Schizophrenia—its nature, etiology, and the kind of therapy to use for it—remains one of the most puzzling of the mental illnesses. The theory of schizophrenia presented here is based on communications analysis, and specifically on the Theory of Logical Types. From this theory and from observations of schizophrenic patients is derived a description, and the necessary conditions for, a situation called the “double bind”—a situation in which no matter what a person does, he “can't win.” It is hypothesized that a person caught in the double bind may develop schizophrenic symptoms. How and why the double bind may arise in a family situation is discussed, together with illustrations from clinical and experimental data.

ADVERTISEMENT RETURN TO ISSUEPREVCommunicationNEXTAmino Acid-Derived Ligands for Transition Metals: Catalysis via a Minimalist Interpretation of a MetalloproteinBrian Dangel, Michael Clarke, Jay Haley, Dalibor Sames, and Robin PoltView Author Information Department of Chemistry, University of Arizona Tucson, Arizona 85721 Cite this: J. Am. Chem. Soc. 1997, 119, 44, 10865–10866Publication Date (Web):November 5, 1997Publication History Received26 June 1997Published online5 November 1997Published inissue 1 November 1997https://pubs.acs.org/doi/10.1021/ja972135jhttps://doi.org/10.1021/ja972135jrapid-communicationACS PublicationsCopyright © 1997 American Chemical SocietyRequest reuse permissionsArticle Views1151Altmetric-Citations52LEARN ABOUT THESE METRICSArticle Views are the COUNTER-compliant sum of full text article downloads since November 2008 (both PDF and HTML) across all institutions and individuals. These metrics are regularly updated to reflect usage leading up to the last few days.Citations are the number of other articles citing this article, calculated by Crossref and updated daily. Find more information about Crossref citation counts.The Altmetric Attention Score is a quantitative measure of the attention that a research article has received online. Clicking on the donut icon will load a page at altmetric.com with additional details about the score and the social media presence for the given article. Find more information on the Altmetric Attention Score and how the score is calculated. Share Add toView InAdd Full Text with ReferenceAdd Description ExportRISCitationCitation and abstractCitation and referencesMore Options Share onFacebookTwitterWechatLinked InRedditEmail Other access optionsGet e-Alertsclose SUBJECTS:Ligands,Metals,Molecules,Monomers,Peptides and proteins Get e-Alerts

Family ProcessVolume 20, Issue 3 p. 367-368 On the Right to Choose One's Own Grandchildren JAY HALEY, JAY HALEY Director, Family Therapy Institute, 4602 North Park Avenue, Chevy Chase, Maryland 20015.Search for more papers by this author JAY HALEY, JAY HALEY Director, Family Therapy Institute, 4602 North Park Avenue, Chevy Chase, Maryland 20015.Search for more papers by this author First published: SEPTEMBER1981 https://doi.org/10.1111/j.1545-5300.1981.00367.xCitations: 1Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article.Citing Literature Volume20, Issue3SEPTEMBER1981Pages 367-368 RelatedInformation

Therapists in training as marriage and family therapists often do not learn techniques for bringing about change. They also do not learn ways to conceal from colleagues and from clients the fact that they do not know how to solve the presenting problems of couples in distress. Both general and specific techniques are reviewed for concealing ignorance as well as ways to make correct excuses for failure. The presentation is designed for therapists who find themselves not knowing what to do with a couple in a particular case and for therapists who do not know what to do with any case.

A review is done of ideas that handicapped therapists, particularly therapists of young people defined as schizophrenic, and were abandoned over the last twenty years. It is suggested that therapists currently seek theories that lead to success and avoid theories that lead to failure. The criteria for an effective theory of therapy are offered. Past ideas and theories are described in terms of meeting the criteria. Included in the review of unfortunate ideas for the therapy of mad young people are the organic theory, the psychodynamic theory, and those aspects of systems theory and double bind theory which were not helpful. How therapists recovered from these ideas is discussed. A contemporary theory of family oriented theory which meets more of the criteria of an effective theory of therapy is suggested.

This article is a description of different approaches to therapy with a family orientation. There are general categories of family therpay which had their origins in individual therapy, such as the approaches based upon psychodynamic theory, those derived from experiential procedures, and the behavioral approaches. There are also family therapies which have not developed from individual therapy, such as the extended family system approach and the communication school of family therapy. The different therapy approaches are described within a set of dimensions which characterize most therapy. Such dimensions include whether the past or present is emphasized, whether the therapist uses interpretation or directives, whether the approach is in terms of growth or specific problems, whether hierarchy is a concern, and whether the unit is an individual, two people, three people, or a wider network. Illustrations of the different family therapy approaches are given in terms of the kinds of information that would interest the therapist of each school and the kinds of actions he or she would take to bring about change.

Vom Gesichtspunkt des Familiensystems aus betrachtet, erweist sich die Kinderanalyse als Tragerin starker Auswirkungen auf das Familiensystem. Diese werden oft therapeutisch wirksam, obwohl sie eigentlich unbeabsichtigt sind. Die bewuste Identifizierung des Kindes als krank, und die Wahl eines Interventionsmodells, bei dem direkter Kontakt mit der ubrigen Familie vermieden wird, kann dort zu wunschenswerten Veranderungen fuhren, wo sich diese unter anderen Umstanden nicht eingestellt hatten. Die Kinderanalyse hat, wie im folgenden gezeigt wird, mit erst in jungster Zeit entwickelten, symptomorientierten Behandlungsmethoden viel Gemeinsames.

Describing the unsettling effects of adding family therapy procedures to the offerings of a mental health clinic, the author argues that changes in the theory of causation, diagnosis, therapeutic technique, and clinical training are required in order to make such an innovation. Consequences are likely to include disorientation of the staff, radically changed administrative procedures, and others, including service to larger numbers of people and better treatment outcome. Editor.

Traditional child dyadic psychotherapy can be viewed from a family systems point of view. Seen in this light it shows itself to have powerful family systems effects. These are often therapeutically effective, although unintended. The deliberate identification of the child as “sick” and the choice of an intervention format that avoids direct dealing with the rest of the family may make change possible where it might otherwise not have occurred. Child psychotherapy is shown to have important elements in common with recently developed symptom oriented treatment methods.

Family ProcessVolume 12, Issue 4 p. 467-467 Uncommon Therapy: The Psychiatric Techniques of Milton H. Erickson, M.D. First published: December 1973 https://doi.org/10.1111/j.1545-5300.1973.467_1.xCitations: 2Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume12, Issue4December 1973Pages 467-467 RelatedInformation

As part of a research project, a group of adolescent black girls living in an urban poor community was invited to create a film on any topic of the girls' choice. Reactions to the filmmaking activity, and to the nine-minute, 16-mm film that resulted, illustrate many problems of a mental health clinic in dealing with and doing research in a poor community.

Too much emphasis has been placed upon how to be successful as a therapist and too little has been written about how to fail. Twelve steps for failing in psychotherapy are described within the proper ideological framework, and it is argued that any therapist can achieve this end with proper training. What has been lacking in the field of therapy is a theory of failure. Many clinicians have merely assumed that any psychotherapist could fail if he wished. Recent studies of the outcome of therapy, however, indicated that spontaneous improvement of patients is far more extensive than was previously realized. There is a consistent finding that between fifty and seventy percent of patients on waiting list control groups not only do not wish treatment after the waiting list period but have really recovered from there emotional problems – despite the previous theories which did not consider this possible. Assuming that these findings hold up in further studies, a therapist who is incompetent and does no more than sit in silence and scratch himself will have at least a fifty percent success rate with his patients. How then can a therapist be a failure? The problem is not a hopeless one. We might merely accept the fact that a therapist will succeed with half his patients and do what we can to provide a theory which will help him fail consistently with the other half. However, we could also risk being more adventurous. Trends in the field suggest the problem can be approached in a deeper way by devising procedures for keeping those patients from improving who would ordinarily spontaneously do so. Obviously, merely doing nothing will not achieve this end. We must create a program with the proper ideological framework and provide systematic training over a period of years if we expect a therapist to fail consistently. An outline will be offered here of a series of steps to increase the chance of failure of any therapist. This presentation is not meant to be comprehensive, but it includes the major factors which experience in the field has shown to be essential and which can be put into practice even by therapists who are not specially talented. 1. The central pathway to failure is based upon a nucleus of ideas which if used in combination make success as a failure almost inevitable. Step A: Insist that the problem which brings the patient into therapy is not important. Dismiss it as merely a ”symptom” and shift the conversation elsewhere. In this way a therapist never learns to examine what is really distressing a patient. Step B: Refuse to directly treat the presenting problem. Offer some rationale, such as the idea that symptoms have ”roots,” to avoid treating the problem the patient is paying his money to recover from. In this way the odds increase that the patient will not recover, and future generations of therapists can remain ignorant of the specific skills needed to get people over their problems. Step C: Insist that if a presenting problem is relieved, something worse will develop. This myth makes it proper not to know what to do about symptoms and will even encourage patients to cooperate by developing a fear of recovery. Given these three steps, it seems obvious that any psychotherapist will be incapacitated, whatever his natural talent. He will not take seriously the problem the patient brings, he will not try to change that, and he will fear that successful relief of the problem is disastrous. One might think that this nucleus of ideas alone would make any therapist a failure, but the wiser heads in the field have recognized that other steps are necessary. 2. It is particularly important to confuse diagnosis and therapy. A therapist can sound ex-

Family ProcessVolume 8, Issue 2 p. 149-158 AN EDITOR'S FAREWELL Jay Haley, Jay HaleySearch for more papers by this author Jay Haley, Jay HaleySearch for more papers by this author First published: September 1969 https://doi.org/10.1111/j.1545-5300.1969.00149.xCitations: 12Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume8, Issue2September 1969Pages 149-158 RelatedInformation

To test the hypothesis that parents communicate to their schizophrenic children in conflicting ways, an experiment was designed where parents instructed their children in a task. The instructions were given from a separate room and were tape-recorded so they could be played to matched samples of children. Parents of schizophrenic s, of nonschizophrenic abnormal children, and of normal children were contrasted. The achievement of the children in the task was measured, and matched samples of children listened to the instructions of a group of parents of schizophrenic s and a group of parents of normal children. The indications were that parents of schizophrenic s do not communicate in more conflicting ways than parents of normal children when the measurement is the success of a child in following their instructions.

Procedures for making cross-cultural comparisons have been relatively standardized in the field of anthropology. Typically, the instrument used is the anthropologist, the data he collects are his personal observations combined with information from native informants, and the report he makes is his interpretation of how two cultures differ. The merits of this procedure have often been demonstrated, and the limitations too have been discussed. A major limitation has been the fact that the final results of this type of cross-cultural study can only be constructed from the subjective interpretations of one or more anthropologists in the field. Assuming that anthropology follows a development similar to other scientific fields, this period of subjective observation should ultimately be followed by some sort of experimental evidence to test the ideas gathered by the observational method.