Resolving School Problems with Structural Family Therapy

Abstract

Given the persistence of children's problems at school, and given the dramatic shifts in the stability of the American family, increased attention has focused on the family context of children's school problems. A concomitant professional concern has been the identification of useful methods of family assessment and intervention. The structural family therapy approach is one useful family evaluation and treatment model, and the purpose of this article is to clarify the basic assumptions, concepts, and practices associated with this approach. The applicability of this approach to school psychology practice is demonstrated through presentation of two case studies of two families with differing family structures: an intact family and a single-parent family. Strengths and limitations of the structural approach for school psychology practice are discussed.