Abstract
School-focused problems present an interesting challenge to family therapists in that they take place in a system outside of the family. Treating the family without including the school often leads to a poor outcome. This article presents a macrosystemic model of treatment which views the family and school as an interacting system that maintains the ongoing problem. The therapist intervenes in this larger system by separately treating the family and school, then rejoining them to create a more functional working relationship.
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Wetchler, J.L. Family therapy of school-focused problems: A macrosystemic perspective. Contemp Fam Ther 8, 224–240 (1986). https://doi.org/10.1007/BF00902948
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DOI: https://doi.org/10.1007/BF00902948