Rudi Dallos teaches at Plymouth University, United Kingdom. He has been involved in systemic family therapy for more than 20 years and has published widely.
Ros Draper is a senior clinical lecturer at the Tavistock Clinic and at the Institute of Family Therapy, in London. She has made significant contributions to the development of family therapy and systemic practice in the United Kingdom.
List of figures | xi | ||||
Notes on the authors | xii | ||||
Preface | xiii | ||||
Foreword | xvi | ||||
Acknowledgements | xix | ||||
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Dedication and acknowledgements | xx | ||||
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Introduction | 1 | (16) | |||
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2 | (4) | |||
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2 | (2) | |||
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4 | (2) | |||
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6 | (4) | |||
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8 | (2) | |||
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10 | (2) | |||
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12 | (4) | |||
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16 | (1) | |||
1 The first phase — 1950's to mid- 1970's | 17 | (46) | |||
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17 | (1) | |||
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18 | (20) | |||
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18 | (5) | |||
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23 | (1) | |||
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24 | (1) | |||
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25 | (1) | |||
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25 | (3) | |||
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28 | (3) | |||
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31 | (1) | |||
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31 | (1) | |||
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32 | (1) | |||
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32 | (1) | |||
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33 | (1) | |||
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34 | (1) | |||
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35 | (1) | |||
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36 | (2) | |||
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38 | (13) | |||
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38 | (1) | |||
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39 | (1) | |||
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40 | (1) | |||
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41 | (3) | |||
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44 | (3) | |||
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47 | (2) | |||
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49 | (2) | |||
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51 | (4) | |||
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52 | (2) | |||
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54 | (1) | |||
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55 | (1) | |||
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56 | (7) | |||
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56 | (2) | |||
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58 | (3) | |||
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61 | (2) | |||
2 The second phase – mid-1970's to mid-1980's | 63 | (28) | |||
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63 | (2) | |||
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65 | (9) | |||
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65 | (2) | |||
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67 | (1) | |||
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68 | (3) | |||
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71 | (1) | |||
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71 | (1) | |||
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72 | (1) | |||
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73 | (1) | |||
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74 | (1) | |||
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74 | (4) | |||
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74 | (1) | |||
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75 | (2) | |||
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77 | (1) | |||
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78 | (4) | |||
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78 | (2) | |||
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80 | (1) | |||
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80 | (1) | |||
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81 | (1) | |||
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82 | (2) | |||
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84 | (7) | |||
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84 | (1) | |||
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85 | (2) | |||
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87 | (1) | |||
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88 | (1) | |||
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89 | (2) | |||
3 The third phase — mid- 1980's to 2000 | 91 | (34) | |||
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91 | (5) | |||
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92 | (2) | |||
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94 | (2) | |||
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96 | (7) | |||
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99 | (4) | |||
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103 | (11) | |||
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104 | (2) | |||
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106 | (1) | |||
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107 | (1) | |||
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108 | (2) | |||
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110 | (1) | |||
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110 | (1) | |||
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111 | (1) | |||
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112 | (2) | |||
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114 | (2) | |||
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116 | (2) | |||
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118 | (7) | |||
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118 | (1) | |||
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119 | (2) | |||
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121 | (2) | |||
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123 | (2) | |||
4 Ideas that keep knocking on the door: emotions, attachments and systems | 125 | (26) | |||
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125 | (3) | |||
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128 | (5) | |||
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129 | (1) | |||
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129 | (2) | |||
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131 | (2) | |||
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133 | (7) | |||
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133 | (2) | |||
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135 | (2) | |||
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137 | (3) | |||
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140 | (8) | |||
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141 | (3) | |||
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144 | (4) | |||
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148 | (3) | |||
5 Systemic formulation | 151 | (21) | |||
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151 | (2) | |||
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153 | (6) | |||
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154 | (1) | |||
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155 | (1) | |||
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156 | (3) | |||
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159 | (8) | |||
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159 | (2) | |||
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161 | (1) | |||
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161 | (1) | |||
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162 | (1) | |||
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163 | (1) | |||
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163 | (1) | |||
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164 | (1) | |||
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165 | (1) | |||
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165 | (2) | |||
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167 | (1) | |||
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168 | (1) | |||
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169 | (3) | |||
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169 | (3) | |||
6 Current practice development 2000-2005: conversations across the boundaries of models | 172 | (26) | |||
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172 | (1) | |||
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173 | (20) | |||
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174 | (7) | |||
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181 | (6) | |||
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187 | (6) | |||
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193 | (3) | |||
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193 | (1) | |||
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194 | (1) | |||
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194 | (1) | |||
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195 | (1) | |||
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196 | (2) | |||
7 Research and evaluation | 198 | ||||
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198 | (1) | |||
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199 | (3) | |||
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202 | (5) | |||
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204 | (3) | |||
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207 | (10) | |||
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209 | (4) | |||
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213 | (1) | |||
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214 | (2) | |||
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216 | (1) | |||
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217 | (5) | |||
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217 | (1) | |||
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218 | (1) | |||
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219 | (3) | |||
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222 | (4) | |||
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222 | (1) | |||
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223 | (1) | |||
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224 | (1) | |||
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225 | (1) | |||
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226 | (1) | |||
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227 | ||||
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227 | (1) | |||
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228 | ||||
8 Reflections and critique 2005 | 23 | (217) | |||
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233 | (3) | |||
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236 | (1) | |||
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236 | (1) | |||
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237 | (1) | |||
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238 | (2) | |||
Postscripts | 240 | (16) | |||
Topic reading lists | 256 | (34) | |||
Formats for exploration | 290 | (15) | |||
Glossary of terms | 305 | (5) | |||
British texts | 310 | (5) | |||
References | 315 | (12) | |||
Index | 327 |
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