A systemic approach to school-based consultation: Combining interventions that belong to different theoretical traditions. Chapter 9
MetadataShow full item record
Original versionAxberg, U., Petitt, B. (2024). A Systemic Approach to School-Based Consultation: Combining Interventions That Belong to Different Theoretical Traditions. In: Myra, S.M., Grøver, T., Axberg, U. (eds) New Horizons in Systemic Practice with Children and Families. Palgrave Texts in Counselling and Psychotherapy. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-38111-9_9
This chapter illustrates the idea that a systems perspective can encompass any idea that helps increase our understanding and effectiveness. An underlaying assumption is that the adoption of a systems perspective encourages—even requires—the possession of a plurality of theories and instruments because of the extremely complex nature of dynamic systems. The authors describe a real-life, school-based intervention that combines a normative approach (Marte Meo), with a non-normative perspective (Coordination Meetings), and how the interventions, derived from different philosophical and theoretical traditions, have been included within a single systems-oriented framework.
This chapter is licensed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made. The images or other third party material in this chapter are included in the chapter's Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the chapter's Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.