MULTICULTURAL FOUNDATIONS OF PSYCHOLOGY AND COUNSELING Series Editors: Allen E Ivey and Derald Wing Sue Multicultural Encounters: Case Narratives from a Counseling Practice Stephen Murphy-Shigematsu Community Genograms: Using Individual, Family, and Cultural Narratives with Clients Sandra A Rigazio-DiGilio, Allen E Ivey, Kara P Kunkler-Peck, and Lois T Grady Community Genograms Using Individual, Family, and Cultural Narratives with Clients SANDRA A RIGAZIO-DIGILIO ALLEN E IVEY KARA P KUNKLER-PECK LOIS T GRADY contributing author ANTHONY J RIGAZIO-DIGILIO foreword by DOROTHY S BECVAR Teachers College Columbia University New York and London Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 Copyright © 2005 by Teachers College, Columbia University All rights reserved No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher Library of Congress Cataloging-in-Publication Data Community genograms : using individual, family, and cultural narratives with clients / Sandra A Rigazio-DiGilio [et al.] ; foreword by Dorothy S Becvar p cm — (Multicultural foundations of psychology and counseling) Includes bibliographical references and index ISBN 0-8077-4554-5 (cloth : alk paper) — ISBN 0-8077-4553-7 (pbk : alk paper) Family psychotherapy—Technique Behavioral assessment—Charts, diagrams, etc Narrative therapy Cultural psychiatry Community psychology I Rigazio-DiGilio, Sandra A II Series RC488.53.C65 2004 616.89'156—dc22 2004062080 ISBN 0-8077-4553-7 (paper) ISBN 0-8077-4554-5 (cloth) Printed on acid-free paper Manufactured in the United States of America 12 11 10 09 08 07 06 05 Contents Foreword by Dorothy S Becvar ix Preface: The Community Genogram Toward a Community Spirit Case Material Practice Exercises Releasing Client Creativity Overview of the Book A Step Closer xi xii xiii xiii xiii xiv xv xvii Acknowledgments The Community Genogram: Understanding Clients in Their Communities Graphic Assessment Devices: Visualizing the Hidden Structure of Our Lives The Community Genogram Perspective: Capturing Individual, Relational, Family, Community, and Cultural Relationships Using Community Genograms Throughout the Counseling and Therapy Process Conclusion: The Map Is Not the Terrain How to Construct and Interpret Community Genograms: Exploring Self-in-Relation and Family-in-Relation Clarifying Various Definitions of Self and Family Defining Self, Family, and the Community: Practice Questions A Broad View of Extended Family: Elizabeth v 11 15 16 16 18 22 vi Contents The Separate Entity–Relational Entity Continuum Constructing the Community Genogram The Significance of Strengths and Positive Resources: The Case of Jason Practice Exercise: Identifying Individual, Family, Community, and Cultural Strengths Conclusion: Empowering Our Clients Tapping the Liberating Qualities of Culture and Community in Counseling and Therapy (with Anthony J Rigazio-DiGilio) Identifying Cultural Influences: Practice Questions Cultural Empathy Going Beyond Cultural Empathy: Practice Questions Exploring Boundaries Exploring Power Cultural Identity Theory: Practice Questions The Community Genogram: A Clinical Tool for Cultural Liberation Conclusion: Liberate the Potential of Inherited Cultural Legacies Exploring Life Span Development with the Community Genogram Values and Traits: Practice Questions Narratives and Cognitive-Emotional Responses Major Themes Over the Life Span: Elizabeth Using the Multicultural Cube A Life Span Community Genogram Tailoring the Community Genogram to Client Need Conclusion: Interactive Assessment Methods and Treatment Planning Contextualizing the Self in Counseling and Therapy Setting a Safe and Enabling Context for Treatment Using Community Genograms in Treatment: Illustrative Dialogues Conclusion: Client Meaning Making and the Community Genogram 24 27 37 39 41 42 43 44 45 46 47 51 56 67 69 69 70 71 73 79 89 90 93 94 95 111 Contents Using Community Genograms with Families: A Coconstructivist Perspective Defining Coconstructivism Differentiating Postmodern Counseling Theories Coconstructivist Treatment A Portrait of Treatment: The Case of Tina and Kathy Conclusion: Illustrating the Story Line Epilogue Using the Community Genogram Within a Larger Repertoire of Clinical Practice Conclusion: The Importance of Context vii 112 112 113 116 120 136 137 137 139 References 141 Index 149 About the Authors and Contributor 157 Foreword The latter decades of the twentieth century were characterized by an increase in awareness among mental health professionals of the need for much greater sensitivity to the larger cultural contexts in which individuals and families live and within which the problems they experience emerge Called to task by both feminists and proponents of postmodernism for a view soon recognized to be far too narrow, counselors and therapists began to understand the importance of widening the lenses through which clients were viewed Of crucial importance was the need to acknowledge the degree to which factors such as gender, ethnicity, power, and privilege participated in the creation of realities as well as in the ability to facilitate meaningful change Accordingly, a movement to enhance multicultural sensitivity and competence gradually evolved, culminating, in part, in various revised approaches to the therapeutic process One response took the form of metaframeworks that aimed at highlighting various contextual issues and allowed for individualized responses that were sensitive to the unique characteristics of each client system, for example, those created by Breunlin, Schwartz, and MacKune-Karrer (1992) and Rigazio-DiGilio (1994) Similarly, several efforts have been made to expand the traditional genogram (Guerin & Pendagast, 1976; McGoldrick, Gerson, & Shellenberger, 1999), long considered an extremely useful tool for mapping family characteristics over three or more generations Thus, some versions focus on religion and spirituality (Frame, 2000), one aims at understanding money issues (Mumford & Weeks, 2003), and others seek to recognize specific cultural dimensions (Congress, 1994; Hardy & Laszloffy, 1995) While each of the above approaches represents an important contribution to the goal of increased contextual sensitivity, the authors of Community Genograms are to be congratulated for moving this development to another level As a function of the potential of the community genogram to portray the issues of importance to each client and to so in a manner appropriate for that client, counselors and therapists are being provided with a tool that may enhance their ability to understand the particular contextual characteristics impinging upon those with whom they are working What is ix 144 References Hoffman, L (1990) Constructing realities: An art of lenses Family Process, 29, 1–12 Howard, G S (1991) Cultural tales: A narrative approach to thinking, crosscultural psychology and psychotherapy American Psychologist, 46, 187–197 Ibrahim, F A (1985) Effective cross-cultural counseling and psychotherapy: A framework Counseling Psychologist, 12, 625–638 Ivey, A E (1991) Developmental strategies for helpers: Individual, family, and network interventions Pacific Grove, CA: Brooks/Cole Ivey, A E (1995) Psychotherapy as liberation In J Ponterotto, J Casas, L Suzuki, & C Alexander (Eds.), Handbook of multicultural counseling (pp 131–145) Beverly Hills, CA: Sage Ivey, A E (2000) Developmental therapy: Theory into practice North Amherst, MA: Microtraining Associates Ivey, A E., D’Andrea, M., Ivey, M B., & Simek-Morgan, L (2002) Theories of counseling and psychotherapy: A multicultural perspective (5th ed.) 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Pacific Grove, CA: Brooks/Cole Index Adams-Westcott, J., 118 Adler, A., 76 Adults, star diagrams for, 80, 81–83, 85–89 Alex (case study), 11–14 Alexander, C., 51 Analysis, and life span development, 70, 71, 78, 90 Anderson, H., 13, 114, 116 Angelou, Maya, 54–56 Anthony, W., 44 Arciero, G., 119 Attneave, C., 76 Auerswald, E., 5, 76 Awareness and coconstructivism, 118 and community genograms as evaluation devices, 139 and contextualizing the self, 110, 111 and liberating qualities of culture and community, 51–53, 55 and life span development, 76–77 Axelson, J A., Bagarozzi, D A., Banks, J., 43 Becvar, D S., 3, 115 Becvar, R J., 3, 115 Beliefs and defining self-identity and collective identity, 20 and liberating qualities of culture and community, 45 and life span development, 92 Berger, P., 114, 115 Bergin, A., 44 Boundaries definition of, 46 and empowerment of clients, 41 exploring, 46–47 and liberating qualities of culture and community, 45–47, 67 and separate entity-relational entity continuum, 24–25, 26, 27 Bowen, M., 76 Boyd, S., Bronfenbrenner, U., 76 Brown, L S., 114 Burr, V., 114 Carkhuff, R., 44 Casas, J., 51 Change and coconstructivism, 115, 118, 136 and community genograms as evaluation devices, 139 and community genograms as intervention devices, 139 and construction of community genograms, 29 and contextualizing the self, 106 counseling relationship as forum for, 93 and life span development, 79 and moving toward reflective consciousness, 106 Cheatham, H., Child, star diagrams for, 80, 81 Clients community genograms as gift to, 14 empowerment of, 41 and guiding client progress toward termination, 119–20 modifying community genograms to fit needs of, 1, 4, 89–90 needs of, 73, 89–90 as own therapists, 119 relationship between therapist and, 29, 44–45, 49 See also Therapy/counseling; specific topic Coconstructivism and contextualizing the self, 94, 106, 109, 111 and culturally responsive treatment plans, 117–19 defining, 112–13 goal of, 116, 117 149 150 Coconstructivism (continued) and life span development, 78, 92 perspectives of, 115–16 portrait of treatment using, 120–36 role of contextual and developmental variables in, 117 therapeutic stance in, 116–17 treatment using, 116–20 and using community genograms with families, 112–36 Cognition and coconstructivism, 115 and life span development, 70–71 Collective identity basic assumption about, 22 and coconstructivism, 119 definition of, 17–21 and family, 21 and life span development, 70, 71 practice questions about, 18–22 and separate entity-relational entity continuum, 24–27 Combs, G., 118 Community and benefits of community genogram, and communities-of-origin, 20–21, 43 and defining self-identity and collective identity, 20–21, 22 and development of community genograms, 4–10 and liberating qualities of culture and community, 43 liberating qualities of, 42–68 practice questions/exercises about, 18– 22, 39–41 strengths of, 39–41 visual representation of, 39–40 See also Community genograms Community genograms as assessment tools, 1, 4, 27, 90–92, 136, 138, 139 basic/key concepts of, 2, 16, 28–31, 92 as clinical tool for cultural liberation, 56–67 coconstructivist perspective on, 112–36 as communication device, 136 construction/development of, 4–10, 11, 27–37, 89–90 ecosystemic perspective of, 5, 76, 138– 39, 140 flexible nature of, 31–37, 41, 89, 136 as gift to client, 14 goals of, 92 illustrative dialogues about, 95–110 interpretation of, 11, 16–41, 89–90 as intervention devices, 1, 136, 138–39 Index introducing, in therapy, 97–99 and liberating qualities of culture and community, 42–68 and life span development, 69–92 and the map is not terrain, 15 modifications of, 1, 4, 89–90 multiple, 69, 89 as open-ended devices, 138 and other graphic assessment devices, 2–4 practice exercise for, 39–41 preparation of clients for participation and creation of, 94–95 prototypical, 57–67 purposes/functions of, 1–2, 8, 11, 12, 15, 17, 27–29, 41, 45, 49, 53–54, 57, 67–69, 71, 76, 78, 83, 92, 93, 111– 13, 116–19, 136, 137, 139 relational, 4–10, 33–35 as secondhand information, 15 and significance of positive assets, 15, 37–38 as subjective representation, 15 use of, throughout counseling and therapy process, 11–14 use of, within a larger repertoire of clinical practice, 137 Conflicts, and family genograms, Congress, E P., Consciousness and liberating qualities of culture and community, 53 See also Reflective consciousness Constructivist perspectives, 113–14, 115 Context and coconstructivism, 115, 117, 119, 136 and community genograms as assessment tools, 138 and community genograms as evaluation devices, 139 and community genograms as intervention devices, 138, 139 and exploring contextual and transgenerational forces, 122–29 and illustrative dialogues about community genograms, 95–110 importance of, 139–40 and the self, 93–111 setting safe and enabling, 94–95 and social constructionism, 114 Continuum, of relational entity and separate entity, 24–27 Cook, P E., 117, 118 Coopersmith, E., 4, 90 Counseling See Therapy/counseling Couples therapy, coconstructivist approach to, 112, 120–36 Index Cross, W E Jr., 51 Cultural genograms, Cultural identity and liberating qualities of culture and community, 56–57 and life span development, 74, 76–77, 78 and multicultural cube, 74, 76–77 theory of, 51–56, 67, 78, 104–5, 108 Cultural sensitivity, 43, 45, 67, 79, 104 Culture and benefits of community genograms, and coconstructivism, 115, 117–19 and community genogram as clinical tool for cultural liberation, 56–67 connecting self to, 99–101 constraining aspects of, 42 and contextualizing the self, 95–110 and cultural empathy, 4, 44–46 and defining self-identity and collective identity, 18, 19 definition of, 42–43 and development of community genograms, 4–10 and family genograms, and identitying cultural influences, 43–44 liberating qualities of, 42–68 and life span development, 79, 81–82 practice questions/exercises about, 39– 41, 43–44, 51–56 and social constructionism, 114 strengths of, 39–41 and treatment plans, 117–19 See also Cultural genograms; Cultural identity; Cultural sensitivity; Multicultural cubes Dafforn, T A., 118 D’Andrea, M., 4, 5, 17, 43, 44, 51, 53, 73, 74, 101, 114, 115, 118 Daniels, J., 5, 17 Daniels, M H., 114 De Shazer, S., 13, 118 Dell, P., 114 Development, human case study about, 8–10 and contextualizing the self, 108, 111 and development of community genograms, 7, 8–10 role of, in coconstructivism, 117 stages of, 79–89 Development, life span, 69–92 Developmental counseling theory (DCT), 77–79, 92 Differentiation, and coconstructivism, 118– 19 Duhl, F J., 151 Dunn, A B., Durrant, M., 118 Eco-map, as graphic assessment device, 3–4 Ecosystemic perspective, of community genograms, 5, 76, 138–39, 140 Efran, J S., 117, 118 Elizabeth (case study), 8–10, 22–24, 46– 47, 50–51, 71–73 Emotions and coconstructivism, 115 and life span development, 70–71 Empathy, 4, 44–46 Encounter stage (cultural identity theory), 52, 53, 54, 55, 104 Epston, D., 13, 118 Ethnicity and contextualizing the self, 97 and development of community genograms, and liberating qualities of culture and community, 44 and life span development, 74 Evelyn (case study), 60–62 Falicov, C J., Family “balanced,” 27 and benefits of community genograms, 1, and coconstructivism, 118 and cultural genograms, definitions of, 16–18 and development of community genograms, 4–10 extended, 9, 17, 19, 22–24, 77, 100, 101 functions of, 5–7 isolated, 17 legacies of, practice questions/exercises about, 18– 22, 39–41 primary/birth, relational star diagram for, 62–65 and separate entity-relational entity continuum, 26–27 strengths of, 39–41 use of community genograms with, 112–36 See also Collective identity; Family floor plan; Family genograms; Family-inrelation; Family-of-origin Family floor plan, 90, 91, 140 Family genograms, 2–3, 7–8 Family-in-context See Family-in-relation Family-in-relation and construction of community genograms, 27–37 152 Family-in-relation (continued) definition of, 17, 18 and empowerment of clients, 41 and liberating qualities of culture and community, 44, 45, 47, 49, 51 and life span development, 69, 71, 74 and limitations of graphic assessment devices, and practice exercise for community genograms, 40 and purposes/functions of community genograms, 1, 69 and separate entity-relational entity continuum, 24–27 surfacing elements of, 21–22 Family-of-origin, 18–19, 21, 22, 43 Family trees, Father Knows Best (TV), 17 Feminism, 5, 118 Floden, R., 115 Frame, M W., Freedman, J., 118 Gender, and liberating qualities of culture and community, 44 Genetics, Gergen, K J., 13, 93, 114 Gerson, R., 114 Gesili family (case study), 31–33, 90, 91 Gladding, S T., 3–4 Gluckstern, N., 73 Goldner, V., Goncalves, O F., 5, 17, 119 Goodman, G Jr., 56 Goolishian, H A., 13, 114, 116 Grady, Lois, 57 Grant, C A., 143 Graphic assessment devices, 2–4, 138 See also specific device Green, J B., 3, Green, J W., Guerin, P J., Guidano, V F., 114, 119 Guterman, J T., 114, 116 Hanson, S M., Hardy, K., 3, Hare-Mustin, R T., Harland, R., Harter, S., 95 Hartman, A., Hayes, R L., 17, 94, 114 Helms, J., 51 Hoffman, L., 114 Howard, G S., 94, 114 Hypothetical realism, 114 Index Ibrahim, F A., Identity and coconstructivism, 119 and purposes/functions of community genograms, 17 See also Collective identities; Cultural identity; Self-identity Images and contextualizing the self, 100, 101, 102–3 and life span development, 78, 90 of strengths, 40 Immersion stage (cultural identity theory), 52, 53, 54, 56, 105 Individual and benefits of community genograms, 1, and life span community genograms, 79–89 practice exercise about, 39–41 star diagrams for, 57–62, 79–89 strengths of, 39–41 See also Individuals-in-relation; Self; Self-identity; Self-in-relation Individuals-in-relation, 1, 4–10 See also Self-in-relation Influence See Power/influence Integration, and coconstructivism, 119 Interactive assessment methods, and treatment planning, 90–92 Internalization stage (cultural identity theory), 52, 53, 54, 56, 106, 108–10 Ivey, A E., 4, 5, 17, 31, 43, 44, 51, 53, 73, 74, 77, 78, 101, 113, 115, 116, 118 Ivey, M B., 4, 5, 44, 51, 53, 73, 74, 101, 115, 118 Jackson, B., 51 Jason (case study), 37–38, 39 Julianelli, J., 55 Jung, C., 76 Keeney, B P., 114 Kelly, G A., 76, 114 King, Martin Luther Jr., 28, 56 Kittredge, W., 13 Kowalski, K., 118 L’Abate, M., Lambert, M., 44 Language and coconstructivism, 115, 116 and contextualizing the self, 96, 97 and life span development, 70, 71, 78 and social constructionism, 114 Laszloffy, T., Leave It to Beaver (TV), 17 Levitt, M M., Index Life, as journey, Life span development and cognitive-emotional responses, 70–71 and community genogram, 69–92 and interactive assessment methods and treatment planning, 90–92 major themes in, 71–73 and multicultural cube, 73–79, 92 and narratives, 70–71, 77, 78, 92 and practice questions/exercises, 69–70 and star diagrams, 79–89, 90 and values and traits, 69–70 Locke, D., 113, 115 Locus, and multicultural cube, 76, 77 Luckmann, T., 114, 115 Luepnitz, D., Lyddon, W J., 116, 117 Magdalena (case study), 95–110, 111 Mahoney, M., 93, 113, 114 Major themes, in life span development, 71–73 Martin, J., 119 Maturana, H., 114 McGoldrick, M., 114 McLeod, J., 118 Meaning making, 7, 111, 114, 115, 119 Meichenbaum, D., 119 Meyerstein, I., Minuchin, S., 5, 76 Monk, G., 116 Montalvo, B., 42 Morgan, A., 13 Morris family (case study), 62–65 Multicultural cubes, 73–79, 92, 96 Multiculturalism and coconstructivism, 118 and contextualizing the self, 97 and criticisms of traditional counseling methods, and liberating qualities of culture and community, 43 and life span development, 73–79 and multicultural therapy/counseling, 73 See also Multicultural cubes Narratives/stories and coconstructivism, 116, 117, 118–19, 136 and community genograms as assessment tools, 138, 139 and contextualizing the self, 93, 94, 96, 97, 106 expressing negative, 103–5 and liberating qualities of culture and community, 56–57 153 and life span development, 70–71, 77, 78, 90, 92 and multicultural cubes, 77 and practice exercise for community genograms, 39, 40 purposes/functions of, 71 and social constructionists, 114 of strengths, 40 and use of community genograms throughout counseling and therapy process, 11 See also Re-storying Neimeyer, G., 115 Neimeyer, R A., 94, 95, 115, 116, 119 Nieto, S., 43 “Not-knowing” stance, 116–17 O’Hanlon, W H., 118 Older child, star diagrams for, 80, 81 Ontological realism, 114 Others and boundaries, 46 and liberating qualities of culture and community, 43 and separate entity-relational entity continuum, 26 Ozzie and Harriet (TV), 17 Paniagua, F A., 17 Parham, T., 51, 53 Pedersen, P B., 5, 17, 43, 51, 73 Pendagast, E G., Polkinghorne, D E., 13, 114 Ponterotto, J., 51 Positive assets and coconstructivism, 117, 118, 136 and community genograms as intervention devices, 138, 139 and construction/development of community genograms, 6, 29 and contextualizing the self, 94, 100, 101–2, 103, 105, 107, 111 and empowerment of clients, 41 intensifying search for, 101–3 and liberating qualities of culture and community, 45 and life span development, 71, 78, 90 practice exercise for identifying, 39–41 and purpose/functions of community genograms, 15 search for images and narratives of, 40 significance of, 37–38 and use of community genograms throughout counseling and therapy process, 11, 14 154 Postmodernism, 95, 113–16, 136 See also Coconstructivism Power/influence and coconstructivism, 115, 116, 117–18, 119 and community genograms as evaluation devices, 139 and community genograms as intervention devices, 139 and construction of community genograms, 28, 29 and contextualizing the self, 101, 104, 105, 106 cultural, 43–44 and defining self-identity and collective identity, 22 definitions of, 47–48 and development of community genograms, and empowerment of clients, 41 exploring, 47–51 and family genograms, and liberating qualities of culture and community, 45–46, 47–51 and life span development, 71, 74, 79 and multicultural cubes, 74 personal, 48–51 practice questions/exercise about, 43–44, 48–50 and separate entity-relational entity continuum, 24, 25–27 sources of, 48 and tapping liberating qualities of culture and community, 47–51 Practice questions/exercises for community genograms, 39–41 and constructing star diagrams, 65–67 and cultural empathy, 45–46 and cultural identity theory, 51–56 in defining self, family, and community, 18–22 and identifying cultural influences, 43– 44 and identifying strengths, 39–41 and life span development, 69–70 and power and influence, 25–26, 48–50 and values and traits, 69–70 Prawat, R., 115 Preencounter stage (cultural identity theory), 52, 53–54 Psychological distancing, 106 Questioning strategies and coconstructivism, 118, 120, 136 and construction of community genograms, 29, 31 Index and contextualizing the self, 94, 111 and initiating questions, 96–97 and life span development, 90 Race and contextualizing the self, 97 and development of community genograms, and liberating qualities of culture and community, 44 and life span development, 74 Raj (case study), 85–89 Raskin, J D., 94, 116, 119 Reality, 113, 114, 115 Reflection and coconstructivism, 118, 119 and community genograms as assessment tools, 138 and contextualizing the self, 97, 106 and liberating qualities of culture and community, 56–57 and life span development, 70, 71 and use of community genograms throughout counseling and therapy process, 11 See also Reflective consciousness Reflective consciousness moving toward, 105–8 shifting to internalization from, 108–10 Relational star diagrams, 57–60, 62–65 Resources See Positive assets Responsibility, taking, 8, 26 Re-storying and coconstructivism, 118–19 and contextualizing the self, 94, 99–110, 111 and progress in therapy, 13–14, 15 Richard and Anne (case study), 35–37 Rigazio-DiGilio, S A., 17, 73, 77, 78, 113, 115, 119 Rita (case study), 29–31 Robert and Dorothy (case study), 33–35 Rogers, C R., 44 Rohner, R., 46 Salient issues, identification of, 95–96 Scaffolding, 119 Scripts, Self and benefits of community genograms, and coconstructivism, 115 connecting culture to, 99–101 and construction/development of community genograms, 6–7, 8, 35 and constructivism, 114 contextualizing the, 93–111 Index definitions of, 16–18 and extended families, 22–24 and functions of families, isolated, 17 and liberating qualities of culture and community, 43, 44, 46, 49, 60–62 and life span development, 71, 74, 85 practice questions in defining, 18–22 and separate entity-relational entity continuum, 26–27 and time, 6–7 See also Individual; Individuals-inrelation; Self-identity; Self-inrelation Self-identity basic assumption about, 22 and coconstructivism, 116, 118 definition of, 17–18 and life span development, 70, 71 practice questions about, 18–22 and self-in-relation, 21 Self-in-context See Self-in-relation Self-in-relation and coconstructivism, 115, 117, 136 and construction/development of community genograms, 6–7, 8, 27– 37 and constructivism, 114 and contextualizing the self, 99 definition of, 17, 18 and empowerment of clients, 41 and extended families, 22–24 and liberating qualities of culture and community, 44, 45, 46, 47, 49, 51, 53, 56–57, 60–62 and life span development, 69, 71, 74, 85 and limitations of graphic assessment devices, and practice exercise for community genograms, 40 and purposes/functions of community genograms, 69 and self-identity, 21 and separate entity-relational entity continuum, 26–27 and significance positive assets, 37–38 and social constructionism, 114 surfacing elements of, 21–22 and time, 6–7 See also Individuals-in-relation Seligman, M.S.P., 26 Senior adults, star diagrams for, 80, 83 Separate entity, continuum of relational entity and, 24–27 Sexton, T L., 93 155 Shellenberger, S., Simek-Morgan, L., 4, 44, 51, 53, 73, 74, 101, 115, 118 Sleeter, C E., 143 Sloane, R., 44 Smith, G P., 43 Social constructionism, 93, 114–15 Social context and benefits of community genograms, and coconstructivism, 113, 115 and community genograms as evaluation devices, 139 and community genograms as intervention devices, 139 and constructivism, 114 and contextualizing the self, 97 and development of community genograms, 7, and liberating qualities of culture and community, 44 and life span development, 70, 74 and multicultural cubes, 74, 76 Spirituality, 56, 83 Staples, F., 44 Star diagrams basic components of, 57–60 constructing, 65–67 future, 89 and importance of context, 140 individual, 57–62, 79–89 and life span development, 79–89, 90 “now,” 89 relational, 57–60, 62–65, 89 Sterne, P., 118 Stories See Narratives/stories; Re-storying Strengths See Positive assets Sue, D, 43, 51 Sue, D W., 43, 51, 73 Suicide, 29 Suzuki, L., 51 System consolidation, 119 enhancement, 119 exploration, 119 transformation, 119 Therapy/counseling and client-therapist relationship, 29, 44– 45, 49 and clients as own therapists, 119 clients’ role in, 11 and connecting culture to self, 99–101 culturally sensitive, 73–77 definition of, 13 developmental, 73, 77–79, 92 156 Therapy/counseling (continued) and differentiating postmodern theories, 113–16 empathy as foundational to, 44 and empowerment of clients, 41 family, 118 goals of, 95, 116, 136 historical development of, 17 and identification of salient issues, 95–96 and illustrative dialogues about community genograms, 95–110 initial phase of, 11–13 initiating questions in, 96–97 introducing community genograms in, 97–99 and meaning making, 111 multicultural, 73 phases/cycles in, 119–20 and postmodern interventions, 95 progress in, 29 role of therapist in, 92 tapping liberating qualities of culture and community in, 42–68 termination of, 14, 119–20, 138 traditional, 5, 17, 112–13 use of community genograms at beginning of, 138 use of community genograms throughout, 4, 11–14, 138 and using community genograms within a larger repertoire of clinical practice, 137–39 See also Coconstructivism; specific topic Thomlison, B., 2, Time and community genograms as assessment tools, 138 and development of community genograms, 6–7 and human development, and importance of context, 140 and life span development, 70, 79 and self, 6–7 and self-in-relation, 6–7 Tina and Kathy (case study), 120–36 Tomm, K., 118 Toppmann, L., 56 Traits See Values/traits Transgenerational forces, exploring, 122– 29 Index Treatment plans and interactive assessment methods, 90– 92 and life span development, 73, 77, 79, 92 and multicultural cubes, 73, 77 Values/traits and liberating qualities of culture and community, 43, 45 and life span development, 69–70 practice questions/exercises about, 69–70 Varela, F., 114 Visual models and construction of community genograms, 31, 33, 35–37 and contextualizing the self, 111 and practice exercise for community genograms, 39–40 and purposes/functions of community genograms, 136 and visualizing hidden structure of lives, 2–4 Von Foerster, H., 114 Von Glaserfeld, E., 114 Vygotsky, L., Watzlawick, P., 114 Weiner-Davis, M., 118 Wentworth, C M., Wentworth, W M., Whipple, V., Whiston, S C., 93 White, J., 51, 53 White, L J., 114 White, M., 13, 76, 114, 118 Whol, J., 137 Williams, R., Wittig, M A., Worden, M., 3, 118 Worldview and coconstructivism, 115, 116, 119, 120 and community genograms as assessment tools, 138 and life span development, 77–79, 90 Young adults, star diagrams for, 80, 81– 82, 85–89 Young child, star diagrams for, 80 About the Authors and Contributor AUTHORS Sandra A Rigazio-DiGilio, Ph.D., is a professor in the School of Family Studies / Marriage and Family Therapy Program, University of Connecticut, Storrs She also is a licensed marriage and family therapist and psychologist She has widely presented and published on an integrative, culturally and contextually based model of therapy, Systemic Cognitive Developmental Therapy, and its accompanying supervisory model, Systemic CognitiveDevelopmental Supervision Allen E Ivey, Ed.D., is a Distinguished University Professor (Emeritus) at the University of Massachusetts, Amherst The author or coauthor of more than 35 books and 200 articles and chapters translated into at least 16 languages, he is the developer of microcounseling, the foundational skills training program, and developmental counseling and therapy (DCT) Kara P Kunkler-Peck, Ph.D., is a family therapist and special needs educator She evaluates children at risk and implements educational programs for children with special needs while working closely with their families She is actively involved with implementing antiracist curriculum and teaching strategies in the elementary school setting Lois T Grady, Ph.D., received her undergraduate degree from Stanford University in economics in 1944 and completed graduate work in sociology at the University of Chicago while working for Educational Testing Service She earned a master of fine arts in ceramics in 1971 and a doctorate in creative studies with a concentration in counseling psychology in 1989 at the University of Massachusetts Her nature photographs, graphic work, and writing have appeared in numerous publications She lives in Amherst, Massachusetts, with her husband of 58 years and their extended family, and is happily pursuing the study of geology and landscape 157 158 About the Authors and Contributor CONTRIBUTOR Anthony J Rigazio-DiGilio, Ed.D., is professor and chair of the Department of Educational Leadership at Central Connecticut State University in New Britain, CT He serves as a consultant to local, regional, national, and international groups interested in improving the organizational conditions that promote positive human interaction, teaching, leading, and learning ... Murphy-Shigematsu Community Genograms: Using Individual, Family, and Cultural Narratives with Clients Sandra A Rigazio-DiGilio, Allen E Ivey, Kara P Kunkler-Peck, and Lois T Grady Community Genograms Using Individual,. .. storage and retrieval system, without permission from the publisher Library of Congress Cataloging-in-Publication Data Community genograms : using individual, family, and cultural narratives with clients. .. the individual develops within a family, within a community setting, and within a societal and cultural milieu Thus, it is the transaction between individual, family, and environment that is