Work

Reputation and Responsibility: A Qualitative Investigation of Parents' Experiences of Open Dialogue School Meetings

Year: 2025

Type: article

Abstract: Open Dialogue approaches to family therapy emphasize the voicing of multiple perspectives in a supportive collaborative environment. In a novel application of Open Dialogue, this study explored how parents of students at an Australian independent school experienced Open Dialogue meetings within a school setting. Using reflexive thematic analysis, we analyzed 4 h of audio recordings of three focus groups involving 14 parents. Parents reported that Open Dialogue meetings promoted closer relationships between the school, parents, and students and focused on adapting to the needs of the student. However, Open Dialogue meetings also interacted with parents' expectations and the school's reputation for student wellbeing to amplify parents' perceptions of the school's responsibility. Open Dialogue meetings promoted closer collaborative relationships between parents, students, and staff. Clinicians need to be mindful of broader social attitudes that influence a parent's experience, and to set up appropriate expectations to mitigate potential problems.

Source: Journal of Marital and Family Therapy

DOI: 10.1111/jmft.70030

Authors: Ben Ong, Andrea McCloughen, Sarah Farrell‐Whelan, Niels Buus

Institutions: Monash University, The University of Sydney, Aarhus University

Language: English

Topic: Counseling, Therapy, and Family Dynamics

Subfield: Clinical Psychology

Field: Psychology

Domain: Social Sciences

Open Access status: hybrid

Estimated APC paid: $3,010

Funder: Monash University