Integration of relational family therapy and elements of experiential pedagogy

Relacijska družinska terapija razume družino kot sistem, saj se v njem družinski člani konstantno prilagajajo in odzivajo na spremembe drugih članov in sistema kot celote. Rraziskuje posameznikove najgloblje izkušnje v zgodnjem otroštvu, ki nas nesluteno vodijo v naših odnosih tudi kasneje. Doživljajska pedagogika ugotavlja, da izkušnja pusti neizbrisno sled, preko katere posameznik tvori znanje, usvaja veščine in oblikuje vrednote. Doživljajska pedagogika pomeni preživljanje časa v naravi, ob prosti igri in v stiku z vsemi čutili, pomeni način življenja, ki nam ga sodobni čas odreka. Kljub temu, da se pri obeh strokah v osrednjem pomenu postavlja izkušnja, na podlagi katere posameznik razvija občutek zase, imamo malo raziskav o pomenu doživljajev v kontekstu relacijske družinske terapije. V magistrski nalogi smo tako raziskali, ali bi bilo smiselno integrirati elemente doživljajske pedagogike, preko katerih bi lahko dosegli polnost izkušnje, kot podlago za povečanje učinkovitosti terapevtskega procesa. Poleg smiselnosti smo raziskali še načine integracije in opredelili ciljno populacijo za tovrsten model terapije. V tujini obstajajo sorodni modeli, to sta na primer terapija v divjini in pustolovska terapija, ki pa imata šibko empirično in teoretično ozadje. Izvedli smo kvalitativno raziskavo, v kateri je sodelovalo šest strokovnjakov s področja relacijske družinske terapije in doživljajske pedagogike, ki so imeli v povprečju več kot sedem let izkušenj dela na posameznem področju. Izvedli smo dve fokusni skupini, pridobljene podatke smo analizirali s tematsko analizo. Rezultati so pokazali, da bi bila integracija elementov doživljajske pedagogike smiselna. Eden izmed načinov integracije je nadomestitev terapevtske sobe s prostorom v naravi, da izkoristimo terapevtske učinke narave same. Drugi način bi bil primeren za kliente, kjer je potrebno okrepiti starševske kompetence, pri čemer bi terapevt opazoval pojavljajoče se nefunkcionalne vzorce, opažanja pa uporabil za neposredno intervencijo ali pa kasneje v terapevtskem procesu. Različne terapevtske cilje bi lahko v terapiji zasledovali s premišljeno izbranimi aktivnosti v naravi kot eno izmed možnih intervencij. Možna je tudi skupinska terapija v naravi. Tovrstni načini bi bili primerni za splošno populacijo, za družine, še posebej tiste, kjer je potrebno okrepiti starševske kompetence, in za mladostnike. Raziskava prinaša prve konkretne smernice, ki odpirajo možnosti aplikacije v terapevtskem delu, kar bi bilo potrebno podpreti z raziskavami.Relational family therapy understands family as a system. That is because in it the family members continuously adjust and respond to changes in one another and the system as a whole. It explores an individual\u27s deepest experiences in early childhood, which subconsciously control them in future relationships. Experiential pedagogy has come to find that an experience leaves behind an indelible trace through which an individual forms knowledge, learns skills, and shapes their values. Experiential pedagogy is defined as spending time in nature and engaging in free play with all the senses. It is a way of life of which the modern world deprives us. Despite both disciplines’ focus on experiences in which an individual develops a sense of self, there is little research about the meaning of experiences in the context of relational family therapy. In this master’s thesis we focused on whether it would be reasonable to integrate elements of experiential pedagogy, through which the experience would reach its full potential, as a foundation for increasing the effectiveness of the therapy process. Additionally, we explored other ways of integration and defined the target group for the said model of therapy. Similar models exist abroad, for example, wilderness therapy and adventure therapy, which bear a weaker empirical and theoretical background. We performed a qualitative research in cooperation with six relational family therapy and experiential pedagogy experts with an average of seven years of working experiences in the field. The research consisted of two focus groups and thematic analysis was used for the acquired data. Results have shown that integration of the experiential pedagogy elements would make sense. One way of integration is substituting the therapy room with time in nature, which allows for optimal advantage of the therapeutic effects of nature itself. The second option would be suitable for clients who need to strengthen parental competencies. For this, the therapist would observe the repeating dysfunctional patterns and use the findings for a direct intervention or later in the therapy process. Different therapy goals could be trailed in therapy with carefully thought-out activities in nature as one of the possible interventions. Another possibility is group therapy in nature. Such options would suit the general population, families, especially those in which parental competencies need strengthening, and the youth. The research brings forth the first concrete directives that open up possibilities for application in the work of therapy, which would need to be supported by research