Resource Focused Therapy (Systemic Thinking and Practice)

SYSTEMIC THINKING A N D PRACTICE SERIES Edited by David Campbell and Ros Draper

Resource Focused Therapy

WENDEL A. RAY

and

BRADFORD KEENEY

Foreword by Betty Alice Erickson

KARNAC BOOKS

RESOURCE-FOCUSED

THERAPY

O t h e r titles i n the

Systemic Thinking and Practice Series edited by D a v i d C a m p b e l l & R o s D r a p e r published and distributed by K a r n a c B o o k s

B e n t o v i m , A . Trauma-Organized Systems. Systemic Understanding Family Violence: Physical and Sexual Abuse Bor, G

v

& M i l l e r , R.

Campbell, D.

Internal Consultation in Health Care

Systemic Approach with

of

Settings

Organizations

C a m p b e l l , D . , D r a p e r , R , & Huffington, C . Second Thoughts on the Theory and Practice of the Milan Approach to Family Therapy C a m p b e l l , D . , D r a p e r , R , &c Huffington, C . Consultation C a m p b e l l , D . , D r a p e r , R., & Huffington, C . Thinking Cecchin, G., & Ray, W. A .

Hoffman, L. Therapy

Gender and Family

Teaching Family

Therapy Health

Voices: A Collaborative Approach to Family

Huffington, G , & B r u n n i n g , M . Organizations: Case Studies

Systemic Consultation

with

Creating an Ethical Position in Family

Inger, L , & Inger, J . Co-Constructing Consultation of Restraint Jones, E .

Therapy

New Systemic Ideas from the Italian Mental

Exchanging

Inger, I., & Inger, J .

Systemic

Irreverence: A Strategy for

D r a p e r , R., G o w e r , M . , & Huffington, C . F r u g g e r i , L . et a l . Movement

Teaching

Cybernetics of Prejudice

C e c c h i n , G . , L a n e , G . , &• R a y , W . A . Therapists' Survival Daniel, G., & Burk, C

A Systemic Approach to

Therapy

Therapeutic Conversations:

Working with Adult Survivors

of Child Sexual

A

Abuse

M a s o n , B. Handing Over: Developing Consistency across Shifts in Residential and Health Settings P a l m e r , B., & M c C a u g h a n , N . Smith, G.

Systemic Ideas for the Harassed

Systemic Approaches to Training in Child

Protection

Manager

RESOURCE-FOCUSED

THERAPY

Wendel A. Ray and

Bradford R Keeney

Foreword by

Betty Alice Erickson

Systemic Thinking and Practice Series Series Editors

David Campbell & Ros Draper

London

KARNACBOOKS

Dedicated to John H. Weakland

. the therapeutic master of doing the most with the least

This edition first published in 1993 by H. Karnac (Books) Ltd, 118 Finchley Road, London NW3 5HT Copyright © 1993 by Wendel A. Ray and Bradford P. Keeney The rights of Wendel A. Ray and Bradford P. Keeney to be identified as authors of this work have been asserted in accordance with §§ 77 and 78 of the Copy­ right Design and Patents Act 1988. All rights reserved. N o part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publisher. British Library Cataloguing in Publication Data Ray, Wendel A. Resource-Focused Therapy — (Systemic Thinking & Practice Series) I. Title Π. Keeney, Bradford P. ΙΠ. Series 616.89 ISBN 978 1 85575 049 4 Printed in Great Britain by BPCC Wheatons Ltd, Exeter

CONTENTS

EDITORS'

FOREWORD

FOREWORD

vii ix

Betty Alice Erickson ACKNO

WLEDGEMENTS

Wendel A. Ray Bradford P. Keeney

1

Introduction

2

Theoretical a n d procedural m a p s (and anti-maps)

xi xii

1 11

Bradford P. Keeney, & Wendel A. Ray 3

W o r r y i n g about the c o a c h

21

4

The spell

37

5

The family football game

53 v



vi 6

CONTENTS A history w i t h voodoo: follow-up w i t h James a n d M a r y

7

71

T r a i n i n g e x e r c i s e s for d e v e l o p i n g the t h e r a p i s t ' s c r e a t i v i t y a n d r e s o u r c e f u l n e s s

81

Bradford P. Keeney & Wendel A. Ray 8

After w o r d s

REFERENCES ABOUT

AND BIBLIOGRAPHY

THE AUTHORS

89

93 97

EDITORS' FORE WORD

A

s e d i t o r s of this s e r i e s , w e a r e a l w a y s l o o k i n g for

new

i d e a s that w i l l h e l p c a r r y the tide of s y s t e m s t h i n k i n g a b i t further i n t o the future. I n d o i n g s o w e h a v e to b e p r e p a r e d

to p r e s e n t i d e a s that c h a l l e n g e the b a s i c a s s u m p t i o n s of s y s t e m i c a p p r o a c h e s to f a m i l y t h e r a p y . W e h a d to d e c i d e w h e n w e c o n ­ s i d e r e d t h i s b o o k , for e x a m p l e , w h e t h e r to a b a n d o n s o m e of o u r t r a d i t i o n a l d i s t i n c t i o n s b e t w e e n Strategic a n d S y s t e m i c a p p r o a c h e s to f a m i l y t h e r a p y . W e d e c i d e d t h i s b o o k m u s t not be c o n f i n e d b y o u r p r e c o n c e p t i o n s . It i s s a y i n g s o m e t h i n g n e w , a n d i n o r d e r for t h e r a p i s t s to be c h a l l e n g e d b y the m a t e r i a l a n d to d e v e l o p i d e a s of their o w n , t h e y too w i l l n e e d to r e l i n q u i s h s o m e t r a d i t i o n a l a s s u m p ­ t i o n s a n d r e a d the b o o k w i t h a f r e s h , o p e n m i n d . T h i s b o o k i n v i t e s the r e a d e r to see t h e r a p y i n a different w a y . I t i s l e s s a b o u t the i n t e r a c t i o n b e t w e e n t h e r a p i s t a n d f a m i l y , m o r e a b o u t the w a y the t h e r a p i s t d e f i n e s p r o b l e m s . I n the a p p r o a c h R a y a n d K e e n e y describe, family behaviour is uncoupled from a problem a n d t u r n e d i n t o a r e s o u r c e for m o d e l l i n g n e w b e h a v i o u r .

They

w a n t to take the r e a d e r b e y o n d the theoretical p o s i t i o n s of both the p r o b l e m - f o c u s e d a n d the s o l u t i o n - f o c u s e d t h e r a p i e s to a p l a c e

vii

viii

EDITORS' FOREWORD

w h e r e all f a m i l y b e h a v i o u r c a n b e s e e n a s r e s o u r c e f u l .

Seeing

r e s o u r c e f u l n e s s i n b e h a v i o u r l e a d s to a n e w d e f i n i t i o n of t h e r a p y . T h e r a p i s t s h a v e d w e l t recently o n t h e u s e o f s e l f i n f a m i l y t h e r a p y , a n d this h a s p r o v e d a v e r y h e l p f u l d e v e l o p m e n t , b u t this b o o k c h a r t s a different c o u r s e . I t locates t h e t h e r a p i s t ' s m i n d " o u t t h e r e " i n t h e r e a l w o r l d o f t h e f a m i l y — t h e i r n e i g h b o u r s , their c o m m u n i t y , their h o b b i e s , their d r e a m s . T h e t h e r a p i s t a t t e n d s t o w h a t e v e r the f a m i l y i s r e a c h i n g for, a n d l o o k s for r e s o u r c e s i n e v e r y c o n t e x t the f a m i l y i s i n . R a y a n d K e e n e y h a v e w o r k e d together o v e r a n u m b e r o f y e a r s to p u t their i d e a s into practice, a n d to teach o t h e r s a b o u t t h e i r a p p r o a c h . A s e d i t o r s , w e a r e p l e a s e d that t h e y h a v e r e a c h e d a s t a g e i n their d e v e l o p m e n t w h e r e i d e a s h a v e b e c o m e s o a c c e s s i b l e to therapists. T h e y h a v e r i c h l y i l l u s t r a t e d their t h i n k i n g w i t h c a r e f u l l y o b s e r v e d c a s e m a t e r i a l . T h i s b o o k n o t o n l y l a y s b a r e their w o r k for o t h e r s to l e a r n f r o m , b u t the a u t h o r s g o o n e s t e p further to d e s c r i b e t r a i n i n g p r o g r a m m e s for t h e r a p i s t s w h o w a n t to l e a r n to u s e t h i s approach.

David Campbell Ros Draper London M a y 1993

FOREWORD

Betty Alice Erickson

W

endel

Ray

merged

and

Bradford

Keeney

have

beautifully

a sensible a n d practical approach

with

the

c r e a t i v e a t h e o r e t i c a l strategies of m y father, t h e late

M i l t o n H . E r i c k s o n , M . D . W h a t a p l e a s u r e to r e a d state-of-the-art t h e r a p e u t i c a l m e t h o d o l o g y that s o c l e a r l y c a r r i e s forth the e s s e n c e of E r i c k s o n ' s w o r k . C l i e n t r e s o u r c e s a r e the m e a n s b y w h i c h m o v e m e n t

towards

w i s e a n d p r o d u c t i v e r e a l i z a t i o n s of h e a l t h y g o a l s o c c u r s . T h i s i s a p r e m i s e that E r i c k s o n both believed a n d said. R a y a n d K e e n e y not o n l y b e l i e v e t h i s , they s a y , w r i t e , a n d t h e n s h o w j u s t that. T h e y e x p l a i n it i n their theoretical f r a m e w o r k , they d e m o n s t r a t e it i n t h e i r c a s e s t u d i e s , a n d t h e y t e a c h it i n t h e i r e x e r c i s e s . S o often, t h e r a p i s t s t h i n k t h e y h a v e to " d o s o m e t h i n g " for a n d to the c l i e n t . F i f t y y e a r s ago, E r i c k s o n w a s w r i t i n g a n d t e a c h i n g that the p o t e n t i a l w i t h i n c a n r e s t o r e h e a l t h a n d w e l l - b e i n g . T o d a y , R a y a n d K e e n e y t e a c h c l e a r l y a n d p r e c i s e l y j u s t h o w to elicit t h o s e assets i n a f r a m e w o r k that i s u n i q u e l y their o w n . T h i s c o n c i s e p a r a d i g m i s s o c l e a r l y b e n e f i c i a l that the r e a d e r w o n d e r s w h y t h i s l o g i c a l a n d u n d e r s t a n d a b l e a p p r o a c h h a s n e v e r before b e e n a r t i c u l a t e d . R a y ix

X

FOREWORD

a n d K e e n e y t a k e the r e a d e r s t e p - b y - s t e p t h r o u g h t h e i r a p p r o a c h , a n d t h e r a p y b e c o m e s a v o y a g e of e n r i c h m e n t for b o t h t h e c l i e n t a n d the therapist. R e s o u r c e - f o c u s e d t h e r a p y i s a context. R a y a n d K e e n e y a v o i d t h e o r e t i c a l c o n s t r u c t s e x c e p t that w h a t e v e r o c c u r s c a n be a p a r t of a r e s o u r c e f u l context. E r i c k s o n b e l i e v e d s t r o n g l y i n the u n i q u e n e s s of e a c h p e r s o n . H e r e c o g n i z e d that g r o w t h a n d h e a l t h i s fostered b y the r e c o g n i t i o n , a c c e p t a n c e , a n d e n c o u r a g e m e n t of i n d i v i d u a l i t y . B y its v e r y c o n s t r u c t i o n , r e s o u r c e - f o c u s e d t h e r a p y r e s p e c t s i n d i ­ v i d u a l i t y a n d c u l t i v a t e s respect. R a y a n d K e e n e y u n d e r s t a n d t h e r a p y a s a context full of r e s o u r c e s i n s t e a d of b e l i e v i n g it to b e a c t i o n s a i m e d at r e s o l v i n g p r o b l e m s . E r i c k s o n k n e w this. O v e r a n d o v e r h e e m p h a s i z e d that w h a t e v e r i s p r e s e n t e d s h o u l d b e u s e d . H e a l s o k n e w that p o t e n t i a l i t i e s m a y n o t b e f u l l y r e a l i z e d . P a r t of the t h e r a p e u t i c p r o c e s s i s the d e v e l o p m e n t of a f a v o u r a b l e setting for g r o w t h of those c a p a c i t i e s — e x a c t l y

as

R a y a n d Keeney explain. T h e b o o k e n d s w i t h r e s o u r c e q u o t a t i o n s f r o m a v a r i e t y of p e o p l e . I w i l l e n d w i t h three f r o m m y father. " I n brief, the b e h a v i o r m a n i ­ fested b y the subjects s h o u l d b e a c c e p t e d a n d r e g a r d e d a s g r i s t for the m i l l . " " M y l e a r n i n g o v e r the y e a r s w a s that I t r i e d to d i r e c t the p a t i e n t too m u c h . I t took a l o n g t i m e [to l e a r n l to let t h i n g s d e v e l o p a n d m a k e u s e of t h i n g s a s they d e v e l o p . " A n d l a s t , " Y o u let the subject g r o w . " Milton H . Erickson Institute of Texas

ACKNOWLEDGEMENTS

R

esource-focused

t h e r a p y ( R F T ) i s t h e p r o d u c t of a s e v e n ­

y e a r collaboration between the t w o authors. T h e clinical work

and

underlying

theoretical

orientation

has

been

i n f l u e n c e d b y m a n y p e o p l e , b o t h w i t h i n a n d o u t s i d e of t h e w o r l d

of

family

therapy

and

brief

therapy—individuals

of

renown

a n d o t h e r s l e s s k n o w n , a l i v e a n d d e c e a s e d . A f e w to w h o m I feel particularly

indebted

are

D o n Jackson,

Harry

Stack

Sullivan,

G r e g o r y Bateson, a n d Milton E r i c k s o n (through extensive reading a n d r e v i e w of r e c o r d i n g s , a n d e n l i g h t e n i n g d i s c u s s i o n s w i t h p e o p l e w h o k n e w a n d w o r k e d with them); John W e a k l a n d , Richard Fisch, Gianfranco C e c c h i n , W i l l i a m Saxon, L y n n Hoffman, L o r e n Bryant, G e r r y L a n e , a n d , of c o u r s e , m y c o - a u t h o r B r a d K e e n e y . R F T i s g r o u n d e d i n t h e w o r k of these i n n o v a t o r s . D u r i n g the p a s t three y e a r s the r e f i n e m e n t a n d testing o u t of these ideas i n teaching a n d clinical practice has i n v o l v e d collaboration w i t h m y colleague a n d friend R. L a m a r

close

Woodham,

a n d a g r o u p of d e d i c a t e d s t u d e n t s a n d c o l l e a g u e s i n v o l v e d i n t h e Resource-focused

t h e r a p y Project: M i k a l F r a i z e r , D a n W i l l i a m s ,

Becki Biedenharn, Denise Morvant, V a u g h n Bryant, D a v i d Hale, xi

Xii

ACKNOWLEDGEMENTS

T o m M o o r e , D o u g K l i n e , Jackie H a n d , A l i c e C r a w f o r d , K e n Parker, John Miller, Susan Cooley, Alan Demmit, a n d P a m H a n s e n . A n d , f i n a l l y , I w a n t to e x p r e s s m y d e e p e s t a p p r e c i a t i o n for m y dearest Rayleen. H e r u n s w e r v i n g encouragement a n d emotional s u p p o r t m a d e c o m p l e t i o n o f this w o r k p o s s i b l e .

Wendel A. Ray

R e s o u r c e - f o c u s e d t h e r a p y b e g a n w h e n I first m e t m y c o l l e a g u e a n d c o - a u t h o r , W e n d e l R a y . T h i s took p l a c e w h i l e h e w a s a s t u d e n t i n a doctoral program I directed at Texas T e c h University. I n o u r very first c l i n i c a l c a s e , t h e s e e d s w e r e p l a n t e d for the b i r t h o f R F T . S i n c e that t i m e W e n d e l h a s b e c o m e a l e a d e r i n t h e field o f f a m i l y t h e r a p y . H i s h i s t o r i c a l w o r k i n s t u d y i n g the c o n t r i b u t i o n s o f D o n J a c k s o n i n s p i r e d t h e J a c k s o n f a m i l y to a u t h o r i z e W e n d e l to b e Jackson's biographer. H i s recently p u b l i s h e d book w i t h G i a n f r a n c o Cecchin

and Gerry

L a n e , Irreverence: A

Strategy for

Therapists'

Survival, h a s a l r e a d y e s t a b l i s h e d h i m a s a c u t t i n g - e d g e v o i c e for t h e field. W e n d e l i s t h e o n e r e s p o n s i b l e for b u i l d i n g t h e context

that

e n a b l e d t h e e v o l u t i o n o f R F T to t a k e p l a c e . A t h i s i n s t i t u t i o n i n L o u i s i a n a , w e w o r k e d w i t h clinical cases a n d spent l o n g h o u r s d i s c u s s i n g w i t h c o l l e a g u e s h o w to w o r k m o r e r e s o u r c e f u l l y w i t h c l i e n t s . I a m m o s t grateful to W e n d e l R a y ' s l e a d e r s h i p i n e s t a b l i s h ­ i n g R F T a n d to a l l h i s s t u d e n t s a n d c o l l e a g u e s that I h a v e h a d t h e pleasure of w o r k i n g with. I n a d d i t i o n , I w a n t to a c k n o w l e d g e the t h e r a p i s t s w h o h a v e b e e n d i r e c t l y h e l p f u l to m e i n m y o w n d e v e l o p m e n t a s a p r a c t i t i o n e r . These include C a r l Whitaker, R a m o n Corrales, O l g a Silverstein, L u i g i B o s c o l o , G i a n f r a n c o C e c c h i n , Jeffrey R o s s , C h a r l e s F i s h m a n , Sal Minuchin, Peggy Papp, Peggy Penn, L y n n Hoffman,

Robert

S h a w , H a r o l d G o o l i s h i a n , M o n t e Bobele, H a r v J o a n n i n g , C o n n i e Steele,

William

Quinn,

Loren

Bryant,

R o n Chenail,

Douglas

Sprenkle, C h e r y l Storm, and Tony Heath. I a m f o r e v e r grateful to m y s o n , Scott, for h i s d e d i c a t i o n to i m a g i ­ n a t i o n a n d p l a y a n d to m y w i f e , M e v J e n s o n , w h o i n s p i r e s m e to m o v e f o r w a r d o n the j o u r n e y .

Bradford P . Keeney

RESOURCE-FOCUSED

THERAPY

CHAPTER

ONE

Introduction

R

e s o u r c e - f o c u s e d t h e r a p y ( R F T ) i s a p r a c t i c a l a p p r o a c h to w o r k i n g w i t h p e o p l e w h o c o m p l a i n o f difficulties, d i l e m ­ m a s , i m p a s s e s , a n d p r o b l e m s . I t i s b a s e d o n p a y i n g t h e least

a m o u n t o f a t t e n t i o n to p r o b l e m s that h a v e b e c o m e

pathologized.

R F T s t r i c t l y f o c u s e s o n b r i n g i n g forth t h e n a t u r a l r e s o u r c e s o f b o t h c l i e n t s a n d t h e r a p i s t s . B y " r e s o u r c e " i s e x i s t e n t i a l l y m e a n t any e x p e r i e n c e , belief, u n d e r s t a n d i n g , attitude, e v e n t , c o n d u c t , o r i n t e r ­ p e r s o n a l h a b i t that c o n t r i b u t e s to t h e p o s i t i v e c o n t e x t u a l i z a t i o n a n d r e a l i z a t i o n o f o n e ' s b e i n g . I n its i d e a l f o r m , R F T d o e s n o t e v e n a p p e a r a s t h e r a p y ; it a i m s to a p p e a r m o r e a s the p e r f o r m a n c e o f a c o n v e r s a t i o n that e n g a g e s b o t h t h e r a p i s t a n d c l i e n t i n t r a n s f o r m i n g their s i t u a t i o n f r o m o n e that i s i m p o v e r i s h i n g to o n e t h a t i s r e ­ sourceful. R F T differs f r o m m o s t t h e r a p i e s i n that it d i s c o u n t s t h e m e t a p h o r of both " t h e r a p i s t " a n d " c l i e n t " . W e prefer s e e i n g b o t h p a r t i e s a s c a u g h t i n t h e s a m e d i l e m m a : h o w c a n e a c h b e r e s o u r c e - f u l to t h e o t h e r ? W h a t m u s t the " c l i e n f ' s a y o r p e r f o r m to e v o k e

a response

f r o m t h e " t h e r a p i s t " that w i l l b e r e s o u r c e f u l to t h e " c l i e n t " ? W h a t m u s t the " t h e r a p i s t " s a y that e v o k e s the " c l i e n t " to e v o k e t h e "therapist"?

1

2

RESOURCE-FOCUSED THERAPY M o r e s i m p l y p u t , w h a t m u s t take p l a c e to h a v e c o n v e r s a t i o n that

i s r e s o u r c e f u l to a l l p a r t i c i p a n t s ? U n t i l t h e c l i e n t s a y s s o m e t h i n g that b r i n g s forth t h e creative i m a g i n a t i o n ( a n d p o s i t i v e c o n t r i b u ­ t i o n s ) of t h e therapist, t h e therapist i s i n the s i t u a t i o n of b e i n g treated b y the client. B o t h t h e r a p i s t a n d c l i e n t a r e p r o b l e m s u n t i l e a c h i s t r a n s f o r m e d — w i t h the h e l p o f the o t h e r — a n d b e c o m e s r e ­ s o u r c e f u l , t h e r a p e u t i c , a n d h e a l i n g to the s i t u a t i o n . O u r focus

i s specifically

o n resourceful contexts. W h e t h e r a n

action, spoken w o r d , or experience i s resourceful i s determined b y the context e m b o d y i n g it. " R e s o u r c e f u l " d o e s not refer to p a r t i c u l a r e v e n t s , b u t to the context o f e v e n t s . A m o t h e r ' s p r a i s e for h e r c h i l d i s n o t r e s o u r c e f u l o n the b a s i s of the w o r d s a l o n e , s p o k e n i n i s o l a ­ tion. P r a i s e i s r e s o u r c e f u l o n l y w h e n u t t e r e d i n a context that b o t h perceive a s meaningful a n d positive. M o s t o f t h e k n o t s that clients a n d therapists get t h e m s e l v e s i n t o s t e m f r o m c o n f u s i o n g e n e r a t e d b y c o n f o u n d i n g the difference b e t w e e n context a n d the e v e n t s b e i n g c o n t e x t u a l i z e d . A m a j o r c o n ­ t r i b u t i o n of G r e g o r y B a t e s o n (1972) w a s h i s n o t i n g o v e r a n d o v e r a g a i n h o w different l e v e l s of abstraction o r u n d e r s t a n d i n g s a r e often m i x e d u p , b r e e d i n g p r o b l e m a t i c c o n f i g u r a t i o n s . " C r i m e i s not the n a m e of a s i m p l e a c t i o n " w a s one of B a t e s o n ' s f a v o u r i t e p a r a ­ digmatic examples. T h e simple action of "shooting a g u n " i s not n e c e s s a r i l y a c r i m e . C r i m e i s the n a m e of a context of s i m p l e a c t i o n s that m a y i n c l u d e " s h o o t i n g a g u n " o r " h i t t i n g a n o t h e r p e r s o n " . S i m i l a r l y , t h e r a p y i s n o t the n a m e of a s i n g l e a c t i o n . It i s the n a m e of a context of a c t i o n s that often i n c l u d e " a p p e a r i n g a t a s c h e d u l e d t i m e " a n d " p a y i n g a fee". W h e n the i d e a that t h e r a p y i s a context a n d n o t a s i m p l e a c t i o n i s fully r e a l i z e d , a m a j o r shift i n u n d e r s t a n d i n g takes p l a c e for the therapist. I t then b e c o m e s clear that there a r e n o p a r t i c u l a r r i g h t w o r d s , a c t i o n s , o r i n t e r v e n t i o n s that w i l l n e c e s s a r i l y w o r k for a specific s i t u a t i o n . W h a t i s c a l l e d for i s the m o v e m e n t o f a p r o b l e m ­ atic context i n t o a r e s o u r c e f u l context. I n a r e s o u r c e f u l context, a l l uttered lines a n d enacted conduct are contextualized, experienced, a n d realized a s therapeutic. W i t h o u t a full c o m m i t m e n t to r e c o g n i z i n g the m e a n i n g o f c o n ­ text, t h e r a p i s t s w i l l b e c o m e c o n f u s e d b y d o i n g the r i g h t t h i n g i n the wrong

context

( " i t d o e s n ' t w o r k , b u t it s h o u l d " ) o r b y d o i n g

the w r o n g t h i n g i n the right context ("it w o r k s , b u t it s h o u l d n ' t " ) .

INTRODUCTION

3

H o w e v e r , w i t h s u c h a c o m m i t m e n t , the p a r a d i g m o f t h e r a p y i s c o n c e p t u a l l y q u i t e s i m p l e . I t i n v o l v e s the t r a n s f o r m a t i o n o f t h e c o n ­ text w i t h i n w h i c h c l i e n t a n d t h e r a p i s t c o n v e r s e . I n the b e g i n n i n g of the t h e a t r i c a l p l a y c a l l e d " t h e r a p y " , t h e o p e n ­ i n g c o n t e x t i s often n a m e d " t h e p r o b l e m " . A c t I , " t h e p r o b l e m " , f i n d s a c l i e n t s t u c k i n the s i t u a t i o n w h e r e h i s o r h e r e x p e r i e n c e i s contextualized as " p r o b l e m a t i c " . W h e n a therapist enters the client's p r o b l e m context, t h e t h e r a p i s t p a r t i c i p a t e s i n m a i n t a i n i n g it. N o m a t t e r w h a t i s s a i d to the c l i e n t , w h e t h e r it b e i n q u i r i n g a b o u t t h e b e h a v i o u r a l specifics of the p r o b l e m , descriptions of attempted s o l u t i o n s , h y p o t h e s e s a b o u t its o r i g i n , o r p r o f e s s i o n a l c a t e g o r i z i n g a n d s t i g m a t i z i n g , i f it c o n t r i b u t e s to t h e theme of the problem t h e n t h e t h e r a p i s t i s p o t e n t i a l l y h e l p i n g the c l i e n t s t a y s t u c k i n a p r o b l e m context I n R F T , the g o a l o f A c t I i s to get o u t of it a n d m o v e i n t o t h e n e x t o n e , A c t I I . I n m o s t p l a y s , the m i d d l e act i s the t r a n s f o r m a t i o n a l h i n g e , l i n k i n g the b e g i n n i n g to the e n d . T h e final act, A c t I I I , i s for plays

with

resourceful

endings,

a situation of resolution a n d

g e n e r a t i v i t y . T h i s i s s h o w n s c h e m a t i c a l l y i n F i g u r e 1. T h i s d i a g r a m , the p a r a d i g m o f a p l a y , w h e t h e r t h e r a p y o r o t h e r w i s e , i s the s i m ­ p l e s t m a p a v a i l a b l e for u n d e r s t a n d i n g the s t r u c t u r e o f t h e r a p y . W i t h this m a p , t h e r a p y i n v o l v e s d o i n g w h a t e v e r i s n e c e s s a r y to get o u t o f the p r o b l e m context. A g a i n , a n y t h i n g s a i d o r d o n e i n the p r o b l e m context, e v e n i f i t s e e m s t h e " r i g h t t h i n g " , i s a l w a y s a potential p r o b l e m b y virtue of its being contextualized a s a m e m b e r of t h e p r o b l e m a t i c context. How o n e g e t s o u t o f t h i s c o n t e x t i s l e s s i m p o r t a n t t h a n g e t t i n g o u t of it. T a l k i n g a b o u t the w o r l d s e r i e s or fishing o r cooking i s u s u a l l y m o r e resourceful than d i s c u s s i n g anxiety a n d depression. T h e trick, h o w e v e r , i s eventually getting i n t o a c o n t e x t w h e r e a l l that i s d i s c u s s e d c a n be c o n t e x t u a l i z e d a s a r e s o u r c e . H e r e , w h a t w a s f o r m e r l y c a l l e d the " p r e s e n t i n g p r o b l e m " m a y n o w be discussed as a resource.

Beginning Problem Context

Act:

Middle Act: ->~ Bridge

FIGURE 1

Final Act. Resourceful Context

4

RESOURCE-FOCUSED THERAPY

W h a t i s n e v e r to b e forgotten i s that t h e r a p y d o e s n o t a d d r e s s p r o b l e m p a r t i c u l a r s , b u t p r o b l e m contexts. P r o b l e m b e h a v i o u r s a r e n o t t h e w h o l e of the p r o b l e m . T h e c o n t e x t u a l i z a t i o n o f a n y b e h a v ­ i o u r a s a p r o b l e m i s the w h o l e that e m b r a c e s t h e p r o b l e m . T h i s orientation

to t h e r a p y ,

previously

presented

i n Improvisational

Therapy: A Practical Guide for Creative Clinical Strategies ( K e e n e y , 1991), i s r o o t e d e n t i r e l y i n k e e p i n g track of the context of o n e ' s performance. I n theatrical t e r m s , the n a m e of the s c e n e i n w h i c h o n e ' s l i n e s are articulated m u s t a l w a y s be kept i n m i n d . Offering help i n a p r o b l e m a t i c o r i m p o v e r i s h e d s c e n e i s often n o t h e l p f u l . C r e a t i n g a n o p e n i n g that h e l p s get y o u a n d the client o u t of i m p o v e r i s h e d c o n ­ texts i s t h e first s t e p t o w a r d s b e i n g t h e r a p e u t i c . G e t t i n g i n t o a n d m a i n t a i n i n g a c o n s t a n t p r e s e n c e i n a r e s o u r c e f u l context i s the final act of therapy. R e s o u r c e - f o c u s e d t h e r a p y i s c o n c e r n e d w i t h getting c l i e n t s a n d t h e r a p i s t s into a r e s o u r c e f u l context a s q u i c k l y a n d efficiently a s p o s s i b l e . I f it i s p o s s i b l e to ignore the p r o b l e m c o m p l e t e l y , this m a y b e d o n e . I f the p r o b l e m m u s t b e e x a g g e r a t e d to b r e a k i n t o a n o t h e r scene, this m a y be encouraged. F o c u s i n g o n getting into a n d s t a y i n g i n a r e s o u r c e f u l

context

r e q u i r e s m i n i m i z i n g other actions a n d u n d e r s t a n d i n g s p r e v i o u s l y a s s o c i a t e d w i t h the p r o f e s s i o n of t h e r a p y . I n t e a c h i n g R F T , t r a i n e e s a r e e n c o u r a g e d to p r e t e n d that they a r e n o t t h e r a p i s t s a n d that they h a v e forgotten a l l their t r a i n i n g , e x p l a n a t o r y m e t a p h o r s , a n d p r e s c r i p t i o n s for h o w to b e p r o f e s s i o n a l . T h e y a r e i n v i t e d to b e e x p e r i m e n t a l p e r f o r m a n c e artists, i m a g i n a t i v e c o n v e r s a t i o n a l i s t s , rhetorical consultants, or simply someone w h o uses a n d u n d e r ­ stands less professional understandings a n d acts more

towards

c r e a t i n g a context o f r e s o u r c e f u l e x p e r i e n c e . H i s t o r i c a l l y s p e a k i n g , R F T i s r o o t e d i n the g e n r e o f t h e r a p y called "Brief T h e r a p y " . Brief T h e r a p y is rooted i n S u l l i v a n ' s " I n t e r ­ p e r s o n a l T h e o r y " (1953) a n d w a s e l a b o r a t e d after h i s d e a t h b y o n e of h i s s t u d e n t s , D o n D . J a c k s o n . S u l l i v a n w a s o n e o f t h e first to i n s i s t t h a t i t m a k e s n o s e n s e to talk o f a self a n d i t s s t r i v i n g s s e p a r a t e f r o m the i n t e r p e r s o n a l r e l a t i o n s n e x u s o f w h i c h i t i s p a r t ( M u l l a h y , 1967). F i r s t a s a m e m b e r of the B a t e s o n r e s e a r c h p r o j e c t s o n paradox i n c o m m u n i c a t i o n (Bateson, Jackson, H a l e y , & W e a k ­ l a n d , 1956; J a c k s o n & W e a k l a n d , 1961), a n d later i n t h e C o n j o i n t

INTRODUCTION

5

F a m i l y T h e r a p y M o d e l p i o n e e r e d a t the M e n t a l R e s e a r c h I n s t i t u t e ( M R I ) , w h i c h h e f o u n d e d i n 1959, J a c k s o n a n d h i s c o l l e a g u e s l a i d m a n y o f t h e f o u n d a t i o n s for B r i e f T h e r a p y ( R a y , 1992b). T h e s e pioneers d i d not w o r k i n isolation. T h e y studied a n d w e r e influ­ e n c e d b y m a n y o f t h e l e a d i n g t h e r a p i s t s of t h e i r t i m e , p a r t i c u l a r l y the p r o d i g i o u s h y p n o t h e r a p i s t M i l t o n E r i c k s o n ( E r i c k s o n , H a l e y , & W e a k l a n d , 1959; H a l e y , 1967). T h e b i r t h o f o n e of the m o s t i n f l u e n t i a l b r i e f t h e r a p y o r i e n t a t i o n s w a s a s s o c i a t e d w i t h t h e c l a s s i c text w r i t t e n b y three o f J a c k s o n ' s colleagues a t the M R I — P a u l W a t z l a w i c k , John W e a k l a n d , a n d R i c h a r d F i s c h — e n t i t l e d , Change: Principles of Problem Formation and Problem Resolution (1974). T h e y a b a n d o n e d m u c h of the e x c e s s i v e w e i g h t o f theoretical p s y c h o t h e r a p y b a g g a g e to f o c u s o n p r o b l e m definitions a n d descriptions of attempted solutions. A s a therapeu­ tic O c c a m ' s R a z o r , t h i s o r i e n t a t i o n h e l p e d free m a n y t h e r a p i s t s to f o c u s o n d e s i g n i n g i m a g i n a t i v e i n t e r v e n t i o n s that a i m a t d i s r u p t i n g the interactional patterns e m b o d y i n g p r o b l e m conduct. I n a s i m i l a r v e i n , Jay H a l e y ( a n o t h e r f o r m e r m e m b e r o f B a t e s o n ' s d i s t i n g u i s h e d r e s e a r c h t e a m ) , i n h i s c l a s s i c c o n t r i b u t i o n , ProblemSolving Therapy (1976), took specific a i m a t b u s t i n g p r o b l e m s . L e s s parsimonious than Watzlawick, Weakland, a n d Fisch, Haley pre­ f e r r e d a m o r e e l a b o r a t e d m y t h o l o g y to a c c o u n t for t h e o c c u r r e n c e and

persistence

of symptoms.

Influenced

b y h i s colleagues

M i n u c h i n a n d M o n t a l v o , h e d e v e l o p e d a s o c i o l o g i c a l m a p for c o n ­ textualizing s y m p t o m s i n terms of coalitions, hierarchy, a n d social p o w e r . T o H a l e y ' s credit, a rigorous formal theory w a s never built. I n s t e a d h i s text l o o s e l y d r e w o n s i m p l e h e u r i s t i c s a n d g e n e r a l i z a ­ t i o n s that a i d t h e t h e r a p i s t i n f o c u s i n g

i n a specific

wayon

alleviating "problem-in-social-sequences". T h e p o t e n t i a l l y p r o b l e m a t i c c a t c h i n the w o r k b o t h o f t h e W e a k ­ l a n d , F i s c h , a n d W a t z l a w i c k team a n d of H a l e y concerns their focus o n t h e p r o b l e m a s t h e t h e m e of t h e r a p y . A l t h o u g h their i n t e n t i o n i s to free t h e s o c i a l s y s t e m f r o m b e i n g o r g a n i z e d b y a p r o b l e m , t h e i r f o c u s o n t h e p r o b l e m c a r r i e s the risk that the t h e r a p i s t m a y c o n t r i b ­ u t e to m a i n t a i n i n g p r e s e n c e i n the p r o b l e m context. T h e w o r k of d e S h a z e r (1982, 1988), a s t u d e n t of W e a k l a n d , emphasizes solutions—the necessarily implied a n d complementary side of all problems. H e r e a de-emphasis is placed o n problems p e r s e a n d a n effort i s g i v e n to s e a r c h for s o l u t i o n c o n d u c t . T h e p o t e n t i a l

6

RESOURCE-FOCUSED THERAPY

p r o b l e m w i t h this a p p r o a c h i s that a focus o n s o l u t i o n s d o e s n o t n e c e s s a r i l y r e m o v e o n e f r o m the p r o b l e m s they a r e s u p p o s e d to solve. T o focus

o n either p r o b l e m s o r s o l u t i o n s i s to r e m a i n c o n ­

t e x t u a l i z e d w i t h i n the w h o l e d i s t i n c t i o n o f p r o b l e m s / s o l u t i o n s . T h e t w o a r e i n s e p a r a b l e , a n d o n e s i d e b r i n g s forth the other. A s F i s c h , W e a k l a n d , a n d S e g a l (1982) d e m o n s t r a t e ,

problems bring

forth

a t t e m p t e d s o l u t i o n s . B l o c k i n g the t y p e of c l a s s o r a t t e m p t e d s o l u ­ tion

i s for t h e m

the efficient,

although

roundabout,

w a y of

alleviating the problem. F o r d e Shazer a n d other solution-focused t h e r a p i s t s , a focus o n s o l u t i o n s b r i n g s f o r t h — w h e t h e r s p o k e n a b o u t or not—problems.

A

potential d i s a d v a n t a g e

for b o t h

problem­

f o c u s e d a n d s o l u t i o n - f o c u s e d t h e r a p i e s i s that t h e y e a c h r i s k h o l d ­ i n g t h e t h e m e of t h e r a p y i n A c t I , the context c a l l e d " p r o b l e m " . I n t h i s context, b o t h r i g h t a n d w r o n g s o l u t i o n s r i s k r e m a i n i n g a w a y of p r e s e r v i n g the p r o b l e m context. T h e r a p i s t s w h o a t t e m p t to l e a r n p r o b l e m - a n d s o l u t i o n - f o c u s e d t h e r a p i e s h a v e too e a s i l y o v e r l o o k e d the context w i t h i n w h i c h p r o b ­ l e m s a n d s o l u t i o n s a r e d i s c u s s e d . T h e s e o r i e n t a t i o n s t e n d to h a v e a b e h a v i o r i s t i c feel to t h e m that m a y s e d u c e the t h e r a p i s t i n t o l o o k i n g a t b i t s of a c t i o n o r s e q u e n c e s of a c t i o n w i t h o u t r e g a r d to the c o n t e x t of r h e t o r i c g i v i n g it m e a n i n g . T h e c o n t r i b u t i o n o f the M i l a n a p p r o a c h

to s y s t e m i c

t h e r a p y , p a r t i c u l a r l y the w o r k of C e c c h i n a n d B o s c o l o

family

(Boscolo,

C e c c h i n , H o f f m a n , & P e n n , 1987; C e c c h i n , L a n e , & R a y , 1 9 9 1 , 1 9 9 2 , 1993), h e l p e d correct this d e f i c i e n c y

i n contextual vision. T h e i r

a p p r o a c h r a d i c a l l y e m p h a s i z e s the contexts of m e a n i n g (see K e e n e y & R o s s , 1992). A t the s a m e t i m e , b e i n g i n f l u e n c e d b y the t h e o r e t i c a l i d e a s o f c o a l i t i o n s , p a r a d o x , a n d s o forth, t h i s o r i e n t a t i o n a l s o sets u p t h e potential to fall into the t r a p o f m a i n t a i n i n g a focus o n t h e p r o b l e m / s o l u t i o n d i s t i n c t i o n , p a r t i c u l a r l y w i t h its focus o n " t h e p r o b l e m i s the s o l u t i o n " . T h i s r e v e r s a l of the W a t z l a w i c k , W e a k l a n d , a n d F i s c h s l o g a n , " t h e s o l u t i o n i s t h e p r o b l e m " , i s h a l f o f the w h o l e d i s t i n c t i o n : ( t h e s o l u t i o n i s t h e p r o b l e m / t h e p r o b l e m i s the s o l u t i o n ) . E i t h e r s i d e i m p l i e s t h e o t h e r a n d m a i n t a i n s the w h o l e t h e o r y o f b e i n g i n a universe of problems, solutions, problem solutions, a n d solution problems.

INTRODUCTION

7

A s p a r t of t h i s h i s t o r i c a l t r a d i t i o n of b r i e f t h e r a p i e s , o u r w o r k h a s n a t u r a l l y d e v e l o p e d o u t of o u r u n d e r s t a n d i n g a n d p r a c t i c e o f t h e c o n t r i b u t i o n s of B a t e s o n , S u l l i v a n , J a c k s o n , W e a k l a n d , F i s c h , H a l e y , C e c c h i n , a n d B o s c o l o , a m o n g o t h e r s . W h a t w e b r i n g to the t h e o r e t i ­ c a l table i s a n i d e n t i f i c a t i o n of w h a t a l l these a p p r o a c h e s s e e m to b e after, i n s p i t e o f the v e r y different m e t a p h o r s t h e y u s e to d i s c u s s their u n d e r s t a n d i n g . S p e c i f i c a l l y , t h e g o a l o f t h e r a p y i s to get c l i e n t s a n d t h e r a p i s t s o u t of p r o b l e m / s o l u t i o n c o n t e x t s a n d i n t o a r e s o u r c e f u l context. I n a r e s o u r c e f u l c o n t e x t the p r o b l e m c a n b e s e e n a s a s o l u t i o n a n d s o l u ­ t i o n s a s p r o b l e m s . H e r e , h o w e v e r , the n e w u n d e r s t a n d i n g t a k e s p l a c e o u t s i d e of a p r o b l e m / s o l u t i o n context.

PROBLEM-FOCUSED

THERAPY

I n i l l u s t r a t i v e t e r m s , R F T e v o l v e d o u t of the h i s t o r y o f b r i e f t h e r a p y i n the following fashion. B e g i n n i n g w i t h problem-focused pies, the client's presenting complaints are m o v e d

to a

thera­ specific

p r o b l e m focus a n d then taken t o w a r d s trying n e w solutions. H e r e the final contextual theme is " p r o b l e m s o l v i n g " , sometimes a c c o m ­ p a n i e d b y t h e t h e r a p i s t ' s u n c o m m o n u n d e r s t a n d i n g that " s o l u t i o n s a r e often p r o b l e m s " (see F i g u r e 2).

SOLUTION-FOCUSED

THERAPY

S o l u t i o n - f o c u s e d t h e r a p i e s m o v e the c l i e n t ' s c o m p l a i n t s to a s o l u ­ t i o n f o c u s a n d t h e n g o o n to d i s c u s s the u t i l i z a t i o n o f s o l u t i o n c o n d u c t a s a p r a c t i c a l m e a n s of r e s o l v i n g their p r o b l e m a t i c s i t u a ­ t i o n . H e r e the f i n a l c o n t e x t u a l t h e m e i s " s o l v i n g p r o b l e m s " w i t h a

Beginning

Client's Complaint

FIGURE 2

Middle

End

Problem Focus

Proble Problem m Solving Solving (Solution (Solution Is Problem Problem))

Problem-Focused Therapy

8

R E S O U R C E - F O C U S E DT H E R A P Y

Beginning

Middle

Client's Complaint

FIGURE 3

End

Solvin Solving g Problem Problems s

Solution ^

(Solution (Solution Is

Focus

Solution) Solution)

Solution-Focused Therapy

r e t u r n to the c o m m o n - s e n s e u n d e r s t a n d i n g that " p r e v i o u s l y s u c ­ cessful solutions m a y become

r e - s o l u t i o n s for o t h e r

problems"

( F i g u r e 3).

MILAN

SYSTEMIC

THERAPY

T h e contextual o r systemic orientation of M i l a n m o v e s clients' c o m ­ plaints

to t h e s o c i a l

contexts

organizing

their conduct.

This

e v e n t u a l l y e n a b l e s t h e m to a r r i v e at a p l a c e w h e r e p r o b l e m s a r e u n d e r s t o o d a s c o n t e x t u a l s o l u t i o n s (see F i g u r e 4 ) .

RESOURCE-FOCUSED

THERAPY

R e s o u r c e - f o c u s e d t h e r a p y m o v e s c l i e n t s ' p r e s e n t i n g c o m p l a i n t s to­ w a r d s any c o n t e x t that i s s i m p l y m o r e r e s o u r c e f u l . I t e n d s w h e n a w e l l - f o r m e d r e s o u r c e f u l context i s e s t a b l i s h e d w h e r e i n p r o b l e m s

/

s o l u t i o n s , a n d p r o b l e m / s o l u t i o n contexts m a y b e c o n t e x t u a l i z e d a s r e s o u r c e f u l . F o r R F T , r e s o u r c e f u l t h e m e s a r e f o u n d to b e m o r e r e -

End

Middle

Beginning

Client's Complaint

FIGURE 4

^Contextual Focus

Problem Proble m Is Contextual Contextual Solutio Solution n

Milan Systemic Therapy

INTRODUCTION

End

Middle

Beginning

Client's Complaint

FIGURE 5

More Resourceful Focus

9

Enacting a Well-Formed Resourceful Context

Resource-Focused Therapy

s o u r c e f u l t h a n p r o b l e m , s o l u t i o n , o r p r o b l e m c o n t e x t t h e m e s (see F i g u r e 5). I n R F T , t h e r a p y i d e a l l y e n d s u p b e i n g o u t s i d e of

therapy.

T h e r a p y e n d s i n a c o n t e x t of r e s o u r c e f u l c o n d u c t , a c t i o n that b y its v e r y d e f i n i t i o n d o e s not r e q u i r e t h e r a p y . A t the final s t a g e , b o t h t h e c l i e n t a n d the t h e r a p i s t m a y be e m b a r r a s s e d to f i n d t h e m ­ s e l v e s i n t h e r a p y . A s m a y b e s e e n i n the c a s e s t u d i e s that f o l l o w , c l i e n t s a n d t h e r a p i s t s e n j o y a n d fully p a r t i c i p a t e i n b r i n g i n g forth the b r e a t h of life a n d i m a g i n a t i o n w i t h i n e a c h other. I n t h i s h e a l ­ i n g c o n t e x t , there i s n o h e a l e r o r therapist. A l l a c t i o n i n the h e a l i n g c o n t e x t i s h e a l i n g for a l l p a r t i c i p a n t s .

* * * I n the c h a p t e r s i n this b o o k , c h a p t e r t w o i m m e d i a t e l y p r e s e n t s t h e theoretical a n d p r o c e d u r a l m a p s a n d a n t i - m a p s w e h a v e f o u n d u s e f u l i n u n d e r s t a n d i n g R F T . C h a p t e r s three to s i x p r e s e n t c a s e s t u d i e s e x e m p l i f y i n g t h e p r a c t i c e of R F T . C h a p t e r s e v e n i s a set of e x e r c i s e s w e h a v e u s e d to h e l p t h e r a p i s t s d e v e l o p c r e a t i v e w a y s of b r i n g i n g forth r e s o u r c e f u l n e s s . T h e final c h a p t e r p r o v i d e s s o m e r e s o u r c e q u o t e s for r e s o u r c e - f o c u s e d t h e r a p i s t s .

CHAPTER TWO

Theoretical and procedural maps (and anti-maps) Bradford R Keeney & Wendel A Ray

I

n t h e first p a r t o f t h i s c h a p t e r a d e l i n e a t i o n o f t h e o r e t i c a l i d e a s , n o t i o n s , m e t a p h o r s , h e u r i s t i c s , a n d m a p s i s s e t forth that w e find useful i n understanding resource-focused therapy. W e d o

n o t b e l i e v e that a t h e r a p i s t n e c e s s a r i l y n e e d s to u n d e r s t a n d a l l o f t h e s e o r , i n d e e d , a n y o f t h e m . I t i s p o s s i b l e to b e a s k i l l e d p r a c t i ­ t i o n e r o f t h e a p p r o a c h w i t h o u t r e f e r e n c e to a n y o f these i d e a s . I n

o u r o w n e x p e r i e n c e w i t h t r a i n i n g o t h e r s , h o w e v e r , these m a p s ( a n d a n t i - m a p s ) h a v e often p r o v e d u s e f u l i n t h e a t t e m p t to m o v e t h e r a ­ p i s t s i n t o t h e c o n t e x t o f h e l p i n g to b u i l d r e s o u r c e f u l contexts. T h e s e c o n d p a r t o f t h e c h a p t e r sets o u t t h e p r a c t i c a l p r o c e d u r e s involved i n conducting R F T . A s will be seen, each session is con­ c e i v e d o f a s a p l a y , c o m p o s e d of b e g i n n i n g , m i d d l e , a n d f i n a l acts.

A . Theoretical maps (and anti-maps) 1.

Least a m o u n t of information:

R F T a d v i s e s the b r i n g i n g forth o f the least i n f o r m a t i o n n e c e s s a r y from the c l i e n t . T h i s i s p a r t i c u l a r l y the c a s e i n A c t I o f t h e r a p y , i n w h i c h t h e c l i e n t a t t e m p t s to e x p l a i n h i s o r h e r p r e s e n c e . T h e m o r e i n f o r m a t i o n b r o u g h t forth i n a p r o b l e m context, t h e m o r e

11

RESOURCE-FOCUSED THERAPY

12

difficult it m a y b e to get o u t of that p r o b l e m context. T h e r a p i s t s s h o u l d n o t forget that the m o r e o n e a s k s , the m o r e o n e gets. T h e d a t a b a n k of the c l i e n t i s a n infinite r e s e r v o i r that i n c l u d e s contradictory,

ever-changing

descriptions

and

beliefs.

Too

m a n y t h e r a p i s t s d r o w n i n this v a s t s e a of i n f o r m a t i o n . O n c e o n e f i n d s s o m e t h i n g r e s o u r c e f u l , u s e it. T h e r e m a y b e n o n e e d to d i g further. 2.

L e a s t a m o u n t of time:

W h e n the w o r k i s d o n e , stop the s e s s i o n . H o w m a n y t i m e s d o e s

a t h e r a p i s t create the t h e r a p e u t i c m o m e n t i n the first 10 o r 20

m i n u t e s of a s e s s i o n a n d then u n w i n d it i n the r e m a i n i n g t i m e ?

W h e n the s e s s i o n i s o v e r , r e c o g n i z e a n d u t i l i z e its c l o s u r e . T h e

i d e a that 4 0 to 60 m i n u t e s is r e q u i r e d i s l e s s r e s o u r c e f u l t h a n

creating well-formed sessions a n d closures.

3.

S i n g l e - s e s s i o n focus:

A l l s e s s i o n s a i m at b e i n g a w h o l e t h e r a p y . T h i s h e l p s create a

focus o n a c h i e v i n g a beginning, m i d d l e , a n d e n d . S h o u l d the

c l i e n t s r e t u r n for a s u b s e q u e n t s e s s i o n , that s e s s i o n i s treated a s a

n e w case. O f c o u r s e , this n e w c a s e w i l l h a v e to c o n s i d e r t h e

s e s s i o n that took p l a c e w i t h that other t h e r a p i s t t h e t i m e before.

T h a t o t h e r therapist, w h o m i g h t be y o u at a n o t h e r t i m e , w i l l

h a v e to b e c o n s i d e r e d n o w a s p a r t of the t h e r a p y .

4.

L e a s t a m o u n t of theory:

T h e l e s s theoretical u n d e r s t a n d i n g i n the m i n d of the t h e r a p i s t

d u r i n g a s e s s i o n , the m o r e l i k e l y that the t h e r a p i s t c a n u t i l i z e h i s

o r h e r i m a g i n a t i o n . T h e o r y i s r e s e r v e d for p o s t - m o r t e m a n a l y s i s

o r l a t e - n i g h t r a p s e s s i o n s . I n the s a m e w a y , a m u s i c i a n k e e p s

c o n s c i o u s attention off m u s i c theory w h e n p e r f o r m i n g . T h e o r y

h a s its p l a c e a n d c o n t r i b u t i o n , b u t n o t n e c e s s a r i l y i n the m i n d of

the t h e r a p i s t e n g a g e d w i t h a c l i e n t

5.

Least is done:

D o a s little a s y o u h a v e to i n o r d e r to h e l p m o v e the c o n v e r s a t i o n

i n t o a r e s o u r c e f u l context. W h e n i t ' s there, l e a v e it a l o n e . I f the

c l i e n t p r e s e n t s c o n d u c t that m a i n t a i n s the r e s o u r c e f u l context,

k e e p quiet. N o t o n l y s h o u l d t h e r a p i s t s d o the l e a s t h a r m , t h e y

s h o u l d do the least.

THEORETICAL A N D PROCEDURAL MAPS 6.

No

13

psychology:

T h e p r o f e s s i o n a l i z e d r i t u a l s of t h i n k i n g a n d t r e a t m e n t c a l l e d

p s y c h o l o g y a r e a v o i d e d l i k e the p l a g u e . N o u s e of D S M - I H i s

e v e r c o n s i d e r e d b e c a u s e it w o u l d b e c o n c r e t i z i n g the p r o b l e m

c o n t e x t , m a k i n g it e x t r e m e l y difficult to m o v e t h e r a p y f o r w a r d .

P s y c h o l o g i z i n g — t h e u s e of h y p o t h e s e s for e x p l a i n i n g the i n ­

t e r n a l a n d e x t e r n a l w o r k i n g s of p e o p l e — i s a l s o a v o i d e d ; it k e e p s

the f o c u s off l o o k i n g for r e s o u r c e s a n d t y p i c a l l y r e t u r n s o n e to

explaining non-resourceful conduct.

7.

N o sociology:

N o h y p o t h e s e s a b o u t s o c i a l o r g a n i z a t i o n s a r e e n c o u r a g e d , for

the s a m e r e a s o n s g i v e n for a b s t a i n i n g f r o m p s y c h o l o g i z i n g . T h e

s o c i o l o g i c a l p e r s p e c t i v e too e a s i l y f o c u s e s o r e x p l a i n s p r o b l e m s

a n d de-focuses one from recognizing a n d utilizing resources.

8.

N o totalizing ideology:

N o t o n l y i s there n o e m p h a s i s g i v e n to p s y c h o l o g y o r s o c i o l o g y ,

but no ideology, whether m o d e r n , post-modern, narrative, or

u n s p o k e n , i s e m p h a s i z e d that d i s t r a c t s the t h e r a p i s t f r o m t h e

w o r k at h a n d . M o v i n g a w a y f r o m e x p l a i n i n g p r o b l e m s a n d

t o w a r d s u t i l i z i n g r e s o u r c e s i s the g o a l of R F T w o r k .

9.

N o particular narrative:

N o p a r t i c u l a r i m p o r t a n c e i s g i v e n to i d e o l o g i e s a n d t h e o r i e s that

e m p h a s i z e stories a n d narratives. C l i e n t s are not seen as w a l k i n g

a r o u n d w i t h i m p o v e r i s h e d stories, n o r a r e p e o p l e i n g e n e r a l

s e e n a s n e c e s s a r i l y r e l a t e d to a n y t h i n g a theorist w o u l d c a l l a

s t o r y . T h i s i s n o t to s a y that s t o r i e s a r e n o t u s e d i n R F T — i f they

a r e r e s o u r c e f u l to a c l i e n t , t h e y m a y b e u s e d . T h e u s e of s t o r i e s a s

a c o m p o n e n t of a n i d e o l o g y a b o u t s t o r i e s i n t h e r a p y i s n e g a t e d ,

w h e r e a s s t o r i e s that a r e r e s o u r c e f u l to c l i e n t s a r e u s e d .

10.

Improvisation:

T h e r a p i s t s a r e i m p r o v i s a t i o n a l to different d e g r e e s a n d i n differ­

e n t w a y s . A t the s i m p l e s t l e v e l r e g a r d i n g p a r t i c u l a r u t t e r a n c e s ,

n o o n e e v e r r e a l l y k n o w s w h a t l i n e s w i l l b e s p o k e n . N e v e r t h e ­

l e s s , p a r t i c u l a r s c h o o l s of t h e r a p y a t t e m p t to p r e s c r i b e i d e a l i z e d

c o n v e r s a t i o n s that c l i e n t s a n d t h e r a p i s t s s h o u l d p e r f o r m . I n

the s c h o o l e d a p p r o a c h e s to t h e r a p y , a t h e r a p i s t m u s t w a i t for

RESOURCE-FOCUSED THERAPY

14

the c l i e n t to s a y the r i g h t l i n e . P r o b l e m - s o l v i n g t h e r a p i s t s , for e x a m p l e , h a v e to w a i t for the c l i e n t to d e f i n e a p r o b l e m b e f o r e the c o n v e r s a t i o n c a n m o v e f o r w a r d . W h e n a t h e r a p i s t d o e s n o t f o l l o w a s c h e m a for t h e r a p e u t i c c o n v e r s a t i o n , the d e g r e e of i m p r o v i s a t i o n i s f u r t h e r e l a b o r a t e d . H e r e , b o t h t h e r a p i s t a n d client h a v e n o i d e a i n the b e g i n n i n g w h e r e they w i l l be g o i n g . M u c h of M i l t o n E r i c k s o n ' s e a r l y c l i n i ­ c a l w o r k ( H a l e y , 1967) a p p e a r e d this w a y , w i t h a u n i q u e t h e r a p y b u i l t for e a c h u n i q u e c l i e n t a n d t h e r a p e u t i c s i t u a t i o n . R F T e n c o u r a g e s a n u n d e r s t a n d i n g a n d p r a c t i c e o f the i m ­ p r o v i s a t i o n a l n a t u r e of t h e r a p e u t i c e n c o u n t e r . L i k e i m p r o v i s a ­ tional actors o n a stage, a f e w l i n e s a r e offered a n d a p l a y m u s t b e c r e a t e d o u t of those l i n e s . W e n e v e r k n o w w h a t c l i e n t s w i l l p r e s e n t for u s to w o r k w i t h . O u r j o b i s to j o i n w i t h t h e m a n d create a p l a y that m o v e s the c o n v e r s a t i o n i n t o a final r e s o u r c e f u l exit. 11.

Radical constructivism/deconstructivism:

R F T a i m s to d e c o n s t r u c t p r o b l e m a t i c n o n - r e s o u r c e f u l c o n t e x t s a n d c o n s t r u c t r e s o u r c e f u l contexts. I n this r e g a r d it i s a n a t t e m p t to b u i l d n e w realities for c l i e n t s a n d t h e r a p i s t s to enter a n d f u l l y p a r t i c i p a t e i n . T h e p a t h to b u i l d i n g these realities r e q u i r e s a c t i n g differently i n o r d e r to see a n d u n d e r s t a n d differently. F o l l o w i n g H e i n z v o n F o e r s t e r ' s (1984a, 1984b) i n v e r s i o n o f c u l t u r a l c o m ­ m o n s e n s e , o n e m u s t a c t i n o r d e r to see. T h e r a p i s t s a c c u s t o m e d to first d i a g n o s i n g a n d u n d e r s t a n d i n g before a c t i n g to a t t e m p t a c h a n g e w i l l find t h e m s e l v e s w o r k i n g i n r e v e r s e . H e r e the t h e r a ­ p i s t a c t s first i n o r d e r to u n d e r s t a n d h o w s u b s e q u e n t l y to act. 12.

Cybernetic:

R F T i s c y b e r n e t i c i n that o u t c o m e s , r a t h e r t h a n

hypotheses,

s h a p e the t h e r a p i s t ' s m o v e s . F o l l o w i n g the p r e v i o u s i d e a o f a c t i o n - b a s e d c o n s t r u c t i v i s m , the m e a n i n g of a b e h a v i o u r i s f o u n d i n the s u b s e q u e n t b e h a v i o u r it e v o k e s , w h e t h e r i n o n e s e l f o r i n o t h e r s ( J a c k s o n & W e a k l a n d , 1959; J a c k s o n , 1965). 13.

Systemic/contextual:

A g a i n , t h e f o c u s i n R F T i s o n the context o r s y s t e m o f u t t e r e d l i n e s , a c t i o n , a n d e x p e r i e n c e . T h e l i n e , " I p l a n to k i l l m y s e l f " , i s l e s s i m p o r t a n t t h a n the context w i t h i n w h i c h it i s p r e s e n t e d . A

THEORETICAL A N D PROCEDURAL MAPS

15

R F T t h e r a p i s t w o u l d p r i m a r i l y t h i n k o f h o w to c h a n g e the c o n ­ text o f t h e l i n e r a t h e r t h a n b e c o m e o r g a n i z e d b y the l i n e . I f the t h e r a p i s t p a n i c s a n d r e a c t s a s if the c l i e n t m a y k i l l h i m s e l f , t h e t h e r a p i s t p o t e n t i a l l y c o n t r i b u t e s to the c l i e n t ' s belief that t h i s d e a t h threat i s r e a l . I n this w a y the t h e r a p i s t m a y b e c o m e a n a c c e s s o r y to the c r i m e b y v e r i f y i n g a n d e v e n e s c a l a t i n g the v a l i d ­ ity o f the i m p o v e r i s h i n g context. A n o t h e r t h e r a p i s t m i g h t a s k w h e t h e r the c l i e n t h a s w r i t t e n a s u i c i d e note. H o w l o n g w i l l the n o t e b e ? T y p e d o r h a n d w r i t t e n ? W h a t c o l o r i n k ? W h a t a b o u t l e a v i n g a s u i c i d e b o o k i n s t e a d of a note? A n d s o forth. H e r e the d e a t h threat i s s h i f t e d into w h a t i n i t i a l l y a p p e a r s to b e o n e of the technicalities of the s u i c i d e note a n d f i n a l l y , p e r h a p s , to the context of w r i t i n g . T h e systemic/contextual view always places a n importance o n all relevant others w h o participate i n b u i l d i n g , creating, o r d e s t r o y i n g the c l i e n t ' s realities. T h e e m p h a s i s w i l l b e r e s t r i c t e d to u t i l i z i n g o t h e r p e o p l e i n w a y s that c o n t r i b u t e to m a i n t a i n i n g a r e s o u r c e f u l context. 14. C o m m u n i c a t i o n a l p r o c e s s : A s w a s p r e s e n t e d i n a p r e v i o u s w o r k ( K e e n e y , 1991), t h e r a p y m a y b e u n d e r s t o o d i n t e r m s of the c o n v e r s a t i o n a l l i n e s u t t e r e d b y s p e a k e r s , the f r a m e s that f r a m e ( c o n t e x t u a l i z e ) t h e m , a n d t h e g a l l e r i e s that f r a m e frames. T h i s e m p h a s i s u p o n c o m m u n i c a t i v e performance

encourages

the u s e of theatrical m e t a p h o r s to

d e s c r i b e t h e r a p y . O t h e r n o t i o n s of c o m m u n i c a t i o n a l

process

e l a b o r a t e d e l s e w h e r e i n c l u d e o r d e r s of a b s t r a c t i o n a r r a n g e d i n a r e c u r s i v e d i a l e c t i c a l l a d d e r (see B a t e s o n , 1972; K e e n e y , 1983); a n d s e m a n t i c s , politics, c h a n g e , stability, a n d m e a n i n g f u l n o i s e (see K e e n e y & S i l v e r s t e i n , 1987; K e e n e y & R o s s , 1992). 15. N o official " n a r r a t o r " : T h e t h e r a p i s t i s n o t r i g i d l y r e g a r d e d a s the sole d i r e c t o r or e d i t o r of the c o n v e r s a t i o n a l p l a y . B e c a u s e the t h e r a p i s t i s k e p t i n a state of i g n o r a n c e d u e to l i m i t e d i n f o r m a t i o n a n d b l o c k a g e o f p r o f e s ­ s i o n a l e x p l a n a t i o n - m a k i n g , the t h e r a p i s t p r o v i d e s a s o u r c e o f the r a n d o m for the client. T h e i g n o r a n t t h e r a p i s t w h o i s c a p a b l e of s p e a k i n g n o n s e n s e m a y h e l p clients c o n s t r u c t n e w w a y s of m a k i n g s e n s e of their l i v e s .

16

RESOURCE-FOCUSED THERAPY R F T a l s o rejects the i d e a that it i s a l w a y s u s e f u l for c l i e n t s to accept the t h e r a p i s t ' s s u g g e s t i o n s . A l l rejections of the t h e r a p i s t ' s i d e a s c a n b e s e e n a s r e s o u r c e f u l : the rejections e m p o w e r c l i e n t s to take c h a r g e of the a u t h o r s h i p a n d o w n e r s h i p of their p a r t i c i ­ pation. T h e i d e a of a story i m p l i e s a r i g i d l i t e r a r y f o r m , b e g i n n i n g with "Once upon a t i m e . . . " and ending with

. . a n d they l i v e d

h a p p i l y e v e r after". M o s t clients, h o w e v e r , d o n o t o r g a n i z e t h e i r l i v e s b y a n y text that w o u l d be r e c o g n i z a b l e a s the l i t e r a r y f o r m of a story. If a t h e r a p i s t b e l i e v e s that s u c h stories a r e t h e r e a n d s h o u l d b e there, t h e n of c o u r s e that t h e r a p i s t w i l l a i m to create t h e m . W e , h o w e v e r , a s s u m e that at best m o s t p e o p l e l i v e i n a collage of e v e r - c h a n g i n g , d i s c o n t i n u o u s s t r a n d s of s t o r y l i n e s that c h a n g e a n d r e - c h a n g e g i v e n

the p a r t i c u l a r s o c i a l

stage, t i m e , a n d e v e n the m e t a b o l i s m of the p r e v i o u s m e a l . T h e r a p i s t s a d d i c t e d to the b e l i e v e d reality of s t o r i e s m a y

be

r e p l a y i n g the t h e o r e t i c i a n ' s s e a r c h for t o t a l i z i n g i d e o l o g i e s . T h e a b s t r a c t i o n s h a v e s i m p l y b e e n r e m o v e d i n f a v o u r of a m o r e e n t e r t a i n i n g a n d m a n a g e a b l e l i t e r a r y form. 16.

Q u e s t i o n s a s i n t e r v e n t i o n s for c h a n g e :

R F T t u r n s the t y p i c a l t h e r a p i s t ' s u n d e r s t a n d i n g of q u e s t i o n s a n d

interventions upside d o w n . Questions are regarded as powerful

i n t e r v e n t i o n s for c h a n g e , n a m e l y c h a n g e t o w a r d s a

different

c o n t e x t u a l i z a t i o n of the therapeutic c o n v e r s a t i o n . W e c a r e f u l l y

d e s i g n q u e s t i o n s a n d p r o v i d e o b s e r v a t i o n a l t i m e to note h o w

c l i e n t s r e s p o n d to t h e m .

17.

T a s k s a n d interventions as stabilizers:

T a s k s , d i r e c t i v e s , a n d b e h a v i o u r a l a s s i g n m e n t s , o n the other

h a n d , a r e s e e n a s w a y s of p r e s c r i b i n g action that k e e p the c l i e n t s

i n the n e w l y c o n s t r u c t e d t h e r a p e u t i c r e a l i t y . I n t e r v e n t i o n s d o

n o t a i m to c h a n g e ; they a r e m a d e to s t a b i l i z e the c o n t e x t u a l

changes initiated by questions.

18.

T h e r a p y a s theater: P l a y i s the thing:

T h e emphasis on communicative performance, imagination, a n d

i m p r o v i s a t i o n e n c o u r a g e s a s p i r i t of p l a y . T h e " s m e l l of p l a y " is

o n e of the best i n d i c a t o r s that one i s i n a r e s o u r c e f u l context.

17

THEORETICAL AND PROCEDURAL MAPS

W h e r e there i s life, p l a y f u l n e s s a b o u n d s , the a b s u r d i s l e g i t i ­ m i z e d , a n d the e x p e r i m e n t a l i s w e l c o m e d .

B. Clinical procedures 1.

A c t I: T h e s e t - u p :

R e s o u r c e - f o c u s e d t h e r a p y r e g a r d s a s e s s i o n a s the c r e a t i o n of a t h e a t r i c a l p l a y . I n this p l a y of the t h e r a p e u t i c , t h r e e different a c t s take p l a c e . A c t I , the s e t - u p , is the o c c a s i o n for h e a r i n g the p r e s e n t i n g l i n e s of the c l i e n t s . T h e t h e r a p i s t m a y e v o k e t h e s e l i n e s i n a n y f a s h i o n . W h a t i s m o s t i m p o r t a n t i s that the t h e r a p i s t o r t e a m of o b s e r v e r s identify a n y l i n e s that m a y p r o v i d e a h i n t o r d i r e c t i o n t o w a r d s a m o r e r e s o u r c e f u l c o n t e x t u a l i z a t i o n of the c l i e n t s ' talk. Act

I s i m p l y creates the b u i l d i n g b l o c k s , the s e t t i n g of t h e

s t a g e , the p r o p s , a n d the c h a r a c t e r s that w i l l m a k e u p

the

p l a y . T h e s u b s e q u e n t acts m o v e the c o n v e r s a t i o n t o w a r d s

a

m o r e r e s o u r c e f u l context. 2.

A c t I I : C r e a t i n g the r e s o u r c e f u l context:

A s s o o n a s t h e t h e r a p i s t o r t h e r a p y t e a m b e g i n s to h a v e a h u n c h a b o u t h o w the c o n v e r s a t i o n m a y be m o v e d f o r w a r d , a q u e s t i o n w i l l b e d e s i g n e d a n d d e l i v e r e d to the c l i e n t s . T y p i c a l l y i n a t e a m s i t u a t i o n , a d i s c u s s i o n a n d c o n s t r u c t i o n of this q u e s t i o n t a k e s p l a c e b e h i n d the o b s e r v i n g m i r r o r . O f t e n s e v e r a l l i n e s g i v e n b y the c l i e n t s i n the s e t - u p a r e tied together i n a w a y that creates a m o r e g e n e r a l t h e m e c o n c e r n i n g h o w they a r e l i n k e d . T h i s l i n k ­ age a n d the p r o p o s e d t h e m e ( w h i c h m a y be f r o m a n o t h e r c l i e n t l i n e ) i s the b a s i s for the q u e s t i o n . T h e resourceful theme, idea, explanation, suggestion,

or

h u n c h i s t h e n d r o p p e d o n the c l i e n t s w i t h i n s t r u c t i o n s for t h e m to t h i n k a n d talk a b o u t it for a few m i n u t e s . T h e t h e r a p i s t m a y t h e n l e a v e a n d w a t c h their r e s p o n s e f r o m the o b s e r v i n g r o o m . I f the i d e a i s a c c e p t e d , the t h e r a p y m o v e s f o r w a r d . If it i s rejected o r p a r t i a l l y r e j e c t e d , t h e n the p r o c e s s i s r e p e a t e d a n d a d i s c u s ­ s i o n of t h e i d e a i s l i s t e n e d to a s if it w e r e a n o t h e r A c t I . T h i s a p p r o a c h d o e s n o t create h y p o t h e s e s — t h a t i s , p o s s i b l e u n d e r s t a n d i n g s of a s i t u a t i o n . W e p r e f e r to create w h a t G e r a l d R a d e m e y e r ( p e r s o n a l c o m m u n i c a t i o n 1992) c a l l s a " d i a t h e s i s " ,

RESOURCE-FOCUSED THERAPY

18

d e f i n e d a s a d i s p o s i t i o n for o r g a n i z i n g t h i n g s i n a c e r t a i n w a y . Q u e s t i o n s a r e a w a y o f setting forth these d i a t h e s e s o r d i s p o s i ­ tions towards a more resourceful theme. A c t I I I : E n a c t i n g the r e s o u r c e f u l context:

3.

W h e r e a s Act II sets the stage for c h a n g e b y i n t r o d u c i n g the n a m e

of a t h e r a p e u t i c t h e m e o r context, Act III a i m s a t s t a b i l i z i n g t h i s

c h a n g e t h r o u g h p r e s c r i b i n g a c t i o n that o n l y m a k e s s e n s e w h e n

d o n e i n the r e d e f i n e d s i t u a t i o n . A s the a s s i g n m e n t i s d i s c u s s e d ,

the c l i e n t s l i n e s a r e carefully w o v e n into j u s t i f y i n g , l e g i t i m i z i n g ,

7

and

fine-tuning

the n e w u n d e r s t a n d i n g ( s ) b r o u g h t a b o u t b y the

c h a n g e i n context o f c o n v e r s a t i o n .

A l l s u b s e q u e n t s e s s i o n s b e g i n w i t h this s a m e f o r m a t — e l i c i t i n g l i n e s , u s u a l l y f r o m a f o l l o w - u p to the p r e v i o u s a s s i g n m e n t , further c o n s t r u c t i o n o f the r e s o u r c e f u l context, a n d a d d i t i o n a l e n a c t m e n t s i n the n e w reality.

* ** I n s u m m a r y , Act I i s w h e r e the c l i e n t s b r i n g t h e o p e n i n g l i n e s , t y p i c a l l y u n d e r s t o o d a s d e r i v e d f r o m a n i m p o v e r i s h e d , often p a i n ­ f u l , context. Act II i s the c r e a t i o n o f n e w t h e m e s a n d understandings that a r e r e s o u r c e f u l to b o t h c l i e n t s a n d t h e r a p i s t s . A n d , f i n a l l y , Act III i s t h e p r e s c r i p t i o n o f action b a s e d o n that r e s o u r c e f u l u n d e r ­ s t a n d i n g . A c t I I a n d A c t I I I e m b o d y the t w o s i d e s o f t h e r a p e u t i c change—change i n understanding a n d change i n action, all based o n the offerings g i v e n b y the c l i e n t i n A c t I. In

the case studies presented i n chapters

three

to s i x , t h e

s t r u c t u r e o f the c a s e i n t e r m s o f the c u r r e n t A c t w i l l b e i d e n t i f i e d . R F T r e q u i r e s the a b a n d o n m e n t of b u i l d i n g t h e r a p e u t i c t o w e r s of babel a n d practising o n e - u p m a n s h i p g a m e s of political expertise o v e r the client. I t i s a n i n v i t a t i o n for the t h e r a p i s t to l e a r n to b e m o r e imaginative, more playful, more resourceful, a n d more h u m a n . A s the t h e r a p i s t ' s h u m a n i t y e v o l v e s , the a p p e a r a n c e o f t h e r a p y w i l l d i m i n i s h . W h a t i s left i s a r e b i r t h o f o c c a s i o n s free f r o m t h e straightjacket of prescribed templates, simplistic m o r a l i s m s , a n d p o w e r g a m e s . H e r e the therapist a b a n d o n s b e i n g a t h e r a p i s t i n o r d e r to b e m o r e t h e r a p e u t i c . T h e a b s e n c e o f the t h e r a p e u t i c a n d

THEORETICAL A N D PROCEDURAL MAPS

19

the p r e s e n c e of r e s o u r c e f u l c r e a t i o n i s the g o a l of R F T . I n its m o s t c o m p l e t e f o r m , R F T a b a n d o n s its o w n i d e a l s a b o u t b e i n g a s c h o o l or o r i e n t a t i o n of t h e r a p y a n d i n s t e a d m o v e s into the t e r r i t o r y of h u m a n b e i n g s j o i n e d together i n the h e a l i n g d a n c e of l i v i n g r e ­ s o u r c e f u l l y w i t h o n e a n o t h e r — o n e of the g r e a t m y s t e r i e s w h i c h c a n never be fully s p o k e n or k n o w n .

CHAPTER

THREE

Worrying about the coach

A

h u s b a n d a n d w i f e , b o t h p o l i c e officers, w e r e r e f e r r e d for t h e r a p y b y a l o c a l therapist. T h e c o u p l e p r e s e n t e d a v a r i e t y of p r o b l e m s i n c l u d i n g c o m p l a i n t s that they c o u l d

not

control their eight-year-old daughter, w h o h a d been diagnosed by a p s y c h i a t r i s t at a p s y c h i a t r i c i n s t i t u t i o n as a " c h i l d h o o d s c h i z o ­ p h r e n i c " . T h e y a l s o r e p o r t e d m a r i t a l difficulties a n d the

wife's

d e p r e s s i o n , for w h i c h a p s y c h i a t r i s t p r e s c r i b e d P r o z a c . In

t e r m s of f a m i l y

h i s t o r y , the m a t e r n a l g r a n d m o t h e r

had

a s s e r t e d that n o t h i n g i s w r o n g w i t h the g r a n d d a u g h t e r . I n m o t h e r ' s f a m i l y , h e r b r o t h e r h a d b e e n d e s c r i b e d a s the " p e r f e c t o n e " . S h e often felt left o u t a n d n e v e r a s i n c l u d e d a s h e r b r o t h e r i n h e r f a m i l y of o r i g i n . H e r father, a football c o a c h , o n c e h a d a perfect s e a s o n a n d her mother a n d brother presented h i m w i t h a plaque saying, " T o the B e s t C o a c h i n the W o r l d F r o m Y o u r C a r i n g W i f e a n d S o n . " S h e w a s n o t a p a r t of this f a m i l y e p i s o d e . I t w a s d i s c o v e r e d that a t p r e s e n t h e r father w a s h a v i n g a l o s i n g football s e a s o n . I n the f o l l o w i n g s e s s i o n , the t h e r a p i s t starts o u t b y a s k i n g the c o u p l e to r e v i e w w h a t b r o u g h t t h e m into t h e r a p y , for t h e benefit of the c o n s u l t i n g t e a m . T h i s sets u p A c t I, i n w h i c h the c l i e n t s p u t forth the p r e s e n t i n g l i n e s . 21

RESOURCE-FOCUSED THERAPY

22

T h r o u g h o u t the first c a s e the f o l l o w i n g a b b r e v i a t i o n s w i l l b e used: TH

= Therapist,

W

=

W a n d a , wife

C

=

Connie, daughter

CN

=

Consultant

H

=

H a l , husband

ACT I: THE TH:

SET-UP

W e l l , for the benefit of the t e a m w o u l d y o u g i v e a q u i c k r e v i e w of w h a t b r o u g h t y o u into t h e r a p y to b e g i n w i t h ? J u s t a synopsis.

W :

G o s h , it's been so long n o w .

H :

Well, mainly w e came because w e w e r e — o u r marriage w a s i n s o m e stress. A n d u h , s h e w a n t e d u s to s e e k s o m e k i n d of c o u n s e l i n g a n d I a g r e e d to it b e c a u s e , y o u k n o w , I felt l i k e . . . a n d u h , so, I a g r e e d to it at the t i m e , b u t I told h e r , f i n a n c i a l l y , w e c o u l d n ' t , w e d i d n ' t k n o w if w e c o u l d afford it, b u t I d o n ' t k n o w h o w she came across . . .

W :

A l i c e , o u t at the h o s p i t a l .

H :

O h , yeah, A l i c e told u s . . .

W:

S h e t o l d u s that w e c o u l d . . .

TH:

Y o u r d a u g h t e r w a s o u t at a p s y c h i a t r i c h o s p i t a l o n e t i m e ?

W :

Right.



H :

Yeah.



W :

A l l of this w a s k i n d of b r o u g h t to a h e a d w h i l e C o n n i e w a s o u t i n the h o s p i t a l , a n d the stress of that j u s t k i n d of b r o u g h t e v e r y t h i n g to a h e a d , d e a l i n g w i t h that, y o u k n o w , it j u s t k i n d of b r o u g h t e v e r y t h i n g else o u t m o r e .

T H : O k a y , o k a y . S o it w a s t w o things, y o u g u y s w e r e

having

t r o u b l e w i t h the m a r r i a g e a n d y o u r d a u g h t e r w a s

having

trouble. W:

A n d I r e a l l y w a s n ' t d e a l i n g w i t h that v e r y w e l l either.

TH:

I see.

W:

You know?

TH:

N o w . . . i f s b e e n 2 A w e e k s s i n c e w e m e t the l a s t t i m e ? X

WORRYING ABOUT THE COACH H :

23

N o , a b o u t a w e e k a n d a half.

T H : W e e k a n d a half. I still c a n ' t k e e p u p w i t h the t i m e . W e l l , s i n c e then . . . h o w have things been going? W :

W e ' v e b e e n g e t t i n g a l o n g o k a y , a s far a s that goes. A s far a s o u r life i n g e n e r a l , w e ' r e s o b r o k e that w e ' r e b o r e d o u t of o u r m i n d s , t h a f s k i n d of getting to u s . W e c a n ' t go o u t a n d d o a n y t h i n g a n d so w e ' r e h o m e b o u n d , pretty m u c h . N o w , I h a v e n o t i c e d , a n d I w a s t e l l i n g h i m a b o u t t h i s last n i g h t a n d I d o n ' t k n o w if i t ' s j u s t h o r m o n a l — b e c a u s e i t ' s a b o u t that t i m e — b u t , e v e n t a k i n g t h i s P r o z a c that I ' v e b e e n o n for the p a s t three w e e k s , I h a v e felt t w i n g e s of d e p r e s s i o n the last few d a y s . I m e a n , I c o u l d j u s t feel that it w a s there a n d I j u s t k n o w that i f I w a s n ' t o n this m e d i c a t i o n , I w o u l d j u s t b e b a d off r i g h t n o w . I m e a n , it h a s n ' t b e e n , I ' v e j u s t b a r e l y felt k i n d of the c o n f u s i o n , t h e . . . I d o n ' t k n o w , I c o u l d j u s t tell it w a s there. I t h a s n ' t b e e n a n y t h i n g that affected u s , b u t I j u s t c o u l d feel i t O t h e r t h a n t h a t w e ' v e b e e n c o m m u n i c a t i n g a n d g e t t i n g a l o n g pretty g o o d .

T H : Y o u got o n t o P r o z a c a b o u t three w e e k s a g o ? W :

Y e a h , it w a s getting w h e r e this d e p r e s s i o n w a s n o t o n l y affect­ i n g m e at h o m e , b u t it w a s c a u s i n g m e s o m e p r o b l e m s at w o r k a n d t h a f s w h e r e I r e a l l y p u t m y foot d o w n a n d s a i d I ' v e got to d o s o m e t h i n g . I f s b a d e n o u g h at h o m e , b u t w h e n it a l s o b l e e d s o v e r i n t o w o r k , I c o u l d n ' t d o that.

T H : T h e d e p r e s s i o n , w h a t ' s h a p p e n i n g t h a t . . . W :

I ' v e b e e n g o i n g t h r o u g h t h i s for m o n t h s a n d m o n t h s a n d months.

TH:

I n r e l a t i o n to w h a t , d o y o u t h i n k ?

W :

I r e a l l y d o n ' t k n o w w h a t b e c a u s e I w a s t h i n k i n g a b o u t it o n e t i m e a n d I r e m e m b e r a y e a r ago, o v e r a y e a r ago, b e c a u s e I h a d m y s u r g e r y , it w a s a y e a r o n S e p t e m b e r 28, a n d I r e m e m ­ b e r k i n d of h a v i n g , n o t n e c e s s a r i l y the d e e p d e p r e s s i o n , b u t h a v i n g a lot of the s a m e c o n f u s e d feelings a n d . . . I ' v e a l w a y s h a d a terrible w e i g h t p r o b l e m a n d I w e n t u p to L i t t l e R o c k l a s t y e a r . I w a s 110 p o u n d s o v e r w e i g h t , at this t i m e , a n d h a d " t h e " s u r g e r y , a n d it c o r r e c t e d that p r o b l e m .

T H : O h , I see. I u n d e r s t a n d .

RESOURCE-FOCUSED THERAPY

24

F i n a l l y , after y e a r s of a g o n y , b u t y e a h , y e a h . G e t b a c k o n t r a c k

W:

here. TH:

U h , y o u k n o w , w e w e r e t h i n k i n g , the t e a m , w e l o o k e d at the f i l m . T h e . . . a n d w e . . . a n d I w a s n ' t a w a r e , a c t u a l l y that y o u w e r e having depression problems.

W:

O h , yeah.

Comment: A c t I, the s e t - u p w i t h the c l i e n t s ' p r e s e n t i n g l i n e s h a s b e e n r e v i e w e d . T h e y are as follows: •

Marital stress

•

Daughter has been in psychiatric hospital

•

C o u p l e is financially broke

•

Bored and homebound

•

W i f e i s t a k i n g P r o z a c for d e p r e s s i o n

•

Wife confused

•

P r o b l e m s at w o r k

•

H i s t o r y of w e i g h t p r o b l e m

N o t i c e that the l i n e s m e r e l y h a v e b e e n p r e s e n t e d a n d t h e r a p y h a s a v o i d e d a c c e p t i n g a n d a m p l i f y i n g any of these i m p o v e r i s h i n g l i n e s a s a m a j o r t h e m e . A t this m o m e n t the therapist w i l l b e g i n l o o k i n g for a w a y to i n t r o d u c e a r e s o u r c e f u l l i n e a s a m e a n s of e n t e r i n g Act II.

ACT TH:

II: CREATING

THE

RESOURCEFUL

CONTEXT

. . . u n t i l n o w . B u t that just k i n d of m a k e s s e n s e i n s o m e w a y s , because

w h e n y o u t h i n k a b o u t it, w i t h e v e r y t h i n g

we've

t a l k e d a b o u t s o far, w i t h the p u l l b e t w e e n y o u a n d m o m , t h e n the t r o u b l e s y o u ' v e b e e n h a v i n g w i t h y o u r d a u g h t e r , a n d i n a l l of that, y o u c a n i m a g i n e h e r b e h a v i o u r a n d so forth, a n d t h e d i s t r e s s that the t w o of y o u h a v e h a d i n y o u r m a r r i a g e , j u s t i n the last y e a r , u h , it u h . . . that the d e p r e s s i o n k i n d of m a k e s sense. I n the t e a m , w e got to t a l k i n g a b o u t the i d e a that t h e r e ' s o n e other p e r s o n i n y o u r f a m i l y that w e ' r e s o m e w h a t c o n c e r n e d

WORRYING ABOUT THE COACH

25

a b o u t , o t h e r t h a n y o u a n d y o u r d a u g h t e r , a n d u h . . . a n d that i s y o u r D a d . W e got to t a l k i n g a b o u t y o u r D a d . Y o u k n o w , w e got to t a l k i n g a b o u t the fact that h e ' s b e e n h a v i n g s o m e r e a l h a r d y e a r s at s c h o o l , h i s t e a m s ' h a v e b e e n h a v i n g b a d y e a r s i n football. Comment: T h e t h e r a p i s t b e g i n s b y s t a t i n g t h e c l i e n t s ' p r e s e n t i n g lines—troubles w i t h daughter, marital distress, depression, troubles w i t h p a r e n t s . H e t h e n c o l l a p s e s these l i n e s a s b e l o n g i n g to the m o r e major theme of " f a m i l y c o n c e r n " . U s i n g this theme as a transforma­ t i o n a l h i n g e , the t h e r a p i s t shifts attention f r o m the i m p o v e r i s h e d p r e s e n t i n g l i n e s t o w a r d s c o n c e r n for W a n d a ' s father. T h i s i s d o n e to set u p a p o s s i b i l i t y o f e n c o u r a g i n g t h e f a m i l y to m o v e

towards

b e c o m i n g r e s o u r c e f u l to this father. I n this w a y a s e e d i s p l a n t e d for the c r e a t i o n of a r e s o u r c e f u l context. T h e t h e r a p y t e a m , of c o u r s e , h a s n o w a y of k n o w i n g a t this p o i n t w h e t h e r t h i s s e e d w i l l take root. W :

It h a s b e e n r o u g h o n h i m the last f e w y e a r s .

Comment: T h e s e e d for d e v e l o p i n g the r e s o u r c e f u l c o n t e x t i s b e g i n ­ n i n g to g e r m i n a t e .

TH:

W h a t part of y o u r depression is worry

about y o u r

Dad?

B e c a u s e , y o u k n o w , the k i n d o f w o r k h e ' s i n i s o n e o f t h e hardest... Comment: T h e t h e r a p i s t i s u s i n g a n i m p o v e r i s h e d l i n e f r o m A c t I — that i s , r e f e r e n c e to d e p r e s s i o n — a s a w a y to c o n t i n u e r e i n f o r c i n g t h e r e s o u r c e f u l t h e m e o f c o n c e r n for D a d .

W:

I w o r r y about h i m , I really do.

TH:

W e l l , c o a c h i n g i s o n e o f the m o s t stressful j o b s k n o w n .

W :

W e l l , b e c a u s e r i g h t n o w , h e j u s t t u r n e d 60 this y e a r , a n d t h e r e ' s n o h o p e of retirement i n sight because of finances, a n d c o n ­ s i d e r i n g h o w b a d i f s b e e n the last f e w y e a r s , a n d h e ' s — p h y s ­ i c a l l y , h e ' s j u s t n o t i n a s g o o d a s h a p e a s h e u s e d to b e . I m e a n ,

26

RESOURCE-FOCUSED THERAPY he's never been physically good, like going out a n d jogging k i n d of s h a p e , s i n c e h e got out of p l a y i n g college football. H e ' s o v e r w e i g h t , h e ' s a s m o k e r , d r i n k s coffee, I m e a n , h e ' s got a l l the b a d h a b i t s , a n d e v e r y t i m e I g o to a b a l l g a m e , I sit t h e r e a n d v i s u a l i z e h i m d r o p p i n g o n the s i d e l i n e s w i t h a h e a r t attack a n d I ' m . . . Y o u k n o w w h a t I v i s u a l i z e ? G o i n g d o w n t h e r e to d o C P R o n h i m . E v e r y t i m e I g o to a g a m e , t h a f s e x a c t l y w h a t g o e s t h r o u g h m y m i n d . B e c a u s e I feel i t ' s g o i n g to h a p p e n o n e day. I really do.

Comment: T h e c o u p l e h a s a c c e p t e d the n e w t h e m e o f c o n c e r n o v e r h e r D a d . T h e y a r e n o l o n g e r t a l k i n g a b o u t their o w n p r o b l e m s b u t h a v e c h a n g e d their focus to d i s c u s s D a d ' s s i t u a t i o n . T h e t h e r a p y w i l l n o w step b a c k a n d a l l o w t h e m to c o n t i n u e s e t t i n g forth l i n e s that k e e p t h e m i n A c t I I , the m i d d l e a c t o f e m p h a s i z i n g c o n c e r n over her D a d . TH:

W e l l , t h i s l e a d s to a n o t h e r q u e s t i o n . I t ' s k i n d of a n a t u r a l t h i n g to a s k w h e n w e w e r e t a l k i n g a b o u t y o u r father, i f y o u w e r e n ' t worried about h i m , I ' d worry. I assume y o u r mother worries about h i m ?

W:

Y e a h , I think she does, yeah.

TH:

I f s o m e h o w , j u s t . . . I c a n i m a g i n e this a n d I t h i n k i t ' s g o i n g to h a p p e n p r e t t y s o o n , if y o u r d a u g h t e r ' s b e h a v i o u r w a s n o l o n g e r a p r o b l e m a n d m a g i c a l l y s h e w a s n o l o n g e r a n i s s u e to b r i n g y o u i n to talk w i t h u s , w h a t . . .

Comment: T h e t e a m t e l e p h o n e a n d s u g g e s t that the t h e r a p i s t k e e p s the f o c u s o n D a d . TH:

W o u l d there b e a n y p r o b l e m to b r i n g y o u b a c k to t a l k to u s ?

W:

O h yeah.

TH:

T e l l m e a b o u t it.

W:

Well,

m e personally,

I've always

needed

a n d wanted

c o u n s e l i n g . I ' v e h a d a little bit h e r e a n d there, a n d I ' v e a l w a y s know that...

WORRYING ABOUT THE COACH

27

Comment: T h e c o n s u l t a n t w o r k i n g b e h i n d t h e m i r r o r e n t e r s t h e therapy room. C N : H i , I ' m B r a d K e e n e y . W:

I'm Wanda.

CN:

H i , n i c e to m e e t y o u . W e j u s t t h i n k b a c k t h e r e that t h i s i n d e e d i s the m o s t s i g n i f i c a n t t h i n g h a p p e n i n g i n the f a m i l y . O u r c o n ­ c e r n h a s b e e n f o c u s e d o n y o u r D a d a n d t h e p a r t i c u l a r life s i t u a t i o n t h a t h e ' s i n i s u h . . . the k i n d o f s t r e s s t h a t b e i n g a football c o a c h b r i n g s . A n d h a v i n g b e e n a s u c c e s s f u l c o a c h a n d n o w to face n o t a s e a s o n , b u t s e v e r a l s e a s o n s o f f a i l u r e a n d b e i n g i n the h e a l t h that h e ' s i n , I m e a n c o a c h e s d o n ' t h a v e the l o n g e s t l i f e s p a n s for p e o p l e .

Comment: T h e c o n s u l t a n t ' s r e m a r k s a r e m a d e s o l e l y to e m p h a s i z e a f o c u s o n the t h e m e o f " c o n c e r n for D a d " .

W :

K i n d o f l i k e p o l i c e officers.

C N : P r e c i s e l y . Y e a h , s o w e , u h . . . I t h i n k w e n e e d to talk a b o u t t h i s as a g r o u p a n d y o u can perhaps just think about t h a t . . . W :

S o u n d s g o o d . T h i s i s f a s c i n a t i n g . Y e a h , t h i s i s f a s c i n a t i n g to m e though just h o w everything is . . .

TH:

Connected?

W :

Y e a h , exactly.

Comment: A t t h i s t i m e , the t h e r a p i s t a n d c o n s u l t a n t l e a v e the r o o m . T h e c o u p l e w i l l b e o b s e r v e d to see i f they s t a y i n A c t I I , t h e n e w t h e m e o f f o c u s i n g o n D a d . T h e c o u p l e w i l l b e a l l o w e d to talk, a s l o n g a s it i s o n t h i s t h e m e . T h e m o r e they talk a b o u t W a n d a ' s D a d , t h e m o r e t h e y a r e r o o t e d i n A c t I I ( a n d u p r o o t e d f r o m the p r e s e n t ­ i n g s c e n e ) . N o t i c e that their d i s c u s s i o n w h i l e the t h e r a p i s t i s a w a y c o n t i n u e s to m a i n t a i n t h e i r p r e s e n c e i n the n e w t h e m e : H :

W e l l , I ' m g o i n g to tell y o u w h a t I t h i n k a b o u t football c o a c h e s i n g e n e r a l . I k n o w h o w I u s e d to feel w h e n I p l a y e d football

28

RESOURCE-FOCUSED THERAPY a n d , y o u k n o w , y o u get p s y c h e d u p for a g a m e a n d e s p e c i a l l y if i t ' s a c l o s e g a m e w h e r e y o u ' r e e i t h e r d o w n a t o u c h d o w n o r d o w n a f e w p o i n t s a n d the t e a m s a r e to t h e p o i n t w h e r e y o u c a n g o o n e w a y o r the other, y o u k n o w , y o u c a n s c o r e a n d b r e a k it o p e n a n d w i n , e s p e c i a l l y w h e n y o u g e t d o w n to t h e final. . . . I r e m e m b e r o n e g a m e w e g o t d o w n to the final m i n u t e a n d a half, a n d w e w e r e d o w n b y three, w e w e r e t h r e e p o i n t s d o w n — a field g o a l d o w n a n d w e g o t the b a l l b a c k a n d m o v e d it r i g h t d o w n the field a n d g o t to the ten a n d I felt l i k e that, r i g h t t h e n , i f s o m e b o d y

w o u l d have touched m e the

w r o n g w a y or something, I w o u l d have b l o w n up. I m e a n not m a d , b u t j u s t e x p l o d e d . I w a s j u s t s o tense, y o u k n o w , a n d e v e r y t h i n g ' s got to b e right. E v e r y b o d y ' s g o t to b e t h i n k i n g the s a m e t h i n g . T h a t their j o b ' s g o t to b e d o n e j u s t r i g h t . A n d j u s t t h i n k , n o w I w e n t t h r o u g h that o n c e . B u t j u s t t h i n k , c o a c h e s g o t h r o u g h that y e a r after y e a r . . . W: H:

H e ' s b e e n d o i n g t h i s for 35 y e a r s . . . . e s p e c i a l l y if they p l a y g a m e s that a r e c l o s e , o r the p o o r season he's h a v i n g n o w . But h e w o n last night.

W: H:

D i d he? Y e a h , 3 4 - 2 0 . 1 tried to c a l l h i m t o d a y a n d tell h i m c o n g r a t u l a ­ tions.

W:

I ' l l h a v e to c a l l h i m tonight.

H:

But I . . .

W:

I k n o w h e ' s r e l i e v e d . I k e p t t h i n k i n g , G o s h , h e ' s g o i n g to h a v e a l o n g e r l o s i n g streak t h a n h e ' s e v e r h a d before.

H:

N o , h e w o n , 3 4 - 2 0 . 1 tried to c a l l h i m this m o r n i n g , b u t they weren't home.

W:

S e e , the t h i n g that w a s strange to m e , a l l m y life, after e v e r y football g a m e , T h u r s d a y n i g h t s , F r i d a y n i g h t s , i n t o w n , o u t o f t o w n , i t w o u l d n ' t m a t t e r , w e ' d g e t to the h o u s e a n d I c a n a l w a y s r e m e m b e r this, b e c a u s e l i k e b e i n g i n h i g h s c h o o l , g r o w i n g u p , the w h o l e time I ' m i n school, w e ' d g o o u t a n d a l w a y s h a v e food after the b a l l g a m e b e c a u s e D a d d y ' s g o i n g to b e u p for h o u r s . A n d h e c o m e s i n a n d h e t a l k s a n d t a l k s a n d talks. " D i d y o u s e e s o a n d s o d o t h i s ? W e l l , h e s h o u l d h a v e

WORRYING ABOUT THE COACH

29

d o n e t h a t . " S i t t i n g there, y o u ' r e g o i n g , " Y e a h , u h - h u h , y e a h " . Y o u k n o w , b e c a u s e I u n d e r s t a n d a lot of w h a t w a s g o i n g o n , b u t I m e a n , h e ' d go, y o u k n o w , h e ' d t a l k a b o u t the i n t r i c a c i e s of, y o u k n o w , Joe B l o w #63, s h o u l d h a v e t u r n e d left a n d h e turned right a n d y o u ' r e going, " Y e a h , o k a y " . But this w o u l d go o n u n t i l t w o o r three o ' c l o c k i n t h e m o r n i n g . W e w o u l d n ' t a l l n e c e s s a r i l y stay u p w i t h h i m , b u t I m e a n , y o u k n o w ,

we

w o u l d . . . p e o p l e w o u l d c o m e o v e r a lot of t i m e s , I m e a n y e a r s ago, b u t n o w , the o t h e r n i g h t , h e c a m e h o m e , h e

doesn't

h a r d l y t a l k a b o u t it a n y m o r e . Y o u k n o w , h e ' l l t a l k a little bit. I f s b e e n s o b a d , I g u e s s h e j u s t w a n t s to p u t it o u t of h i s m i n d , I g u e s s . B u t , w h e n h e c a m e h o m e the other n i g h t a n d h e d i d n ' t e v e n r e a l l y w a n t to s i t a n d talk a b o u t it a n d I s a i d , " M o t h e r s a i d s o m e t h i n g a b o u t w a n t i n g to g o to the h o t t u b " that n i g h t , a n d I ' m j u s t t h i n k i n g a b o u t h i m i n t e r m s of h o w he u s e d to b e a l l w o u n d u p for h o u r s , y o u k n o w , a n d I s a i d , " Y o u o u g h t to go. I t m i g h t h e l p y o u s l e e p b e t t e r " . A n d h e j u s t s h o o k h i s h e a d a n d s a i d , " I d o n ' t h a v e a n y p r o b l e m g o i n g to s l e e p a n y m o r e after a b a l l g a m e " . A n d that w a s w e i r d . H:

W e l l , y o u k n o w h o w I felt last n i g h t l i s t e n i n g to a football g a m e o n the r a d i o .

W: H:

Yeah, I know. See, I still get that tense feeling. O f c o u r s e , I d i d n ' t get tense after the first three m i n u t e s , I got d i s g u s t e d .

W:

I g u e s s if I h a d n ' t left a n d I h a d b e e n a r o u n d h e r e a l l t h i s t i m e a n d I h a d b e e n e i t h e r f o l l o w i n g D a d c l o s e , or f o l l o w i n g the o t h e r l o c a l h i g h s c h o o l t e a m s a l l the t i m e , y o u k n o w , w h e r e I really stayed u p on everything a n d kept u p with w h o

was

p l a y i n g a n d stuff, a n d w h a t they w e r e d o i n g , I m i g h t still r e a l l y get i n t o it, b u t I d o n ' t get into i t a s m u c h a n y m o r e . Comment: O n c e a s e e d h a s b e e n p l a n t e d it is i m p o r t a n t to a l l o w it to t a k e root. T h i s i s a c r i t i c a l m o m e n t . T o o s h o r t a d i s c u s s i o n m a y a l l o w the c l i e n t to drift b a c k i n t o d i s c u s s i o n of p r o b l e m s . T o o l o n g , a n d t h e y m i g h t b a n k r u p t it b y drifting. T h e c o u p l e is f i r m l y set i n A c t I I a n d the t h e r a p y w i l l n o w m o v e to A c t I I I . T h e t h e r a p i s t r e e n t e r s the r o o m . A t a s k w i l l b e a s s i g n e d for f a m i l y a c t i o n that

30

RESOURCE-FOCUSED THERAPY

o n l y m a k e s s e n s e w h e n v i e w e d w i t h i n the n e w u n d e r s t a n d i n g set forth i n A c t I I . T h e t e a m h a s d e s i g n e d a n i n t e r v e n t i o n b a s e d u p o n c l i e n t l i n e s that a r e a i m e d at b r i n g i n g forth the f a m i l y ' s r e s o u r c e f u l ­ n e s s i n the t h e m e of a d d r e s s i n g c o n c e r n for D a d .

ACT

III: PRESCRIPTION THE

W: TH:

FOR

RESOURCEFUL

ENACTING CONTEXT



I c a n ' t b e l i e v e that w e ' r e getting a l l this a t t e n t i o n . W e a r e r e a l l y i m p r e s s e d b y the s e r i o u s n e s s of the s i t u a t i o n . G i v e n e v e r y t h i n g that is i n v o l v e d — y o u r d a u g h t e r ' s d i f f i c u l ­ ties, h o w that i s i n v o l v e d w i t h e v e r y t h i n g g o i n g o n w i t h y o u and your M o m , a n d her a n d her M o m and y o u r uncle H e n r y . . . w i t h a l l of these c o m p l i c a t e d a s p e c t s of y o u r s i t u a t i o n — i t s t r i k e s u s that o n e of the m o s t p r e s s i n g t h i n g s i s y o u r d a d . Y o u k n o w h o w stressful h i s job of b e i n g c o a c h i s , a n d t h e n there i s the stress of the r e l a t i o n s h i p b e t w e e n h i m a n d u n c l e H e n r y — h o w h e h a s b e e n p u t i n a n u n t e n a b l e s i t u a t i o n there. T h a t h e ' s 60 y e a r s o l d , s m o k e s a n d d r i n k s coffee a l l the t i m e . Y o u r fear for h i s h e a l t h , w h i c h i s p r o b a b l y v e r y l e g i t i m a t e . B a s e d o n this, w e t h i n k that before a n y t h i n g e l s e there i s s o m e t h i n g w e w o u l d l i k e y o u to d o , n o t o n l y for y o u a n d y o u r d a u g h t e r , b u t for y o u r w h o l e f a m i l y . W a n d a , w e w a n t y o u to b e i n c h a r g e of t h i s b e c a u s e y o u ' r e the k e y p e r s o n . W e w a n t y o u to g o o u t a n d a b u y a football a n d . . .

Comment:

The

therapist w a l k s

the

family

through

the

whole

p r e v i o u s c o u r s e of t h e r a p y , s t a r t i n g w i t h a n i n t r o d u c t i o n of the p r e s e n t i n g l i n e s a n d p r o c e e d i n g t h r o u g h the shift to c o n c e r n w i t h g r a n d f a t h e r . A n i n t e r v e n t i o n i n v o l v i n g the t h e m e of football i s t h e n i n t r o d u c e d a s s o m e t h i n g that c o u l d be h e l p f u l for the w h o l e f a m i l y . A s w i l l b e s e e n , the m e t a p h o r of football e n a b l e s the g r a n d f a t h e r , the football c o a c h , to b e m o r e c l e a r l y c o n n e c t e d to t h e o t h e r m e m b e r s of the f a m i l y t e a m . T h e f a m i l y , p a r t i c u l a r l y the w i f e , n o d d e d their h e a d s i n a g r e e m e n t a n d affirmation a s the a s s i g n m e n t w a s g i v e n .

W:

Okay

TH:

. . . after b u y i n g a football I w a n t y o u to . . . d o y o u h a v e a

WORRYING ABOUT THE COACH

31

movie camera? A home video camera? O r could you borrow one? W:

W e c a n find one, I ' m sure.

TH:

B o r r o w a v i d e o c a m e r a , a n d t h e n , w i t h o u t y o u r father k n o w ­ i n g a b o u t it, i n v o l v e y o u r m o t h e r . Y o u s h o u l d p r o b a b l y e x ­ c l u d e y o u r b r o t h e r . W e w a n t y o u to find a p a r k s o m e w h e r e a n d h a v e a f a m i l y football g a m e , y o u r father i s n o t to k n o w a b o u t it. I n v o l v e y o u r m o t h e r . Y o u ' l l n e e d to d e c i d e

who's

g o i n g to b e the c o a c h . D o n ' t i n v o l v e h e r i n b u y i n g the b a l l . Y o u three g o a n d b u y the b a l l a n d t h e n y o u orchestrate p l a y ­ i n g t h e f a m i l y football g a m e i n secret w i t h o u t y o u r

father

k n o w i n g a b o u t it. D e c i d e w h o ' s g o i n g to p l a y w h i c h p o s i t i o n , w h o i s g o i n g to b e the star r u n n e r , a n d s o forth. W o r k together to d e v e l o p a n u m b e r of p l a y s that y o u c a n r u n . F i l m a l l o f t h i s w i t h the c a m e r a . Y o u are p r o b a b l y g o i n g to n e e d a t r i p o d o r a f r i e n d to o p e r a t e the c a m e r a . A n d w e w a n t y o u to c o m e u p w i t h a n i m a g i n a r y o p p o n e n t . Y o u r d a u g h t e r i s g o i n g to be the s t a r r u n n e r , r i g h t ? V i d e o t a p e the g a m e , a n d t h e n , after it i s a l l o v e r , w e w a n t y o u to s i g n the w i n n i n g t e a m b a l l , b e c a u s e y o u ' r e o b v i o u s l y g o i n g to w i n the g a m e , r i g h t ? A f t e r a l l of y o u s i g n the b a l l , take it a n d the v i d e o t a p e to y o u r D a d a s a gift. Comment: T h e football task c l e a r l y p r e s c r i b e s m a n y k i n d s of p o t e n ­ t i a l l y r e s o u r c e f u l i n t e r a c t i o n s . F o o t b a l l b e c o m e s the context w i t h i n w h i c h the f a m i l y m a y e x p e r i e n c e o n e a n o t h e r i n r e s o u r c e f u l w a y s . W:

T h a t s o u n d s neat!

H:

Y e s it d o e s .

TH:

I ' m g o i n g to go b a c k a n d talk to the t e a m for a m o m e n t , b u t w e t h i n k that d o i n g s o m e t h i n g for y o u r d a d i s r e a l l y i m p o r t a n t right

now.

Comment: A t t h i s p o i n t , t h e t h e r a p i s t l e a v e s t h e t h e r a p y

room

to c o n s u l t w i t h the t e a m . N o t e i n the f o l l o w i n g h o w the c o u p l e ' s c o n v e r s a t i o n , i n the a b s e n c e o f the t h e r a p i s t , i s a l r e a d y e n a c t i n g the r e s o u r c e f u l context. O n their o w n , the i n t e r v e n t i o n i s further e l a b o r a t e d a n d r e s o u r c e f u l i n t e r a c t i o n s a r e d e s c r i b e d . I n c o n t r a s t to

32

RESOURCE-FOCUSED THERAPY

the r e s t r i c t e d b e h a v i o u r e x h i b i t e d b y the f a m i l y at the b e g i n n i n g of t h e r a p y , w h e n a l l t h e y f o c u s e d o n w a s the p r o b l e m s they w e r e e x ­ p e r i e n c i n g , the f a m i l y is n o w u n q u e s t i o n a b l y e x h i b i t i n g c o o p e r a ­ tion, o p t i m i s m , a n d specific p l a n s for c a r r y i n g o u t the task. W:

I t h i n k h e [her father] w i l l get a real b i g k i c k o u t of that.

H:

Y e a h , h e w o u l d . T h a t w o u l d be neat.

W:

Y e p , a n d y o u k n o w w h a t w o u l d b e f u n n y is getting m a m m a to b e the c o a c h b e c a u s e s h e ' s a l w a y s t r y i n g to tell h i m w h a t h e n e e d s to be d o i n g , s o this t i m e s h e c a n d o it. T h a t w o u l d b e hilarious. Yep.

H:

Y e a h , a n d w e c a n d o it at the p a r k n e a r o u r h o u s e .

W:

Y e s w e c o u l d d o it there. W h o d o w e k n o w that h a s a c a m e r a ? I k n o w C i n d y ' s got o n e . S h e w o u l d p r o b a b l y d o it.

H:

Okay.

W:

Y e a h . C o n n i e c o u l d b e the star r u n n e r . A n d u h , w e h a v e got to get a b a l l s m a l l e n o u g h for h e r to h o l d onto.

H:

A n d y o u c o u l d b e the q u a r t e r b a c k [the l e a d m e m b e r of t e a m w h o d e c i d e s w h i c h p l a y s to r u n a n d w h o h a n d l e s the b a l l ] .

W:

Y e s I t h i n k I s h o u l d b e the q u a r t e r b a c k .

H:

A n d u h , y o u r m a m m a c o u l d b e the c o a c h .

W:

M a m m a ' s got to b e the c o a c h .

H:

A n d y o u r g r a n d m a c o u l d b e the star r e c e i v e r [the p l a y e r to w h o m the football is t h r o w n ] .

W:

R i g h t . G r a n d m a ' s g o i n g to be i n this. Just o u r i m m e d i a t e f a m ­ ily. Y e a h , send grandmother out on a long pass play.

H:

A s B i l l C o s b y s a y s — G o d o w n to the w a t e r t o w e r a n d t a k e a left o r r i g h t . L o o k at m e , I s a i d left or r i g h t , a n d it s h o u l d h a v e b e e n left a n d right.

W:

( L a u g h i n g ) I f y o u s a y so.

H:

I d o n ' t k n o w m y left f r o m m y right.

W:

W e w i l l p l a n the g a m e for the n e x t t i m e m o t h e r c o m e s i n t o t o w n . I c a n get C i n d y to d o the f i l m i n g .

H:

Y e a h , w e n e e d to b u y a tape.

WORRYING ABOUT THE COACH

33

W:

W e c a n d o i t I f 11 w o r k .

H:

W e c a n set it u p for n e x t S u n d a y .

W:

W e m a y h a v e to d o it i n the m i d d l e of the w e e k b e c a u s e h e s a y s w e n e e d to d o it s o o n .

H:

O h , okay.

W:

W e n e e d to d o it a s s o o n a s w e c a n . I w i l l get a h o l d of M a m m a t o n i g h t a n d see w h e n s h e c a n c o m e d o w n h e r e to d o it, o r i f s h e c a n ' t c o m e d o w n h e r e w e c o u l d g o u p there. B u t t h e n , it w o u l d b e r e a l h a r d to get that c a m c o r d e r f r o m d a d d y w i t h o u t h i m a s k i n g w h y . S o getting h e r to c o m e d o w n h e r e i s g o i n g to b e the best t h i n g .

H:

W e l l ( v e r y l o n g p a u s e ) . . . I c o u l d take s o m e t i m e off o n e d a y .

W:

B u t if w e get C i n d y to f i l m it, s h e d o e s n ' t get off u n t i l a b o u t 4:30, s o l e f s j u s t see w h e n w e c a n get M a m m a to c o m e d o w n a n d see if w e c a n get C i n d y to d o it for u s , a n d t h e n w o r k f r o m there.

H:

A n d w e ' d h a v e to d o it q u i c k t h e n so w e w o u l d n ' t r u n o u t of daylight.

W:

Uh-huh.

H:

T h a f s neat.

W:

A n d s i g n the g a m e b a l l — I l i k e that. W e ' l l h a v e to f i n d a b a l l . I f w e got a N e r f football i t ' l l b e h a r d to s i g n .

H:

N o , n o t if y o u got o n e of those b l a c k p e n s that I ' v e got, t h o s e felt-tip l i k e p e n s . . .

W:

O h y e a ! O . K . D o y o u t h i n k C o n n i e w o u l d b e a b l e to s i g n h e r n a m e o n it?

H:

Y e s . W e w i l l p r o b a b l y n e e d to g i v e h e r a w h o l e s i d e of t h e football to d o it b u t . . .

W: H:

W e w i l l let h e r s i g n it first a n d t h e n w o r k a r o u n d it. Y e a h , w e c a n w o r k a r o u n d h e r n a m e . I t h i n k that w o u l d b e pretty good.

W:

D a d i s r e a l l y g o i n g to get a k i c k o u t of this.

H:

Y e a h , a n d w e c a n h a v e a r u n n i n g p l a y a n d let C o n n i e s c o r e .

W:

O f course!

34

RESOURCE-FOCUSED THERAPY

H :

A n d t h e n s p i k e the b a l l !

W :

O f c o u r s e . S h e c a n d o h e r little v i c t o r y d a n c e . W e ' l l h a v e to c o a c h h e r , I m e a n , s h o w h e r a l l t h e m o v e s w e w a n t h e r to m a k e . O f c o u r s e if y o u tell h e r to t h r o w t h e b a l l d o w n a n d d a n c e a r o u n d w h e n s h e s c o r e s , s h e ' l l r e a l l y e n j o y that.

Comment: T h e t h e r a p y t e a m l i s t e n e d to t h e p r e c e d i n g f a m i l y c o n ­ v e r s a t i o n a n d a l l o w e d i t to c o n t i n u e d u e to t h e w a y i t e n a c t e d a r e s o u r c e f u l context. T h e c o u p l e d i s c u s s e d the task w i t h e n t h u s i a s m and

h u m o u r . A t this p o i n t the t h e r a p i s t r e e n t e r s t h e r o o m a n d

b e g i n s m o v i n g the s e s s i o n to c l o s u r e . TH:

O k a y , I ' m j u s t g o i n g to g o o v e r i t one m o r e t i m e , y o u k n o w , b e c a u s e I t h i n k this i s s o i m p o r t a n t for y o u r father. O n e t h i n g that o n e o f the t e a m m e m b e r s t h o u g h t of i s , g i v e n the k i n d of r e l a t i o n s h i p that y o u h a v e w i t h y o u r M o m , s h e m a y s a y that s h e d o e s n ' t w a n t to d o it.

W :

S h e m a y n o t s a y it b u t it'll b e , " W e l l , I d o n ' t k n o w . I ' m t i r e d . . . . " I t ' l l b e a l l these e x c u s e s .

TH:

W e l l i f s h e d o e s n o t w a n t to p l a y , s h e c a n c o m e a n d b e a fan.

W :

I f I c o u l d get h e r to t h e l o c a t i o n , I t h i n k s h e w o u l d b e t h e c o a c h — t h a t ' s w h a t s h e w o u l d d o . B e c a u s e s h e a l w a y s gets D a d d y — t h e last f e w y e a r s t h e y ' v e h a d trouble, s h e h a s b e e n t r y i n g to tell h i m h o w to c o a c h after h e l o s e s the b a l l g a m e . I t h i n k h e r b e i n g c o a c h w o u l d b e perfect. W e m a y h a v e to w o r k a r o u n d to it, b u t I t h i n k w e c a n p r o b a b l y w o r k s o m e t h i n g out.

T H : W e r e a l l y w a n t y o u to g i v e s o m e t h o u g h t to w h a t k i n d of p l a y s y o u ' r e g o i n g to r u n . A n d for m e , it w o u l d b e k i n d o f n i c e to see y o u r d a u g h t e r h a v e the w i n n i n g t o u c h d o w n r u n . W :

W e ' v e a l r e a d y d i s c u s s e d that. W e a r e g o i n g to s h o w h e r h o w to s p i k e the b a l l , a n d h o w to d o the e n d - z o n e d a n c e .

TH: W :

W o w ! Y o u g u y s a r e w a y a h e a d of m e . . . See, t h i s i s right u p m y a l l e y , b e c a u s e w h e n y o u ' v e g r o w n u p a r o u n d c o a c h i n g a n d football a l l y o u r life, y o u k n o w . . .

T H : O k a y . H o w l o n g d o y o u t h i n k i t ' l l take y o u to get i t a l l together a n d get the f i l m ?

WORRYING ABOUT THE COACH

W :

35

F i r s t I ' m g o i n g to c a l l M o t h e r tonight a n d l i n e u p a d a y for h e r to c o m e to t o w n . T h e n I ' l l c a l l m y f r i e n d a n d see if s h e w i l l v i d e o t a p e it for u s , a n d w e ' l l j u s t g o f r o m t h e r e a n d try to get it d o n e a s s o o n a s p o s s i b l e .

T H : A n d y o u k n o w that g o i n g o u t to b u y the b a l l s h o u l d i n v o l v e j u s t the t h r e e of y o u , y o u r d a u g h t e r a n d y o u t w o , s e p a r a t e from M o m . W:

U h - h u h , o h y e a , right.

TH:

O k a y , s o after y o u ' v e p l a y e d the g a m e , m a d e the v i d e o t a p e , a n d a l l f o u r of y o u h a v e s i g n e d the b a l l , w e ' d l i k e the f o u r of y o u to get together a n d l o o k at the f i l m , to m a k e s u r e that y o u ' r e h a p p y w i t h h o w it t u r n e d o u t . . .

W :

Okay.

T H : T h e n , if y o u ' r e h a p p y w i t h it, set u p a t i m e w h e r e y o u c a n g o a n d s u r p r i s e y o u r father w i t h it. W:

It s o u n d s like fun.

TH:

Y o u k n o w , I t h i n k t h i s i s a v e r y i m p o r t a n t t h i n g . B u t , of c o u r s e , y o u a l s o k n o w this h a s to d o w i t h m u c h m o r e t h a n j u s t your Dad.

W:

O h y e a h — i t ' s the w h o l e f a m i l y .

TH:

Yea.

Comment: T h e t e a m t e l e p h o n e w i t h s o m e s u g g e s t i o n s . TH:

O n e f i n a l w o r d f r o m the t e a m — w e w o u l d l i k e y o u to c o m e b a c k h e r e i n a m o n t h for a n o t h e r talk. T h a t i s w h e n the t e a m w i l l b e b a c k . I m a y w a n t to see y o u o n e t i m e b e t w e e n t h e n a n d n o w , b u t t h e r e ' s o n e final w o r d f r o m the t e a m : w h e n y o u t w o a n d C o n n i e go o u t s h o p p i n g for the b a l l , it i s i m p o r t a n t that C o n n i e b e the o n e w h o selects the b a l l .

W:

Okay.

TH:

A n d y o u c a n tell h e r y o u a r e d o i n g t h i s for g r a n d p a . O k a y ?

W :

S h e ' l l get a b i g k i c k o u t of that.

T H : A n d y o u m i g h t w a n t to t h i n k a b o u t w h e t h e r y o u w a n t to b r i n g C o n n i e a n d e v e n y o u r m o t h e r b a c k for the n e x t s e s s i o n .

36

RESOURCE-FOCUSED THERAPY

T h a t w i l l b e u p to y o u , o r j u s t the t w o of y o u c o m e , w h a t e v e r y o u want. W:

O k a y , great. T h a t r e a l l y s o u n d s l i k e lots of f u n .

TH:

A l r i g h t . Y o u take c a r e .

* * * T h e n e x t c h a p t e r p r e s e n t s a n o t h e r c a s e i n w h i c h football i s i n ­ v o l v e d . I n t h i s c a s e the i d e n t i f i e d c l i e n t i s a f o r m e r p r o f e s s i o n a l football p l a y e r . T h e c o n n e c t i o n b e t w e e n these t w o c a s e s w i l l b e ­ c o m e a p p a r e n t a s the c a s e s u n f o l d .

CHAPTER

FOUR

The spell

J

ACT I : THE ames,

SET-UP



a f o r m e r p r o f e s s i o n a l football p l a y e r for s e v e n

years

w i t h a c h a m p i o n t e a m i n the U S N a t i o n a l F o o t b a l l L e a g u e , a n d h i s s e c o n d w i f e , M a r y , a w e l l - e d u c a t e d p r o f e s s i o n a l , c a m e for

t h e r a p y . J a m e s h a d b e e n i n a n d o u t of p s y c h i a t r i c i n s t i t u t i o n s a r o u n d t w o to four t i m e s a y e a r for t h e p a s t n i n e y e a r s . D i a g n o s e d a s " s c h i z o p h r e n i c " , h e s t a y s at h o m e a n d r e c e i v e s c o m p l a i n t s f r o m h i s w i f e that h e d o e s n ' t d o a n y t h i n g . W h e n J a m e s a n d M a r y got m a r r i e d , h i s first w i f e , S a n d y , t o l d h i m , " Y o u r m a r r i a g e i s n o t g o i n g to last a m o n t h " . I n t h e i r d i v o r c e s e t t l e m e n t J a m e s lost e v e r y t h i n g except the b e d r o o m

furniture,

w h i c h is presently u s e d in his second marriage. W i t h i n

three

m o n t h s after h i s first w i f e , S a n d y , m a k i n g this p r o c l a m a t i o n , h e w a s i n a p s y c h i a t r i c i n s t i t u t i o n for the first of m a n y t i m e s . W i t h these p r e s e n t i n g l i n e s a n d t h e m e s f o c u s i n g o n J a m e s a s " s i c k " a n d " c r a z y " , the t h e r a p i s t m o v e d t o w a r d A c t I I , w h e r e the n e w t h e m e i s i n t r o d u c e d of the c o u p l e h a v i n g a " s p e l l " c a s t o n t h e m b y h i s first w i f e . I n this t h e m e , b o t h J a m e s a n d M a r y c a n w o r k

37

RESOURCE-FOCUSED THERAPY

38

together to b r e a k the s p e l l , w h i c h i s a m o r e r e s o u r c e f u l t h e m e t h a n d e a l i n g w i t h James as sick a n d crazy. T h r o u g h o u t t h i s c a s e the f o l l o w i n g a b b r e v i a t i o n s w i l l b e u s e d :

T H = Therapist, J = James, husband

ACT TH:

II: CREATING

CN = Consultant M = Mary, wife

THE

RESOURCEFUL

CONTEXT

B r a d a n d I h a v e b e e n t a l k i n g a b o u t y o u r s i t u a t i o n for a b o u t the l a s t h o u r . A n d I ' v e b e e n f i l l i n g h i m i n o n w h a t w e ' v e d o n e o v e r the last y e a r , y o u r p a s t h o s p i t a l i z a t i o n s , a n d a l l . A n d w e a r e r e a l fortunate that B r a d i s h e r e , b e c a u s e , i n a d d i t i o n to b e i n g a w e l l - k n o w n f a m i l y t h e r a p i s t h e h a s

conducted

research o n traditional healing practices u s e d a r o u n d

the

w o r l d . H e j u s t got b a c k f r o m A f r i c a , a s a m a t t e r of fact. H e ' s b e e n o v e r there s t u d y i n g tribal h e a l i n g a n d this m a y

become

useful. J:

Sure. Sure.

TH:

U h , this i s w h a t B r a d ' s i d e a s w e r e w h e n I d e s c r i b e d for h i m everything y o u a n d I h a v e talked about. U m . . . last night, M a r y , y o u s a i d that i f s t i m e . . . that y o u ' r e t i r e d of p u t t i n g t h i n g s off w i t h S a n d y , a n d i f s t i m e to p u t h e r b e h i n d y o u . A n d James, y o u agreed w i t h w h a t she said. Y o u said y o u were r e a d y for that. W e l l , I c o u l d n ' t a g r e e m o r e . B u t y o u see, I t h i n k , a n d B r a d a g r e e s , that w e ' v e b e e n o n the r i g h t t r a c k o n a lot of t h i n g s that w e ' v e t a l k e d a b o u t o v e r the l a s t y e a r , i n v o l v ­ i n g S a n d y a n d i n v o l v i n g , I d o n ' t k n o w if y o u w a n t . . . I ' m s u r e y o u r e m e m b e r , w h a t w e w e r e t a l k i n g a b o u t i s that i f s a l m o s t a s t h o u g h S a n d y w e r e t r y i n g to p u t a s p e l l o n y o u . S h e h a d s a i d that " Y o u w o n ' t l a s t a m o n t h . Y o u w i l l n o t h a v e a m o n t h of h a p p i n e s s . " T h a t r e a l l y s t r u c k m e a s s i g n i f i c a n t , a n d i n a lot of w a y s , s h e ' s s u c c e e d e d .

Comment: T h e t r a n s f o r m a t i o n a l h i n g e that a t t e m p t s to m o v e

the

c a s e f r o m a d d r e s s i n g the i m p o v e r i s h e d t h e m e of a " p s y c h o t i c m a n " to a m o r e r e s o u r c e f u l t h e m e i n v o l v e s s p e c i f y i n g the f o r m e r "spell".

wife's

THE SPELL J:

39

I d o n ' t k n o w if s h e s u c c e e d e d . S h e s a i d if w e got m a r r i e d w e w o u l d n ' t s t a y together a m o n t h .

T H : B u t l i s t e n , t h a f s w h a t h i t u s , b a c k there, l i k e a l i g h t n i n g bolt. W h e n S a n d y s a i d . . . H e r e , first of a l l , I w a s w r o n g t h i n k i n g that S a n d y ' s s p e l l w a s n o t a s t r o n g o n e . I n effect, it h a s b e e n a p o w e r f u l , p o w e r f u l s p e l l , a n d r i g h t n o w , i t ' s t i m e to b r e a k it. I c o u l d n ' t a g r e e m o r e w i t h y o u o n it. Y o u w a l k e d i n h e r e a n d y o u s a i d , " I f s t i m e to p u t h e r b e h i n d u s . " A n d y o u w e r e r i g h t o n target. Y o u [James] a g r e e d . B u t l i s t e n , h e r e i t i s , y o u w e r e s a y i n g h o w i n the w o r l d it c o u l d b e n i n e y e a r s s i n c e the t w o of y o u m a r r i e d . W e l l , it h a s n ' t b e e n n i n e y e a r s , J a m e s . I d o n ' t w a n t to m e s s w i t h y o u r t i m e , o r a n y t h i n g l i k e that, b u t i f s a s t h o u g h . . . s h e s a i d it w o n ' t last a m o n t h , a n d w h e n s h e s a i d that, i n effect, w h e n s h e s a i d that, y o u w e r e f r o z e n i n t i m e . T h a t ' s the bottom line. A s a couple, y o u ' r e frozen i n time. Y o u a r e f r o z e n i n t i m e . I f s l i k e i f s four d a y s after s h e s a i d that. I f s l i k e i f s o n l y b e e n four d a y s s i n c e S a n d y m a d e t h i s s t a t e m e n t to y o u that i f s n o t g o i n g to last a m o n t h , a n d y o u g u y s h a v e b e e n f r o z e n i n t i m e . It i s a s t h o u g h n o t h i n g h a s c h a n g e d . Y o u h a v e b e e n d o i n g the s a m e t h i n g o v e r a n d o v e r a g a i n . O n e e x a m p l e that h a p p e n e d j u s t n o w w a s w h e n y o u , M a r y , s a i d , " I d o n ' t tell y o u w h a t to d o a l l the t i m e " . A n d I ' m s u r e t h a f s the t r u t h . I ' m s u r e y o u d o n ' t . B u t , i n effect, w h a t s h e d i d b y s a y i n g that y o u w o n ' t last a m o n t h w a s that s h e got

going

this k i n d of m i s u n d e r s t a n d i n g b e t w e e n the t w o of y o u . Y o u h a v e n ' t l i v e d n i n e y e a r s of h a p p i n e s s , y o u ' v e l i v e d n i n e y e a r s o f b e i n g at o d d s w i t h e a c h other. (James n o d d e d h i s h e a d i n agreement.) N o t every minute, sometimes, occasionally, y o u have a 30-minute reprieve—that is i n a w e e k or something. T e n m i n u t e s h e r e a n d there. B u t y o u ' r e s t u c k . S t u c k still a s k ­ i n g the q u e s t i o n , " I s s h e r i g h t ? I s it g o i n g to last a m o n t h ? " A n d let m e tell y o u s o m e t h i n g r i g h t n o w , w h a t I d o n ' t t h i n k y o u h a v e c l e a r i n y o u r h e a d , I k n o w y o u ' v e h e a r d it a n d s a i d it, y o u ' r e n o t g o i n g to l i k e this w o r d , b u t t h i s w h o l e last ten y e a r s h a s b e e n s p e n t p r o v i n g that y o u ' r e n o t g o i n g to last a month. Comment: T h e t h e r a p i s t d e f i n e s the s p e l l a s the c o u p l e b e i n g f r o z e n i n t i m e a n d r e f r a m e s the p a s t n i n e y e a r s a s four d a y s . T h i s e n a b l e s

40

RESOURCE-FOCUSED THERAPY

a l l p r e v i o u s d e s c r i p t i o n s of u n e x p l a i n e d c o n d u c t to b e a c c o u n t e d for b y a t e m p o r a l " p a t h o l o g y " . T h e w h o l e n i n e y e a r s of c o m p l a i n t s a r e r e d u c e d to o n e q u e s t i o n r e g a r d i n g

w h e n the s p e l l w i l l

be

b r o k e n . N o t e that the s p e l l , a s t e m p o r a l l y d e f i n e d , w i l l b e l o g i c a l l y broken

when

the c o u p l e r e a l i z e s that they r e a l l y h a v e

stayed

together for m o r e t h a n o n e m o n t h .

TH:

I k n o w t h i s m a y s o u n d c r a z y , b u t this i s a c r a z y s i t u a t i o n .

J:

It doesn't s o u n d crazy.

TH:

Y o u k n o w , i f s l i k e , y o u m a y b e at d a y 29, m a y b e . O r m a y b e 24,1 d o n ' t k n o w .

ACT III: PRESCRIPTION THE RESOURCEFUL CN:

FOR ENACTING CONTEXT

I w a n t to let y o u k n o w h o w c o n v i n c e d w e a r e , to a d d a v o i c e to t h e c h o r u s .

J:

Okay.

CN:

T h e spell is strong. She said y o u w o n ' t last more than a m o n t h . D o y o u k n o w h o w e a s y i t i s to b r e a k the s p e l l ? A l l y o u h a d to s a y i s , " W e w e n t p a s t a m o n t h " . T h e s p e l l w o u l d be b r o k e n . S h e froze y o u i n t o t h i n k i n g y o u h a v e n ' t g o n e p a s t a m o n t h . B u t it h a s b e e n n i n e y e a r s . A l l y o u ' v e got to d o i s s a y , " W e ' v e g o n e n i n e y e a r s a n d the s p e l l i s b r o k e n " . W h e n y o u get that i n y o u r h e a d , the f u r n i t u r e i s g o i n g to b e g o n e .

Comment: T h e t e m p o r a l d e f i n i t i o n of the s p e l l i s r e s t a t e d a n d r e ­ e m p h a s i z e d . I n a d d i t i o n a m e a n s of b r e a k i n g it i s set forth a s the c o u p l e c o m i n g to g r i p s w i t h the r e c o g n i t i o n that t h e y h a v e b e e n together n i n e y e a r s . F u r t h e r m o r e , it i s s u g g e s t e d that w h e n the s p e l l i s b r o k e n t h e y w i l l k n o w that the b e d r o o m f u r n i t u r e m u s t b e m o v e d .

J:

D i d n ' t I tell y o u that r i g h t a w a y ?

M:

I j u s t f o u n d that o u t w h e n w e started c o m i n g h e r e .

CN:

B u t y o u see h o w h i s life's b e e n ? T y p i c a l l y , w h e n y o u first

THE SPELL

41

b r e a k u p , it t a k e s a w h i l e to get b a c k o n y o u r feet. T o get b a c k i n t h e w o r l d , a n d s o forth. B u t i f y o u ' r e f r o z e n i n t i m e , w h a f s g o i n g to h a p p e n ? Y o u ' l l h a v e n i n e y e a r s to l o o k l i k e y o u ' r e i n a o n e - m o n t h thing. J:

I understand.

CN:

T h a f s p o w e r f u l stuff, s o I t h i n k i f s t i m e to talk to the m a n a b o u t m o v i n g f o r w a r d w i t h getting that f u r n i t u r e o u t T h e y c a n ' t d o it a l l at o n e t i m e — j u s t a p i e c e at a t i m e .

J:

H o l d it, B r a d , let m e s a y t h i s a b o u t that. ( T u r n i n g to M a r y ) W h a t d i d I tell y o u the o t h e r d a y , that w a s n ' t the first t i m e I told y o u about u s being frozen.

T H : F e e l i n g l i k e y o u ' r e f r o z e n ? J:

W h a t d i d I s a y the o t h e r d a y a b o u t the r o u t i n e w e ' r e i n . N o t that I ' m a g a i n s t it, n o t that I d o n ' t l o v e b e i n g a t h o m e , b e i n g a h o m e b o d y . Y o u k n o w w h a t I s a i d a b o u t that? T h a t w a s r e ­ cently.

M :

Y o u ' r e a l w a y s saying something about w e don't d o anything, i f s j u s t the s a m e o l d t h i n g .

CN:

I w o u l d g u e s s for y o u , that if y o u ' d get i n s i d e y o u r h e a d , that p r o b a b l y w h a t irritates y o u m o r e t h a n a n y t h i n g i s w a n t i n g s o m e h o w to s a y to h i m a n d to y o u a n d to b o t h o f y o u , " L e f s get o n w i t h i t ! "

TH:

G e t o n w i t h it!

CN:

L e f s g o a h e a d . L e f s m o v e o n . D o e s that m a k e a n y s e n s e to y o u ? D o y o u h a v e a frustration a t t h i n g s b e i n g s t u c k ?

Comment: T h e t h e r a p y t e a m w i l l r e f r a m e a l l l i n e s offered b y c l i e n t s a s u n d e r s t a n d a b l e i n l i g h t o f their f r o z e n t e m p o r a l state. J:

I sure do.

C N : A n d t h e n y o u n e e d to r e a l i z e h o w m u c h w o r k . I t i s h a r d e r w o r k to s i t a n d b e f r o z e n . I t feels f r o z e n . Comment: J a m e s ' s i n a c t i v i t y , p r e v i o u s l y n e g a t i v e l y

connoted, i s

n o w u n d e r s t o o d a s h a r d w o r k w h e n v i e w e d i n the c o n t e x t o f a frozen temporal spell.

42 J:

RESOURCE-FOCUSED THERAPY I tell h e r i t ' s the h a r d e s t job i n the w o r l d .

C N : I f s u n b e l i e v a b l e . I f s a s p e l l a n d the t h i n g a b o u t it i s , i f s a s s i m p l e a s r e a l i z i n g that it h a s b e e n n i n e y e a r s . M:

Y o u ' v e got to d o it.

CN:

I f s been nine years . . .

J:

A n d I ' m n o t s a y i n g to h e r to h e l p m e , y o u k n o w , get o u t of this o r s a y i n g that s h e s h o u l d d o s o m e t h i n g , b u t i n a w a y , I a m . I n a w a y , I ' m s a y i n g to h e r , " H e y , w h y d o n ' t w e d o . . . ? " S h e u s e d to s a y , " L o o k , w h y d o n ' t y o u g o ? "

TH:

B u t y o u see w h a t h a p p e n s ? I t h i n k , b e c a u s e y o u u s e d the w o r d in t h e r e — " d e c o y s " . If you're a hunter, i f s a decoy. Y o u t w o get i n t o a s p a t o v e r this o r that, o r y o u n a m e it, t h e y ' r e d e c o y s . T h e y take y o u off the scent.

CN:

A n d t h a f s n o t the i s s u e . S a n d y i s i r r i t a t i n g y o u , getting h i m to d o t h i s , or g e t t i n g h i m to d o w h a t h e t h i n k s i s a g o o d i d e a . A l l that stuff i s j u s t n a t u r a l r e l a t i o n s h i p c r a p . I m e a n , w h o w a s it that s a i d , " m a r r i a g e is h e l l . T h e o n l y t h i n g w o r s e i s b e i n g s i n g l e " ? Y o u k n o w ? I m e a n , t h i s i s p a r t of the stuff that g o e s w i t h b e i n g m a r r i e d . O n the other h a n d , there a r e f r u s t r a t i o n s , b u t t h e y ' r e s i d e effects of this o t h e r t h i n g . D o n ' t get c o n f u s e d w i t h it. T h e t h i n g at h a n d h e r e i s to r e a l i z e that y o u ' v e s u r ­ vived nine years.

TH:

N e x t m o n t h i f s ten. T h e i r a n n i v e r s a r y i s i n a m o n t h f r o m n o w .

CN:

T e n y e a r s . I f s b e e n ten y e a r s . G e t this i n t o y o u r h e a d a n d t h e s p e l l w i l l b e b r o k e n , y o u c a n get o n w i t h y o u r life a n d y o u c a n get that d a m n f u r n i t u r e out of . . .

J:

I f s t i m e to d o it n o w .

Comment: T h e t h e r a p y t e a m d i r e c t l y s u g g e s t s that t h e y w a k e u p f r o m the s p e l l . T h e c o u p l e w i l l be g i v e n specific i n s t r u c t i o n s to t a k e a c t i o n i m m e d i a t e l y . A s w i l l be s e e n , the t e a m w i l l e n c o u r a g e t h e m to l e a v e the s e s s i o n , g o to their h o m e , a n d p e r f o r m a t a s k the e n a c t ­ m e n t of w h i c h i s v e r i f i c a t i o n that the s p e l l h a s b e e n b r o k e n . TH:

T h a f s t h e p o w e r of the s p e l l . I f s t i m e to d o it n o w . Y o u s a i d it yesterday.

THE SPELL

43

CN:

( L e a v i n g ) I ' m g o i n g to let y o u talk.

TH:

. . . I t ' s t i m e to d o it n o w . M a y b e y o u a r e t h i n k i n g i t ' s p r e m a ­ t u r e , t h i s f u r n i t u r e b u s i n e s s , b u t I tell y o u w h a t , I d o n ' t t h i n k y o u n e e d to t h i n k a b o u t it, I t h i n k m a y b e i f s t i m e to d o s o m e ­ thing.

J: TH:

I t i s t i m e to start. I f y o u c a n ' t d o it a l l a t o n c e , t a k e o n e p i e c e at a t i m e . T a k e a k n o b off of o n e of the d r e s s e r s , y o u k n o w , to start. B u t start. A n d get it d o n e . S t o p a c t i n g l i k e y o u ' r e o n l y g o i n g to last a m o n t h . R e a l i z e that y o u ' v e l a s t e d ten y e a r s . Y o u ' v e got a n a n n i v e r s a r y c o m i n g u p . W h a t better a n n i v e r s a r y gift t h a n to p u t s o m e a s h e s f r o m the b u r n t - u p b e d r o o m f u r n i t u r e o n h e r lawn.

J: TH:

I u n d e r s t a n d . I u n d e r s t a n d . ( N o d d i n g i n affirmation) If y o u o n l y c a r v e off o n e little p i e c e a n i g h t , t h e n d o it. I f s t i m e to d o s o m e t h i n g . I f s t i m e to c l e a n h o u s e . A s m u c h a s I l o v e t a l k i n g to y o u t w o , i f s c o s t i n g y o u a t o n of m o n e y to c o m e h e r e , y o u k n o w ? A n d I ' m c h e a p c o m p a r e d to o t h e r t h i n g s . I f s time to d o s o m e t h i n g . T o n i g h t , M a r y , if y o u w e r e to take o n e p i e c e , o n e p a r t off t h e f u r n i t u r e , tonight, w h a t w o u l d it b e ? W h a t w o u l d y o u d o ? A s a s t a r t i n g p o i n t , t a k e o n e little p i e c e off of that f u r n i t u r e , a s a w a y to start. W h a t w o u l d it b e ?

Comment: T h e t h e r a p y t e a m w i l l n o t b a c k u p f r o m p u s h i n g t h e c o u p l e to w a k e u p f r o m the s p e l l . T h i s c o n s t a n t c h a l l e n g e i s d o n e to k e e p the c o n v e r s a t i o n f o c u s e d o n the r e s o u r c e f u l t h e m e . F r o m t h e p e r s p e c t i v e of R F T , the t h e r a p y t e a m i s not p u s h i n g to c h a n g e t h e c l i e n t s , b u t a t t e m p t i n g to s t a b i l i z e the r e s o u r c e f u l c o n t e x t t h a t i s e m e r g i n g of a c o u p l e a d d r e s s i n g h o w to face a f r o z e n m a r i t a l s p e l l jointly.

M :

O n e little p i e c e off?

T H : Y e s , a s a w a y of s a y i n g , w e ' r e g o i n g to start t o n i g h t , a n d t h e n g o f r o m there. I f s t i m e to start. J:

B a s i c a l l y , y o u h a v e t w o n i g h t tables, t w o l a m p s , b e d a n d f r a m e , a c h e s t of d r a w e r s , a n d a d r e s s e r . N o w , the a p p e a r a n c e o f i t , i f s a n i c e - l o o k i n g t h i n g b u t the i d e a o f . . . b u t i t i s

44

RESOURCE-FOCUSED THERAPY beyond

that

I w a s n ' t thinking clearly. T h a t b e d r o o m set

s h o u l d h a v e b e e n the last t h i n g I k e p t . TH:

I d o n ' t t h i n k i f s c o i n c i d e n t a l that s h e left that p a r t i c u l a r t h i n g w i t h y o u . I ' m s o r r y . W h e t h e r s h e m e a n t to d o it, c o n s c i o u s , u n c o n s c i o u s , the fact i s s h e left y o u t h e b e d a n d s a i d y o u r m a r r i a g e to M a r y w i l l n o t last a m o n t h .

Comment: T h e c o n s u l t a n t e n t e r s the r o o m . CN:

I j u s t w a n t to p o i n t o u t the p o w e r o f the s p e l l .

TH:

Yeah.

CN:

Y o u c a n ' t e v e n c o m e u p w i t h a p i e c e . W h a t I w o u l d l i k e to d o



i s to let t h e m h a v e a d i s c u s s i o n . I f y o u tonight got r i d of s o m e ­ t h i n g . . . if y o u f i n d that y o u h a v e to g o s m a l l , it m a y b e j u s t a p i e c e of the l a m p - s h a d e . I s it fabric? S o m e t h i n g y o u c a n c u t ? Comment: T h e c o u p l e ' s h e s i t a t i o n to a g r e e o v e r w h a t t h e y c a n g e t r i d of i s c i t e d a s further e v i d e n c e o f the s p e l l . T h u s , t h e i r r e l u c t a n c e to t a k e a c t i o n i s u t i l i z e d a s further v e r i f i c a t i o n t h a t a c t i o n i s n e c e s ­ s a r y . I n this w a y a l l c l i e n t l i n e s a r e w o v e n into s u b s t a n t i a t i n g a n d e l a b o r a t i n g the r e s o u r c e f u l c o n t e x t J:

Yeah.

CN:

I t m a y b e s o m e t h i n g s m a l l . T h e s p e l l m a y b e s o m u c h that t h e first t h i n g y o u d o i s j u s t take a little p i e c e a n d g e t i t o u t I m e a n , this m a y b e too o v e r w h e l m i n g to t h i n k of a w h o l e l a m p , or a w h o l e c h u n k of furniture.

J:

I h a v e to g i v e M a r y c r e d i t for this. A s far a s c h a n g e s , s h e ' s rigid, rigid, as a 90-year o l d . . .

TH:

L o o k at y o u r w i f e ' s face.

M :

T a l k a b o u t c h a n g e s — h i m . H a v e I e v e r w a n t e d it o u t ? I t n e v e r c a m e a c r o s s m y m i n d . T h e o n l y t h i n g that c o n c e r n e d m e w h e n h e . . . w e d i d n ' t h a v e to b u y b e d r o o m f u r n i t u r e b e c a u s e h e h a d that f r o m h i s settlement. B u t I d i d n o t w a n t t h e mattress.

T H : See, y o u h a d a s e n s e of it.

45

THE SPELL CN:

See, t h a t ' s the p o w e r of the s p e l l . I t ' s n e v e r c o m e a c r o s s y o u r m i n d . I t ' s n e v e r c o m e a c r o s s y o u r m i n d that y o u ' v e g o n e p a s t a m o n t h . I m e a n , i t ' s n o t . . . m y s e n s e i s , a n d I j u s t w a n t to i n v i t e y o u to talk a b o u t w h a t p i e c e c o u l d y o u c o m f o r t a b l y get r i d of t o n i g h t . B e c a u s e , I t h i n k y o u ' d b e a m a z e d i f y o u e n d e d u p s l e e p i n g o n the floor, a n d n o t h i n g i n that r o o m , a s o p p o s e d to w h a t y o u ' r e i n n o w . Just the p o w e r , t h i s i s w h a t h a s h e l d y o u r life

I f y o u h a d to get r i d of s o m e t h i n g , that y o u c o u l d

a c t u a l l y d o it. I t m a y b e s u c h a t i n y t h i n g , j u s t a c l i p o u t of the shade. J:

W e l l , I w a n t M a r y . . . n o w y o u t a l k e d to u s a b o u t t h i s a n d y o u got u s b o t h to a g r e e , a n d I a s k e d M a r y w h a t a b o u t it, a n d s h e w a s n ' t r e a l l y . . . b u t h e r e w e go a g a i n .

M:

She wasn't?

CN:

I s t h i s h e r h o u s e y o u l i v e i n ? I s it h e r b e d r o o m ?

TH:

See, I a s k e d that. I a s k e d that.

CN:

Y o u m a y n e e d to g o i n t o a n o t h e r r o o m , a n d l o c k t h e d o o r ,

u n t i l y o u ' r e r e a d y to get that o u t of there.

TH:

I a s k e d t h e m that last n i g h t . I s a i d , " H o w m a n y b e d r o o m s d o y o u h a v e ? Y o u h a v e Joey, y o u ' v e got y o u r s e l v e s , a n d w h a t w a s y o u r daughter's. A n d n o w i f s used as a whatever room. It m i g h t b e . . . see, h e r e ' s w h a t I t h i n k , J a m e s , I d o n ' t t h i n k M a r y i s rigid i n p a r t i c u l a r . I n fact, I t h i n k y o u ' r e g o i n g to b e t i c k l e d b y the effects of b r e a k i n g the s p e l l .

CN:

L e t ' s find o u t . L e t ' s g i v e t h e m five m i n u t e s to see if t h e y c a n a g r e e u p o n s o m e o n e little t h i n g that they c o u l d t a k e o u t of that r o o m .

TH:

See, I t h i n k y o u ' r e g o i n g to be t i c k l e d p i n k to get o u t of t h i s r u t , b u t , w h a t I t h i n k it i s , i s that w e a l l h a v e . . . m e , I ' m n u m b e r o n e , I ' m s u p p o s e d to b e the d a m n e x p e r t h e r e , I u n d e r e s t i m a t e d this s p e l l , b i g t i m e . T h a t ' s this . . . this s p e l l i s n o t j u s t f r e e z i n g y o u , J a m e s , i t ' s f r e e z i n g y o u too M a r y .

Now

five m i n u t e s , I ' m g o i n g to get o u t of h e r e a n d let y o u talk. CN:

W e ' l l see w h a t h a p p e n s .

TH:

N o t o n l y d o e s it freeze y o u , b u t it freezes y o u into a c c u s i n g e a c h o t h e r of b e i n g the s l o w - p o k e .

46 CN:

RESOURCE-FOCUSED THERAPY I d o n ' t t h i n k that i n five m i n u t e s they c a n a g r e e o n a n y t h i n g i n that r o o m .

J:

H e y , t h a t ' s a tall statement.

Comment: H a v i n g c h a l l e n g e d the c o u p l e , the t h e r a p i s t a n d c o n s u l t ­ a n t l e a v e the r o o m to o b s e r v e the c o u p l e ' s i n t e r a c t i o n . J:

L i s t e n , M a r y , w h e n h e s a y s it l a s t e d a m o n t h , t h a f s the

first

t i m e it c a m e u p , w h e n h e a s k e d w h e t h e r w e w e r e still s l e e p i n g . . . w h e n h e a s k e d u s p o i n t b l a n k w h e t h e r w e w e r e still s l e e p ­ i n g i n the s a m e b e d o r s o m e t h i n g l i k e that. M:

T h a t b e d w a s n ' t the f u r n i t u r e , J a m e s . I f s the b e d r o o m set.

J:

But y o u understand w h a t they're saying a b o u t . . .

M:

Y e s , n o w w e ' r e s u p p o s e d to be m a k i n g a d e c i s i o n if w e w e r e g o i n g to get r i d . . .

J:

I w r o t e those p e o p l e w h o w e r e h a v i n g s a l e s that w e e k e n d a n d this l a d y , b u t I d i d n ' t s a y a n y t h i n g to y o u a b o u t it. A l l I w a s c o n c e r n e d a b o u t at that p o i n t w a s j u s t getting r i d of the h e a d ­ b o a r d , b u t u h . . . w e c a n g o for the w h o l e t h i n g . I t h i n k it w o u l d b e r e f r e s h i n g . I t h i n k that w o u l d b e p o s i t i v e .

M:

A n d y o u ' r e r e a d y to b u r n it u p ?

J:

I ' m r e a d y to get it o u t of there.

M:

B u r n it u p !

J:

N o w , I ' m n o t s a y i n g I ' m c h e a p o r a n y t h i n g , b u t the a p p e a r ­ a n c e of the b e d r o o m s u i t e i s . . . that m a y b e w h a t h a s u s k i n d of . . . it a p p e a r s to b e a n i c e outfit, b u t i f s m o r e t h a n that. W h a f s b e h i n d it s h o u l d b e o v e r .

M:

W h a t p i e c e d o y o u w a n t to get rid of? T o n i g h t , w h i c h p i e c e ?

J:

L e f s get a l a m p - s h a d e o u t of there, at least. O t h e r w i s e , w h e n . . . w h a t w e ' r e g o i n g to h a v e to d o i s j u s t g o p u t a b e d r o o m s u i t e o n l a y a w a y a n d that w a y i f s set u p , w e ' r e g o i n g to h a v e to get rid of e v e r y t h i n g , b e c a u s e there i s stuff i n e v e r y t h i n g . S o w e ' r e g o i n g to h a v e to d o it a l l , pretty m u c h .

M:

A n d w e ' r e g o i n g to c h o p i t u p for f i r e w o o d ?

J:

W e ' r e g o i n g to h a v e to get it o u t of there. ( T h e y b o t h l a u g h )

THE SPELL

47

I d o n ' t t h i n k i f II b e a s p e l l e n o u g h to . . . to k e e p f r o m fretting a b o u t w e g a v e it to s u c h a n d s u c h a c o u p l e a n d t h e y h a d b a d l u c k . . . . w e g a v e t h e m a p i e c e of this a n d a p i e c e to t h e m a n d they h a d b a d luck . . . Comment: T h e t h e r a p y t e a m i s satisfied w i t h the c o u p l e ' s m a i n ­ t a i n e d p r e s e n c e i n the r e s o u r c e f u l context. A t t h i s p o i n t the t h e r a ­ p i s t r e e n t e r s the r o o m . TH:

F i v e m i n u t e s j u s t flies b y . L i s t e n n o w , I t h i n k t h i s i s s o i m p o r ­ tant. N u m b e r 1 — I ' l l tell y o u w h a t , a s I w a s w a l k i n g o u t the d o o r , I t h i n k y o u ' r e f r o z e n i n t i m e , b o t h of y o u , n o t j u s t y o u , J a m e s , a n d I t h i n k y o u ' r e f r o z e n i n t o b i c k e r i n g at e a c h o t h e r a b o u t m u n d a n e j u n k , that k e e p s y o u s t u c k . O k a y , a n d if i f s n o t m u n d a n e stuff, t h e n y o u ' r e f r o z e n i n . . . i n a c c u s i n g the o t h e r of b e i n g s t u c k . Y o u k n o w ? Y o u tell e a c h o t h e r . W e j u s t o v e r h e a r d y o u s a y , " M a y b e a l a m p - s h a d e , a l a m p - s h a d e to­ n i g h f ' . R i g h t ? W h a t w e w a n t to k n o w i s b y w h e n c a n y o u d o t h i s ? B e c a u s e w e w a n t to g i v e y o u a c a l l to m a k e s u r e .

J:

N o w t h a t w o u l d be m o r e t h a n a s m a l l p i e c e , that w o u l d b e major, m o r e or less, being a n u n c o v e r e d l a m p .

M :

Y o u ' r e the o n e that s u g g e s t e d a l a m p - s h a d e .

J:

W e ' v e got to start s o m e w h e r e . W e ' v e got j u n k i n e v e r y t h i n g . S o w e h a v e to m a k e p l a n s to j u s t g o the s a m e r o u t e . A n d t h e n c h a n g e o v e r , a n d get e v e r y t h i n g c h a n g e d o u t .

T H : J u s t r e l a t i v e l y n i c e f u r n i t u r e i s e x p e n s i v e . I m e a n , i f s n o t e a s y to r e p l a c e a b e d r o o m set. I n t h i s d a y a n d t i m e i f s e x p e n s i v e . I p e r s o n a l l y t h i n k that a g o o d t h i n g for y o u to d o i s to s h u t t h e d a m n d o o r o n that r o o m , u s e y o u r s p a r e b e d r o o m , a n d t a k e the f u r n i t u r e o u t a s y o u c a n . J: TH:

W e l l , t h e r e ' s o n e r i g h t a c r o s s the h a l l f r o m the o t h e r o n e . M y p o i n t i s to j u s t take a c t i o n . If y o u c a n ' t t a k e a w h o l e l a m p s h a d e , take y o u r s c i s s o r s , take a k n i f e , c u t a p i e c e of l a m p s h a d e o u t , d o w h a t e v e r y o u ' v e got to d o to start.

M :

O h , w e c a n c u t a p i e c e of the l a m p s h a d e out.

T H : L e f s n o t let t h i s b e the o n l y t h i n g y o u d o i n the n e x t weeks.

two

48 J:

RESOURCE-FOCUSED THERAPY I w a n t M a r y to b e i n a g r e e m e n t totally a b o u t t h i s . I u n d e r ­ stand, y o u know, wholeheartedly what you're saying about that. I t ' s a s y m b o l a n d I s a i d to h e r that the a p p e a r a n c e of the bedroom suite—it's nice-looking, carved . . .

M:

I t ' s n o t that n i c e .

CN:

M a n , t h i s i s a t o u g h s p e l l ! I h e a r d y o u i n there s a y i n g , " l e f s get it a l l o u t " . A n d t h e n w h e n I s a i d , " L e f s get the l a m p - s h a d e out", you said, " W e l l . . . "

J:

I t a k e t h e b l a m e . I h a d to b e a d a m n fool for b r i n g i n g it i n the h o u s e i n the first p l a c e .

TH:

Y o u c a n ' t b e b l a m e d for d o i n g that. I f s the s p e l l , y o u ' r e n o t to blame.

CN:

I f s the s p e l l , y o u h a v e n o r e s p o n s i b i l i t y . Y o u a g r e e to g o s t r a i g h t h o m e , t a k e s o m e t h i n g o u t a n d b u r n it?

T H : A n d d o n ' t d o too m u c h . W h a t is i m p o r t a n t i s that y o u s t a r t small. Comment:

T h e therapy

team repeatedly

r e f r a m e s the

couple's

b l a m i n g a s a c o n s e q u e n c e of the s p e l l . W i t h t h i s u n d e r s t a n d i n g , the c o u p l e ' s d i s a g r e e m e n t s d o not n e c e s s a r i l y l e a d to d i s t a n c i n g t h e m , b u t m a y p a r a d o x i c a l l y j o i n t h e m b y r e n e w i n g their d e s i r e to b r e a k the s p e l l . TH:

O n e little t h i n g ?

CN:

C a n y o u agree to o n e ?

M:

W e c a n c u t a p i e c e o u t of that l a m p .

TH:

A n d y o u ' r e g o i n g to c u t it u p ? A little at a t i m e .

J:

Yeah.

CN:

T h e l a s t t h i n g that I w a n t to s a y to y o u i s t h i n k a b o u t this: the l o n g e r that f u r n i t u r e s t a y s i n there, the m o r e t h e r a p y

you

p e o p l e a r e g o i n g to n e e d to get a n d y o u start a d d i n g that u p , a n d y o u ' v e got f u r n i t u r e . D o y o u h e a r w h a t I ' m s a y i n g ? TH:

Y o u c o u l d h a v e p a i d for that f u r n i t u r e 40 times.

M :

I s t h i s s o m e of k i n d of A f r i c a n R i t u a l ? T h a t ' s i n the b a c k of m y mind. (Laughing)

THE SPELL

49

CN:

No, no, no.

TH:

W e t a l k e d a b o u t this m o n t h s ago.

M:

Y e a h , I k n o w w e t a l k e d a b o u t it, b u t I k n o w J a m e s too.

TH:

Y o u k n o w w h a t I think about y o u a n d M a r y right n o w ? I think this i s the p a r t of the s p e l l w h e r e y o u a c c u s e h i m of b e i n g a s l o w - p o k e a n d h e a c c u s e s y o u a n d if i t ' s n o t that w a y a r o u n d h e ' s a c c u s i n g y o u of b e i n g a s l o w - p o k e a n d w h a t h a p p e n s i s y o u s t a y r i g h t w h e r e y o u ' r e at, a n d n o t h i n g c h a n g e s .

J:

I think you're r i g h t

CN:

I t h i n k t h e y s h o u l d a r g u e a l l they w a n t , b u t I t h i n k w h a t they s h o u l d d o tonight i s a g r e e o n a t i m e a n d y o u call t h e m a n d s a y that s o m e t h i n g i s o u t of that r o o m a n d b u r n e d . T h a f s it. E v e n if i f s j u s t a tiny little p i e c e .

J:

When?

TH:

W h e n you're ready.

CN:

So I'll be seeing y o u .

J:

When?

T H : H e ' s s a y i n g i n a m o n t h p r o b a b l y , b e c a u s e h e ' s g o i n g to b e back in a month. J:

Y o u ' l l be back i n a month?

CN:

I w i l l a n d g o o d l u c k to y o u b e c a u s e . . .

J:

O k a y , w e s h o u l d b e clear . . .

TH:

Y o u s h o u l d be c l e a r b y the t i m e I call y o u t o n i g h t

J:

O h y e a h , y e s . ( T u r n i n g to M a r y ) Y o u a r e g o i n g to b e s e e i n g to that.

M:

I t h o u g h t w e w e r e s u p p o s e d to d o it t o g e t h e r — w e .

TH:

W e a r e g o i n g to d e c i d e o n s o m e t h i n g .

CN:

T h e o n l y t h i n g that I w o r r y a b o u t w i t h y o u i s n o t p i s s i n g

p e o p l e off, i t ' s j u s t f i n d i n g w a y s to p i s s p e o p l e off that y o u c a n e n j o y . T h e r e ' s a little t h i n g a b o u t it. W h e n y o u get to the top i n p l a y i n g football, that p i s s e s a lot of p e o p l e off.

T H : O h , it p i s s e s a lot of p e o p l e off. Y o u k n o w w h o it p i s s e d off, B r a d ? I t p i s s e d off h i s b r o t h e r s . I ' l l bet y o u . M :

T h e y p l a y e d football too.

50

RESOURCE-FOCUSED THERAPY

T H : D o n ' t tell m e they w e r e n ' t c o m p e t i n g o v e r w h o w a s the best. J:

O n e of t h e m s a i d that I w a s the best athlete. T h a t w a s a little m o r e s a r c a s t i c t h a n w h a t e v e r , just r e a l l y , I w o u l d j u s t l i k e to...

C N : O n e t h i n g I w a n t to s a y a b o u t y o u b e c a u s e I h a v e to r u n i s that if y o u . . . y o u s a i d . . . y o u ' v e got a c r a z y p a r t too. See, I t h i n k y o u are both crazy. M:

I h a v e to be.

CN:

B u t the w h o l e trick i s h o w to enjoy y o u r c r a z i n e s s .

M:

I e n j o y it.

CN:

W e l l , j u s t get t h i s s p e l l o u t of y o u r life.

J:

I s a y that s h e u s e d to h a v e a s e n s e of h u m o u r a n d t h e n I t h o u g h t I h a d one, y o u k n o w , b u t u h . . .

TH:

A n d S a n d y j u s t s u c k e d i t r i g h t o u t of y o u r m a r r i a g e . I b e t n i n e y e a r s a g o y o u g u y s w e r e s o m e t h i n g to be a r o u n d .

C N : I ' l l tell y o u s o m e t h i n g else, w h e n y o u g u y s get it o u t of that r o o m tonight a n d b u r n it, i f s got to b e b u r n e d . Y o u ' r e g o i n g to f i n d that y o u r s e n s e of h u m o u r i s g o i n g to t e m p t y o u to n o t take it s e r i o u s l y a n d get the giggles. I t h i n k t h i s s h o u l d b e done seriously. J: CN:

I agree. Y o u s h o u l d d o that a s s e r i o u s l y a s y o u c a n be. B e c a u s e i f s g o i n g to s e e m s i l l y l o o k i n g at h i m d r a g g i n g o u t a h u g e h u n k of that f u r n i t u r e . . . a n d y o u take it s e r i o u s l y b e c a u s e this i s really serious.

TH:

S e r i o u s , a n d i f s o n l y the first step.

Comment: T h e t h e r a p i s t s c o n n o t e the task a s " s e r i o u s " a n d w a r n t h e m a b o u t l a u g h i n g . T h i s i s p a r a d o x i c a l l y i n t e n d e d to escalate the a b s u r d i t y of the task w i t h the h o p e that the c o u p l e w i l l b e u n a b l e to r e s i s t the t e m p t a t i o n s of h e a l i n g l a u g h t e r . CN:

Absolutely.

TH:

W h e n c a n I call y o u tonight to see h o w it g o e s ?

J :

A f t e r 9:00.

THE SPELL

51

T H : O K , b e t w e e n 9:00 a n d 9:30 I ' l l g i v e y o u a c a l l . J:

Okay.

TH:

T h e l a m p - s h a d e l o o k s l i k e i t ' s w i n n i n g the r a c e , b u t it d o e s n ' t m a t t e r to m e w h a t p i e c e it i s . P a r t of a p i e c e . A n d l i k e B r a d s a i d , m a y b e w e ' r e s t a r t i n g too b i g . M a y b e w e h a v e to start small. I hear y o u r point. Y o u can't just throw y o u r clothes i n a p i l e i n a c o r n e r of the b e d r o o m .

J:

Well, w e could, you know. That would provoke bringing in a n e w set of f u r n i t u r e .

T H : Y o u [ J a m e s ] c a n b e i n c h a r g e of getting it o u t of the r o o m , a n d y o u [ M a r y ] c a n b e i n c h a r g e of b u r n i n g it. T h e n y o u [ J a m e s ] c a n b o t h c h o p it u p together if y o u n e e d to, b e c a u s e y o u ' r e a pretty s t r o n g g u y a n d w i e l d i n g a n ax m a y b e i s h a r d w o r k . L o o k a t m e . I a i n ' t d o n e it i n a l o n g t i m e b u t I r e m e m b e r w h a t i t ' s a l l a b o u t . B u t u h . . . y o u be i n c h a r g e of getting it o u t of the r o o m , a n d y o u b e i n c h a r g e of b u r n i n g it u p a n d k e e p those a s h e s b e c a u s e y o u ' v e got s o m e t h i n g else y o u h a v e to d o w i t h those. O k a y ? A l r i g h t . Y o u got a job a h e a d of y o u . L e t m e s a y o n e m o r e t h i n g . If y o u b e g i n to find y o u r s e l f not d o i n g a n y ­ t h i n g w i t h this, w o u l d y o u just r e m i n d y o u r s e l f that y o u k e e p u n d e r e s t i m a t i n g h o w d a m n s t r o n g this s p e l l i s . B e c a u s e S a n d y i s a s p r e s e n t i n y o u r life r i g h t n o w a s s h e w a s n i n e y e a r s a g o w h e n s h e s a i d that y o u w o n ' t last a m o n t h . J:

I a g r e e w i t h y o u there. I . . . y o u k n o w , I ' m not b l a m i n g M a r y with anything . . .

TH:

Y o u ' r e b o t h u n d e r the s p e l l .

J:

Y e a h , b o t h of u s .

TH:

Y o u ' r e b o t h u n d e r a s p e l l , a n d that w o m a n . . .

J:

I t h a s to b e d o n e together . . .

TH:

Y o u c a n ' t d o it a l o n e . N e i t h e r of y o u c a n d o it o n y o u r o w n .

J:

I c a n ' t get h e r to d o a n y t h i n g . . .

TH:

Y o u c a n ' t d o it o n y o u r o w n , y o u d o n ' t w a n t to d o it a l o n e . T h e effect of that s p e l l i s s o s t r o n g that it m i g h t p r o v o k e y o u into a c c u s i n g the other of d r a g g i n g their feet, y o u k n o w , a n d then the n e x t t h i n g y o u k n o w y o u ' r e g o i n g a r o u n d i n c i r c l e s a n d y o u get c a u g h t u p i n the b u l l s h i t that h a s n o t h i n g to d o

52

RESOURCE-FOCUSED THERAPY w i t h the s p e l l w h i c h I t h i n k i s a t the c e n t r e of it. I c a n ' t w a i t to c a l l y o u a t 9:30 to f i n d o u t w h a t y o u d e c i d e d to b u r n .

J:

I c a n tell y o u there w i l l b e a h o l e r i g h t i n the front, s o e v e r y t i m e y o u go i n the r o o m y o u ' l l see the b u l b . . . I t w i l l j u m p o u t at u s .

T H : Y e a h , y o u ' l l see it. A n d t h e n the n e x t t i m e s o m e t h i n g e l s e — m a y b e a h o l e o n the other s i d e . Comment: L a t e r that n i g h t w e c a l l e d J a m e s a n d M a r y . T h e y h a d c u t o u t a h o l e i n the l a m p s h a d e a n d w e r e u n a b l e to stop g i g g l i n g o n t h e p h o n e . W e r e m i n d e d t h e m of the s e r i o u s n e s s of the s i t u a t i o n a n d c o n g r a t u l a t e d t h e m o n the action t h e y h a d t a k e n .

CHAPTER

FIVE

The family football game

S

e v e r a l w e e k s after the p r e v i o u s l y d e s c r i b e d s e s s i o n w i t h J a m e s a n d M a r y , w e d e c i d e d to c a l l J a m e s a n d a s k h i m to s e r v e a s a c o n s u l t a n t o n the c a s e w i t h the p o l i c e c o u p l e w h o

h a d b e e n i n s t r u c t e d to p l a y a n d f i l m a f a m i l y football g a m e . T h e y h a d b e e n u n a b l e to c o m p l e t e the a s s i g n m e n t , s o w e h i r e d J a m e s to

b e a football c o n s u l t a n t to h e l p t h e m c a r r y o u t the task. I n this consultation session, H a l a n d W a n d a

brought

their

d a u g h t e r , C o n n i e , a n d w e r e i n t r o d u c e d to o u r c o n s u l t a n t , J a m e s . T h e f o l l o w i n g a b b r e v i a t i o n s w i l l be u s e d to d e s i g n a t e p a r t i c i ­ p a n t s i n this s e s s i o n :

TH W C

= Therapist, = Wanda, wife = Connie, daughter ACT

TH:

CN = H = TH =

I: INTRODUCING

Consultant Hal, husband Therapist THE

COACH

(to C o n n i e , the d a u g h t e r ) H i , I ' m W e n d e l . I f s n i c e to m e e t y o u . O h g o s h , s h e ' s got m e a n d s h e w o n ' t let go. H o w a r e y o u a l l ?

H:

Fine.

53

54

RESOURCE-FOCUSED THERAPY

TH:

I f s g o o d to see y o u .

W:

I f s g o o d to b e b a c k .

TH:

I w a n t y o u to k n o w that w e h a v e a r a r e o p p o r t u n i t y . W e w e r e t h i n k i n g a b o u t w h a t y o u told m e o n the p h o n e a b o u t h o w it w a s difficult to get y o u r m o t h e r i n v o l v e d i n g e t t i n g t h i s assignment done.

W: TH:

Uh-huh. Actually,

that h a s t u r n e d out to o u r a d v a n t a g e

in

many

respects. W: TH:

Oh? Okay. W e h a v e the p r i v i l e g e of h a v i n g a f o r m e r p r o f e s s i o n a l football p l a y e r a s p a r t of o u r t e a m t o d a y . . .

Comment:

J a m e s , w h o s e p r e v i o u s e x p e r i e n c e s of b e i n g i n t h e r a p y

contexts o v e r the last n i n e y e a r s m a r k e d h i m as " p s y c h o t i c " , i s n o w p r e p a r i n g to enter a t h e r a p y s e s s i o n w h e r e h e is i n t r o d u c e d a s a resourceful expert a n d consultant. W :

Wow!

T H : Y e a h , h e c a m e i n at a s p e c i a l r e q u e s t to d o a c o n s u l t a t i o n w i t h u s i n w o r k i n g w i t h y o u a l l , a s a m a t t e r of fact. W :

Neat!

T H : H e p l a y e d for eight y e a r s i n the n a t i o n a l football l e a g u e , h e p l a y e d six y e a r s for A t l a n t a F a l c o n s , a n d t w o y e a r s w i t h . . . H:

What! What's his name?

TH:

James Jackson.

H:

- O h y e a h ! Y e a h . See, I ' m a n A t l a n t a fan.

TH:

N o k i d d i n g . W e ' l l get J a m e s to a u t o g r a p h the b a l l for y o u .

H :

Great!

W:

N e a t , neat.

TH:

W h a t w e were thinking was, since y o u ' r e h a v i n g some trouble getting y o u r m o t h e r i n v o l v e d , a n d s i n c e C h r i s t m a s i s r i g h t a r o u n d the c o r n e r , u h . . . w e a s k e d J a m e s to c o m e i n to h e l p y o u a little bit . . . together?

d o y o u h a v e a n y p l a y s that y o u

put

THE FAMILY FOOTBALL GAME

55

W :

I w a s w a i t i n g to k i n d of get it l i n e d o u t . . .

H :

W e w e r e . . . n o , go a h e a d . . .

W :

N o , I w a s n ' t g o i n g to try to, y o u k n o w , get C o n n i e i n v o l v e d too far a h e a d of t i m e , b e c a u s e t h e n , w e m i g h t h a v e the b e a n s s p i l l e d . I w a s j u s t t r y i n g to h a n g loose u n t i l w e k i n d of got s o m e t h i n g set, a n d of c o u r s e , n o t h i n g got set, a n d s o . . .

we

n e v e r r e a l l y w e n t that far. T H : W e w e r e t h i n k i n g w h a t a n i c e gift for y o u r D a d for C h r i s t m a s . . . is this video. W :

Yeah.

H:

Yeah.

TH:

A n d s o , I g u e s s , the b e s t t h i n g for u s to d o i s to go a h e a d a n d a s k J a m e s to c o m e i n s o h e c a n talk w i t h y o u a little bit. H e b r o u g h t h i s s o n Joey, s o t h a t ' l l b e k i n d of c o o l .

W:

W e l l . . . I w i s h I ' d c h a n g e d clothes n o w .

TH:

J a m e s J a c k s o n , I w a n t y o u to m e e t H a l , W a n d a , a n d C o n n i e .

W :

N i c e to m e e t y o u .

J:

I h a v e Joey o v e r h e r e . W h a t ' s y o u r l a s t n a m e ?

H :

Landley.

J:

Y e a h ? S o y o u ' v e h e a r d of m e ?

H :

O h yeah.

J:

I played from'73 to'81.

H :

U h - h u h . Y o u p l a y e d w h e n they h a d J o h n S m i t h a n d u h . . . let m e t h i n k w h o a l l w a s there. B i l l B r y a n t . . .

J:

Yeah.

H :

A l l those o l d - t i m e r s .

J:

Rob H a l l . . .

H :

N e d Jones . . .

J: H : J:

Jones... U h , w h o w a s the c e n t e r ? U h . . . Jessie R o b e r t first, a n d t h e n A l K r a m e r took o v e r . . . S a n d e r s f r o m G e o r g i a , I t h i n k . . . h e w a s a n o t h e r c e n t e r that p l a y e d d u r i n g t h a t . . . j u s t before I left.

56

RESOURCE-FOCUSED THERAPY

W:

W h e r e d i d y o u p l a y college b a l l ?

J:

Arkansas.

W:

O h , okay. N o w o n d e r you're a r o u n d here then.

J:

So y o u w o r k w i t h l a w enforcement.

W:

B o t h of u s d o . I j u s t got off f r o m w o r k .

J:

W h a f s y o u r last n a m e ?

H:

Landley

J:

O h , okay.

C:

M y last n a m e i s N e w l y .

W:

T h a f s right.

J:

Y o u r last n a m e is N e w l y ?

W:

Y e a h , s h e ' s f r o m m y first m a r r i a g e , so s h e h a s a different l a s t name.

J:

H e y , t h i s i s m y s e c o n d o n e h e r e . I h a d three c h i l d r e n b y m y first w i f e , a n d a s o n n o w w h o i s p r o b a b l y a y e a r o l d e r t h a n h e r . H e w e a r s g l a s s e s too.

W:

Really?

J:

So, it a i n ' t e a s y .

W:

D o e s h e g o t h r o u g h t h e m a s fast a s this o n e d o e s ?

J:

No.

W:

O h r e a l l y ? B o y , s h e c a n go t h r o u g h t h e m i n a h u r r y . H e r s a r e s o s t r e t c h e d r i g h t n o w i t ' s terrible.

J: W:

H e u h , t a k e s p r e t t y g o o d c a r e of h i s g l a s s e s . H e h a s t h i s s t r a p that m a k e s h i m able to take c a r e of t h e m . Y e a h , m a y b e so. Y e a h . S h e l e a v e s t h e m l a y i n g a r o u n d too much.

H:

T h e d o g got a h o l d of t h e m .

W:

Y e a h , the d o g c h e w e d o n o n e of h e r e a r p i e c e s a n d a l l that.

ACT TH:

II: SETTING

UP

THE

GAME

W h a t I w a s t h i n k i n g y o u c o u l d d o i s tell t h e m a s t o r y a b o u t m a y b e t e a m w o r k , a n d t h e n if w e c a n get t h e m to d e v e l o p a

THE FAMILY FOOTBALL GAME

57

p l a y , c o u l d y o u go b a c k b e h i n d the m i r r o r w i t h m e , a n d w e ' l l w a t c h t h e m o n c a m e r a a s t h e y p u t together s o m e p l a y s . A n d if t h e y r u n i n t o a j a m , y o u c o u l d c o m e b a c k i n a n d h e l p t h e m get the p l a y straight, a n d t h e n they w i l l g o o u t a n d d o it. W h a t d o y o u think, C o a c h ? J:

N o t h i n g r e a l l y c o m e s to m i n d , b e c a u s e I ' m n o t m u c h of a story-teller . . . but they k n o w , alright, first-hand about team w o r k i n the t y p e of jobs y o u h a v e . . .

H:

Uh-huh.

TH:

. . . I d o n ' t c a r e w h a t y o u d o , it i n v o l v e s t e a m w o r k . E v e r y b o d y c a n ' t b e the h e a d c o a c h , e v e n i n a f a m i l y . I t h o u g h t I w a s t h e h e a d c o a c h for y e a r s , a n d I p r o b a b l y w a s n ' t . B u t

everybody

c a n be a m e m b e r of the t e a m . E v e r y b o d y ' s got to b e a m e m b e r of the t e a m . A n d y o u n e e d that f e e d b a c k f r o m

everybody,

f r o m c e n t e r to the o t h e r s , to . . . s o m e b o d y h a s to take the i n i t i a t i v e , o r the r e s p o n s i b i l i t y , of b e i n g i n c h a r g e , y o u k n o w , b u t that m a y n o t b e 5 0 / 5 0 i n s o m e f a m i l i e s . I t m a y b e s o m e ­ thing . . . H :

A n d i n s o m e i t ' s g o i n g to b e a little bit m o r e t h a n o t h e r s . . .

J:

A little m o r e . . . y e a h .

W :

T h a f s true. I t m a k e s a lot of s e n s e .

J:

Y o u h a v e to a c c e p t that, a n d y o u h a v e to k n o w w h o

that

p e r s o n i s , a n d . . . y o u j u s t c a n ' t . . . e v e r y o n e h a s to b e s u p ­ p o r t i v e . Y o u s a i d they [the t h e r a p y t e a m ] h a d s o m e t h i n g i n mind... T H : N o , n o . . . W h a t I w a s t h i n k i n g w a s that t h e y m i g h t w o r k o n p u t t i n g a p l a y together, m a y b e . . . a n d w e c a n w a t c h t h e m o n the c a m e r a w h i l e t h e y w o r k at it, a s a f a m i l y , a n d t h e n if they get s t u c k , y o u c a n c o m e b a c k i n a n d h e l p t h e m out. J:

I ' l l tell y o u . . . Y o u c a n d o t h a t . . . B u t w h a t I h a d i n m i n d i s . . . if y o u p l a y flag football, I b r o u g h t t h i s little flag, a n d s i n c e i f s j u s t three of y o u . . . a n d y o u j u s t got off w o r k .

W :

Y e a h , a n d t h i s t i m e I s a i d , " A h , I d o n ' t n e e d to c h a n g e c l o t h e s l i k e I d i d l a s t t i m e " . So, y e a h . . . I w i s h I h a d c h a n g e d c l o t h e s n o w . I ' l l b e the q u a r t e r b a c k . Y o u d o n ' t h a v e to r u n s o m u c h .

T H : W e c o u l d get Joey to w o r k out.

58 J:

RESOURCE-FOCUSED THERAPY I b r o u g h t h i m , y e a h . . . U h . . . u h . . . that's n o t a g o o d i d e a either. I ' l l tell y o u , m a y b e a c o u p l e of w a r m - u p c a l i s t h e n i c s . And uh ...

W :

L i k e d o a p r e - g a m e w a r m - u p a n d a l l that? T h a t s o u n d s g o o d .

J:

N o t e n o u g h to tire a n y b o d y out.

W :

P l e a s e , no. I ' m a n a e m i c right n o w a n y w a y .

J:

Just a little s t r e t c h i n g a n d t h e n w e ' l l p l a y football. Y o u k n o w , w e ' l l set that u p . U n l e s s y o u h a d s o m e t h i n g that y o u w a n t e d to d o .

H :

N o , no. W e h a d n ' t . . . I ' m listening.

W :

N o , not r e a l l y . I h a d j u s t r u n s o m e little t h o u g h t s t h r o u g h m y m i n d . . . but nothing major.

T H : T h a t w a s B r a d o n the p h o n e . H e s a i d that h e w o u l d l i k e for u s to g o o u t a n d p l a y s o m e flag football, b u t before w e go, l e t ' s let t h e m take a c o u p l e of m i n u t e s a n d see if t h e y c a n c o m e u p w i t h one or two simple plays . . . by themselves, a n d then as s o o n a s t h e y ' v e got t h a t . . . y o u c a n take t h e m o u t , l e a d t h e m t h r o u g h the c a l i s t h e n i c s , a n d h a v e a little g a m e . A l r i g h t ? J:

Alright.

Comment:

T h e t h e r a p i s t s a n d the c o a c h [James] l e a v e the r o o m to

o b s e r v e a s H a l , W a n d a , a n d C o n n i e w o r k together. W :

S o u n d s g o o d . O k a y , w e h a v e to d e c i d e w h o ' s g o i n g to p l a y w h a t position.

H :

A l r i g h t . I s u g g e s t this . . .

W :

Okay, what?

H :

I ' m g o i n g to a l w a y s be the q u a r t e r b a c k .

W :

You?

H :

I ' m k i d d i n g . I ' l l let y o u be the q u a r t e r b a c k .

W :

Okay.

H :

I ' l l be the center, a n d s h e c a n b e the r u n n i n g b a c k / r e c e i v e r .

W :

D i d y o u h e a r that? Y o u ' r e g o i n g to be the r u n n i n g b a c k / receiver.

THE FAMILY FOOTBALL GAME H:

Y o u ' r e g o i n g to be the o n e that catches the b a l l .

W:

D o y o u k n o w w h a t that m e a n s ?

C:

O k a y . Y e a h , I ' l l catch it.

59

Comment: T h e f a m i l y s p e n t a b o u t 10 m i n u t e s c o m i n g u p w i t h s o m e plays, including a running a n d a passing play. T h e y d r e w diagrams of the p l a y s a n d d i s c u s s e d t h e m s o that e v e r y o n e u n d e r s t o o d their r o l e . J a m e s t h e n r e e n t e r e d the r o o m a n d told t h e m h o w i m p r e s s e d h e w a s w i t h their k n o w l e d g e of the g a m e . H e t h e n l e d t h e m o u t s i d e to p l a y a g a m e .

ACT

III: THE FOOTBALL

GAME

J a m e s , the f a m i l y , a n d the entire t h e r a p y t e a m w a l k e d to a field n e x t to the c l i n i c . T w o p a i r s of therapists j o i n e d a r m s to create g o a l p o s t s at e a c h e n d of the p l a y i n g field. O n e therapist w a s the g a m e official a n d another carried a portable video camera. Other team m e m b e r s s t o o d a l o n g the s i d e - l i n e s a n d c h e e r e d for the t e a m . J a m e s l e d the f a m i l y t h r o u g h a s e r i e s o f w a r m - u p e x e r c i s e s , a n d the g a m e official then d e c l a r e d that the g a m e w a s to b e g i n . A s the f o l l o w i n g t r a n s c r i p t i n d i c a t e s , J a m e s told the f a m i l y t e a m to b e g i n w i t h the p a s s i n g p l a y they h a d d e s i g n e d . J:

O k a y , C o n n i e t h e y ' r e g o i n g to t h r o w the b a l l . Y o u r D a d d y ' s g o i n g to t h r o w the b a l l . A l r i g h t . C o m e b a c k , a n d . . .

C :

O k a y , (giggling)

W :

W h e n I s a y , " G O " , y o u take off . . .

C :

Okay.

H :

C a n y o u g o u p there w i t h the . . .

J:

Alright.

W :

Set. H u p o n e , h u p t w o , h u p three . . .

Comment: A t t h i s m o m e n t t h e f a m i l y i n i t i a t e d i t s first p l a y . T h e m o t h e r t h r e w a n i n c o m p l e t e p a s s to the d a u g h t e r a n d the f a m i l y d e c i d e d to try the s a m e p l a y a g a i n .

60

RESOURCE-FOCUSED THERAPY

J:

U h , y e a h . C o n n i e , d o n ' t g o a s far this t i m e C o n n i e . . .

W :

Just g o r i g h t . . . r i g h t o v e r . . . c o m e o v e r this w a y . . . . O k a y ? R e a d y ? G o . Shift, set, h u p o n e , h u p t w o , h u p three, w o a h , w o a h , t u r n a r o u n d a n d stop . . . w a t c h i t . . . alright!!!!

Comment: C o n n i e a l m o s t catches the b a l l a n d the c r o w d c h e e r s . M o t h e r s h o u t s , " Y e a h , w a y to w i n a g a m e ! Y e a h S a r a h ! " P l a y c o n ­ tinues:

W :

T h i s t i m e , y o u j u s t take off that w a y . . . w e ' v e got four p l a y s for y o u to c a t c h the b a l l , a n d w h e n I tell y o u I ' m g o i n g to t u r n a n d I ' m g o i n g to h a n d y o u the b a l l , then y o u start r u n n i n g that w a y , a n d D a d d y ' s g o i n g to take off a n d r u n that w a y w i t h y o u to k e e p all the d e f e n s i v e p l a y e r s off of y o u .

C : W :

Okay. A n d t h e n y o u ' r e g o i n g to r u n d o w n there to that g o a l l i n e , a n d s c o r e . Y o u see the g o a l p o s t s d o w n there. G o a l p o s t s — c o m e to attention.

Comment: T h e f a m i l y i s d i r e c t i n g the t h e r a p i s t s i n h o w to p a r t i c i p a t e i n a r e s o u r c e f u l w a y i n the g a m e . W :

( T o d a u g h t e r ) I ' m j u s t g o i n g to g i v e it to y o u a n d y o u ' r e g o i n g to r u n t o w a r d s t h e m b e c a u s e t h e y ' r e o u r g o a l p o s t s . T h i s t i m e , I ' m j u s t g o i n g to s a y , the first t i m e I s a y , " H u p " , t h a t ' s w h e n I ' m g o i n g to t u r n a n d g i v e it to y o u . O k a y ? Set, h u p . . .

Comment: C o n n i e g r a b b e d the b a l l a n d r a n a s h a r d a s s h e c o u l d t o w a r d t h e g o a l p o s t s w i t h the c r o w d y e l l i n g " G o , G o , G o . R u n C o n n i e ! " W h e n s h e s c o r e d the t o u c h d o w n , e v e r y o n e a p p l a u d e d . W :

W a y to go! I s t h i s a r e a l football g a m e , o r w h a t ? W a y to g o . Okay. We won!

H :

W e w o n ! W e w o n ! D o y o u w a n t to d o it a g a i n ?

W :

T h a t w a s it! T h a t w a s s e r i o u s !

C :

H e y , i f s D a d d y first. M a m m a , M a m m a . . .

THE FAMILY FOOTBALL GAME

61

H:

M a m m a ' s n o t g o i n g to . . . s h e w a s the c e n t e r o n that o n e .

D:

M a m m a , i f s your turn now.

W:

O h , i f s m y t u r n to be the r u n n e r n o w , n a h . . . w e ' l l d o that o n e later. W e ' l l d o that o n e at h o m e .

H:

A r e w e g o i n g to r u n a n y m o r e p l a y s ? Y o u h a v e a p l a y for u s ? D o y o u w a n t to g i v e u s a s p e c i a l p l a y ? O r a r e y o u s a t i s f i e d with what we're doing.

J:

I a m completely satisfied w i t h this team.

W:

I a g r e e , it t u r n e d great!

C:

C a n I give D a d d y a squeeze hug?

H:

Yeah, come on.

Comment: T h e c o n s u l t a n t s u g g e s t e d

to the c o a c h a n d f a m i l y that

s i n c e t h i s w a s b e i n g f i l m e d a s a C h r i s t m a s p r e s e n t , it w o u l d b e g r e a t to h a v e a n o l d - f a s h i o n e d m o v i e e n d i n g . J a m e s w a s a s k e d to tell the t e a m w h a t h i s c o a c h u s e d to tell the A t l a n t a F a l c o n s after they w o n a big game. James h a d everyone, family a n d therapists, j o i n h a n d s a n d h e t h e n s h o u t e d out, " G o o d l u c k , g a n g , l e f s w i n t h i s t h i n g i n 9 0 ' s ! " E v e r y o n e s h o u t e d a v i c t o r y c r y . J a m e s t u r n e d to C o n n i e , h a n d e d h e r the g a m e b a l l , s a y i n g " t h i s i s for y o u " . S h e t h e n a s k e d h i m to s i g n it. F o l l o w i n g h i s s i g n i n g , s h e j u m p e d i n t o h i s a r m s w i t h a big hug. James threw his towel over his shoulder a n d w i t h h i s s o n Joey b y h i s s i d e w a l k e d off i n t o the s u n s e t , a l l r e c o r d e d i n g r a n d H o l l y w o o d style.

AFTER FOLLOW-UP

THE

WITH

GAME:

WANDA

AND

HAL

A follow-up session with W a n d a a n d H a l w a s conducted several w e e k s after the football g a m e . T h e t h e r a p e u t i c effort w a s to m a i n ­ t a i n the r e s o u r c e f u l contexts c o n s t r u c t e d i n p r e v i o u s s e s s i o n s .

ACT

I: THE

SET-UP

I n the b e g i n n i n g of the s e s s i o n , the t h e r a p i s t c o m m e n t s o n a l l the professionals w h o h a v e been i n v o l v e d i n helping this family. E a c h p r o f e s s i o n a l h a s h a d a n o p i n i o n , s o m e t i m e s c o n f l i c t i n g w i t h the

62

RESOURCE-FOCUSED THERAPY

o t h e r s . F o l l o w i n g this brief d i s c u s s i o n , the t h e r a p i s t shifts to i n t r o ­ d u c i n g the t a p e d F a m i l y F o o t b a l l G a m e a s a m a j o r r e s o u r c e for the f a m i l y . W i t h this r e s o u r c e the t h e r a p i s t c a n s u g g e s t that the r e ­ s o u r c e f u l f a m i l y o n the v i d e o t a p e is not the s a m e f a m i l y d e s c r i b e d b y other p r o f e s s i o n a l s a s p r o b l e m a t i c , h o p e l e s s , n o n - r e s o u r c e f u l . TH:

U h . . . g l a d to see y o u b a c k .

W:

I ' m g l a d to be b a c k . I d o n ' t k n o w a b o u t h i m , b u t I k n o w I a m .

TH:

A n d u n . . . w h a t w e s e e m to h a v e h e r e i s a m y s t e r y . . . y o u ' v e s e e n a lot of p r o f e s s i o n a l s i n the l a s t . . . I d o n ' t k n o w h o w l o n g for s u r e i f s b e e n . . . at least t w o p e o p l e at the M e n t a l H e a l t h C e n t e r , a n d at least o n e p s y c h i a t r i s t . U h , the t h e r a p i s t that r e f e r r e d y o u h e r e . A n d m e . T h a f s at least five that I ' m a w a r e of. T h e r e m a y b e m o r e . Y o u h a v e a p r i v a t e d o c t o r w h o ' s g i v ­ i n g y o u m e d i c a t i o n for y o u r d e p r e s s i o n . Six. Y o u ' v e got y o u r mother i n v o l v e d — s e v e n . Y o u r g r a n d m o t h e r — w h o ' s a profes­ s i o n a l o r w a s , r e t i r e d — e i g h t . A l l of the o p i n i o n s , a n d p r o b a b l y all of the v a r y i n g o p i n i o n s a n d this i s p a r t of the m y s t e r y that w e f i n d o u r s e l v e s c a u g h t i n h e r e , b e c a u s e , y o u see, o n e of the f u n n y t h i n g s that w e h a v e , i s w e h a v e a tape I w a n t to s h o w y o u , of a f a m i l y that i s a lot l i k e y o u . T h e i r d a u g h t e r , the s a m e age a s y o u r s , t h i s c o u p l e a r e a c t i v e . T h e y a r e a b l e to e n j o y t h e m s e l v e s w i t h their k i d . Y o u c a n tell that this c h i l d i s a n o r m a l k i d , a lot of e n e r g y , b u t not o u t of c o n t r o l , n e c e s s a r i l y . Y o u k n o w , the m o m a n d d a d , t h e y ' r e l i k e a l l m o m s a n d d a d s , they differ o n s o m e things, b u t t h e y ' r e b a s i c a l l y together o n the e s s e n t i a l s . A n d u h , the f u n n y t h i n g is that they l o o k j u s t l i k e y o u . B u t they d o n ' t s o u n d a n y t h i n g l i k e w h a t y o u ' v e j u s t d e s c r i b e d . G o s h , I t h i n k I ' v e got the r i g h t tape h e r e . O h , I k n o w w h e r e this c a m e f r o m . B e c a u s e the f a m i l y o n t h i s t a p e w a s n o t the f a m i l y y o u just d e s c r i b e d .

W:

G o s h , I h a t e w a t c h i n g a n d l i s t e n i n g to m y s e l f . . .

ACT II: CREATING

THE RESOURCEFUL

CONTEXT

Comment: T h e v i d e o t a p e of the football g a m e w a s p l a y e d a n d t h e t h e r a p i s t a n d f a m i l y c o m m e n t e d o n w h a t they s a w .

THE FAMILY FOOTBALL GAME

63

H:

Y o u c a n see the h a p p i n e s s too. I n e e d to b e d o i n g a lot of that.

TH:

See, this i s a f a m i l y that l o o k s g o o d to m e . W a t c h C o n n i e n o w .

TH:

(later) . . . Y o u m i g h t w a n t to w r i t e d o w n h i s n a m e — J a m e s Jackson.

W:

M y D a d d y ' s a l r e a d y s e e n the football w e all s i g n e d .

TH:

Oh?

W:

A n d C o n n i e r e a l l y e n j o y e d the g a m e , w i t h o u t getting o u t of c o n t r o l . A lot of time, if w e s h o w h e r attention i n a n y w a y , s h e w i l l j u s t l o s e it.

H:

Y o u c a n ' t d o a n y t h i n g w i t h her. I m e a n , i t ' s l i k e . . .

W:

S h e s t a y e d i n c o n t r o l that time. T h a t ' s w h a t the difference i s . S h e r e a l l y d i d w e l l that d a y .

W: TH:

S h e i s a pretty g o o d little p l a y e r . S h e h a d a g o o d time. T h i s f a m i l y h e r e o n the v i d e o is totally different f r o m the o n e y o u j u s t d e s c r i b e d to m e .

Comment: T h e t h e r a p i s t e x c u s e s h i m s e l f for d i s c u s s i o n w i t h the t e a m a n d c o m e s b a c k w i t h the f o l l o w i n g c o m m e n t s . TH:

I g u e s s ten h e a d s are better t h a n o n e . T h e y a r e t h i n k i n g a l o n g the s a m e l i n e . T h e y a l s o see t w o different f a m i l i e s . I t i s a s t h o u g h y o u r f a m i l y h a s a split p e r s o n a l i t y . Y o u ' v e g o t the f a m i l y that feels s p o o k e d . W e d o n ' t k n o w w h a t s p o o k s p e o p l e . D o n ' t k n o w w h a t sets it off. It c o u l d be a n y n u m b e r of t h i n g s . B u t the s p o o k e d f a m i l y h a s a p s y c h i a t r i s t for their d a u g h t e r , n e e d s a t h e r a p i s t for y o u , h a s a g r a n d m o t h e r w h o i s r e a l l y i n v o l v e d , to the p o i n t w h e r e it m a k e s it too h a r d for [Wanda]

to d o y o u r job; the g r e a t - g r a n d m o t h e r

you

that i s i n

there s o m e w h e r e ; the s p e c i a l i s t s at the M e n t a l H e a l t h C e n t e r . T h e y ' v e got a lot of different t h i n g s g o i n g o n . B u t , i n c o n t r a s t to this, w e h a v e the f a m i l y that p l a y s t o g e t h e r — t h e f a m i l y that w a s o n the f i l m . T h e o n e that c o u l d m a k e its o w n p l a y s a n d c a r r y t h e m out. T h a t c a n h a v e a c h i l d that c a n p l a y b a l l a n d n o t g o too far. Y o u k n o w ? I t i s s u c h a s t r i k i n g difference b e t w e e n these t w o f a m i l i e s . U h . . . w e r e a l l y d o n ' t k n o w w h a t s p o o k s y o u . I t c o u l d be a n y n u m b e r of t h i n g s . B u t a s I r e c a l l f r o m o u r

64

RESOURCE-FOCUSED THERAPY e a r l i e r c o n v e r s a t i o n s , o n e t h i n g that s p o o k s y o u i s to h a v e s o m a n y c o o k s i n the k i t c h e n .

Comment: T h e t h e r a p i s t i s a c t u a l l y s p e l l i n g o u t t w o c h o i c e s of c o n ­ text that face the f a m i l y — a n i m p o v e r i s h e d context a n d a r e s o u r c e ­ ful context. T h e f o r m e r i s c a l l e d the " s p o o k e d f a m i l y " a n d the latter i s c a l l e d the " f a m i l y that p l a y s t o g e t h e r " , the f a m i l y that w a s o n the film. W:

T h a t a n d so m a n y o u t s i d e p r e s s u r e s , r e a l l y , y o u k n o w ?

TH:

Y e s , a l l of it. A n d a l l of u s , b e c a u s e I ' m o n e too, a l l of u s " e x p e r t s " that a r e a l l a l l e g e d to k n o w w h a t t h e y ' r e d o i n g , a n d t h e y ' r e j u s t s a y i n g different things. I a m n o t s a y i n g a n y t h i n g n e g a t i v e a b o u t a n y b o d y , b u t there a r e j u s t s o m a n y different w a y s of l o o k i n g at things. T h e r e i s s u c h a t h i n g a s h a v i n g too m a n y c o o k s i n the k i t c h e n , i n c l u d i n g g r a n d m a . . . U h , a n d g r a n d p a for that matter. Y o u k n o w y o u w o r r y a b o u t y o u r D a d , t h a f s a b i g one. Y o u r b a c k g r o u n d , f r o m y o u r f a m i l y . I m e a n , a l l those t h i n g s c a n b e p a r t of this s p o o k e d f a m i l y . I n c o n t r a s t to a f a m i l y that's a t e a m . O n e of the v e r y i n t e r e s t i n g t h i n g s that J a m e s s a i d a b o u t y o u after y o u left w a s , " I ' m r e a l l y s t r u c k w i t h the fact that these p e o p l e k n o w h o w to p l a y a s a t e a m . " I ' m not m a k i n g that u p , I c a n s h o w y o u the tape, b e ­ c a u s e I t a p e d h i m s a y i n g that. I ' m s t r u c k b y that too. S o it s e e m s to m e that o u r job i s to h e l p y o u get i n t o u c h w i t h that, r a t h e r t h a n the s p o o k e d m o d e l . N o w I t h i n k at t i m e s i n y o u r p a s t , y o u ' v e b e e n a t e a m . T h e w a y y o u d e s c r i b e the first t w o y e a r s of y o u r m a r r i a g e , to m e , s o u n d s l i k e a t e a m . U h , t h i s t h r e e - w e e k p e r i o d y o u h a d less t h a n a m o n t h ago, or s o m e ­ t h i n g l i k e that, y o u w e r e w o r k i n g a s a t e a m . So, s o m e of the t h i n g s that c o u l d h a v e s p u n y o u off, m a d e y o u s p o o k , w e r e y o u w o r r y i n g a b o u t y o u r D a d ' s h e a l t h , or h i m n o t d o i n g s o well, his coaching?—that makes y o u and your M o m nervous. T h a t w o u l d b e n a t u r a l . A m o n g s t m a n y other t h i n g s . N o t e v e n c o u n t i n g the stress of b e i n g a c o p . I w a s a c o p for five y e a r s . I k n o w that s t r e s s . W e ' r e not g o i n g to e v e n a d d that. B u t t h a f s a l w a y s there. P l u s y o u g u y s h a v e b e e n t a l k i n g a b o u t m o v i n g to D a l l a s , I ' m n o t m a k i n g that u p a m I ?

THE FAMILY FOOTBALL GAME

65

W:

N o , i f s i n the b a c k g r o u n d .

TH:

See, these a r e a l l different t h i n g s that c a n k e e p y o u f r o m b e i n g a t e a m . W e k n o w there i s n o t h i n g w r o n g w i t h the f a m i l y that p l a y s together. W e t h i n k y o u g u y s h a v e it together. Y o u ' r e a n a i l - A m e r i c a n f a m i l y . I c o u l d s h o w this f i l m to a n y b o d y , a s a d e m o n s t r a t i o n of a n o r m a l f a m i l y . B u t the s p o o k e d

family

n e e d s m e d i c i n e . T h a t ' s a l l there is to it. T h e y n e e d m e d i c i n e . A n d w e ' v e got s o m e m e d i c i n e that I w a n t y o u to try for a m o n t h . T h e n I w a n t y o u to c o m e b a c k s o I c a n see y o u a g a i n . H e r e i s the m e d i c i n e . A n y t i m e that y o u feel l i k e y o u ' r e at the e n d of y o u r r o p e w i t h e a c h other o r w i t h y o u r C o n n i e , o r w i t h y o u r w e l l - i n t e n t i o n e d m o t h e r , y o u a r e to get together w i t h C o n n i e , a n d g o to the t e l e v i s i o n a n d w a t c h the tape of the f a m i l y that w a s o u t there p l a y i n g a s a t e a m . T h a t w i l l be y o u r medicine. Comment: T h e t h e r a p i s t i s b e g i n n i n g to m o v e t o w a r d s A c t I I I w h e r e a m e d i c i n e c a n be prescribed. W:

T o remind us?

TH:

T o r e m i n d y o u that y o u h a v e t h i s c a p a c i t y . See, I d o n ' t t h i n k y o u r c h i l d i s at the p o i n t of n o r e t u r n . S h e ' s 8 y e a r s o l d . G o o d ­ n e s s g r a c i o u s . P r o b a b l y t h e r e ' s s o m e difficulties, b u t t h i s s i t u ­ a t i o n i s n o t u n s a l v a g e a b l e . A n d let that b e a m e d i c i n e , w h e n t h i n g s a r e to the p o i n t w h e r e y o u ' r e r e a l l y w o n d e r i n g i f y o u ' r e g o i n g to m a k e it. C o m e together a s a t e a m , a n d w a t c h the t e a m f i l m . N o w , w e w i l l w a n t to g i v e it to y o u r D a d , b u t w e t h i n k i f s r e a l i m p o r t a n t that y o u k e e p this c o p y . I ' l l m a k e

you

a n o t h e r c o p y for y o u r father. O k a y ? B u t w e r e a l l y t h i n k that y o u n e e d the m e d i c i n e a s m u c h a s o r m o r e t h a n y o u r father. Right now. W:

S o u n d s g o o d to m e .

H:

S o u n d s g o o d to m e too.

W:

S i m p l e too. I f s n o t g o i n g to b e a lot of extra w o r k .

TH:

D o y o u see the t w o different f a m i l i e s ? B e c a u s e i t ' s s o s t r i k i n g . A n d w h e n y o u w o r k together w e l l , m a n , y o u d o it w e l l . W h i c h j u s t tells u s that y o u h a v e the c a p a c i t y . Y o u h a v e t h i s a b i l i t y .

66

RESOURCE-FOCUSED THERAPY B u t w h e n y o u ' r e s p o o k e d , y o u get a little a f r a i d . Y o u start q u e s t i o n i n g a n y little t h i n g that h a p p e n s , it gets b l o w n a l l o u t of p r o p o r t i o n .

W:

I t s e e m s t o . . . k i n d of.

TH:

Y e a h , it s e e m s to g r o w w h e n it gets g o i n g . . .

H :

N o w , I w o n d e r s o m e t i m e s , i t ' s l i k e I w a s t e l l i n g y o u that I d i d n ' t e x p e r i e n c e d e p r e s s i o n , b u t I ' v e told h e r i n the p a s t , i f s b e e n for three m o n t h s , I ' v e b e e n i n d e p r e s s i o n a n d d i d n ' t e v e n r e c o g n i z e it u n t i l I started r e a d i n g s o m e t h i n g s a b o u t d e p r e s ­ s i o n . I ' v e lost interest i n a lot o f t h i n g s , a n d s h e ' s s e e n it, b u t I d i d n ' t notice it.

W:

I t h a s b e e n a lot l o n g e r t h a n three m o n t h s t h o u g h .

TH:

T h a t w a s p a r t of y o u r letter to h i m ?

W :

N o , not r e a l l y . T h i s letter h a d t h i n g s to d o w i t h j u s t m y feel­ i n g s a b o u t things.

H :

See, the t h i n g s that got triggered f r o m the letter, got t r i g g e r e d , b e c a u s e I h a d s o m e t h i n g s that I w a n t e d to talk to h e r a b o u t a s i t u a t i o n that c a m e u p . . .

Comment: T h e c o n s u l t a n t e n t e r e d the t h e r a p y r o o m w i t h a m e s s a g e . CN:

I j u s t w a n t e d to s a y that this i s the s p o o k e d f a m i l y h e r e . Y o u r e a d that stuff a n d y o u get s p o o k e d .

Comment: F r o m this p o i n t o n , a n y i m p o v e r i s h e d d e s c r i p t i o n c a n b e a t t r i b u t e d to t h e i m p o v e r i s h e d context, that i s , t h e s p o o k e d family. H:

Uh-huh.

CN:

Y o u talk to c e r t a i n p e o p l e a n d y o u g e t s p o o k e d . Y o u t h i n k a b o u t c e r t a i n t h i n g s , y o u k n o w , c e r t a i n t i m e s i n life, t h i n g s that a r e i r r i t a t i n g , a n d y o u t h i n k a b o u t t h e m too m u c h a n d m a g n i f y t h e m , they s p o o k y o u a n d that s p o o k s t h e other p e r s o n . T h e n e v e r y b o d y gets s p o o k e d a n d i t ' s o u t o f c o n t r o l . T h a t ' s the s p o o k e d family.

TH:

. . . a n d y o u r d a u g h t e r p i c k s it a l l u p .

THE FAMILY FOOTBALL GAME CN:

67

A n d t h e n s h e gets s p o o k e d . T h e n t h e r e ' s t h i s o t h e r f a m i l y w h o is s u p e r b o w l material. I m e a n y o u h a v e a m a n [James], w h o m y s o n looked u p i n the record books, w h o s a i d , " N o w this f a m i l y i s a t e a m " . A n d I t h i n k y o u g a v e h i m the best, a n d I t h i n k i t ' s t i m e for y o u to start t a k i n g y o u r m e d i c i n e .

ACT

III: PRESCRIPTION THE

TH:

RESOURCEFUL

FOR

ENACTING



CONTEXT



Y o u h a v e j u s t d e s c r i b e d a n e x a m p l e of w h a t w h a t w e a r e t a l k ­ i n g a b o u t . I m e a n , I c a n g i v e y o u b o o k s to r e a d w h e r e if y o u read them, they w o u l d sure scare y o u — a n d be very c o n v i n c ­ ing, about depression a n d whatever. S u c h a n idea feeds o n itself. S o , w h a t w e w o u l d l i k e y o u to d o i s w h e n t h i n g s get a little f r a y e d at the e d g e s , either of y o u , w i t h the c h i l d o r the m o m , o r w i t h e a c h o t h e r , y o u r s e l f , y o u k n o w , t h e m e d i c i n e i s to w a t c h the m o v i e . A l w a y s i n the p a s t , s i n c e y o u ' v e b e e n h a v i n g difficulties, t h i n g s — n u m e r o u s different t h i n g s — w i l l h a p p e n that w i l l get y o u a little s p o o k e d o r s k i t t i s h , t h e m o r e w e talk, the m o r e , t h e r i c h e r the v a r i e t y of t h i n g s that h a v e h a p p e n e d , that c o u l d . . . a n y o n e of w h i c h c o u l d s i n k a f a m i l y .

You

k n o w ? Whether y o u think about y o u r relationship w i t h y o u r M o m , or y o u r relationship w i t h y o u r M o m a n d D a d a n d y o u r brother, a n d y o u r M o m ' s relationship w i t h her mother a n d h e r b r o t h e r , a l o n e — a n y o n e of t h o s e w o u l d b e e n o u g h . . . W:

It is a fascinating combination!

TH:

O h G o d . A n d then y o u r c h i l d comes along a n d is caught right s m a c k i n t h e m i d d l e of the s a m e k i n d of t h i n g , a n d t h e n y o u [ H a l ] c o m e o u t of y o u r first m a r r i a g e , o u t of t h e b l u e y o u a r e t o l d b y y o u r w i f e that s h e d o e s n ' t w a n t to b e m a r r i e d to y o u a n y m o r e . A n d y o u get s p o o k e d — G o d k n o w s — t h a t

would

m a k e y o u spooked. Y o u r relationship with y o u r Pop a n d y o u r f a m i l y , a n y p a r t of that, the j o b — I ' m n o t g o i n g to g o i n t o a l l of that, b u t b o t h of y o u h a v e h i g h - s t r e s s jobs. I f e i t h e r o n e of y o u h a d that job, it w o u l d b e e n o u g h , b u t y o u h a v e a l l these t h i n g s that c a n h a p p e n , that h a v e h a p p e n e d , a n d w h a t , i n a d d i t i o n to b e i n g s p o o k e d , it h a s b e e n that w h e n y o u got s p o o k e d , y o u

68

RESOURCE-FOCUSED THERAPY e n d e d u p g o i n g a n d t a l k i n g to s o m e b o d y to get h e l p . I t started i n y o u r f a m i l y , i n i t i a l l y , b u t t h e n the p r o f e s s i o n a l s after that a c c i d e n t a l l y , n o t i n t e n t i o n a l l y I ' m s u r e , i n s t e a d of h e l p i n g y o u c a l m t h i n g s , s p o o k e d y o u e v e n m o r e . I n effect, y o u got m o r e s p o o k e d . W h e n y o u ' v e three o r four p r o f e s s i o n a l s t r y i n g to h e l p , m e i n c l u d e d , w h o a c c i d e n t a l l y , i n t r y i n g to h e l p y o u , s p o o k y o u m o r e . . . . t h i n g s c a n r e a l l y b e g i n to l o o k . . .

H:

I t c a n get petty bleak.

TH:

B e a u t i f u l l y s a i d — p r e t t y b l e a k . I t c a n c l o u d y o u r a b i l i t y to see the fact that y o u c a n be a h a p p y f a m i l y . Y o u c a n b e a f a m i l y that w o r k s together w e l l , l i k e it i s o n that f i l m . T h a f s w h y the m e d i c i n e i s v e r y i m p o r t a n t this t i m e , for the n e x t m o n t h . W h e n y o u get s p o o k e d , a n d t h i n g s w i l l h a p p e n . . . y o u k n o w t h i n g s h a p p e n — t h a f s life. T h i n g s a r e g o i n g to o c c u r that w i l l r e a l l y rattle y o u r cage. A n d then h a v i n g a v e r y r a m b u n c t i o u s c h i l d w h i c h w e failed to m e n t i o n . H o w c a n I forget C o n n i e ? Before g o i n g to a p r o f e s s i o n a l , the first t h i n g y o u n e e d to d o i s r a l l y y o u r t e a m . T h a t ' s w h a t w e w a n t y o u to try. G e t together a n d w a t c h y o u r film. T h a f s y o u r medicine. T o r e m i n d y o u , a n d i f s v e r y i m p o r t a n t to k e e p r e m i n d i n g y o u r s e l f , t h a t y o u c a n b e a t e a m , i n the m i d s t of a l l t h i s c r a z y life.

H :

T h a t i s w h a t I w a s a b o u t to a s k y o u . If o n e of u s gets s p o o k e d , s o to s a y , d o w e say, " H e y , I ' m s p o o k e d a n d e v e r y b o d y get together a n d w a t c h the f i l m ? "

T H : Y o u k n o w w h a t t h i s s o u n d s l i k e ? T h i s s o u n d s l i k e a d e c i s i o n y o u r t e a m n e e d s to m a k e . N o t m e . B e c a u s e I ' m t r y i n g to let y o u g u y s b e the p r o f e s s i o n a l s for y o u r s e l f for a w h i l e . L e t u s p r o f e s s i o n a l s b a c k a w a y for a little bit. Y o u g u y s u s e y o u r o w n m e d i c i n e . Y o u k n o w w h a t to d o . Y o u c a n m a k e these d e c i ­ s i o n s . O k a y ? I r e a l l y look f o r w a r d to s e e i n g y o u i n a m o n t h o r so.

CASE

FOLLOW-UP

I n the s i x - m o n t h p e r i o d f o l l o w i n g this s e s s i o n s e v e r a l

follow-up

i n t e r v i e w s w e r e c o n d u c t e d w i t h the f a m i l y . T h e d a u g h t e r , C o n n i e , has i m p r o v e d i n conduct both at h o m e a n d i n school, a n d her grades h a v e c o n t i n u e d to i m p r o v e . W a n d a c o n t i n u e s to r e p o r t a d r a m a t i c

THE FAMILY FOOTBALL GAME

69

i m p r o v e m e n t i n h e r r e l a t i o n s h i p w i t h h e r m o t h e r a n d father a n d r e c e i v e d a p r o m o t i o n at w o r k . T h e r a p y w a s d i s c o n t i n u e d w i t h t h e u n d e r s t a n d i n g t h e f a m i l y c a n r e t u r n for a c h e c k - u p if t h e y feel it n e c e s s a r y to d o s o . T h e football g a m e v i d e o , a c o p y of w h i c h w a s g i v e n to W a n d a ' s father a s a gift, c o n t i n u e s to be a r e s o u r c e for them.

CHAPTER

SIX

A history w i t h voodoo: follow-up w i t h James and Mary

u r i n g the s e s s i o n j u s t d e s c r i b e d , the t h e r a p y t e a m , w i t h James's son observing, openly expressed h o w M ... *r

skilfully

J a m e s h a d p r o c e e d e d to c o n n e c t t h e r a p e u t i c a l l y w i t h t h e

family, a n d they repeatedly c o m m e n t e d a m o n g themselves about J a m e s ' s n a t u r a l t h e r a p e u t i c abilities. A s h e c o n t i n u e d w o r k i n g w i t h the f a m i l y , o n e o b s e r v e r c o m m e n t e d , " I f s o m e o n e w e r e w a t c h i n g a tape of t h i s w i t h o u t k n o w i n g a n y b a c k g r o u n d , t h e y w o u l d t h i n k h e w a s a superb therapist". F o l l o w i n g the football g a m e there w e r e m a n y

unanticipated

p o s i t i v e a c c o u n t s of J a m e s ' s c o n d u c t w i t h h i s o w n f a m i l y . H e w a s perceived as h a v i n g strength a n d leadership. M a r y described their son Joey as expressing genuine admiration i n w a y s he never h a d before. I n this s e s s i o n w i t h J a m e s a n d M a r y , J a m e s w a s m o r e v o c a l a n d carried himself w i t h noticeably more dignity. T h e t h e r a p i s t a n d the t e a m w e r e s u r p r i s e d b y a r e v e l a t i o n f r o m J a m e s a n d M a r y a b o u t the h i s t o r y of h i s first w i f e ' s ( S a n d y ) i n v o l v e ­ m e n t i n the p r a c t i c e of v o o d o o . T h i s i n c l u d e d a n a c c o u n t of t h e i r s e e k i n g s p i r i t u a l h e l p to b r e a k a n y " h e x " S a n d y o r h e r f a m i l y h a d p u t o n t h e m . W h a t the t h e r a p i s t h a d n o t p r e v i o u s l y r e a l i z e d w a s

71

72

RESOURCE-FOCUSED

THERAPY

that t h e r a p y h a d e n t e r e d a r e s o u r c e f u l context that w a s c o n g r u e n t w i t h the f a m i l y ' s p r e v i o u s h i s t o r y .

ACT TH:

I: THE

SET-UP

I w a s t e l l i n g B r a d a b o u t o u r last s e s s i o n , the l a s t t i m e

we

talked, a n d h e w a s very interested i n w h a t y o u h a d been tell­ i n g m e a b o u t that t i m e , a l o n g t i m e a g o , w h e n y o u w e r e j u s t h a v i n g p r o b l e m s , a n d y o u h a d f o u n d o u t that S a n d y w a s i n ­ v o l v e d i n witchcraft, or voodoo, or whatever. I don't r e m e m ­ ber. A n d y o u [ M a r y ] w e n t w i t h h i s [James] m o t h e r a n d father to H o u s t o n to talk to s o m e b o d y . H e w a s v e r y i n t e r e s t e d a b o u t that. C o u l d y o u j u s t g i v e m e a b r i e f r e t e l l i n g of that s t o r y s o h e c o u l d h e a r it f r o m y o u r a t h e r t h a n m y t r y i n g to r e m e m b e r what y o u said? J:

M a r y a n d m y m o t h e r a n d father w e n t to H o u s t o n . S h e t o l d m e w h e n , I g u e s s pretty m u c h r i g h t a w a y after t h e y h a d g o n e o v e r there, b u t I d i d n ' t k n o w w h a t w a s g o i n g o n . I d i d n ' t f o l l o w u p o n it. I d i d n ' t a s k h e r a n y t h i n g a b o u t it. N o w , a l l t h i s t i m e i s p a s s i n g , a n d it d a w n e d o n m e .

T H : Y e a h , y e a h . Y o u r e m e m b e r e d it. W h a t p r o m p t e d y o u to g o with his M o m and Dad? M :

B e c a u s e it w a s i n the c o m m u n i t y , y o u k n o w , f r o m o l d f r i e n d s of the f a m i l y , they k n e w the f a m i l y f r o m w a y b a c k , that w a s s o m e of the t h i n g s that h e r g r a n d m o t h e r . . .

TH:

H e r grandmother? Sandy's grandmother?

M:

U h - h u h . H e r g r a n d m o t h e r i s the o n e w h o r e a r e d h e r .

TH:

I see.

M:

And

s o s h e h a d a lot of c o n t r o l o v e r h e r . I t w a s

being

r u m o u r e d that w a s w h a t w a s g o i n g o n i n t h e i r s i t u a t i o n TH:

I n their?

M:

James and Sandy.

TH:

O k a y . That w a s going on—that somehow grandma, as she h a d c o n t r o l l e d S a n d y , S a n d y w a s t r y i n g to c o n t r o l

M:

U h - h u h . H i m also.

TH:

O k a y . I got y o u .

A HISTORY WITH VOODOO M :

73

A n d s h e w a s n o t e d for c o n t r o l l i n g h e r h u s b a n d . A n d J a m e s ' s m o t h e r a n d father w e r e a w a r e of the s i t u a t i o n , p l u s t h e y h a d i n f o r m e d m e , t h e y h a d a d v i s e d J a m e s , b e c a u s e of the lifestyle a n d the t h i n g s that they k n e w a b o u t the f a m i l y , the g r a n d ­ m o t h e r a n d a l l , f r o m y e a r s b a c k , not to get i n t o the f a m i l y . That he w o u l d be "eatup". A n d I think t h a f s one reason h e w a s m a d at h i s m o t h e r , w a s b e c a u s e s h e c a l l e d it. N o t b e a b l e to h a n d l e the t y p e of s i t u a t i o n . S o , m y c o u s i n o v e r i n the H o u s t o n area a n d I are v e r y close. So w e w e r e talking about the s i t u a t i o n , a n d s h e k n e w this l a d y o v e r t h e r e that s h e felt l i k e f r o m k n o w i n g h e r that s h e c o u l d s i g h t o n e o f these t h i n g s h a d t a k e n p l a c e . S o s h e d i d . S h e t a l k e d to the l a d y a n d the l a d y g a v e m e a c a l l . A n d s h e a s k e d m e to s e n d h e r a q u a r t e r i n t h e m a i l . T o h o l d i t i n m y h a n d a n d s e n d it to h e r , a n d t h e n t h a f s w h e n s h e c a l l e d m e . A n d u h , s h e a s k e d m e to c o m e o v e r t h e r e . A n d s h e told m e to b e c a r e f u l , b e c a u s e S a n d y w a s t r y i n g to d o the s a m e t h i n g to m e , b e c a u s e J a m e s w a s d e f i n i t e l y u n d e r h e r power.

TH:

G o s h , thafs amazing. So y o u went over with his m o m a n d d a d , a n d s h e t o l d y o u to b e c a r e f u l , a n d o n c e y o u got t h e r e , what did she advise you?

M :

W e l l , s h e t o l d m e that J a m e s d i d n ' t n e e d to b e a n y w h e r e n e a r S a n d y . S h e d i d n ' t n e e d to h a v e a n y t h i n g to d o w i t h h i s f o o d , a n y t y p e of h i s p o s s e s s i o n s , a n y t h i n g . A s l o n g a s s h e w a s . . .

Comment: H e r e w e f i n d s i m i l a r a d v i c e to w h a t the t h e r a p i s t h a d g i v e n r e g a r d i n g b r e a k i n g the s p e l l . T H : L i k e a b e d r o o m set? M:

A s l o n g as (everybody starts l a u g h i n g ) . . .

TH:

G o a h e a d . I d i d n ' t m e a n to i n t e r r u p t y o u .

M :

A s l o n g a s s h e w a s n e a r b y , a n d h e w a s c l o s e to h e r , s h e w o u l d b e i n full c o n t r o l of h i s life. H e w o u l d . . . S h e w a n t e d to s a y that h i s s i c k n e s s , it a p p e a r e d l i k e that, b u t it w a s n ' t a r e a l l y mental condition.

T H : M a n , this j u s t b l o w s m y m i n d . O k a y , s o w h a t d i d y o u d o w i t h that k n o w l e d g e ?

74 M:

RESOURCE-FOCUSED THERAPY I told h i m a b o u t it. A n d s h e a s k e d m e to g o to N e w O r l e a n s . I t h o u g h t it w a s s i l l y , b u t I d i d it.

TH: M:

W h y N e w Orleans? M a r i e L a v e a u x , the f a m o u s v o o d o o q u e e n , i s b u r i e d t h e r e . F o r b o t h of u s to go.

J:

I w e n t w i t h her.

TH:

T o g o to M a r i e L a v e a u x ?

J:

No, no . . .

M:

S h e ' s b e e n d e a d for y e a r s . T o go to h e r g r a v e . A n d t o u c h h e r t o m b . A n d J a m e s , h e w a s s u p p o s e d to m a r k s o m e t h i n g o n h e r t o m b , b u t h e w a s n o t s u p p o s e d to go b a c k n e a r S a n d y , b u t h e did.

TH:

A s a w a y of b r e a k i n g the s p e l l . B e c a u s e the w o m a n w a s

...

her magic w a s so strong . . . her voodoo queen. There's a song a b o u t h e r . L i s t e n , I n e e d to a s k y o u a q u e s t i o n . A r e

you

a c t i v e l y i n v o l v e d i n r e l i g i o n , o r d o y o u go to c h u r c h i n a n y way? M:

Yeah.

TH:

Which?

M:

Protestant.

TH:

B o t h of y o u a r e P r o t e s t a n t ? B o t h of y o u g o to c h u r c h r e g u l a r l y , fairly regularly, or . . .

M:

F o r the last six m o n t h s , w e h a v e n ' t b e e n g o i n g r e g u l a r l i k e w e should have, y o u know—oversleep.

J:

A n d the r e a s o n that i s . . . h a s b e e n a l l a l o n g , W e n d e l , i s that Joey gets u p e a r l y except o n S u n d a y . A n d I get u p e a r l y , w e l l , not e a r l y , b u t w e l l i n t i m e to get e v e r y b o d y

u p a n d go to

c h u r c h . Joey will not w a k e u p o n purpose, because he doesn't w a n t to get u p a n d g o to c h u r c h a n y w a y . M:

A n d h e ' s i n o n it.

J:

N o . I t j u s t s e e m s l i k e it. B u t I h a v e n ' t b e e n w a k i n g u p l a t e l y either. I ' v e j u s t b e e n . . .

TH:

H a v e y o u t r i e d u s i n g y o u r faith i n a n y w a y to battle t h i s s i t u a ­ tion w i t h S a n d y ?

M:

Uh-huh.

A HISTORY WITH VOODOO

75

TH:

Tell m e about that

M:

W e l l I guess w i t h our minister's assistance from our church, y o u ' v e p r o b a b l y s e e n s o m e a r t i c l e s i n the p a p e r — t h e R e v e r ­ e n d L y n n , h e ' s s u p p o s e to b e . . . w e l l . . . b l e s s e d w i t h t h e healing.

TH:

H e has healing power?

M:

U h , w e ' v e b e e n a d v i s e d , at l e a s t I h a v e , to p r a y , a n d c e r t a i n s c r i p t u r e s to r e a d . F o r a n y t h i n g , n o t o n l y for h e r . A n d s o , J a m e s h a d m e b e l i e v i n g s o m e of the t h i n g s h e s a y s s o m e t i m e s .

ACT TH:

II: CREATING

THE

RESOURCEFUL

CONTEXT

O k a y , so say eleven. N o , more than eleven or twelve

years

ago, y o u w e r e g i v e n s o m e a d v i c e f r o m t h i s h e a l e r . I d o n ' t k n o w w h o s h e w a s , b u t I t h i n k it w a s u t t e r l y s o u n d a d v i c e a n d if y o u h a d f o l l o w e d it, y o u w o u l d h a v e n e v e r m e t m e , a n d y o u p r o b a b l y w o u l d h a v e n e v e r e n d e d u p i n that h o s p i t a l . T h e a d v i c e w a s , a n d t h i s i s a quote, y o u s a i d , " S h e s a i d y o u w e r e n o t to s e e S a n d y , y o u w e r e n o t to h a v e a n y p o s s e s s i o n s of S a n d y ' s , n o t h i n g of h e r s , n o f o o d that S a n d y c o o k e d for y o u " . R i g h t ? A n d u h , t h a t i s i t W e h a v e a g r e e d w i t h this h e a l e r . I n a w a y , y o u h a v e b e e n p o s s e s s e d b y t h i s t r a n c e o r s p e l l , a n d the s p e l l ' s g o t to b e b r o k e n before a n y t h i n g else. T h i s h a s got to c o m e first. N o w , the k i n d of b i c k e r i n g , for l a c k of a better w o r d , t h a t y o u t w o get i n t o w h e r e M a r y feels l i k e y o u d o n ' t a s k h e r o p i n i o n of t h i n g s , o r y o u m a y feel l i k e h e ' s n o t a c c e s s i ­ b l e to y o u , y o u k n o w , w h e n y o u try to talk to h i m , t h a f s p a r t of this. Y o u a r e f r o z e n b y t h i s t h i n g . . . b y t h i s s p e l l . I n fact, I d o n ' t w a n t to get i n t o this i n d e p t h , b u t e v e n s o m e of t h e t e a m a r e of t h e m i n d that this s p e l l i s s o s t r o n g that it h a s e v e n affected y o u r g o i n g to c h u r c h . Y o u k n o w , M a r y , for a l o n g t i m e , y o u w e r e the o n e w h o w a s u p o n S u n d a y s a n d y o u w e r e r e a d y to go. N o w y o u a r e l a y i n g i n the b e d , a n d y o u [ J a m e s ] a r e u p . I t i s s u c h a p o w e r f u l s p e l l that it h a s got to b e b r o k e n , a n d the o n l y w a y y o u ' r e g o i n g to b r e a k this s p e l l i s b y getting r i d of those p o s s e s s i o n s — w h a t e v e r t h e y h a p p e n to be. F o r e x a m p l e , n o t o n l y y o u r b e d r o o m set w h i c h , I t h i n k , t h a f s j u s t got to go. A n d if S a n d y e v e r g a v e y o u — f o r

example,

you

76

RESOURCE-FOCUSED THERAPY r e m e m b e r o n e t i m e y o u m e n t i o n e d o l d c l o t h e s that J a m e s s o m e t i m e s w o u l d p u t o n ? R i g h t ? I ' m s u s p e c t i n g that S a n d y m i g h t h a v e e v e n h e l p e d h i m b u y those clothes.

M:

She probably did.

Comment: G i v e n the f a m i l y h i s t o r y w i t h r e s p e c t to v o o d o o , t h e p r e ­ v i o u s l y c o n s t r u c t e d r e s o u r c e f u l context i s further m a i n t a i n e d a n d s o l i d i f i e d . T h i s e n a b l e s the therapist to r e t u r n the c o u p l e to the task at h a n d : getting r i d of the b e d r o o m f u r n i t u r e .

ACT III: PRESCRIPTION THE RESOURCEFUL TH:

FOR ENACTING

CONTEXT

A n d if i f s a n y t h i n g that S a n d y ' s i n v o l v e d i n b u y i n g , it h a s got to go. B e c a u s e a s the h e a l e r told y o u l o n g a g o , the w o m a n f r o m H o u s t o n , s h e s a i d , a s i d e f r o m g o i n g to M a r i e L a v e a u x ' s g r a v e , s h e s a i d that y o u r a d v i c e i s n o t to see S a n d y , d o n ' t t a k e a n y t h i n g of S a n d y ' s , n o p o s s e s s i o n s of S a n d y ' s , n o food f r o m S a n d y . . . I t h i n k t h i s h e a l e r w a s o n to s o m e t h i n g .

J:

W e l l y o u m i g h t be. Y o u t h i n k a r o u n d that h o u s e , t h e gifts I h a v e . . . the p i t c h e r a n d b o w l i n the b e d r o o m , t h e y g a v e u s that. A n d that t h i n g , y o u k n o w , o n the w a l l , d i d n ' t t h e y g i v e u s that?

M:

T h o s e a r e t h i n g s s u p p o s e d l y that the c h i l d r e n g a v e u s .

TH:

T h e c h i l d r e n a r e o n e t h i n g , b u t if it i s f r o m S a n d y , t h a f s a n e n t i r e l y different t h i n g .

M:

H e ' s t a l k i n g a b o u t these t h i n g s that y o u d o n ' t w a n t to p a r t w i t h . U h , l i k e these o l d c l o t h e s . . .

TH:

I ' m t a l k i n g a b o u t a n y t h i n g that S a n d y h a d a h a n d i n p u t t i n g i n y o u r h a n d s . A n d if y o u ' r e the s o r t that c a n ' t b e a r . . . n o w t h i s i s m e t a l k i n g , t h i s i s n ' t the t e a m . . . d e s t r o y i n g s o m e t h i n g t h a f s v a l u a b l e , g i v e it to G o o d w i l l [a c h a r i t y o r g a n i z a t i o n ] . M y p o i n t i s , to get it o u t of the h o u s e . A n d y o u t w o h a v e got to do something.

M:

W e l l , I t h i n k t h a f s p a r t of the t h i n g w i t h the b e d r o o m set.

A HISTORY WITH VOODOO TH:

77

I f s n i c e , y e a h . B u t l o o k w h a f s it h a s b e e n d o i n g to y o u for t e n y e a r s . I a m c o n v i n c e d of this.

J:

I agree. I agree.

TH:

A n d w h e n y o u get b a c k h o m e a n d if the t w o of y o u c a n ' t c o m e to a n a g r e e m e n t a b o u t w h a t y o u ' r e g o i n g to d o a b o u t it, t h a f s just a c o m m e n t about h o w strong this spell is, because I don't c a r e h o w n i c e i t i s , if i f s c a u s i n g t h i s k i n d of m i s e r y w h e r e y o u c a n ' t e v e n get together . . .

J:

W h a t M a r y ' s s a y i n g , s h e t h i n k s that I ' m too a t t a c h e d to it. I feel i f s too n i c e to get r i d of. B u t t h a t . . . u n d e r t h e s e c i r c u m ­ s t a n c e s , t h a f s p r o b a b l y n o t the c a s e . ( T u r n i n g to M a r y ) D o n ' t y o u feel that I ' m too a t t a c h e d , b e c a u s e i f y o u ' r e t h i n k i n g l i k e that, j u s t d o n ' t t h i n k l i k e that.

T H : W h a t c o u l d y o u d o to d e m o n s t r a t e that, J a m e s ? T o d e m o n ­ strate t h a t y o u ' r e n o t that a t t a c h e d . J:

I f I d o l i k e y o u s a i d a l l a l o n g , start h a u l i n g it o u t of there, t h e n that w o u l d let h e r k n o w h o w I feel a b o u t it.

M :

If y o u . . .

J:

See, s h e ' s still h u n g u p o n " I f I w o u l d d o t h a f ' .

M :

L e t m e tell y o u w h y , W e n d e l . T h e s e o l d c l o t h e s that h e p u l l s o u t , i n o n e g r o u p , it w a s r i d i c u l o u s . E v e r y t i m e h e w o u l d get i n a n u p r o a r , h e w o u l d p u t these t h i n g s o n . A n d w h e n w e ' d s e e these c l o t h e s , w e k n e w .

T H : Y o u see, I w i l l bet y o u m o n e y that those c l o t h e s w e r e b o u g h t w h e n he w a s with Sandy. M :

Y e a h , they w e r e .

T H : A n d m a n . I ' m t e l l i n g y o u w h a t , the facts a r e the facts, y o u guys have been in suspended animation. M :

S o m e of t h o s e clothes, I d i d m a n a g e to get t h e m o u t of t h e h o u s e w h i l e w a s i n the h o s p i t a l — t h e first t i m e h e w e n t to t h e h o s p i t a l . A n d h e b r i n g s that b a c k to m e . " W h a t h a p p e n e d to m y c l o t h e s , y o u ' d better go get t h e m . R i g h t n o w ! "

J:

T h e s e s h i r t s , i n p a r t i c u l a r , a n d there w e r e s o m e s h o e s a n d t h i n g s , b u t those s h i r t s w e r e m o r e l i k e e n t e r t a i n e r s h i r t s . L i k e James Brown, and so on.

78 TH:

RESOURCE-FOCUSED THERAPY Y o u k n o w w h a t B r a d told m e one time? Just a few m i n u t e s ago, w e w e r e t a l k i n g a b o u t h o w c e r t a i n w i t c h d o c t o r s h a d s u c h p o w e r s that they w o u l d p u t a h e x o n the front d o o r of a p e r s o n ' s h o u s e , a n d t h e y w a l k e d t h r o u g h the d o o r the v o o d o o w o u l d be p u t o n t h e m i n that w a y . S o a s y o u talk a b o u t s h o e s a n d s t u f f — l o o k , if it w a s S a n d y that g a v e it to y o u , it h a s g o t to go. L i s t e n , y o u a r e not to see h e r , y o u ' r e n o t to k e e p a n y p o s s e s s i o n s that s h e g a v e y o u o r j o i n t l y to b o t h of y o u . N o food, n o t h i n g .

J: CN:

Well, uh . . . I j u s t w a n t to c o m e i n here. M y v o i c e i s w e a k , b u t m y m e s s a g e is strong.

TH:

S h e p r o b a b l y p u t the v o o d o o o n y o u r v o i c e .

CN:

T r u e , b u t t h e r e ' s t w o o t h e r s b a c k there [ t e a m m e m b e r s ] w h o h a v e lost t h e i r v o i c e s too. T h e r e i s o n e t h i n g that w a s s a i d that i s s o i m p o r t a n t that it k n o c k e d u s o u t of o u r seats a n d I ' m h e r e j u s t to a d d m y v o i c e to the s t r e n g t h of W e n d e l ' s v o i c e . W h i c h i s , a n d I d o n ' t k n o w w h e t h e r y o u folks b e l i e v e i n v o o d o o o r if y o u b e l i e v e i n s p i r i t s or if y o u b e l i e v e i n faith, b u t t h e r e ' s s o m e t h i n g g o i n g h e r e that a l l o w s p e o p l e f r o m ten y e a r s a g o a n d o t h e r s n o w to s a y get that stuff out. A n d that it d o e s h a v e s o m e k i n d of h o l d o n y o u . I t ' s h o l d i n g y o u r life u p a n d

right

n o w i s a critical t i m e b e c a u s e w e a l l k n o w w h a f s g o i n g o n , the s p e l l ' s g o i n g to get tighter. S o n o w i s the t i m e to a c t W e t a l k e d a b o u t y o u f o l k s g o i n g h o m e r i g h t n o w , r i g h t this m i n u t e , a n d w h e n y o u get h o m e , w e ' r e g o i n g to sit h e r e a n d w a i t for y o u , y o u c a l l u s a n d s a y " w e ' r e h o m e " a n d y o u tell u s w h a t y o u ' r e g o i n g to d o to get r i d of that stuff r i g h t n o w . T h a t w a y w e c a n b e h e r e a s a little extra s t r e n g t h . . . TH:

T o h e l p y o u b r e a k this s p e l l .

CN:

See, I h a v e a h u n c h , p a r t of that g o i n g to N e w O r l e a n s to s e e the g r a v e of M a r i e L a v e a u x w a s to g i v e y o u a little s t r e n g t h to b e a b l e to s a y n o to this hex. Y o u d i d n ' t h a v e the s t r e n g t h , b e c a u s e y o u d i d n ' t go, d i d y o u ?

J:

W e went.

CN:

D i d y o u feel the s t r e n g t h ?

A HISTORY WITH VOODOO J:

79

W e l l , I ' l l tell y o u . W e w e r e n ' t m a r r i e d t h e n , I w a s k i n d o f . . . I d o n ' t e v e n k n o w if I w a s d i v o r c e d , w a s I ?

M :

No.

J:

T h a t w a s k i n d of w h e n e v e r y t h i n g w a s j u s t d r a g g i n g .

CN:

T h a t w a s b e c a u s e y o u d i d n ' t b e l i e v e that this t h i n g c o u l d h o l d y o u for ten y e a r s .

TH: CN:

Y o u c o u l d n ' t b e l i e v e it. See, I t h i n k that y o u n e e d to get it o u t . Y o u h a v e to get it out. G o h o m e . C o u l d y o u g u y s d o that? C o u l d y o u d o that?

TH:

T h e n call us.

CN:

W e a r e g o i n g to s t o p e v e r y t h i n g . W e ' r e g o i n g to freeze o u r t i m e a n d w e ' r e g o i n g to sit h e r e a n d w a i t . A n d y o u c a l l u s a n d let u s k n o w h o w y o u a r e d o i n g .

TH:

G o i n the b e d r o o m , t h e n c a l l a n d tell u s w h a t it i s y o u ' r e d o i n g .

J:

O k a y , t h a f s fine.

TH:

A n d d o n ' t let S a n d y get the t w o o f y o u a t o d d s w i t h e a c h other, so that y o u d o n ' t c a r r y this o u t , if y o u u n d e r s t a n d w h a t I ' m s a y i n g . B e c a u s e if t h e r e ' s a n y t h i n g to this, it i s p r i o r i t y o n e . I f s got to h a p p e n .

M:

Y o u s a y the w h o l e b e d r o o m set t o d a y o r j u s t o n e p i e c e ?

TH:

I ' m s a y i n g it i s t i m e take a c t i o n .

J:

O k a y , let m e tell y o u w h a t I ' m g o i n g to d o . I ' m g o i n g to get h o m e a n d I ' l l c a l l before w e d o a n y t h i n g . I ' m g o i n g to n a r r o w d o w n s o m e c l o t h i n g o u t of m y closet. B u t I ' m n o t g o i n g to h a v e y o u h o l d before w e e v e n get s t a r t e d .

TH:

A n d tell u s w h a t y o u ' r e a b o u t to g e t . . . b e c a u s e if y o u s t i c k to w h a t w e h a d s a i d . . . i s that y o u ' r e g o i n g to b u r n it a n d k e e p the a s h e s .

CN:

L e f s get g o i n g .

TH:

O h l i s t e n , b y the w a y

J:

Y o u c a n k e e p the lighter, o k a y ? ( l i g h t i n g a cigarette, t h e n

...

h a n d i n g the lighter to W e n d e l ) TH:

T h a n k s , James.

80 CN:

RESOURCE-FOCUSED THERAPY I w o u l d l i k e to s u g g e s t that y o u t w o o n l y d i s c u s s w h a t y o u ' r e g o i n g to d o w h e n y o u get h o m e b e c a u s e i f s g o i n g to b e e a s y to drift into t a l k i n g a b o u t other t h i n g s , b e c a u s e i f s close to lunch...

J:

I k n o w , I k n o w . B e c a u s e s h e i s g o i n g to start t a l k i n g a b o u t h o w m u c h w o r k s h e ' s got to d o i n h e r j o b . . . b u t I ' m g o i n g to the closet a n d I ' m g o i n g to take c a r e of that. A i n ' t n o t h i n g i n her c l o s e t . . .

T H : O k a y . B u t d o n ' t y o u hesitate, b e c a u s e t h a f 11 s i g n a l to h e r that y o u d o n ' t w a n t to. J:

I think t h a f s w h a t she's thinking right n o w . T h a t I ' m attached to this.

W R : B u t y o u ' r e g o i n g to s h o w h e r . J:

I f s t i m e for a c t i o n . N o m o r e l i p - s e r v i c e .

CASE

FOLLOW-UP

D u r i n g the t w o w e e k s after t h i s s e s s i o n , J a m e s a n d M a r y g r a d u a l l y r e m o v e d e a c h p i e c e of the b e d r o o m set left to J a m e s b y S a n d y d u r ­ i n g the d i v o r c e settlement, b u r n i n g t h e m o n e b y o n e i n the fireplace. D u r i n g the p a s t six m o n t h s they r e p o r t h a v i n g h a d v e r y little c o n ­ tact w i t h S a n d y . I n s e s s i o n s , w h i c h w e r e h e l d m o n t h l y , M a r y a n d James became m o r e spontaneous w i t h each other a n d described a s t e a d y i m p r o v e m e n t i n their r e l a t i o n s h i p . J a m e s h a s n o t r e t u r n e d to the h o s p i t a l for m o r e t h a n t w o y e a r s . H e h a s e n r o l l e d i n a n i n t r o ­ d u c t o r y c o u n s e l i n g c l a s s at a l o c a l u n i v e r s i t y .

CHAPTER

SEVEN

Training exercises for developing the therapist's creativity and resourcefulness Bradford R Keeney & Wendel A. Ray

W

e h a v e u s e d the f o l l o w i n g e x e r c i s e s to h e l p t h e r a p i s t s practice a n d develop rhetorical skills a n d

therapeutic

strategies. A l l of these e x e r c i s e s e n c o u r a g e t h e r a p i s t s to

u t i l i z e their i m a g i n a t i o n a n d c r e a t i v i t y . W h e n p r a c t i c i n g these e x e r ­ cises therapists s h o u l d not w o r r y about whether their responses are c l i n i c a l l y s o u n d , safe, a p p r o p r i a t e , o r e v e n e t h i c a l . T h e s e e x e r c i s e s a r e for h e l p i n g to l o o s e n the t h e r a p i s t ' s a t t a c h m e n t to c l i c h e s , r e c i p e s , a n d r o u t i n e w a y s of b e i n g i n a s e s s i o n . L i k e the e x e r c i s e s c o n d u c t e d i n a s c h o o l of p e r f o r m i n g arts, t h e r a p i s t s s h o u l d free t h e m s e l v e s to p r a c t i c e e x e r c i s i n g their i n v e n t i v e n e s s . F o l l o w i n g t h e p r a c t i c e of a n e x e r c i s e , t h e r a p i s t s m a y a n a l y s e , c r i t i q u e , a n d d i a ­ l o g u e a b o u t the u t t e r a n c e s that c a m e forth. W e h a v e u s e d these e x e r c i s e s i n a v a r i e t y of t r a i n i n g settings, including graduate course work, postgraduate clinical training pro­ g r a m s , a n d w o r k s h o p s . T h e e x e r c i s e s a r e n o t a s u b s t i t u t e for t r a i n ­ i n g . W e r e g a r d l i v e s u p e r v i s i o n of c l i n i c a l c a s e w o r k to b e the m o s t i m p o r t a n t l e a r n i n g s t r u c t u r e for t r a i n i n g t h e r a p i s t s . T h e s e e x e r c i s e s a r e a s u p p l e m e n t to t r a i n i n g that a i m to h e l p liberate a n d e x p a n d the t h e r a p i s t ' s i m a g i n a t i o n a n d c h o i c e s of c o n d u c t T h e y a r e p r e ­

81

82

RESOURCE-FOCUSED THERAPY

s e n t e d i n s k e l e t a l f o r m s o that t h e r a p i s t s m a y m o r e e a s i l y m o d i f y a n d u s e these e x e r c i s e s i n a n y w a y that m a y h e l p the b r i n g i n g forth of r e s o u r c e f u l n e s s i n t h e r a p y .

"Getting 1.

Unstuck"

B r e a k into g r o u p s of 3 - 5 p e o p l e a n d c o m e u p w i t h s e v e r a l ex­ a m p l e s of h o w t h e r a p i s t s get s t u c k i n their w o r k . F o r e x a m p l e , p a r t i c u l a r w a y s of getting s t u c k to a n i d e a , belief, t e c h n i q u e , o r i e n t a t i o n , a n d s o forth, c a n b e e l a b o r a t e d .

2. C o m e u p w i t h a n i n t e r v e n t i o n that a d d r e s s e s e a c h e x a m p l e of being stuck. 3. S h a r e f i n d i n g s w i t h other g r o u p s . 4. C h o o s e s e v e r a l e x a m p l e s w i t h i n t e r v e n t i o n s to be p e r f o r m e d a s a s i m u l a t e d s e s s i o n i n front of the w h o l e t r a i n i n g class.

"Creating Lines for Client Provocations" 1.

M a k e a list of p o s s i b l e utterances f r o m c l i e n t s that m a k e y o u s q u i r m o r u n c e r t a i n as to w h a t y o u w o u l d s a y . F o r i n s t a n c e : " I ' m not sure therapy is doing m e any g o o d . " " I thought about killing myself."

" I d o n ' t k n o w if y o u c a n h e l p m e . "

2. F o r e a c h c l i e n t p r o v o c a t i o n , create at least five different t h e r a ­ peutic comeback lines.

"Creating a Case Dialogue" 1.

H a v e the entire g r o u p b r e a k into t w o l i n e s of c h a i r s , f a c i n g o n e a n o t h e r . O n e l i n e of trainees i s to a s s u m e the v o i c e of " t h e c l i e n t " w h i l e the other l i n e of trainees a s s u m e s " t h e t h e r a p i s t ' s " v o i c e .

2. A n y p e r s o n i n the client l i n e m a y s a y o n l y o n e line. T h e n e x t l i n e m u s t c o m e f r o m a p e r s o n i n the t h e r a p i s t l i n e . A n d so o n , b a c k a n d forth, i n a f a s h i o n that creates a t h e r a p e u t i c c o n v e r s a t i o n . T h e p e r s o n w h o offers a l i n e m u s t w a i t i n s i l e n c e u n t i l after a n o t h e r p e r s o n i n h i s or h e r l i n e h a s u t t e r e d a s u b s e q u e n t l i n e .

TRAINING EXERCISES

83

3. A l l m e m b e r s of a l i n e a r e to listen to the v o i c e s of t h e i r l i n e a s the v o i c e of o n e p e r s o n . O n e w h o l e l i n e i s a w h o l e c l i e n t a n d a n o t h e r w h o l e l i n e i s a w h o l e therapist.

''Talking with Meaningful 1.

Noise: Creating

Theory"

H a v e the g r o u p p u t o n a b l a c k b o a r d a list of m e t a p h o r s that i n d i c a t e the m o s t i m p o r t a n t k e y t e r m s u s e d to u n d e r s t a n d t h e r a ­ peutic change.

2. M e m b e r s a r e t h e n to create theoretic s e n t e n c e s a n d g e n e r a l i z a ­ tions b y s t r i n g i n g together a n y of the a b o v e d e r i v e d t e r m s . N o other w o r d s c a n be u s e d other than " t h e " , " i f " , " a n " , " a n d " , a n d s o forth.

"Creating Hypnotic/Trance 1.

Injunctions"

T h e g r o u p i s to m a k e a l i s t of m e t a p h o r s a s s o c i a t e d w i t h h y p ­ notic e x p e r i e n c e .

2. C r e a t e s t r i n g s of s e n t e n c e s , s e n s i c a l a n d / o r n o n s e n s i c a l , that c o n n e c t these m e t a p h o r s together. S a y t h e m a s i f t h e y

were

trance injunctions.

"Imagining 1.

the Impossible as Possible"

E a c h p e r s o n i s to create a l i n e , i n t e r v e n t i o n , o r e x p l a n a t i o n that o n e c o u l d n e v e r i m a g i n e s a y i n g to a client. I t m a y be c o n s i d e r e d i m p o s s i b l e b e c a u s e o n e t h i n k s it i s too w i l d , d a n g e r o u s , u n ­ comfortable, or whatever.

2. T h e g r o u p t h e n i n v e n t s a n i m a g i n a r y case s t o r y that d e m o n ­ strates h o w that " i m p o s s i b l e " l i n e or i n t e r v e n t i o n w o u l d m a k e s e n s e a n d b e r e s o u r c e f u l i n the context of the i n v e n t e d c a s e story.

"Imagining 1.

the Safe Therapeutic Line as

Dangerous"

E a c h p e r s o n i s to create a list of three " s a f e " t h e r a p e u t i c l i n e s . F o r instance:

84

RESOURCE-FOCUSED THERAPY " H o w are y o u today?"

" I understand what you mean."

' T a k e a d a y off for y o u r s e l f . "

2. T h e g r o u p t h e n creates c l i n i c a l case stories d e m o n s t r a t i n g h o w these " s a f e " l i n e s m a y b e d a n g e r o u s i n a p a r t i c u l a r context.

"Therapy for Movie Scenes'' 1.

E a c h g r o u p f i n d s a 1-5 m i n u t e e x c e r p t f r o m a p o p u l a r m o v i e that i s a c l e a r s e t - u p o r A c t I. I t d o e s n o t h a v e to be the b e g i n n i n g of a m o v i e . W h a t i s i m p o r t a n t i s that i t i s a n e x c e r p t that d o e s n o t r e q u i r e that the o b s e r v e r p r e v i o u s l y h a v e s e e n the w h o l e f i l m . T h e e x c e r p t o n its o w n p r e s e n t s a c l e a r l y d e f i n e d p r o b l e m a t i c s i t u a t i o n i m p l y i n g the n e e d for r e s o l u t i o n .

2. T h e g r o u p t h e n creates a n i m a g i n a r y m i d d l e a n d final s c e n e that resolves the problem.

"Making 1.

Connections"

T h e c l a s s d i v i d e s itself into three g r o u p s w h o go to s e p a r a t e p l a c e s to c o n d u c t different tasks.

2. T h e first g r o u p i n v e n t s five m i n u t e s of a h y p o t h e t i c a l c o n v e r s a ­ t i o n i n the b e g i n n i n g of t h e r a p y . T h e s e c o n d g r o u p i n v e n t s a n i n t e r v e n t i o n n o t d e s i g n e d for a n y p a r t i c u l a r s i t u a t i o n . ( N o t e : T h e s e c o n d g r o u p h a s n o a w a r e n e s s of the first g r o u p ' s c o n v e r ­ sation.) 3. A l l three g r o u p s

c o m e together a n d the first g r o u p

enacts

the t h e r a p e u t i c c o n v e r s a t i o n . F o l l o w i n g that c o n v e r s a t i o n , t h e s e c o n d g r o u p acts a s a c o n s u l t a n t a n d s a y s the f o l l o w i n g ,

"we

w a n t y o u to d o the f o l l o w i n g task. W e ' l l p r e s e n t it to y o u a n d let y o u t h i n k a b o u t it w h i l e w e go take a s h o r t c o n s u l t a t i o n b r e a k . W e ' l l t h e n s e n d s o m e o n e i n to e x p l a i n the t a s k . " T h e s e c o n d g r o u p t h e n p r e s e n t s the i n t e r v e n t i o n t h e y h a d i n v e n t e d . 4. T h e t h i r d g r o u p l e a v e s the r o o m a n d i n v e n t s s o m e w a y of c o n ­ n e c t i n g the i n t e r v e n t i o n to the c o n v e r s a t i o n so that it h a s m e a n ­ i n g . W h e n t h i s is d o n e , t h e y r e t u r n a n d p r e s e n t it to the w h o l e group.

TRAINING EXERCISES

Creating

85

"LIST"

W h e n c l i n i c i a n s talk to o n e a n o t h e r i n a t r a i n i n g context, it m a y b e i m p o r t a n t to note that there a r e those o c c a s i o n s w h e r e t a l k i s fo­ c u s e d m o r e u p o n t h e o r y , w h i l e o t h e r t i m e s it i s f o c u s e d m o r e u p o n p r a c t i c e . W e h e l p trainees m a n a g e c l i n i c a l i n f o r m a t i o n b y a h e u r i s ­ tic that o r d e r s d e s c r i p t i o n s of t h e r a p y i n t o four categories: L:

Lines

I:

Intervention

S:

Strategy

T:

Theory T h i s a c r o n y m , L I S T , p r o v i d e s a n efficient w a y of o r g a n i z i n g t a l k

a b o u t the c l i n i c a l s i t u a t i o n i n a w a y that i s c o n d u c i v e to the p r a c t i c e of R F T . I n a g r o u p s e t t i n g s t u d e n t s a r e e n c o u r a g e d to p r a c t i s e r e c ­ o g n i z i n g w h e n s o m e o n e i s t a l k i n g a b o u t a specific t h e r a p e u t i c l i n e (i.e. the specific w o r d s that a r e s p o k e n ) a n d w h e n o n e i s a r t i c u l a t i n g a n u n d e r s t a n d i n g of theory. T h e y a l s o p r a c t i s e i d e n t i f y i n g t a l k c o n ­ c e r n e d w i t h c r e a t i n g a strategy a i m e d a t m o v i n g c l i e n t s f r o m A c t I ( a n i m p o v e r i s h i n g c o n v e r s a t i o n ) into A c t I I ( t o w a r d s a m o r e r e ­ s o u r c e f u l c o n v e r s a t i o n ) . A n d , finally, they p r a c t i s e i d e n t i f y i n g a n d c r e a t i n g t a l k that a s p i r e s to p r o v i d e a n i n t e r v e n t i o n for e n a c t i n g a r e s o u r c e f u l context.

"Using a Storyboard in Therapy" 1.

S i m u l a t e a c l i n i c a l s e s s i o n w h e r e there a r e c l i e n t s , a t h e r a p i s t , a n d a story-keeper.

2. T h e s t o r y - k e e p e r u s e s a b l a c k b o a r d o r p o s t e r b o a r d to k e e p t r a c k of the f l o w o f c o n v e r s a t i o n i n t h e r a p y . H e o r s h e m a y i n t e r r u p t at a n y t i m e to a s k c l a r i f y i n g q u e s t i o n s s u c h as: " W h a f s the o p e n i n g c h a p t e r ? "

" W h o a r e the m a i n c h a r a c t e r s ? "

" W h e n d i d this story b e g i n ? "

" C a n w e m o v e into the n e x t c h a p t e r ? "

" D i d y o u j u s t g o b a c k to the i n t r o d u c t i o n a g a i n ? "

N o t e that the s t o r y - k e e p e r i s r e a l l y a c o - t h e r a p i s t b u t d o e s n o t

86

RESOURCE-FOCUSED THERAPY e x p l i c i t l y a s s u m e that role. H e o r s h e acts m o r e l i k e a r e p o r t e r w h o o n l y a s k s q u e s t i o n s to h e l p k e e p the s t o r y clear.

"Fortune Cookie Therapy" 1.

A g r o u p of trainees w r i t e t w e l v e q u e s t i o n s or s t a t e m e n t s f r o m the p e r s p e c t i v e of the c l i e n t o n i n d e x c a r d s ( o n e s e n t e n c e p e r c a r d ) . T h o s e are t h e n p l a c e d i n a b o w l .

2. A t h e r a p y case s i m u l a t i o n i s e n a c t e d u s i n g o t h e r t r a i n e e s w h o h a v e n o k n o w l e d g e of w h a t the c a r d s state. A t a n y m o m e n t , the client p e r f o r m e r s m a y r e a c h into the b o w l a n d r a n d o m l y select a c l i e n t c a r d w i t h a q u e s t i o n or s t a t e m e n t o n it. T h i s is t h e n u t t e r e d a s if it w e r e p a r t of the o n - g o i n g c o n v e r s a t i o n . 3. T h e p r o c e d u r e m a y b e r e v e r s e d , w h e r e the t w e l v e c a r d s a r e s t a t e m e n t s / q u e s t i o n s w r i t t e n f r o m the p e r s p e c t i v e of the t h e r a ­ pist's voice.

"How To Learn a Style of Therapy; Part One" 1.

C h o o s e a c l a s s i c c a s e s t u d y that i s i n s p i r i n g to y o u . T h e case m a y be t r a n s c r i b e d i n a p u b l i s h e d b o o k or a v a i l a b l e a s a t r a i n i n g tape.

2. M e m o r i z e the w h o l e case. 3. P e r f o r m the c a s e a n d a s s u m e the v o i c e s of a l l c h a r a c t e r s . Set u p different c h a i r s a n d m o v e f r o m c h a i r to c h a i r i n o r d e r to e n a c t the w h o l e s e s s i o n . 4. W h e n y o u h a v e m a s t e r e d a p a r t i c u l a r t h e r a p y s e s s i o n , try i m ­ p r o v i s i n g o n it.

"How to Learn a Style of Therapy: Part Two" 1.

P e r f o r m a n i m a g i n a r y s e s s i o n of a p a r t i c u l a r s c h o o l of t h e r a p y , e x p r e s s i n g a l l the v o i c e s of a l l c h a r a c t e r s — c l i e n t s a n d therapist.

2. P e r f o r m a n i m a g i n a r y s e s s i o n w h e r e y o u a r e the t h e r a p i s t a n d the c l i e n t (another trainee) s a y s the " r i g h t l i n e s , " t h a t i s , the s t a t e m e n t s that h e l p y o u b r i n g forth the k i n d of t h e r a p y y o u a r e t r y i n g to enact.

TRAINING EXERCISES

87

3. P e r f o r m a n i m a g i n a r y s e s s i o n w h e r e y o u a r e the t h e r a p i s t , a n d the c l i e n t ( a n o t h e r trainee) o c c a s i o n a l l y m a k e s it difficult for y o u to c o n d u c t the p a r t i c u l a r s t y l e of t h e r a p y y o u d e s i r e . F o r i n ­ s t a n c e , i n the c a s e of t r y i n g to p e r f o r m a

problem-solving

therapy: Therapist: Client:

" W h a t ' s the p r o b l e m ? "

" I d o n ' t w a n t to d i s c u s s p r o b l e m s . I w a n t y o u

to

empathize w i t h m y feelings."

"Creating an Exercise" 1.

I n a g r o u p s i t u a t i o n , c h o o s e three r e a d e r s to e n a c t the c o n v e r s a ­ t i o n that f o l l o w s . O n e r e a d e r i s the n a r r a t o r , a n o t h e r a w o m a n t h e r a p i s t , a n d the t h i r d a m a l e therapist. Narrator:

T h e f o l l o w i n g i s a n e x e r c i s e c r e a t e d to h e l p

free

t h e r a p i s t s f r o m p s y c h o t h e r a p y c l i c h e s a n d s c r i p t e d w a y s of performing. T h e session begins n o w h e r e i n particular a n d a i m s to g o n o w h e r e i n g e n e r a l . A r e y o u r e a d y ? Man:

Are y o u ready?

Woman: Man:

Yes, l e f s begin.

L e f s see if I h a v e t h i s r i g h t . W e ' r e s u p p o s e to l o o k l i k e

w e ' r e r e a d i n g a s c r i p t , w h e n i n fact there a r e n o w o r d s w r i t t e n o n the p a g e s w e h o l d i n front of u s . Woman:

W e l l there a r e n o w o r d s i n front of m e , b u t I d o n ' t

k n o w w h e t h e r y o u h a v e a s c r i p t . O n e of the r u l e s of t h i s e n c o u n t e r i s that w e c a n ' t l o o k at e a c h o t h e r ' s s c r i p t . Man:

W h a t e v e r the c a s e , w e a r e e a c h to p r e t e n d that w e ' r e

r e a d i n g l i n e s f r o m a s c r i p t w i t h o u t k n o w i n g w h e t h e r the o t h e r p e r s o n h a s a s c r i p t or not. Woman: Man:

I s n ' t that d e c e p t i v e ?

I s it l e s s d e c e p t i v e t h a n t h e r a p i s t s w h o s p e a k m e m o ­

r i z e d s c r i p t s to their c l i e n t s , b u t p r e t e n d t h e y a r e not? Woman:

I see w h a t w e ' r e d o i n g . W e ' r e t u r n i n g t h e r a p y u p s i d e

d o w n . R e m e m b e r w h a t w a s said about most therapy being a c o l l e c t i o n of a b o u t a d o z e n c l i c h e s , a n d that w h a t m o s t t h e r a ­ p i s t s d o i s d i s p e n s e these c l i c h e s into c o n v e r s a t i o n s .

RESOURCE-FOCUSED THERAPY Man:

W e l l - w o r n lines like,

" I hear y o u saying that/' or " H o w d o y o u feel a b o u t t h a t ? " o r " W h o ' s c l o s e s t to M o m i n t h i s f a m i l y ? " o r " W h a t h a v e y o u tried as a s o l u t i o n ? " Woman:

S o h o w i s this c o n v e r s a t i o n g o i n g to h e l p free u s to

t h i n k u p other l i n e s ? Man:

I ' m n o t s u r e t h a f s w h a t this c o n v e r s a t i o n i s a b o u t .

M a y b e there i s n o p u r p o s e to t h i s e n c o u n t e r . Woman: Man:

H o w d o y o u feel a b o u t that?

If y o u r family w e r e here, w h o i n y o u r family w o u l d be

m o s t l i k e l y to a s k that q u e s t i o n ? Woman: Man:

I hear what you're saying.

S o w h a f s the p r o b l e m w e w a n t to a d d r e s s ?

Woman:

I t h i n k the i s s u e i s h o w to s a y s o m e t h i n g o t h e r t h a n

therapy cliches. Man:

L e f s c a l l i n o u r c o n s u l t a n t for a d v i c e .

T h e g r o u p t h e n c r e a t e s the rest of the s c r i p t , o n e l i n e at a t i m e . O n e w a y of d o i n g this i s to h a v e e v e r y trainee w r i t e o n e l i n e that i s n o t a b o r i n g c l i c h e a b o u t t h e r a p y . A l i n e i s r e a d a n d t h e n the g r o u p a d d s c o n v e r s a t i o n to w e a v e it i n t o the text. C o n s i d e r c r e a t i n g a n e n d i n g to the c o n v e r s a t i o n that i n c l u d e s a s t o r y of h o w t h i s e x e r c i s e b e c a m e a p a r t of t h i s b o o k .

CHAPTER EIGHT

After words

A

s the p r e m i s e s a n d m e t h o d s d e s c r i b e d i n the first t w o c h a p ­ ters a n d the s u b s e q u e n t c a s e s t u d i e s h a v e d e m o n s t r a t e d , R F T , w h i l e r o o t e d i n the s a m e t r a d i t i o n s a s B r i e f T h e r a p y ,

r e p r e s e n t s a r a d i c a l d e p a r t u r e f r o m other b r i e f t h e r a p y o r i e n t a t i o n s . Rather than focusing o n attempted solutions as is done i n problem­ focused approaches, expanding u p o n existing solutions as i n s o l u ­ t i o n - f o c u s e d m o d e l s , or f o c u s i n g u p o n the s o c i a l c o n t e x t u a l i z a t i o n of the p r o b l e m a s i n the M i l a n S y s t e m i c o r i e n t a t i o n , R F T m o v e s completely a w a y from talking about problems as quickly as possible w i t h i n d i e l o g i c of the t h e r a p e u t i c c o n v e r s a t i o n . Any

potentially

r e s o u r c e f u l l i n e p r e s e n t e d b y the c l i e n t or t h e r a p i s t i s e x p a n d e d u p o n a n d u t i l i z e d to create r e s o u r c e f u l contexts for a c t i o n . T h e r a p y b e c o m e s a p r o c e s s of m a i n t a i n i n g the m o r e r e s o u r c e f u l context. W e i n v i t e r e a d e r s to e x p e r i m e n t w i t h R F T i n their o w n c l i n i c a l w o r k , supervision, a n d training, a n d w e close w i t h a few quotations w e have found resourceful.

89

RESOURCE FOCUSED THERAPY ' T h a t ' s k i n d of n o r m a l , i s n ' t i t ? " - D o n Jackson " O n e t h i n g l e a d s to a n o t h e r . " - J o h n Weakland " W e are all m o r e simply h u m a n than anything else." - H a r r y Stack S u l l i v a n " W h e n d i d y o u settle o n t h i s a s b e i n g the b e s t e x p l a n a t i o n ? " - Gianfranco Cecchin " D o n ' t bite m y finger, l o o k w h e r e I ' m p o i n t i n g . " - Warren McCulloch " H o w c r a z y a p a r t i c u l a r p e r s o n a p p e a r s to y o u d e p e n d s o n y o u r o w n f r a m e of reference a n d y o u r o w n e x p e r i e n c e . " - D o n D . Jackson " D o n o t h o l d a n y belief e x c e p t a s a w o r k i n g h y p o t h e s i s to b e discarded as soon as possible." - W a r r e n S. M c C u l l o c h " T h e t h i n g to d o i s to get y o u r patient, a n y w a y y o u w i s h , a n y w a y y o u c a n , to d o s o m e t h i n g . " - Milton H . Erickson " I f it a i n ' t b r o k e , d o n ' t fix i t . " - Anonymous " T o o often p s y c h o t h e r a p i s t s try to d e a l w i t h their p a t i e n t s b y u s i n g their d o c t o r a l d e g r e e l a n g u a g e , t r y i n g to e x p l a i n the ego, s u p e r e g o , a n d the i d , c o n s c i o u s a n d u n c o n s c i o u s , a n d t h e patient doesn't k n o w whether you're talking about corn, potatoes, o r h a s h . T h e r e f o r e , y o u try to u s e the l a n g u a g e of t h e patient." - Milton H . Erickson. T h i s p l a y f u l n e s s i s the p r o d u c t of the s h a r e d a b i l i t y to a p p r e c i a t e the p o w e r of r e d e s c r i b i n g , the p o w e r of l a n g u a g e to m a k e n e w a n d different things p o s s i b l e a n d i m p o r t a n t — a n appreciation w h i c h becomes possible only w h e n one's a i m b e c o m e s a n e x p a n d i n g repertoire of a l t e r n a t i v e d e s c r i p t i o n s rather than T h e O n e Right Description." - Richard Rorty " I f s unverifiable, so y o u can't say i f s not true." -

Anonymous

" I t t a k e s t w o to k n o w o n e . " - Gregory Bateson

AFTER WORDS

91

" M a y G o d keep u s from single vision a n d N e w t o n ' s s l e e p ! " - W i l l i a m Blake " T h e L a w s of N a t u r e b e c o m e i n v e n t i o n s , r i g o r i s m a r r i e d to i m a g i n a t i o n , a n d N a t u r e i s fiction, m a d e u p b y u s a c t i n g together. U l t i m a t e l y this m e a n s s e e i n g o n e s e l f t h r o u g h the e y e s of the o t h e r . " - H e i n z V o n Foerster " T h e r e i s n o ' n o t c a r i n g ' . . . [ w e are] o n l y

relatively

independent." - D o n D . Jackson " W h a f s the p r o b l e m ? " - Wyatt Earp " I s there a miracle i n y o u r life?" - O r a l Roberts " T h e s t a t e m e n t i s p o i n t l e s s . T h e finger i s s p e e c h l e s s . " - R . D . Laing " G o d s a v e u s f r o m w h a t m a n d o e s i n the n a m e of g o o d . " - Paladin " W o r d s are action." -RFT " A c t i o n s a r e c l e a n e r t h a n w o r d s . " -RFT "Silence is a noisy act." -RFT " U n c o m m o n s e n s e often m a k e s better s e n s e . " -RFT " T y p i c a l l y , the m o r e y o u a s k , the m o r e lost y o u g e t . " -RFT " M o r e information is less." -RFT " A c t i n o r d e r to h e a r . " -RFT " W h e n y o u r job i s d o n e , s t o p . " -RFT "The end." -

Shakespeare

REFERENCES

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Bateson, G . (1972). Steps to an Ecology of Mind. N e w Y o r k : Jason Aronson. Bateson, G . , Jackson, D . , H a l e y , J., & W e a k l a n d , J. (1956). T o w a r d a theory of s c h i z o p h r e n i a . Behavioral Science, 1 (4): 251-264. Boscolo, L . , C e c c h i n , G . , Hoffman, L . , & P e n n , P. (1987). Milan Systemic Family Therapy. N e w Y o r k : B a s i c Books. C e c c h i n , G . , L a n e , G . , & R a y , W . (1991), V o m strategischen V o r g e h e n z u r Nicht-intervention. Familien Dynamik, 17 (1): 3-18. C e c c h i n , G . , L a n e , G . , & R a y , W . (1992). Irreverence: A Strategy for Thera­ pists' Survival L o n d o n : K a r n a c Books. C e c c h i n , G . , L a n e , G . , & R a y , W . (1993). F r o m strategizing to non-inter­ vention. Journal of Marital & Family Therapy,

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de Shazer, S. (1982). Patterns of Brief Family Therapy: An Ecosystemic Ap­ proach. N e w Y o r k : G u i l f o r d Press. d e S h a z e r , S. (1988). Clues: Investigating Solutions in Brief Therapy. N e w York: W . W.Norton. E r i c k s o n , M . (1980). The Collected Papers of Milton H. Erickson, M . D . , Vols. 1-4, edited b y E . R o s s i . N e w Y o r k : Irvington. E r i c k s o n , M . (1985). Life Reframing in Hypnosis. N e w Y o r k : I r v i n g t o n .

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Voice of Olga



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ofMRI

ABOUT

THE

AUTHORS



W e n d e l A , R a y , M S W , P h . D . , i s Associate Professor of Marriage a n d F a m i l y T h e r a p y at Northeast L o u i s i a n a University in Monroe; a R e s e a r c h A s s o c i a t e a n d D i r e c t o r o f the D o n D . J a c k s o n A r c h i v e a t the M e n t a l R e s e a r c h Institute, P a l o A l t o , C a l i f o r n i a . A u t h o r a n d co­ author of n u m e r o u s articles a n d book chapters o n interactionally o r i e n t e d brief t h e r a p y , h e i s c o - a u t h o r of t h r e e o t h e r b o o k s : Irrever­ ence: A Strategy for Therapists'

Survival

(1992), w i t h

Gianfranco

C e c c h i n a n d G e r r y L a n e , Propagations: 30 Years o / M . R . L Influence ( i n p r e s s ) , c o - e d i t e d w i t h J o h n H . W e a k l a n d , a n d The Cybernetics of Prejudices: Prejudice and Accountability in Therapy, w i t h G i a n f r a n c o C e c c h i n a n d G e r r y L a n e (in press). A clinical m e m b e r a n d a p p r o v e d s u p e r v i s o r of t h e A m e r i c a n A s s o c i a t i o n for M a r r i a g e a n d F a m i l y T h e r a p y , h e i s c u r r e n t l y P r e s i d e n t of the L o u i s i a n a A s s o c i a t i o n f o r Marriage a n d Family Therapy. B r a d f o r d P. K e e n e y , P h . D . , i s presently Professor a n d Director of Scholarly Studies, Graduate Programs i n Professional Psychology, U n i v e r s i t y of St. T h o m a s . H e w a s t h e f o r m e r d i r e c t o r o f s e v e r a l doctoral programs

i n family

therapy

a n d has worked

at the

97

98

ABOUT THE AUTHORS

A c k e r m a n Institute for F a m i l y T h e r a p y i n N e w Y o r k C i t y , the P h i l a ­ d e l p h i a C h i l d G u i d a n c e C l i n i c , a n d the M e n n i n g e r F o u n d a t i o n . A c l i n i c a l m e m b e r , a p p r o v e d s u p e r v i s o r , a n d f e l l o w of the A m e r i c a n A s s o c i a t i o n for M a r r i a g e a n d F a m i l y T h e r a p y , h e i s a u t h o r of o v e r e l e v e n b o o k s a n d h a s l e c t u r e d t h r o u g h o u t the w o r l d . I n a d d i t i o n to h i s t h e r a p e u t i c a n d a c a d e m i c activities, h e i s a j a z z p i a n i s t a n d c o m ­ poser.

Resource Focused Therapy b y W e n d e l A. R a y a n d B r a d f o r d K e e n e y With a F o r e w o r d by Betty Alice Erickson For s o m e time the family therapy field has been moving away from a p r o b l e m ­ b a s e d a p p r o a c h to work with clients. Ideas such as "creating a new family story", focussing on strengths and solutions, and making contracts with family m e m b e r s have all shifted interest toward a new approach to therapy. Ray a n d K e e n e y have b e e n in the forefront of this thinking for several years and they have b e e n experimenting with their ideas by working together with clients in order to create their o w n coherent, effective model for therapy. Resource Focused Therapy is the result! This m o d e l d o e s not dwell on the mental maps which families use to construe p r o b l e m s or solutions. Instead, it aligns people with resources which enable t h e m to b e h a v e and ultimately see themselves differently. T h e s e resources may spring from m a n y places: internal m a p s , family relationships, n e i g h b o u r h o o d g r o u p s , or u n t a p p e d c o m m u n i t y resources. T h e authors work alongside their clients to create a resourceful event or a resourceful environment in which the family will have their o w n unique experience. Such experiences often have the effect of enabling the family to see strength or resources they w e r e previously not a w a r e of. R e a d e r s will find this book frees t h e m from ideology, but it is also a difficult book to p i g e o n - h o l e . It m a k e s one think about methapor, brainstorming, and Focused Therapy is a new way of thinking about therapy, c o m m u n i t y . Resource about the relationship b e t w e e n therapist and client, and about the available r e s o u r c e s in the world w e and our clients, together, are living in. David Campbell and Ros Draper W e n d e l Ray and Bradford K e e n e y have beautifully m e r g e d a sensible and practical a p p r o a c h with the creative atheoretical strategies of my father, the late Milton H. E r i c k s o n , M.D. W h a t a pleasure to read state-of-the-art therapeutical m e t h o d o l o g y that so clearly carries forth the essence of Erickson's work. From the Foreword by Betty Alice Erickson W e n d e l Ray a n d Brad K e e n e y have achieved an important step forward for family therapists, d e m o n s t r a t i n g how it is possible to create m e t h o d s to help p e o p l e c o m e out of apparently impossible situations. The reader will certainly enjoy, as I h a v e , reading h o w improvisation, play, and invention help create s y s t e m s w h e r e resources and not problems b e c o m e the context markers for therapy. Gianfranco Cecchin Karnac Books, 5 8 , Gloucester R o a d , London SW7 4QY

Cover d e s i g n e d by Malcolm Smith ISBN 1 8 5 5 7 5 049 X