When you taught me how to dance instrumental

Teaching - All Music, Instrumental Emphasis Major

Explore the teaching - all music, instrumental emphasis bachelor's degree program at UW-Eau Claire

Combine your love for music and teaching by earning a bachelor's degree in our newly developed teaching - all music, instrumental emphasis from the University of Wisconsin-Eau Claire.

Our renowned music program is known for producing successful graduates. Through a rigorous curriculum and practical experience, you'll gain the skills, tools and certification necessary to teach music — both instrumental and choral — to grades PK-12. Here, endless ways to learn and grow are available to you. Discover best practices and new perspectives by participating in ensembles, conducting undergraduate research, performing internationally or studying abroad. Multiple guest artists throughout the year offer additional chances to learn, including special classes, masterclasses, and unique performances.

Our instrumental emphasis also provides specialized courses and learning opportunities for those specifically interested in teaching band and/or orchestra. And the opportunity to assist teachers in their classrooms throughout your four years — as well as student teach for a full semester — will help you to build your leadership skills, identify your preferred teaching style and discover how to best meet the needs of your learners.

As a UW-Eau Claire music major, you'll quickly find that you earn so much more than just a degree. You'll use your knowledge and passion of music to inspire the next generation of musicians. 

The best of both worlds

Pursuing music education at UW-Eau Claire doesn’t mean you have to sacrifice your personal musical growth in order to focus on teaching. Here, you can learn — and excel — in both. Through a variety of ensembles, the chance to learn from guest composers and dozens of high-quality performance opportunities, you’ll discover what it takes to become a well-rounded musician — bringing a new level of skill, knowledge and confidence into your own classrooms.  

Hear from several future teachers on what they loved about UWEC and how they were able to use what they learned to become better teachers and musicians themselves.

Why teaching - all music, instrumental emphasis at UW-Eau Claire?

Experiential and collaborative learning. Our music education degree will provide you with high-impact learning opportunities so you will feel prepared to lead a classroom. Frequent guest artists will introduce you to new music and new ways of thinking. And a full semester of student teaching will further immerse you in the teaching world. 

One-of-a-kind spaces. UWEC is home to multiple concert venues, six music classrooms, over 40 practice rooms (including chamber music practice rooms), percussion rooms, a reed room, organ practice rooms, harpsichord practice rooms, an audio recording studio, a music technology lab, a digital piano lab and several rehearsal rooms. We are also proud to partner with the Eau Claire community's newest performance venue, Pablo Center at the Confluence. This state-of-the-art facility is home to many UWEC classes, rehearsals and performances.

Resume-building student organizations. Join one of 20 student clubs and organizations dedicated to celebrating music, theatre and dance. Express yourself, learn new techniques and network with other passionate students. Many student organizations lead to volunteer opportunities, competitions and shows. 

A city that embraces music. The Eau Claire community welcomes UW-Eau Claire music students and invites them to become a part of the rich and vibrant music scene of Eau Claire. Here, you’ll have access to countless productions and on-stage experiences made possible thanks to our partnership with the Pablo Center. Discover the Eau Claire Jazz Festival — the largest student-run festival in the nation — and the Viennese Ball, where music students like you provide the soundtrack to a night of Austrian specialties and Viennese waltzes.

Connection to local employers. To help you explore career opportunities and make valuable connections, we host an annual Education Job Fair, an on-campus career fair specific for those looking to enter the field of education. This event is an excellent opportunity to make connections and submit your resume for current and future job openings.

Expert, caring faculty. Our student-focused faculty make it their top priority to keep you motivated, engaged and inspired, so you continue to grow. Work alongside music education professors on a summer-research project developing curriculum or travel with them to Arizona over spring break to learn about a new school system.


ensembles offered

The Blugold Marching Band is the

largest marching band

in the Midwest

93% employed

or continuing education after graduation

2020-2021 Graduate Report

Quick facts

Teaching - all music, instrumental emphasis program details
  • Program length: four years
  • Offered: in person
  • Campus: Eau Claire
  • This major does not require a minor.
  • Students majoring in this program will earn a Bachelor of Music Education (BMEd) degree. 
Student organizations
  • American String Teachers Association (ASTA)
  • Collegiate National Association for Music Educators (CNAfME)
  • National Band Association Collegiate Chapter
  • Clarinet Studio Organization
  • Phi Mu Alpha Sinfonia (PMA)
  • Sigma Alpha Iota (SAI)
Accreditation information

All music degrees from UW-Eau Claire have been accredited by the National Association of Schools of Music.

Licensure information

Completion of teacher preparation programs at UW-Eau Claire meets licensure requirements in Wisconsin. Our programs may not meet requirements in other states. It is very important that individuals seeking licensure in another state obtain the most recent certification/licensure information directly from the state in which they seek employment. Find contact information on each state licensure office here.

Licensure requirements can change at any time. UW-Eau Claire’s Teacher Education Program Office ensures that our programs meet the requirements for licensure in Wisconsin. If you seek licensure in another state, be aware that their requirements could change at any time.

The United States Department of Education requires institutions to disclose information for programs leading to professional certification or licensure concerning whether each program meets state educational requirements for initial licensure or certification. Please note:

  1. Obtaining a Wisconsin Teaching License PRIOR to applying for a teaching license in another state is usually helpful and strongly recommended.
  2. "Meets requirements" means that a student is eligible for a license with stipulations, typically for 1-3 years, in that state. The stipulations are likely to be specific testing requirements and/or competency through a course or examination. In some instances, additional stipulations might be added.
  3. Licensure grade levels vary from state to state. Students who are eligible for a specific grade range in Wisconsin may be licensed for a narrower grade range in another state. Each state determines grade ranges for licensing differently.
  4. State licensure requirements may change at any time. Licensure questions should be referred to the Teacher Education Program Office ([email protected]).

The requirements of this program meet licensure in the following states: Wisconsin, Illinois, Iowa, Minnesota, Texas

The requirements of this program do not meet licensure in the following states: Not Applicable

It has not been determined whether the requirements of this program meet licensure in the following states: Alabama, Alaska, Arkansas, Arizona, California, Colorado, Delaware, Florida, Georgia, Hawaii, Idaho, Indiana, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Mississippi, Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wyoming, District of Columbia, American Samoa, Guam, Northern Mariana Islands, Puerto Rico, U. S. Virgin Islands

What can I do with a teaching - all music, instrumental emphasis degree from UWEC?

Music education majors leave UW-Eau Claire prepared to inspire young minds. Graduates earn the certification required to teach music in the State of Wisconsin to a variety of ages in public schools, including pre-kindergarten through grade 12.

Where are teaching - all music, instrumental emphasis alumni now?

  • Music teacher, Eau Claire Area School District, Wisconsin
  • Percussion instructor/arranger, Minnetonka Public Schools, Minnesota
  • Music teacher, Blessed Savior Catholic School, Wisconsin
  • Assistant corps director, River City Rhythm Drum & Bugle Corps, Minnesota
  • Master of music - instrumental conducting, North Dakota State University Graduate School, North Dakota
  • Music teacher and middle school band, Birnamwood Middle School, Wisconsin

Teaching - all music, instrumental emphasis careers

  • Elementary music teacher
  • Music professor
  • Private music instructor
  • Freelance musician
  • Band director
  • Orchestra director
  • Accompanist

Every faculty member I've had in the music department gave me something new to think about as soon as I thought I had learned everything I needed to. UWEC taught me that the journey to excellence never ends, and that the journey itself is far more valuable than the outcome.

Ben Mackie Teaching - All Music, Instrumental Emphasis

Teaching - all music, instrumental emphasis bachelor's degree program curriculum

UW-Eau Claire sets you up for success through interactive learning and professional experience. Throughout all four years in the program, you will have multiple opportunities to work with elementary music teachers as well as middle and high school conductors. You'll also spend a semester student teaching.

Courses within the major explore a variety of topics, including theory, history, literature, applied music, conducting, instrument techniques, recital and ensembles.

What classes do teaching - all music, instrumental emphasis majors take?

Your classes may cover topics like: 

  • Conducting 
  • Music theory
  • Instrumental literature and conducting 
  • Music as content in schools
  • Various instrument techniques
  • Music history and society 

Learn more about the comprehensive instrumental and general music teaching major in the UWEC course catalog.

Learn more about UWEC

We'll send you additional information about our campus and programs after you submit this form. You'll also have the chance to tell us more about yourself and your interests.

  1. First Name *
  2. Last Name *
  3. Email *
  4. Phone Number (to receive text messages)
  5. Student Type * First-year studentTransfer student
  6. Entry Term * 2023 Spring2023 Fall2024 Spring2024 Fall2025 Spring2025 Fall2026 Spring2026 Fall

*Required field

Related programs at UW-Eau Claire

Thinking about a bachelor’s degree in music? Here are other programs you may be interested in exploring.

  • Adaptive Music
  • Music
  • Music - Applied Instrumental
  • Music - Applied Voice
  • Music - Composition
  • Musical Theatre
  • Teaching - All Music, Choral Emphasis
  • Theatre Arts

Department information

Music and Theatre Arts

Haas Fine Arts Center 156
121 Water Street
Eau Claire, WI 54703
Visit the Music and Theatre Arts department website

Do You Wanna Dance? (Instrumental) | King Sporty & The Ex Tras

Streaming + Download

Includes unlimited streaming via the free Bandcamp app, plus high-quality download in MP3, FLAC and more.

Purchasable with gift card

  £2 GBP  or more

Record/Vinyl + Digital Album

3 track Limited Edition 12" vinyl housed in specially redesigned Reverse Card Board outer and black paper inner.

All records are mailed Signed for / Tracked.

Includes unlimited streaming of Do You Wanna Dance? via the free Bandcamp app, plus high-quality download in MP3, FLAC and more.

ships out within 14 days

5 remaining

Purchasable with gift card

  £12 GBP or more 

Full Digital Discography



Get all 116 Emotional Rescue releases available on Bandcamp and save 85%.

Includes unlimited streaming via the free Bandcamp app, plus high-quality downloads of Golddigger, Far Away (6 Songs Of Reggae And Dub Music), Revelations, Burkina Faso (Wagadugu Blues), Nowhere Like Here (Love Songs From the Caribbean And Diaspora), “Get it Right” – Afro, Dub, Funk & Punk Of Recreational Records, 81-82, Can't Face The Night, Utan Rymddräkt På Uranus, and 108 more. , and , .

Purchasable with gift card

  £102.60 GBP or more (
85% OFF)

Yadryshnikova Tatiana - Unity and struggle of stability and striving for change in the development of a systemic therapist

Printable version - back to site


When I found out the topic of my thesis, associations began - opposites ... dialectics . .. the laws of dialectics ... Hegel ... Then thoughts began to take shape.

The world is arranged according to the principle of opposites: day-night, summer-winter, black-white, up-down, attraction-repulsion, contraction-relaxation, decline-rise, ebb-tide, good-evil, love-hate, joy-grief , life - death, health - illness, norm - deviation, mind - stupidity, calmness - excitement, fidelity - treason, courage - cowardice, confidence - uncertainty, negative - positive, conscious - unconscious, attention - distraction, pessimism - optimism, stability - development. This principle was noticed long ago by philosophers, who formulated one of the laws of dialectics: the unity and struggle of opposites.

 Dialectical opposites are simultaneously mutually exclusive and mutually presupposing sides, tendencies of one or another integral, changing object (phenomenon, process). The formula "Unity and Struggle" of opposites expresses the intense interaction of "polar" properties, presentations of movement, development. Contradiction - expresses the internal source of any development, movement. "A dialectical contradiction is a unity of mutually exclusive (mutually conditioning each other), i.e., interacting opposites." "The unity of identity and difference - such is the dialectical form of contradiction" (Hegel). Opposites are characterized as interdependent and interacting sides of a dialectical contradiction. Opposites, according to Hegel, "have against themselves" not just another, but "their other". The dialectic of contradiction reflects a dual relationship within the whole: 
 1) the unity of opposites, 2) their struggle. 

Stability and desire for changes in the development of a systemic therapist…

There are several aspects and areas of work in the development of a systemic therapist:

1) working through personal problems, the ability to analyze, understand one's own family history, to be aware of its influence on the therapy process;

2) theoretical and practical (instrumental) preparation of the therapist, his self-determination;

3) reflection of one's own therapeutic practice ("trial by families").

1. My family history. Stability and changes in the family

"Please give me

certificate of family composition!”

- To which organization?

- Yes, I'm not in the organization.

I'm interested myself."

My personal history, my family. Mom in our family is an island of stability and reliability. Everything should lie or stand in its place (for decades). You need to follow the rules, follow the rituals, live according to your conscience. Very often the word was heard: “you must, a woman in a family must, a family rests on a woman, if you want to save a family, be patient.” As a teenager, this annoyed me a lot, I tried to resist it, I rebelled. After graduating from school, she went to study in Leningrad, and after graduating from the institute, she left for distribution in Siberia. Already becoming an adult, I began to understand how important it is for someone in the family to be constant and stable, even conservative in their behavior. I am grateful to my mother that she taught me many women's "wisdom": cook deliciously, cook pies and bake all sorts of goodies (on weekends, pies are still on the table in my own family), sew, knit, decorate myself and the house. Rituals and their observance gives predictability, makes life understandable and safe, ensures the continuity of generations and the memory of the family. I remember all the birthdays of relatives, I congratulate everyone, I give gifts. When I come to my hometown, I visit the graves of the dead, I meet with relatives, there is a ritual “with arrival” and “dump”, when all relatives come to visit, the table breaks, everyone communicates, be sure to take a photo as a keepsake, songs and dances, gifts to each other and thanks. From my mother I have to remember everyone, take care of everyone, in the first place is the family, and then you yourself. But this parental attitude began to interfere with me at a certain time in my own family, when I began to "lose myself. " And then the image of the pope came to the rescue. My dad is adventure, risk, travel, spree, personal pleasures in all manifestations. I often heard from my dad: “Love yourself, take care of yourself, don’t deny yourself anything if you really want to.” Dad taught me masculine "virtues": fight, defend yourself, skate and swim, jump into water, dive, climb trees, be fearless, skillfully handle a knife, play chess, backgammon. Dad taught me to dance the waltz and tango. And also dodge, cunning, hide the truth, dodge unpleasant questions, divert the conversation in the other direction. My brother Sergei, whom I am 15 minutes older than, we are twins. We grew up and played together, went to the same class, sat at the same desk throughout elementary school. We fought and quarreled, but also defended each other in front of parents and enemies, we had one company (moreover, boyish). I always took care of my brother, and he always protected and protected me. And now, on my own experience of relationships with my brother, I understand what siblings are, I understand the feelings of children in the family, their difficulties and difficulties. And I understand male reactions and behaviors in different situations (perhaps because there are many male manifestations in my behavior - I spent all my childhood with boys).

And now I realize that there is a lot in me from both dad and mom. And now I know how to "call" at the right time and strengthen either my mother's part in me, or my father's, I strive for changes. How do I understand that it is time to change your behavior in your own family, that stability is not needed now, but changes are needed? I realize this by the strong negative emotions that I experience: irritation, anger, resentment, or fear, indignation, or guilt (I periodically have relapses of guilt). This means that external forces are challenging, and we need to change. What has my family history given me, how has it influenced my counseling practice? My own family history gave me a rich experience of experiencing various feelings and emotions, the ability to understand men and respect them, the experience of coping with difficult situations - infidelity, divorce, change of residence and job; acceptance of different reactions of a child and an adult in situations of conflict, understanding of different languages ​​of love, a positive view of any manifestations in the family, respect for different values ​​and behavioral reactions of family members. In addition, I began to notice more often that in my own therapeutic practice I quote my parents: “There are people killed in war”, “The one who does nothing is not mistaken”, “Gods do not burn pots”, “The path is 1000 kilometers long starts with the first step”, “There are two cures for all troubles: time and silence”, “Love helps to survive everything”.

The family is a living organism that adapts to the surrounding world. Although any system strives for homeostasis, change is an inevitable part of life. Sometimes a family has to change. For example, an illness may force a family to change structure. If one of the parents falls ill and is unable to perform his duties, then other family members should take over some or most of the duties of the sick person. Parents' divorce radically changes the structure of the family: its members are forced to create a new structure so that the family can survive. Sometimes a family is forced to change by external stressors. A change of residence, for example, breaks habitual ties with the environment and encourages the creation of a new support structure in a new environment. Similarly, unemployment and financial difficulties.

Changes in the family are also due to the stages of the life cycle and age-related changes in its members. Maintaining stability and at the same time adapting to change becomes a constant challenge for the family. The degree of change in the family system depends on the type of family (rigid-flexible, competent-incompetent, chaotic), on the communication that has developed in the family.

The system can change in two ways: 1) changes occur continuously, but the structure does not change (the rules governing behavior) - these are first-order changes, 2) the system changes qualitatively - structure changes occur - these are second-order changes.

Family patterns are quite static and stable, they maintain the status quo. When something needs to be changed, first-order changes are usually made, i.e. more or less of the already existing patterns are used. This strategy of behavior led to the desired result in the past and is applied to solve new problems. But if first-order changes do not resolve the problem, family tension builds up and symptomatic behavior escalates rapidly. Here, second-order changes are needed. To maintain integrity, the family must maintain a balance between forces striving for stability - morphostasis (supporting the existing structure), and forces striving for change - morphogenesis (creating a new structure). Family patterns serve as a regulator of these two forces. Morphostatic forces maintain the status quo and give a sense of permanence and integrity, that is, lead to the formation of family traditions. The experience of integrity and constancy is associated with a sense of stability: roles are clearly distributed among family members, and behavior does not go beyond predictable patterns. For example, in a family with an alcoholic, patterns of behavior are predictable: the husband abuses alcohol and becomes violent with his wife and children, the wife goes with the children to her mother, the husband stops drinking, apologizes and promises that nothing like this will happen again; the wife returns home, and everything repeats again. For healthy adaptation, the family must develop and change, that is, create new patterns of behavior in response to the changing needs of its members and the demands of the environment. For example, the methods of raising a two-year-old child are different from the methods of raising a five-year-old and a fifteen-year-old. Stresses (death, illness, job loss, change of residence) require new reactions from the family.

The family system, like any other system, functions under the influence of two laws: the law of homeostasis and the law of development.

The law of homeostasis is formulated as follows: each system strives to maintain its position, whatever it may be. The family system tends to stay at a given point in its development, does not want to move anywhere. This is true of both functional families and dysfunctional ones. For dysfunctional families, the law of homeostasis is an unpleasant thing, because in this dysfunctional family there are many difficult and painful things, and the law of homeostasis tries to make this difficult situation stable. At the level of individual consciousness, the law of homeostasis is present in the form of approximately the following thoughts and feelings: changes are worse than what is; change is more frightening than what is. In a more concise form, the law of homeostasis sounds like this: "The system as a whole must remain unchanged."

According to the law of development, each family system must go through its life cycle. The life cycle of a family is a certain sequence of events and stages that any family goes through. The family system must be created and completed, just as a person must be born and die. The immediate causes that enable the family to go through this life cycle are certain events necessary for the emergence of this system, such as marriage, as well as changes in the physical age of people and the corresponding changes in the stages of mental development (Gregory Bateson and his group).

For example, family life cycle stage: child in adolescence. Here begins the conflict between the need for homeostasis of the system and the need to go through a very important stage of mental development - the search for identity. A child in adolescence is in an identity crisis, and he needs to go beyond the family in order to solve this crisis. Because to specific questions: “Who am I? Where am I going?" there cannot be an answer: "I am the son of my parents", that is not enough. The son begins to look for other role models outside the family.

The laws of homeostasis and development are applicable to the rules in the family - open and unspoken. Breaking the rules is a dangerous thing, very dramatic. Dysfunctionality is set by rigidity, that is, any rule that is difficult to change is dysfunctional. Where negotiation is possible, where rules can be changed, family dysfunction occurs less frequently. Family rules form the outer basis of family myths. Family myths are actualized either when someone new enters the family, or when some social changes occur, or at the moment of family dysfunctions. A myth can be functional in difficult and dangerous conditions of life (war, migration). If the environment is dangerous, the ways to survive and adapt become almost unlimited.

Family system boundaries - external internal. The law of homeostasis and the law of development also operate here. An example with Russia - at the beginning of the existence of the Soviet Union, external borders were closed, internal ones were open (the system of preschool education - “the state is the best educator”, the party organization regulated family relations) These were completely blurred family boundaries. The boundaries of subsystems within the family were very rigid. Children spent much more time on the street, there were children's companies. The law of homeostasis worked. There was a different degree of contact between parents and children. The outside world seemed safer. Then the borders of the state began to open. It has become easier to travel abroad, the information blockade has ended, Western goods have appeared. In this case, the family borders are closed. Now it is considered good if the child does not go to nursery and kindergarten. A positive attitude towards closed family boundaries is being formed in the public mind. If the boundaries of the family are closed, then the boundaries of the subsystems become very blurred. In such families, parents devote a lot of time to children. Justification of closed borders often occurs through the justification of the upbringing system: "Children need to be taken care of." And then adults take responsibility for some children's affairs. There is a behavioral design of blurred boundaries of the subsystem: the mother does the homework for the child, etc. (Varga A.Ya.).

Thus, the homeostasis that the family system tries to maintain is broken when contradictions arise (external and internal), and development, change in the family system inevitably begins.

2. Theoretical and practical training of a family therapist. Unity and struggle for stability and desire for change

"Opposites really

attract, but

sure start to beat

face each other"

This anecdote came to mind when I began to think about the development of a family therapist, in particular, about his theoretical training. The theoretical preparation of a family therapist is that it is necessary to determine oneself with the concept, the model of family therapy. Each model has its own representation (paradigm) of family life. The adoption by the therapist of any theoretical position will reflect the "compatibility" of the psychotherapist and the family: is the theory consistent with the information received from the family? Does the model help to understand the family and plan the therapeutic intervention? In the process of self-determination, it is important for the therapist to understand whether the theoretical model corresponds to his own experience, his personal characteristics. In the process of getting acquainted with various models of family therapy, I came to the conclusion that it is better to stick to one model. First, understanding one model serves as a basis for comparison with other models. Secondly, a good knowledge of any one model helps the psychotherapist to be consistent in working with the family, gives him stability. Each model has an internal logic that guides the therapist's actions and serves as a guide in working with the family. In addition, consistency in actions gives the psychotherapist himself confidence, a sense of stability, reliability, which undoubtedly contributes to establishing contact and agreement with the family. For me, systemic family therapy has become such a model. In the process of getting acquainted with different models of family therapy, reading books by different authors, I determined myself, “trying on” these models to myself, to my own characteristics. “Humanists” are closer to me - K. Rogers, V. Satir, K. Whitaker, R. May, N. Pezeshkian. But on the other hand, it is important to understand that each model has its limitations. No model can fit all families and situations without exception; there cannot be one universal model. The desire for changes in the development of a family therapist lies in the fact that he is aware of the limitations of one theoretical model, and masters other models, taking into account a specific family and a specific situation of therapy. As a result, he creates his own elective model of working with the family, most often it is the integration of various approaches.

The therapist himself is not protected from the influence of culture and has his own gender bias. For example, as a woman, I attach great importance to the feelings of family members. But I remember that thoughts, schemes, logic of actions are important for men. It is necessary to maintain a balance of rational and emotional in the process of family therapy. It is important to remember that the role of a family therapist requires both instrumental (purposeful, assertive, structured) behavior and expressive (emphasis on feelings, cordiality, closeness in the family). Green and Herget's research showed that family change was deeper when therapists showed positive feelings and clearly structured sessions. In addition, the therapeutic alliance has been found to be stronger when the therapist is confident and directive and at the same time warm. In other words, when he demonstrates both male and female role behavior. The process of family psychotherapy is influenced by the characteristics of the therapist's family of origin, in particular, establishing contact and reaching an agreement. If the psychotherapist and a particular family have a lot in common - values, interests, stages of the life cycle. If there are matches, contact is established easily. If there are differences, the therapist can easily lose neutrality and enter into a coalition with one of the family members. The neutrality of the psychotherapist is the stability of psychotherapy itself. The loss of the therapist's neutrality gives impetus to change, to working through one's personal transferences. In general, the choice of a theoretical model has a significant impact on the process of therapy. The principles underlying each model largely determine the psychotherapist's role behavior. A family therapist can be an independent observer and consultant, expert, guru, ignorant, facilitator.

It is also necessary to correlate the style of therapy and the type of family (functional, dysfunctional). A study by Beavers and Hampson showed that the more dysfunctional and centrifugal family patterns are, the more the therapist needs to act as an authority figure guiding the course of therapy. In this case, the therapist compensates for the lack of effective leadership needed in conflict families. Conversely, the higher the level of competence in the family and the more pronounced the centripetal style, the more the therapist needs to cooperate with the family, openly discuss possible therapeutic strategies and avoid the position of an "expert" dictating to the family what to do.

I personally prefer the role of the psychotherapist described by Mark Worden:

1. The therapist is responsible for creating an environment conducive to change in the family.

2. By creating a supportive environment, the psychotherapist seeks to form a therapeutic alliance with the family. Therapy is a collaboration between the psychotherapist and a particular family, with the psychotherapist as participant, observer, and facilitator. The therapist may show the way to change by supporting the family, asking questions, challenging or provoking the family, but must show the utmost respect for the family's capacity for change.

3. Striving for change is a responsible family choice.

During the formation of a therapeutic alliance, the psychotherapist adjusts to the norms of the family and at the same time establishes the therapeutic boundaries necessary for successful therapy. In particular, it is often necessary to maintain a marital dyad, focusing on the positive aspects of parental or marital relationships, and not on what divides the family.

Therapeutic boundaries define the interactions between therapist and family. In addition, therapeutic boundaries are the norms that the therapist forms in the process of communicating with the family. In setting therapeutic boundaries, the main question is how much responsibility should the therapist take for changes in the family: which family members need to change? Will they take responsibility for change? What is the responsibility of the psychotherapist?

Therapeutic boundaries are also the question of the participation of the whole family, the participation of younger children (may be carriers of the symptom), deciding which composition to invite the family to the session. Sometimes the therapist decides on individual therapy for a family member. Boundaries are also set by working with the limitations and fears of the family. Behind fears are often family secrets. The main thing is that the psychotherapist must decide what he needs to do in order for changes to occur in the family system. And thus he sets the rules for the family.

Therapeutic boundaries can be defined as the norms that the therapist establishes in the process of interaction with the family, which determine his behavior. The family may violate therapeutic boundaries - this is not always a sign of resistance, perhaps it is an attempt by the family to explore the boundaries and find out where they are. This applies to visiting sessions with the whole family. Therapeutic boundaries are also the definition of time limits - how long the session with the family will last (for me personally, one hour of work with the family is not enough, usually the session lasts 1.5 - 2 hours). This is the definition of informational boundaries, in particular, the therapist's reaction to phone calls from one of the members of the family to the psychotherapist with a desire to create a coalition, or to disclose secret information.

The practical training of a family therapist lies in the fact that simultaneously with the theory, he masters and appropriates the methods and specific techniques of working with the family. When methods and techniques that are adequate to some model of family therapy give an effect in working with the family, this gives the therapist confidence, he feels reliability and stability in his work. The feeling of stability for me is felt in high spirits, harmony, calmness, confidence in words and gestures, smoothness of movements, leisurely conversation. It is tempting to use techniques that work well in every session and with different families. But, on the one hand, information obtained from various sources (bought and read books, articles, seminars and communication with colleagues, exchange of experience) gives rise to a desire to change the usual course of sessions, to try out new techniques (“What effect do they give?”) . And the trials begin. Sometimes you get a positive effect, sometimes you are convinced of the wisdom of the Russian proverb: “The best is the enemy of the good”, you discard something forever, you put off something for later, realizing that now, at the moment, you are not yet ready to use this particular technique, you take something right away, “fly”. You realize that there are some win-win techniques, p

Phone: +7 (495) 772 0021

Arcadia - Say the Word (instrumental)

I wanna dance like no one's watching me

I want dance So, how as if on the me nobody not looks.

I wanna love like it's the only thing I know

I want be in love So, how as if this is the only thing, what I I know.

I wanna laugh from the bottom of my heart

I want laugh from Total hearts

I wanna sing like every single note and word it's all for you

I want sing, how as if each note And each word is all for you.

Is this enough?

This enough?

I wanna tell you and this is the only way I know

I want to tell you, and this is the only one way, which the I I know.

And hope one day you'll learn the words and say

And hope, what once you learn the words and say:

That you finally see, what I see

What you finally see then, what see I.

Another song for you about your love

More one song for you about your love

'Cause you love the me that's full of faults

That's why what you love me, which full shortcomings .

I wish you could see it from this view

It's a pity, what you not can see this is With this points vision.

Cause everything around you is a little bit brighter from your love

That's why what all around you becomes a little brighter from your love .

I wanna dance the night away with you

I want dance With you all night all the way

I wanna love because you taught me to

I want be in love, because what you taught me this.

I wanna laugh all your tears away

I want laugh above your tears.

I wanna sing 'cause every single note and word it's just for you

I want sing, because what each note And each word - only for you.

Hope it's enough?

Hope, this enough?

I wanna tell you and this is the only way I know

I want to tell you, and this is the only one way, which the I I know.

And hope one day you'll learn the words and say

And hope, what once you learn the words and say:

That you finally see, how I feel

What you finally you see what I feel.

Another song for you about your love

More one song for you about your love

'Cause you love the me that's full of faults

That's why what you love me, which full shortcomings .

I wish you could see it from this view

It's a pity, what you not can see this is With this points vision.

'Cause everything around you is a little bit brighter from your love

That's why what all around you becomes a little brighter from your love .

Not a day goes by that I don't think

Not passes and day, to I So not thought.

About you and the love you've given me

O you and about love, which you to me donated.

I wish you could see it from this view

It's a pity, what you not can see this is With this points vision.

Cause everything around you is a little bit brighter from your love

That's why what all around you becomes a little brighter from your love .

life is just so much better from your love

Life becomes much better from your love.

Authors: Nick Rhodes, Simon Le Bon

The Singles Box

one Election Day (Cryptic mix)
2 The Promise (extended remix)
3 Election Day (early rough cut)
four Say the Word (instrumental)

More Arcadia albums

Patience - Single














The Beginning of an Era.

Learn more