CONFIDENTIAL FAMILY ASSESSMENT AND TREATMENT PLAN NAME: Griffin Family PRIMARY LANGUAGE: U.S.

English REFERRED BY: Quahog Child Protective Service ASSESSMENT DATE: September 7, 20011 EVALUATED BY: Team A ASSESSMENT TO DIAGNOSIS AND INITIAL RECOMMENDATIONS DESCRIPTION OF FAMILY: The Griffins are a white nuclear family of Irish-German decent. The Griffins are a family of five, four of which will be included in therapy. Peter a 43-year-old White male is the father of the three Griffin children and the primary source of family income. Peter seems to enjoy activities away from home with his friends including going to the local bar and Guys days. Peter appears to be an adult child who likes to out go and play without responsibility. Peter and Lois have been married for 17 years appear to get along well and appear very happy. Lois a 42-yearold White female is the mother and provides the primary home care for the children, and Griffin homemaker, and she often volunteers her time at James Wood H.S. where Chris and Meg currently attend school. Lois is also the primary disciplinarian in the family and appears independent and capable of handling day-to-day Griffin life. Chris is the oldest child a 16-year-old male with talents in art and music. Chris is admired by his family for his abilities and often spends time alone or with friends. Chris has displayed genuine anger with Meg during the first session, blaming Meg for the family attending therapy. Meg is a 14-year-old female and excels academically in school. Meg appears independent and seeks attention from male peers. Stewie is a 3-year-old male child and is not participating in the Griffin family therapy. Presently Stewie resides in a foster home because of neglect, being left alone in a grocery store. During the first session it was noticeable that Peter, Lois, and Chris sat tightly together while Meg sat several inches away. Meg sat with her back to her family. It appears that Meg is the focus of the current family crisis. The triangulation of the Griffin family is obvious in Peter, Lois, and Chris being so close and connected whereas Meg is distant and disconnected. During the first session Meg seemed preoccupied with her thoughts, and Chris seemed nervous because his legs were shaking while making no eye contact. Peter allowed Lois to do the family talking and Lois seemed eager to get started. After a short time and some open conversation with Chris and Meg, they both seemed to settle down and relax. Peter began asking more questions about the process and became engaged in the conversation. Lois helped facilitate the childrens participation through positive encouragement of Chris, and verbal admonishment of Meg. This is just like home Meg, you never listen! At this point Meg turned around in her chair and sat forward with a distant look on her face. At this point Peter also made an admonishing statement, See this is what we deal with ADDRESS: 123 Spooner St. Quahog, Rhode Island 85344 PHONE: 602-555-1234

at home. Peter, raised his right-hand palm up and with a look of do you see on his face made a motion toward Meg. Meg just smiled curtly held up her middle finger to Peter and refocused on the therapist. The family appears to communicate largely with nonverbal facial and bodily expressions. Content in vocal communication is limited and can be extremely poignant. Peter and Lois both seem detached from Meg evidence by both parents stating what Meg always does wrong, and they seem to admire Chris because of his artistic abilities. Meg has low self-esteem and expresses herself through negative comments that have been heard/witnessed by both Peter and Lois. DESCRIPTION OF THE PRESENTING PROBLEM: PRECIPITATING EVENT/PRIMARY PROBLEM: The presenting problem is Meg, lacking family participation, and displaying rebellious behavior in the home. Meg has acted out in inappropriate ways through violence, physically attacking her brother Chris, and hitting him with a broomstick and proceeded to break Chriss electric guitar. Meg has also made repeated inappropriate advances toward the neighbors son and becomes visibly upset when her advances are met with rejection. Meg takes out her anger on the family member who is in closest proximity at the time or she beats the family dog with a newspaper or a shoe. The latest incident occurred when Meg was asked to care for her younger brother Stewie, Meg left him alone in a grocery store and forgot about him. The grocery store manager called Child Protective Services (CPS). Result of CPS involvement; Stewie has been removed from the Griffin home and placed in foster care. The Griffin family must demonstrate competence in family care through the completion of parenting classes for Peter and Lois and family therapy for the family. Peter and Lois both believe that this is a misunderstanding and have displayed their unhappiness with Meg both verbally and nonverbally concerning this situation. Chris blames Meg for the familys current situation and Chris admonished Meg verbally by telling her, Youre worthless and I wish you would go away! No one likes you! Meg has shown signs of remorse and has been visibly upset; Meg has stated many times that she was sorry! Although at the same time, Meg believes that she should not be responsible for the care of her younger brother, Stewie isnt my child why should I have to take care of him and drag him around with me? Thats moms job. After completion of the first session the Griffins have agreed to practice communicating with each other in a positive manner with unconditional regard (Humanistic approach) and using active-listening techniques. As is standard with Transgenerational theory, the Griffins were asked to draw a genogram of the Griffin family going back three generations, using relationship lines to connect each individual to the next. After examining the Griffin genogram it is apparent that some negative transgenerational patterns have developed in the Griffin household. During sessions, the Griffins will learn differentiation of self and learn about detriangulation to become aware of family communication and contact while staying emotionally independent.

SECONDARY PROBLEM(S): Although Megs behavior is the presenting problem and the reason the Griffins have sought therapy, it is clear that Peter and Lois have both come from homes and backgrounds of abusive behavior and neglect. This will require further investigation and possibly individual counseling for both Peter and Lois. Although the presenting problem has brought the Griffins to therapy another problem has surfaced and goes beyond the behavior of one child (Meg). Meg is acting out in inappropriate ways to gain attention from those around her. Meg will also need individual counseling to express her feelings and discuss her actions. It would be beneficial for Meg to attend an anger management group so she is aware of possible triggers both inside and outside of the home. The anger management issue is in no way an indication that Meg as an individual is the focus in this situation. Given the Griffin transgenerational history, the therapist believes Peter and Lois may also benefit from anger management classes. HISTORY OF PRESENTING PROBLEM: Transgenerational genogram would suggest that this problem has been with the Griffins since Meg was a young child. It appears that when Meg wants attention she is ignored or simply becomes invisible to the family. The invisibility factor upsets Meg. She begins to act out in an attempt to gain attention from her parents. Meg explained that she received five As on a report card of seven possible A grades. Her other grades were B+ and B. Meg presented this to her mother and received no positive attention for the achievement. Meg became upset and the next day at school Meg used fowl language toward her English instructor and walked out of class. Megs actions made it necessary for Lois to come to the school and participate in a parent and teacher conference to discuss Megs abnormal classroom behavior. Meg refused to go to any more classes that day, and continues to stay locked in her room. FAMILY HISTORY: The Griffins appear to be generally healthy. Peter and Chris are overweight, but there are no medical complications associated to the weight. Lois is thin and Meg is well within average weight limits for her stature. The Griffins are very active with neighbors and Lois volunteers at James Wood H.S. Socially the Griffins appear to be part of the community around them. There appears to be no evidence of drug abuse at this time nor is there reason to suspect this. Peter frequently drinks beer with his friends and does come home inebriated. Although there is no indication of alcohol abuse at this time, it would be prudent to have Peter take a closer look at this behavior. Deeper examination of Peters childhood shows that Peter was raised by his stepfather Francis Griffin; Francis did abuse alcohol and oftentimes-abused Peter while intoxicated. Peter, like Meg, also responded with angry outbursts and disciplinary problems as a young man. Peter struggles with concentration, and becomes easily irritable when things are not done his way, and this past year Peter has struggled with falling and staying asleep. Lois also suffered being ignored by her parents. Lois explained that her father Carter Pewterschmidt would simply throw money at Lois, as if to make the problem, me, go away. Lois laughed at this and seemed to be audibly fine but visually her face started to frown. Lois stared at the ground for a moment before speaking again. In the Transgenerational Model, it would not be beyond consideration that the Griffins are treating their children, more specifically Meg, as they were treated growing up. Lois does not throw money at Meg to make her go away, but Lois does promote Megs invisibility even in the face of obvious achievement. Megs earliest

memory of this treatment occurred as a child when she was six, and in the first grade she made a model of a Giraffe from popsicle sticks. Meg showed the Giraffe to her mother and Lois said, Thats a Giraffe? Meg recalled that her feelings were hurt because she had tried and was very proud of herself. Meg struggles with feelings of worry and anxiousness when coming home. Meg has expressed that she constantly worries what her family thinks of her. Meg finds herself becoming upset when she cannot control the worry that overwhelms her. Meg has also stated problems with focusing and sleeping when she is feeling anxious. Proactive coping would be a technique Meg specifically could benefit from as much of her issues stem from rejection. Developing a plan to help Meg deal with these feelings of rejection could benefit Meg and the family. The psychological stressor in this situation is Stewie being removed and placed in foster care. Lois has taken this on as personal reflection of her ability to mother her children and Meg has taken on the burden of being the cause of the stress that makes Meg want to act out and refocus the attention. Another stressor on the family is Peters work history. Peter currently works for Budweiser Brewing Company and previously has had two other positions with other companies in the last three years. Peter worked at the Harbaugh Toy Factory of Rhode Island for a year before his termination for drinking on the job. According to the Genogram, Francis Griffin abused alcohol and was fired more than once for being intoxicated on a job. Peter should take a closer look at the evidence of Transgenerational patterning of his stepfather. Peter worked two years at Pawtucket Brewery and was laid-off due to cutbacks. This unstable work history has a strong effect on the family finances and stability. Peter and Lois have had several arguments over this subject and Lois believes Peter does not take it seriously, while Peter feels Lois is simply overreacting. A weakness is evident in the lack of person-to-person relationships within the Griffin family. SOCIAL HISTORY: The Griffins are very active with neighbors and Lois volunteers at James Wood H.S. Socially the Griffins appear to be part of the community around them. There appears to be no evidence of drug abuse at this time nor is there reason to suspect this. Peter frequently drinks beer with his friends and does come home inebriated. Although there is little support to indicate alcohol abuse at this time, it would be prudent to have Peter take a closer look at this behavior. The Griffins appear given to short-term gratification and when not met each acts out in their own way. The Griffins do not support each other in a positive manner, and this leads to a large amount of finger pointing and accusation. Meg attempts to seek peer acceptance at school by trying to fit into social groups. Meg was the flag girl in the cheer squad and while trying to gain acceptance into a social group at school the group leader, Connie Domico publicly embarrassed Meg by verbally abusing her in front of the her peers. Connie told me I was ugly and that no one would date a fat pig like me. Meg continued, I turned around and ran off humiliated and embarrassed. I cut school for the next two days and my mom had to go back to school with me to straighten it out. Chris does not participate in school activities, but he is a member of a band and does draw and paint. Chris brought in a sample of his work and surprisingly the painting was vibrant and full of color that his parents admired. STRENGTHS:

The Griffins demonstrate several positive strengths concerning the family need to have Stewie returned to the family. They appear motivated to work in therapy and in individual counseling to improve the family. The Griffins, while at first did not see the need to change, have recognized that certain negative familial patterns have been passed on from one generation to the next and the Griffins show a willingness to examine and change these behaviors as needed. Peter and Lois understand that modeling these changes to the children will be important. Both have agreed to work together and support each other to model the changes. While nonverbal communication is a strong part of the Griffins ability to communicate, they see that verbal communication with unconditional positive regard for one another is also possible and helps define the true message being related. The Griffins have displayed a willingness to participate and are practicing active-listening skills in the home. Through the use of active-listening the Griffins will learn to improve familial connections with one another. Through improved connection the Griffins will have a deeper understanding of each family member as an individual. Meg has demonstrated this past week that her independence is one of her greatest strengths. Meg took it upon herself to call the Quahog, Seneca Center and join an anger management group twice a week. This is a huge progress and shows that Meg realizes her behavior can change and does affect those around her. Peter has taken it upon himself to spend more time at home and less time with friends and is making a strong effort to get to know Meg as an individual and a Griffin family member. Lois and Chris have also followed this example and are working hard to understand how Meg has felt in the past and what she wants to experience from this day forward. Progress is evident, during the last session Peter and Lois took it upon themselves to inquire about how they could help Stewie learn positive ways to communicate. They explained that Stewie has displayed angry emotions and frequently hits the family dog with a shoe when he is upset. The Griffin family has had a breakthrough in acknowledging that Peter and Lois are taking this situation very seriously and are eager to make positive changes within their family. DISCUSSION: THEORECTICAL APPROACH AND DISCUSSION OF THE FAMILY ASSESSMENT Functional Family Therapy (FFT) was created to help the most people at the least amount of cost. FFT examines behavior through a multisystemic perspective with family-based prevention and intervention efforts. FFT uses a comprehensive model, proven theory, tested practices, and experience to treat at-risk or problematic youth. FFT is grounded in empirical studies. Major goals of Functional Family Therapy are improve communication within the family, increase family supportiveness, and decrease negativity within the family system. Other goals include family members searching for positive solutions to family issues, creating positive behavioral change, and new parenting strategies. FFT is designed to help middle class families with problematic or pre-delinquent children. Recent applications of the FFT include adolescent drug use, violence, and conduct disorder. Additionally, FFT is not limited to the poor; FFT has been proven effective in diverse ethnic and cultural populations of at-risk youth.

FFT is a three-phase approach to family therapy. The model includes three specific intervention phases (1) Engagement and Motivation (Therapy) Phase; (2) a Behavior Change Phase; and (3) a Generalization Phase. Each phase includes assessment, specific techniques of intervention, and therapist goals and qualities. Phase I Engagement and Motivation: Emphasis is placed on intervention credibility, such as the belief that positive change can and will occur within the Griffin family and minimizing decreased perceptions, such as cultural insensitivity, inadequate resources, or lack of personal sensitivity. The therapist uses reattribution (reframing and creation of positive beliefs) and related techniques to address negative beliefs, perceptions, and emotions the Griffins now possess. These techniques create a family-focused belief that there is hope for resolution and change, additionally the expectation for change increases, reducing resistance to change, and increasing trust in the therapeutic alliance. Phase I will help the Griffins reduce negativity and increase positive community involvement through respect and understanding of differences and values. Phase II Behavioral change: The therapist will begin to work with Griffins to make immediate and long-term changes in behavioral patterns. Changes made must also be culturally sensitive, within proper context, and designed to taken into consideration each Griffin family member and the characteristics each possess. Phase II includes cognitive, interactive and emotional aspects of change. Cognitive can be processing and coping strategies, interactive is reciprocity, positive parenting, and understanding negative sequences leading to presenting problems. Last, the emotional aspects are blame, negativity, and decreased familial participation. Through modeling and guidance the therapist can intervene and help to create positive changes in behaviors such as conflict resolution, communication, and parenting skills. Emphasis is placed upon individualized appropriate techniques that fit the family relational system. Phase III Generalization: Application of positive change model is appropriate to use in other family issues or situations. The therapist helps the Griffins maintain positive changes through long-term support in an effort to help reduce the possibility of relapse into old patterns. The therapist can help support the Griffins by putting them in-touch with the various services and resources available within the community. Primarily the goal in Phase III is to improve the Griffin familys ability to interact within the many systems they are part of such as school, the community, or the juvenile justice system should it become necessary. The therapist can help support the Griffin family within systems of involvement until the family is ready to do this for themselves. Assessment will be ongoing with the Griffins. The Griffins have been using dysfunctional patterns for a very long time and although they are willing to participate at this time, relapse could occur in the near future without positive reinforcement and support. Assessment will examine family relational issues both positive and negative, this will be done to reinforce positive change and reframe negative behavior. Therapist will also assess and target any behaviors that may need individualized attention or treatment. Therapist will also assess for any other psychological conditions that may require attention such as depression, anxiety, or behavioral/thought disorders. Meg has exhibited some sexual

behaviors that have to be addressed and considered. Peter and Lois have demonstrated through transgenerational mapping that negative behaviors have passed along the family lines and will require specific attention to address properly. Chris has only demonstrated generalized at his sister Meg and the situation. Chris appears to be doing well and maintains safe boundaries. These assessments are multilevel, dimensional, and method addressing the Griffin needs as they arise or become apparent. LEGAL/ETHICAL CONSIDERATIONS: Legal consideration: Should the Griffins choose to discontinue therapy Rhode Island CPS would have to determine the future living arrangements for Stewie Griffin who at the present time is in foster care. Therapist in this instance might be asked to appear and testify regarding family involvement in therapy. This could result in the removal of Stewie from the Griffin home indefinitely. Megs violent and aggressive behavior could lead to local authority involvement, and Megs sexual advances toward the neighbors son, who is the same age as Meg 14, could be a consideration when examining Megs behavior. Past behaviors of Peter and Lois could be legally classified as emotionally abusive and in a normal situation might warrant more scrutiny. The Griffins willingness to change and learn shows this abuse to be transgenerational and not anger-base motivated. Ethical consideration: Confidentiality becomes a problem when one family member has secrets to tell. Ethically, maintaining secrets in a family therapeutic environment could lead to a breakdown of the therapeutic alliance, and secrets should be discouraged in family therapy. Any secrets to be revealed or kept should be done in individual or group therapy outside of the family therapeutic setting and by a different therapist. Because a triangulated family group does exist in this situation it becomes imperative for the therapist to avoid becoming part of the triangulated group; further, it becomes more important to focus on de-triangulation to support family wellness and wholeness. The therapist can participate in session to help facilitate de-triangulation. Counter-transference also becomes an issue if the therapist becomes overprotective of one client over the family. A family is a social environment, and the therapist must be mindful to maintain professional distance and not become socially involved in the family dynamic. Items to cover with the family are Dual and Multiple Relationships, Confidentiality, and Informed Consent. It should also be noted that if the insurance does not cover family therapy as diagnosed, our office shall continue to help the Griffins on the sliding scale to help achieve family success.

PROVISIONAL DIAGNOSIS (if warranted for one of the family members): Axis I: V61.20 Parent Child Relational Problems Impaired Communication/Impaired Family Functioning/Development of Clinically Significant Symptoms in Parent or Child R/O Sexual Abuse Child R/O Physical Abuse Child Dysthymic Disorder (Meg Griffin)

300.4

Irritability Criterion A two plus years. Overeating, low energy, low self-esteem, feelings of hopelessness, self-criticism, incapable, and un-interesting Criterion B. There have been no signs of Major Depressive Episodes, Meg functions very highly as evidenced by school grades and maintained friendships, Criterion D, but does exhibit many of the Criterion B symptoms. Axis II: V71.09 No personality disorders for any of the family members. Axis III: None. Axis IV: Problem with Primary Support Group Disruption of Family by Separation. (Stewie Removed from Family Home by Rhode Island CPS) Axis V: 57 (current), 71 (highest past year) INITIAL RECOMMENDATIONS: As the clinician for the Griffin family, I recommend that the parents attend parenting classes to enhance the importance of responsibility and re-establish their family values and beliefs. It would be beneficial for both parents to enter couples counseling to maintain differentiation of self to teach and educate their children in finding themselves in the nuclear family emotional system. The last recommendation I believe would be beneficial for self-improvement is for Meg to enter an anger management and or a self-esteem group twice a week to enhance her awareness of angry feelings, frustration and, symptoms of dysthymia. Meg has displayed irritability two plus years (Criterion A). Overeating, low energy, low self-esteem, feelings of hopelessness, selfcriticism, incapability, and feeling interesting (Criterion B). There have been no signs of major depressive episodes, Meg functions very highly as evidenced by school grades and maintained friendships, (Criterion D). Increased awareness of these conditions will help Meg identify triggers, learn to communicate her feelings verbally to family members, and increase self-esteem through increased person-to-person relationships where Megs opinion is given voice and consideration. TREATMENT PLAN: LONG-TERM OUTCOME GOAL #1: The Griffin family will focus on disruption of dysfunctional relationships that exist in the nuclear family system. Disruption of old familial patterns can lead to healthier patterns and stabilization within the family. A. Interventions: The therapist will join the family system to help create positive changes from within the family. This is done by the therapist organizing a scenario and starting the action but will sit back as a spectator for a while. The therapist will use the joining and disequilibriation technique. Through this imbalance of behavior/belief, the therapist can begin to restructure and reframe familial patterns.
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Each family member will work to restructure and change the family system along healthy lines. The therapist enters the family system and challenges the status quo. During family upheavals, and unstable situations the therapist will challenge the family members old behavior/belief. Once the family understands the challenged behavior/belief is in question the therapist can reframe the particular behavior/belief.

Each family member will identify and confront one assumption concerning Meg. Peter and Lois will identify one negative familial pattern each exhibits and openly discuss this pattern with the family in the next session. The patterns exist within the family Genogram. 3. The therapist will guide the family in restructuring negative pattern behavior/belief through modeling. Once the modeling is thriving the therapist must resist the temptation to overwork his joined association within the family system, at this point the therapist can observe and guide.
2.

Time frame: The Griffin family will review in three to five days their completed Genogram and identify the familial patterns relating to the flawed invisible rules established by the family. The family will examine the rules of alliances, boundary issues, hierarchy, and connection to the subsystems. SHORT-TERM GOALS: Permanent placing for Stewie in the Griffin household.
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2.
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Follow-up with Peter and Lois regarding progress in parenting class and any key learning they have taken from class. Communicate with the instructor of the parenting classes to determine if Peter and Lois are advancing correctly through the program. The Griffin family will maintain changed familial patterns, through role-play and open discussion concerning these challenged behaviors/beliefs. Follow-up with the Griffin family on how family night went, and if all family members participated. What was the activity? Did everyone participate? Did any issue arise that were addressed and handled right there, and if so did those involved feel heard, respected, and was the situation resolved fairly? Assist the family in identifying the positive and negatives from family night and what could be done differently to increase positive familial patterns in future family nights. Follow-up with the Griffin family about how their family outing went. Did everyone enjoy it? Was everyone included in the choice of where to go? Did anything occur on the "family outing" that needs to be addressed? Did any issue arise that were addressed and handled right there, and if so did those involved feel heard, respected, and was the situation resolved fairly? Assist the family in identifying the positive and negatives from the first family outing and what might be done differently to increase positive familial patterns in future family outings. Through the examination of the family events listed above family night/outings, the Griffin family will become aware of the family dysfunctional patterns. Through this newfound awareness, the Griffins will be able to identify and adjust negative patterns of behavior/belief. More important, the Griffins will also be able to identify positive new patterns and support each other through growth as a family.

Beginning Stage Interventions: 1. Establish and maintain therapeutic alliance with the family through active and empathic listening and appropriate boundaries and family hierarchical roles. 2. Assist the family in identifying the correct role in the family system, and review the Genogram in detail to recognize familial patterns of dysfunction.

3.

Examine: A. Client family dysfunctions throughout past generations. B. The familys hierarchy, alliances, boundary issues, and the connected subsystems. 4. Provide ongoing scenarios for the family that start the action and allow the family system to communicate his or her thoughts. Therapist role in this is to initiate the scenario, observe, and guide.

Progressive Stage Interventions: 1. Maintain the therapeutic relationship through empathic listening. Confront dysfunctional boundary issues, alliances, hierarchy, and familial roles within the Griffin nuclear family system. 2. Educate A. Family system regarding negative familial patterns passed down from relatives that negatively affect the family system today. B. Increase family awareness about negative transgenerational patterns and effectively make positive changes within the family structure. 3. Encourage family to identify and implement correct family roles. Role recognition will allow the family system establish a healthy environment, through the definition of parent and child roles. 4. Confront Meg on how she views her family and how she fits into the nuclear family system. Confront Peter and Lois on how they view Chris versus Meg within the nuclear family system. The goal is to help Meg integrate into the Griffin family and break triangulation between Peter and Lois. Planning for Contingencies in the Course of Treatment Various obstacles could arise in the course of treatment, such as: -Misidentification of hierarchical roles of the family members. The therapists will use reframing. Reframing is putting the presenting problem in a perspective both different from what the family brings and is more flexible. The therapist will change the original complaint, from a problem of Meg to a problem of many. Should Peter or Lois not participate in the treatment, a report must be made to CPS stating the parents are not compliant with therapeutic procedures meant to increase Stewie's safety within the Griffin family system. EVALUATION OF THE COUNSELING PROCESS: 1. Members of the family communicated and identified negative familial patterns during the last session. De-triangulation is beginning within the family system. Peter, Lois, and Chris spoke directly to Meg and apologized for their biases and assumptions about her. Members of the family are identifying negative familial patterns and beginning the process of setting appropriate boundaries, and restructuring the Griffin communication style (At present to ongoing). 2. Peter and Lois have signed up for parenting courses (At 2.5 months).

3. The therapist is looking for specific ways in that the family system can maintain portions of homeostasis without disruption to the new family communication and patterns being developed. 4. The therapists must challenge and accommodate each family system through a process of continuance probing, withdrawing, and advancing. The therapist must remain at a professional distance or he or she can become part of the dysfunction within the Griffin family system. If the therapist does not maintain proper distance within the family, the healing could stop (At 3 months). 5. Through structured confrontation of behaviors/beliefs, the therapist can help the Griffins realize that mistaken patterns have led to the current situation the Griffins now face, and that Meg was merely a catalyst-presenting problem for much needed family change (At 1 to 3 months). REFERRAL RESOURCES: Kimberly E Leandre MA, CAGS, LMHC, NCC Counselor Anger Management Warwick, Rhode Island02886 Call: (401) 398-7405 Online Parent Class Ari J. Novick, Ph.D. AJ Novick Group 333 Third Street, Suite 4 Laguna Beach, CA 92651 tel (949) 715-2694 fax (949) 494-5456 Psychological Associates of Warwick 889 Centervill Rd. Warwick, RI 02886 P. 401-826-8875 F. 401-823-9180 The Child Psychologist.Org Our Providence, Rhode Island Office: 194 Waterman Street, Suite 8 (Second Floor, NOT Handicap Accessible, but first floor meeting space available) Providence, RI 02906 Voice: 401 648 8655 Fax Service: 815 346 5309

References All Psychology Careers. (2008-2011). Retrieved from http://www.allpsychologycareers.com/topics/structural-family-therapy.html Bowen Center for the Study of the Family (2009). Triangles. Retrieved on September 5, 2011 from http://www.thebowencenter.org Bowen Theory. (2011). Retrieved from http://www.thebowencenter.org/pages/theory.html Colapinto.com. (1982). Retrieved from http://www.colapinto.com/files/SFT.doc Nelson, T.S. (2003). Transgenerational family therapies, In L.L. Hecker & J.L. Wetchler (Eds.), An introduction to marriage and family therapy, (pp. 255-285) New York, NY:. The Haworth Clinical Press. Retrieved on September 5, 2011 from http://books.google.com/books Nichols, M., (1999). Where angels fear to tread: Defusing the family feud. Family Therapy Networker. Retrieved September 5, 2011, from Research Library. (Document ID: 671589221). Nichols, M. P. (2009). The Essentials of Family Therapy (4th ed.). Boston, MA: Pearson Education.

Vetere, A. (2001). Structural Family Therapy. Child & Adolescent Mental Health, 6(3), 133139. doi:10.1111/1475-3588.00336