Child focus is a central construct within Bowen family systems theory (Bowen theory). A clinical implication is that mental health treatment focusing on a child may unwittingly reinforce the operation of child-focused processes, which undermine rather than enhance child well-being. The concept of child focus in Bowen theory presents significant implications for professionals working in school settings and in fields such as children's mental health, which are inherently child-focused. Bowen theory is the guiding theoretical framework for School-Based Filial Therapy (SBFT). SBFT is a play therapy intervention that was initially established in remote and outer-regional New South Wales, Australia in response to the low availability of children's mental health services and the significant barriers associated with caregiver engagement in children's mental health treatment. It involves trained school personnel facilitating therapeutic play sessions with children experiencing emotional–behavioural problems. The intervention occurs on school grounds, during school hours, and children's family members do not participate in the intervention. This mixed-methods study examines the impact of children's participation in SBFT upon family functioning. Interviews with caregivers (n = 10) of children who participated in 10 SBFT sessions were analysed using content analysis. Quantitative data were collected using the Differentiation of Self Inventory – Short Form and Visual Analogue Scale – Family Functioning. A Wilcoxon signed rank test was used to analyse the pre- and post-data. Qualitative outcomes indicated changes in the categories of child functioning, caregiver functioning, and extended family functioning, whilst child-focused processes remained dominant but changed in intensity and valence following SBFT.

中文翻译：

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探索孩子参加学校孝道治疗计划时家庭功能的变化

以儿童为中心是鲍文家庭系统理论（鲍文理论）的核心概念。临床意义是，以儿童为中心的心理健康治疗可能会无意中强化以儿童为中心的过程的运作，从而损害而不是增强儿童的福祉。鲍文理论中的儿童关注概念对在学校环境和儿童心理健康等领域工作的专业人员具有重要意义，这些领域本质上是以儿童为中心的。鲍文理论是校本孝道治疗（SBFT）的指导理论框架。SBFT 是一种游戏治疗干预措施，最初是在新南威尔士州偏远和外围地区建立的，澳大利亚针对儿童心理健康服务的可用性低以及护理人员参与儿童心理健康治疗相关的重大障碍做出了回应。它涉及训练有素的学校工作人员，为有情绪行为问题的儿童提供治疗性游戏课程。干预发生在学校操场、上课时间，儿童的家庭成员不参与干预。这项混合方法研究探讨了儿童参与 SBFT 对家庭功能的影响。与照顾者的访谈（且儿童的家庭成员不参与干预。这项混合方法研究探讨了儿童参与 SBFT 对家庭功能的影响。与照顾者的访谈（且儿童的家庭成员不参与干预。这项混合方法研究探讨了儿童参与 SBFT 对家庭功能的影响。与照顾者的访谈（ 使用内容分析对参加 10 次 SBFT 课程的n = 10) 儿童进行分析。使用自我量表区分 - 简式和视觉模拟量表 - 家庭功能收集定量数据。使用 Wilcoxon 符号秩检验来分析前后数据。定性结果表明儿童功能、照顾者功能和大家庭功能类别发生了变化，而以儿童为中心的过程仍然占主导地位，但在 SBFT 后强度和效价发生了变化。