S Y S T E M S T H E O R Y

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A P P L I C A T I O N S T O I N D I V I D U A L , C O U P L E S , A N D F A M I LY T H E R A P Y

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A PRACTICAL PRESENTATION OF SYSTEMS THEORY AS

A FUNDAMENTAL MODEL FOR CLINICAL PRACTICE

Valuable for seasoned mental health professionals as well as those in training, Systems Theory in Action presents systems theory—the unifying principles surrounding the

organization and functioning of systems—as it applies to individual, couples, and family therapy.

This innovative book explores systems theory as an effective model for general mental health practice. It examines the role systems theory can play, specifi cally in understanding clients’ presenting problems in context, within the various systems and subsystems in which the problems are embedded.

Filled with realistic clinical stories illustrating relevant concepts that tie theory to technique, Systems Theory in Action takes an in-depth look at:

• Systems theory as a solid guide through the dynamic process of psychotherapy

• The multilayered value of observing human interactions through a systems view

• Systemic thinking, its core components, and how it serves to reveal a “big picture” view of clients and their presenting problems

Systems Theory in Action is a unique contribution to the fi eld, translating the technical terminology of general systems thinking into common, everyday language.

SHELLY SMITH-ACUÑA, PHD, is the Director of the Doctoral Program in the Graduate School of Professional Psychology at the University of Denver. She teaches systems theory, family therapy, and couples therapy. In addition, she maintains a successful private practice.

4-COLOR GLOSSY ISBN: 978-0-470-47582-9

“Smith-Acuña illuminates the structural hierarchy, roles, and boundaries that give a system structure. The relationship between parts and wholes is both simple and pro-found, and particularly important in looking at systems structure. These morsels of wisdom are good examples of Smith-Acuña’s grace as a systems theory tour guide: one moment she’s digging deeper into the nuances among the theories, the next moment she’s simplifying without dumbing down, but in a manner that is enormously liberat-ing. We enjoy the fun, full, and informed journey with her.” —Frank S. Pittman III, MD

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Systems Theoryin Action

Applications to Individual,Couples, and Family Therapy

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Systems Theoryin Action

Applications to Individual,Couples, and Family Therapy

Shelly Smith-Acu~na

John Wiley & Sons, Inc.

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This book is printed on acid-free paper.�1Copyright# 2011 by John Wiley & Sons, Inc. All rights reserved.

Published by JohnWiley & Sons, Inc., Hoboken, New Jersey.

Published simultaneously in Canada.

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in anyform or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise,except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, withouteither the prior written permission of the Publisher, or authorization through payment of theappropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers,MA 01923, (978) 750-8400, fax (978) 646-8600, or on the web at www.copyright.com. Requests tothe Publisher for permission should be addressed to the Permissions Department, John Wiley &Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008.

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Library of Congress Cataloging-in-Publication Data:Smith-Acu~na, Shelly.Systems theory in action: applications to individual, couples, and family therapy/Shelly

Smith-Acu~na.p.; cm.

Includes bibliographical references and index.ISBN 978-0-470-47582-9 (pbk.: alk. paper); 978-0-470-91020-7 (ePDF); 978-0-470-91021-4

(eMobi); 978-0-470-91022-1 (ePub)1. Psychotherapy. 2. Family psychotherapy. 3. System theory. I. Title.

[DNLM: 1. Psychotherapy—methods. 2. Systems Theory. WM 420 S664s 2011]RC437.5.S65 2011616.89014—dc22 2010018072

Printed in the United States of America

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To my dad, Warren Smith, for teaching me patience,perseverance, and dedication

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Contents

Acknowledgments ix

Preface xi

1 Introduction to Systems Thinking 1

2 Context 13

3 Causality 33

4 Communication 49

5 Change 67

6 Structure 85

7 History and Development 103

8 Social and Cultural Narratives 117

9 Applications to Theory, Research, and Organizations 131

References 147

Author Index 153

Subject Index 157

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Acknowledgments

IOWE A debt of gratitude to the many systems that supported thewriting of this book. I am reminded of the concentric circle diagramthat appears in Chapter 2, which outlines all the systems that

are influential in the life of a child. In a similar fashion, there aremany groups of people who have had a direct or indirect influence onthis book.

First, my social circles have indulged me by giving me a pass oncommittee work and hosting events and have provided advice andencouragement. I would like to thank PamBooth,Megan Fante, SuellenHoward, Cora Neslin, Julie Savoie, Amy Tabor, and Kerri Ziller forcheering me on and Richard Evans and Char Elliot for inspiration thatoften felt divine.

Professionally, I had the very good fortune of training with BillPinsof, Jay Lebow, Cheryl Rampage, Doug Breunlin, and Peter Reiner.The intellectually rich environment they provided continues to sustainme. Both in Chicago and in Denver, I have also had the privilege ofworkingwith clients in individual, couples, and family therapy, as wellas supervising psychotherapy training. I am awed by what I havelearned from my patients, and I am so grateful to be able to do thiswork. I need to thank my clinical consultation group, Tim Dea andBonnie Messer, who hold this work with me. I count on their wisdom,compassion, and good humor.

Much of this book is directly related to my work at the GraduateSchool of Professional Psychology, an essential system in my profes-sional development. My dean, Peter Buirski, has been a mentor whohas provided excellent guidance in so many ways. He leads us instriving to be the best practitioners and scholars that we can be, and hisencouragement has been invaluable. My friends Lavita Nadkarni andJenny Cornish have supported every aspect of my professional life,including sharing their publisher with me. When we see that individ-uals always exist in the context of larger systems, I can’t imagine doingmywork outside the context of the support I receive from Peter, Lavita,

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and Jenny. I am so grateful to have the chance to work with MarquitaFlemming at Wiley, who is responsive, interesting, and consistentlyreasonable.

There are other members of the GSPP faculty and staff who havedirectly supported this project, most notably Michael Karson, who isalways willing to discuss systems issues with me and writes so wellabout clinical matters. He also provided lucid and entertaining feed-back on this manuscript. Erik Sween’s deep thinking and interestingideas are consistently inspiring, and I want to thank him for readingthe manuscript and offering helpful comments. Others in the GSPPcommunity have supported the project in a wide variety of ways,but all have participated in systems work with me. I am grateful towork with Mark Aoyagi, Tom Barrett, Judy Farmer, Judy Fox, KimGorgens, Lynett Henderson-Metzger, Fernand Lubuguin, HaleMartin, Lee Massaro, John McNeill, Julie Meyer, Laura Meyer, ArturPoczwardowski, Samara Rasmussen, Lupe Samaniego, Jamie Shapiro,Janet Shriberg, Ragnar Storaasli, and Tracie Kruse.

I also need to thank all of the students who have taken my systemstheory class, andwhose intellectual curiosity keepsme onmy toes. I amgrateful to Courtney Hergenrother for reading and editing the manu-script, and to the many students who have read parts of the work. GiftWahiwe has been an amazing resource in tracking down sources andbeing generally helpful. I am very fortunate that my students haveshared their energy and enthusiasm on so many levels.

Finally, I make the point that systems theory isn’t primarily aboutfamilies, and yet my family is my primary source of support andmotivation. I want to thank my German family for their interest,investment, and acceptance through the years. To my parents, Char-lotte and Warren, and my siblings, Suzanne and Wesley, I could nothave asked for a warmer, more loving, and more encouraging familylife. I am so grateful for all the ways that I can count on you. And on tothe inner circle, I am thankful to have found Tony, the love of my life,and to haveMonica and Evan, truly the children of my dreams. You aremy secure home base and my sanctuary. Thank you for everything!

x ACKNOWLEDGMENTS

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Preface

MANY OF THE examples in this book come from the classroom,and I wrote the book with students in mind. I have beenfortunate in teaching a Systems Theory in Psychology course

for doctoral psychology students for 17 years. This course is required ofall first-year students as a part of a year-long theory sequence. Unlikeprograms that teach systems theory as part of family psychology, ourprogram utilizes systems theory as a foundational model for generalmental health practice. Because I have struggled to find sources that usesystems theory in this broad way, I began to explore the possibility ofwriting this book. As I mention in subsequent chapters, beyond thefascinating but dense early texts on applying systemic principles tosocial groups, there was little available outside the family therapy field.Further, most of the writing done in family therapy was linked to oneof the early theorists. I realized that a general systems text could take astep back from these specific approaches and could supplement one ofthe overview family therapy textbooks.

Many of the other examples in this book come from my clinicalpractice, and I also wrote the book for practitioners. The art of psycho-therapy is a vital, dynamic process that continually keeps me on mytoes, and systems theory has been a worthy guide through the process.As my work evolves and improves, I return to basic systemic conceptsfor insight and clarity. I believe that sharing clinical stories is ameaningful and interesting endeavor that both provides intellectualsatisfaction and enriches the work that we do. I hope that the book willallow clinicians to review basic concepts in a way that invites them toreflect on their experiences.

Most students in the mental health field are learning to be clinicians,and most clinicians are lifelong students, so my dual purposes inwriting this book overlap considerably. I have tried to translate thetechnical language of general systems thinking into common, everydaylanguage. As a translator, I endeavor to retain some of the original

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excitement of this comprehensive, far-reaching way of looking athuman behavior. At the same time, I hope to capture the practicalutility of observing human interactions through a systems lens. I haveused many of the foundational texts from general systems theory,family therapy, and couples therapy, and I have also included someof my favorite references from the individual therapy literature. I havetried to weave together these background sources in a way that willpresent you with the key elements of each source and spark yourcuriosity to go deeper into each theory. Even without going back to theoriginal sources, however, I hope that you will feel solidly grounded inthe core components of systemic thinking.

xii PREFACE

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C H A P T E R 1

Introduction to Systems Thinking

IOFTEN BEGIN my course on Systems Theory with a game that has thefollowing directions: ‘‘The name of this game gives the rules of thegame. It’s called Letters and Patterns, not Words and Concepts.’’

I then give some of the following examples and ask the class to join inwith their own examples.

It is puppies and kittens, not dogs and cats.It is summer and fall, not spring and winter.It is cotton and wool, not silk and nylon.It is mommy and daddy, not grandma and grandpa.

Generally, at least a few of the students have played the game andchime in with their own examples:

It is beer, pizza, and cheese, but not wine, bread, and chocolate.It is football and soccer, but not skating and snowboarding.

Then I shake it up a bit and give other types of examples: It isbedroom but not jockey; it is broom but not steak. And finally I will tryto make it a bit easier:

It is running, but not run; it is hopping, but not hoping.

At times, a brave student ventures an incorrect guess (‘‘It is swim-ming but not skiing’’; actually, it is both!), but usually students whohaven’t figured out the game sit with puzzled expressions until Iexplain the rules. Seeing the words on the page may have helpedyou uncover the pattern, and most people have an ‘‘aha!’’ moment

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