The thesis of the first article is that much pathology derives from inability to deal with feelings of hurt. This inability results in the externalization of responsibility, which in turn creates victims and dysfunctional behavior. The second article discusses the "scapegoating" aspect of family dysfunction. (Author/HMV)

Family psychology stresses theory testing, outcome of interventions, and prevention with functional or at-risk families. An academic curriculum in family psychology, which has been operational for 10 years, is presented. Clinical training follows a gradual approach, starting with relatively simple Structured Enrichment, progressing to more complex…

Clarifies paradoxical treatment by reducing it to two major sets of issues: positive reframing and control. After consideration of certain paradoxes about control, guidelines to achieve control are given. The notion of control is considered within the context of positive reframing. (BH)

Family Enrichment Programs are viewed as vehicles for training, practice and research, with their main focus being improved communication on both cognitive and affective levels. (Author)

This study began validation of the Family Profile Form, constructed to link evaluation of couples and families with specific structured enrichment exercises. Reliability and validity with different samples of participants were found to be within acceptable limits of statistical significance. (Author/MKA)

A compilation of paradoxical interpretations and prescriptions is presented after a short review of similar efforts. Includes the following dimensions: individual v systematic; prescriptive v descriptive; reframing v relabeling; and specific v general. Theoretical, empirical, and clinical implications of this typology are considered, with an…

Suggests that family systems thinking is too abstract to be testable and too discontinuous to be related to psychology as a science and profession. Presents a reductionist proposal delineating three major dimensions of family behavior: development, the ability to love, and the ability to negotiate power. (Author/KS)

Two couples and one family who failed to show any progress during the course of structured enrichment programs were evaluated. It was concluded that the parents' or marital partners' inability to look at themselves critically was one reason for the failure. Discusses possible future research. (Author)

Summarizes and reviews the past decade of work to develop Structured Enrichment (SE) programs. Discusses four major representative functions to indicate the testability of SE. Considers further research on its comparative usefulness, expansion to clinical populations, and the testing of component skills. (NRB)

Focuses on the training of family therapists, and the benefits provided by an alternative model based on enrichment role-playing. Benefits discussed include: an optimal environment for teaching basic relationship skills; security for the student and clarity of perceptions for the supervisor; and an opportunity to learn family diagnostics. (Author)

A model lending itself to the classification of family therapy theories is presented. The importance of the role of feelings is stressed. Emphasis is placed on using a continuum of emotionality separately from rationality or activity in this model. (Author)

This paper compares and contrasts four major approaches to family facilitation--family therapy, family enrichment, family life education, and behavior modification. The authors conclude research on all four approaches is sorely needed and that the future helpers of families will need to use all four approaches, separately or in combination.…

The rationale, background, and nature of family enrichment programs is explained. These structured, skill training approaches for couples and families consist of six lessons with four to six exercises per lesson. They are extremely structured to the point that instructions to trainers are given verbatim. Trainers can modify these instructions and…