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Tony Issenmann, Ph.D., LmftFamily Services Director, clinical therapist

Open Sky Wilderness Therapy

Differentiation: A model for understanding adolescent development, presenting problems and determining

treatment goals

Overview

Differentiation defined and explainedBenefits of increasing level of differentiationHow differentiation is developedCommon barriers to increasing

differentiation Treatment goals

Students Families

Defining Terms

Differentiation: Concept related to inter- and intrapersonal development

Increased differentiation necessary for true independence the ability to remain oneself in the face of group

influences, especially the intense influence of family life

Theoretical scale 0 – 100

Defining Terms

Basic and Functional Levels Basic Level

100 Not directly observable Stable

Not dependant on daily relational factors Higher basic level yields:

Consistently high functional level

0

Defining Terms

Functional Level Observable 100 Dependant on relational factors Closely related to individual and relational

anxiety and stress Influenced by chronic anxiety in one’s

important relationships

= Functional Level

= Basic Level 0

Low Basic Level of Differentiation

Effect of low basic level of differentiation on functional level 100 Extreme variance in actions

= Functional Level = Basic Level

0

High Basic Level of Differentiation

Effect of high basic level of differentiation on functional level 100 Little variance in actions

= Functional Level

= Basic Level

0

Differentiation - Implications

Fluctuating functional levels is an indicator of one’s basic level of differentiation

Can only befriend someone with similar basic level of differentiation

As one’s basic level of differentiation increases, one’s friends and family will grow with or apart from growing individual

Differentiation – Individual Task

Individual Continuum

Rational Thought (RT) Emotional Belief (EB)

100 (RT) 50 0

0 (EB) 50 100

Role of stress on ability to balance task

Differentiation – Relational Task

Relational Continuum

Individuality (I) Connectedness (C)

Adolescent developmentRole of stress on ability to balance task

100 (I) 50 00 (C) 50

100

Benefits of Differentiating

Individual level Actions match values

Ability to think before acting Less emotionally reactive More intent behind actions Greater ability to manage unforeseen difficulties Increased ability to distinguish beliefs from emotions

I believe this is the right thing to do versus I feel this is the best thing to do.

Benefits of Differentiating

Relational level Increase intimacy in relationships

Thinking and acting for oneself (less susceptible to peer pressure)

Not running away from relational problems Not over-functioning (enabling)

Solid sense-of-self Desire to be fully present in relationships and for

others to be fully presentAbility to cope in times of high stress More easily adaptable to new situationsIncreased health in relationships

How does differentiation develop?

The basic building blocks of a "self" are inborn, but… Family relationships during childhood and

adolescence primarily determine how much "self" s/he develops.

Parenting styles Family patterns of dealing with stress/anxiety Family patterns of relating to oneself and others

Increasing level of differentiation requires intent to change patterns No intent = no increase in level of differentiation

Maintaining healthy (emotional) connection with others, especially when in anxiety provoking situations is vital to a successful differentiation effort (Ault-Riche, 1986; McGoldrick & Carter, 1999; Walsh & Scheinkman, 1989).

Common Barriers to Differentiation

Unhealthy management of anxiety and stress: Triangulation Enabling patterns Avoidance

Drugs and alcohol Online gaming Overeating and under-eating

Authoritarian and permissive parenting styles

Unhealthy belief systems (cognitive distortions)

Behaviors Explained

Adolescent’s desire Differentiate:

Separate from Family of Origin Establish an identity - assert oneself

Avoid anxiety – family, social, academicParental desire

Safety of child Healthy separation

Results in: Successful differentiation Problematic behaviors

Problem behaviors leading to Open Sky

Drugs and AlcoholExcessive video game, internet useDefying rules/expectations

School work Curfew House rules

Violent behaviors Withdrawn behaviorsSchool avoidance Self harm actionsLosing self in relationships

Treatment Goals

Initial stage of therapeutic relationship: Normalization - raise understanding of differentiation Encourage student and parents to identify their

position on the differentiation continuums Help parents and teens/young adults to understand

how behaviors relate to attempts to differentiate Explore multigenerational patterns Explore family patterns of managing stressful

situations

Treatment Goals

Individual Continuum Rational Thought

Emotional Belief

Increase awareness of ineffective decision making patterns

Address connection between emotional functioning and ability to think clearly Awareness wheel Event + Expectation = Emotion (E+E=E)

Treatment Goals

Individual ContinuumRational Thought

Emotional Belief

Teach emotional regulation Cognitive, behavioral, physical cues of emotions Relaxation techniques Primary versus secondary emotions Research emotional reactivity of adolescent males

Strengthen cognitive process Thought stopping techniques Confront cognitive distortions Positive self-talk Problems solving techniques

Treatment Goals

Relational ContinuumIndividuality

Connectedness

Highlight and contrast relationships (Open Sky vs. past relationships

Highlight differences in peer (connectedness) and family (autonomy) relationships

Value driven decisions

IndividualityIndividuality ConnectionConnection

Assignments related to individuality and self-efficacy Exploring personal and

family values Solos LOR Leadership roles Bow-drilling Wilderness and survival

skills

Focus on connection Practice empathy Receive support Communicate openly Intentional family

correspondence

Treatment Goals: Relational Continuum

Individual ContinuumIndividual Continuum Relational ContinuumRelational Continuum

Help parents: separate emotional and

intellectual process increase emotional

awareness and tolerance address own reactivity,

depression, anxiety, etc.Highlight parents are

modeling for their children Long-term vs. short-term

thinking Magical thinking

Educate parents regarding attunement enmeshment – control

circumstance or others cutoff – separate identity beyond parent

Highlight parents are modeling for their children

Treatment Goals with Family

Treatment Goals with Family

Adjusted families: are connected across generations to extended family. have little emotional fusion and distance. have dyads that can deal with problems between them

without pulling others into their difficulties. tolerate and support members who have different

values and feelings, and thus can support differentiation.

have members who use each other for feedback and support rather than for emotional crutches.

allow each member to have their own emptiness and periods of pain, without rushing to resolve or protect them from the pain and thus prohibit growth.

References

Archer, S. L. (1989). Gender differences in identity development. Child Development, 53, 1551-1556.

Ault-Riche, M. (1986). A feminist critique of five schools of family therapy. In M. Ault-Riche (Ed.), Women and family therapy (pp. 1-15). Rockville, MD: Aspen.

Eisenberg, N., Spinrad, T. L., & Smith, C. L. (2004). Emotional-related regulation: Its conceptualization, relations to social functioning, and socialization. In P. Philippot & R. S. Feldman (Eds.), The regulation of emotion. Mahwah, NJ: Erlbaum.

Gilligan, C. (1979). Woman’s place in man’s life cycle. Harvard Review, 49, 431-446.

Kerr, M., & Bowen, M. (1988). Family Evaluation: An approach based on Bowen theory. New York: W.W. Norton.

McGoldrick, M., & Carter, B. (1999). Self in context: The individual life cycle in systemic perspective. In B. Carter & M. McGoldrick (Eds.), The expanded family life cycle: Individual, family and social perspectives (3rd ed.) (pp. 27-46). Boston: Allyn and Bacon.

References

Ruble, D. N., Martin, C. L., & Berenbaum, S. A. (2006). Gender development. In W. Damon & R. Lerner (Eds.), Handbook of child psychology (6th ed.). New York: Wiley.

Schnarch, D. (1997). Passionate marriage. New York: Henry Hold and Company.

Tannen, D. (1990). You just don’t understand: Women and men in conversation. New York: Ballantine Books.

Walsh, F., & Scheinkman M, (1989). (Fe)male: The hidden gender dimension in models of family therapy. In M. McGoldrick, C. Anderson, & F. Walsh (Eds.), Women in families: A framework for family therapy (pp. 16-41). New York: Norton.

Thank you for joining us this evening!

Your participation speaks volumes to the dedication and love you have for yourself and your families..

Contact Information: drtony@openskywilderness.com

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