Journal 16.2 - Using Bowen Family Systems: Shultz (PDF)

Volume 16, Number 2

USING BOWEN FAMILY SYSTEMS THEORY CONCEPTS TO EXPLORE HOW ADULT INTERACTIONS MAY INFLUENCE STUDENT FUNCTIONING
Robin S. Shultz, DSW
Family of origin interaction patterns shape both student functioning and staff perceptions, contributing to each school developing its own “family” interaction patterns.  These dynamics can inhibit effective problem solving when schools are not able to shift away from the medicalization of student difficulties towards a systems view of functioning.  A shift such as this would open doors through which families may likely enter as they become true partners in their child’s education.  Critical discoveries in science and neuroscience on anxiety and stress support the idea that interactions with significant adults, both inside and outside the biological family, greatly influence children’s mental health. This article reviews how living systems function and identifies how individuals’ actions and beliefs can impact the behavior of others.  Results from a small study examining correlations between parent constructs of Bowen family systems theory and student social and emotional skills are presented. Results indicate statistically significant associations between parent fusion with others, student tendencies to behave anxiously with others, and emotional cutoff.
Keywords: anxiety, trauma, social/emotional learning, Bowen family systems theory, fusion with others, emotional cutoff, systems functioning