Contextual therapy focusses on restoring and enhancing relationships, based on its paradigm of relational ethics, presuming a human tendency for reciprocal care. It is precisely in a time of stressed relationships that this focus on strengthening humanity is of great importance. This article presents the first study on the application of this paradigm into concrete interventions of twelve current contextual therapists, answering the question: How do contextual therapists apply the contextual theory and therapy into concrete interventions? Using the Thematic Analysis, fourteen therapy sessions were analyzed, revealing a typical working-method and eight characteristic categories of interventions. The findings of this qualitative research reveal a consistent working-method and several recognizable contextual elements. These may contribute to further integrating the paradigm of relational ethics in family therapy and developing a contemporary contextual guideline for therapy. It also provides a conditional step for investigating the efficacy of contextual therapy, for evidence-based research, and for further development of the methodology of contextual therapy.
In order to optimize collaboration between Speech and Language Therapists (SLTs) and parents of children with Developmental Language Disorders (DLD), our aim was to study what is needed for SLTs to transition from the parent-as-therapist aide model to the FCC model and optimal collaborate with parents. Chapter 2 discusses the significance of demystifying collaborative working by making explicit how collaboration works. Chapter 3 examines SLTs’ perspectives on engaging parents in parent-child interaction therapy, utilizing a secondary analysis of interview data. Chapter 4 presents a systematic review of specific strategies that therapists can employ to enhance their collaboration with parents of children with developmental disabilities. Chapter 5 explores the needs of parents in their collaborative interactions with SLTs during therapy for their children with DLD, based on semi-structured interviews. Chapter 6 reports the findings from a behavioral analysis of how SLTs currently engage with parents of children with DLD, using data from focus groups. Chapter 7 offers a general discussion on the findings of this thesis, synthesizing insights from previous chapters to propose recommendations for practice and future research.
In order to optimize collaboration between Speech and Language Therapists (SLTs) and parents of children with Developmental Language Disorders (DLD), our aim was to study what is needed for SLTs to transition from the parent-as-therapist aide model to the FCC model and optimal collaborate with parents. Chapter 2 discusses the significance of demystifying collaborative working by making explicit how collaboration works. Chapter 3 examines SLTs’ perspectives on engaging parents in parent-child interaction therapy, utilizing a secondary analysis of interview data. Chapter 4 presents a systematic review of specific strategies that therapists can employ to enhance their collaboration with parents of children with developmental disabilities. Chapter 5 explores the needs of parents in their collaborative interactions with SLTs during therapy for their children with DLD, based on semi-structured interviews. Chapter 6 reports the findings from a behavioral analysis of how SLTs currently engage with parents of children with DLD, using data from focus groups. Chapter 7 offers a general discussion on the findings of this thesis, synthesizing insights from previous chapters to propose recommendations for practice and future research.
