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            NameFull: Cooper, Jane
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            NameFull: Yu, Mong‐lin
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            NameFull: MacKay, Linda
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            NameFull: Brown, Ted
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            – D: 01
              M: 09
              Text: Sep2023
              Type: published
              Y: 2023
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              Value: 0814723X
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              Value: 44
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            – TitleFull: Australian & New Zealand Journal of Family Therapy
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