本研究的目的是建立一個新的學校個案輔導工作合作系統，運用教師作為反思團隊進行諮商。本研究的研究問題為：1.如何組成新的學校個案輔導工作合作系統以進行研究？2.當前學校需要輔導之個案問題類型為何？發生原因為何？舊的合作系統之困境為何？是否需要建立新的合作系統？3.如何在新的合作系統中將教師作為反思團隊進行諮商，運用於學生個案輔導工作？4.在本研究中反思團隊之運用歷程為何？研究團隊對於教師作為反思團隊進行諮商的反應及建議為何？5.評估本研究所建立之新的合作系統之效益如何？本研究運用行動研究方法，進行發現問題、澄清問題、發展行動、採取行動、評估結果五階段之研究歷程。本研究之研究對象為某學生運動員培訓高中，研究團隊包括研究者、學校教師、受輔學生以及研究者之專業督導。本研究運用質性研究分析方法獲得研究結果有：1.發現問題階段：研究發現為「學校之研究團隊應如何組成」、「學校需要輔導之個案問題類型」、以及「學生問題發生的多重影響來源」。2.澄清情境階段：研究發現為「學校對新的系統合作方案有期待」、「現有的合作系統之困境」。3.發展行動階段：研究發現為「研究者向研究團隊介紹反思團隊之精神與運用方式」、「研究團隊演練反思團隊後有體會與收穫」、「研究團隊討論日後如何將反思團隊運用在學生輔導工作」。4.採取行動階段：研究發現為「反思團隊之運用歷程」、「運用學校教師為反思團隊成員的經驗」、「研究團隊對學校系統運用反思團隊的建議」。5.評估結果階段：研究發現為「反思團隊運用有好處」、「在諮商中運用反思團隊前的預備動作」、「本研究建構之新的合作系統有助系統合作」。研究結果顯示：透過行動研究運用教師作為反思團隊進行諮商能促進系統合作，運用教師作為反思團隊進行個案輔導工作是可行的。本研究建構之新的合作系統要運用於未參與研究之系統成員、非自願個案、多壓力家庭或棘手個案，需要更多的研究支持，建議實務工作者持續研究以拓展教師作為反思團隊之運用經驗。

This study aimed to establish a new school collaborative system of student counseling, using the teachers as a reflecting team in the counseling sessions. The research questions in this study were showed as follows. First, how did the researcher form a new school collaborative system for student counseling? Second, what type of students’ problems that the current school needed to deal with? What were the underlying causes for these students’ problems? What were the dilemmas of the existing school collaborative system? What were the needs for constructing the new school collaborative system? Third, how were the teachers in the school collaborative system used as a reflecting team in the student counseling sessions? Fourth, how was the reflecting team implemented in the counseling sessions? What were the reflections and the suggestions given by the research team to the teachers served as the reflecting team? Fifth, how was the efficiency of the new collaborative system established in the study? This study adopted the action research strategy to discover the problems, clarify the questions, develop the action, adopt the action, and evaluate the results. The subject of the study was a physical education high school. The researcher initiated a research team which includes school teachers, a student client, a reflecting team composed by school teachers to participate into the counseling sessions, and a professional supervisor to discuss concerns the researcher occurred. The researcher also served as the school counselor in the present study. Qualitative study analysis was adopted in this research for data analysis. The results of this study were displayed as follows. (1) The findings of the stage of discovering the problems were: how to form a school’s research team to conduct the current study, the type of students’ problems the school needed to deal with, and the multiple factors caused the students’ problems. (2) The findings of the stage of clarifying the questions were: the potential benefits of developing the new school collaboration system, and the dilemmas of the old school collaborative system. (3) The findings of the stage of developing the action were: the researcher introduced the spirit and the application of the reflecting team used in the counseling sessions to the research team, the realization and the gains from the research team after role playing the reflecting team, and the research team discussed how to apply the reflecting team onto student counseling in the future. (4) The findings of the stage of adopting the action were: the process of applying the reflecting team, the experiences of being as reflecting team members for the school teachers, and the suggestions for applying reflecting team in the student counseling school system. (5) The findings of the stage of evaluating the results were: the benefits of using the reflecting team, the preparation of the reflecting team before the counseling started, and the new collaborative system established in the current study was helpful to the school systemic collaboration. The results of this study showed that using school teachers served as reflecting team members in student counseling sessions was useful and feasible. Applying reflecting team in the school collaborative system is also helpful to teacher-student communications. Future suggestions were proposed for including more teachers, involuntary student clients, clients from multi-stressed families, or difficult student clients for using reflecting team in school counseling as well as developing school collaborative system. Researchers are suggested to conduct more future researches to explore the efficacy of using teachers as reflecting team members.

中文部分
王佳煌、潘中道、蘇文賢、江吟梓譯（2014）。當代科學研究法-質化與量化取向。臺北市：學富文化。Neuman, W. L. (2011). Social Research Methods: Qualitative and Quantitative Approaches (7thed). London: Pearson.
王麗斐、李旻陽、羅明華（2013）。WISER生態系統合作觀的雙師合作策略。輔導季刊，49（3），2-12。
伍育英（2009）。後現代家族治療：合作取向治療的內涵與運用。諮商與輔導，287，38-42。
何金針、陳秉華（2007)。台灣學校輔導人員專業化之研究。稻江學報，2（2），166-183。
吳熙琄（2017）。後現代敘事諮商。載於陳秉華（主編），多元文化諮商在台灣（頁369-408）。新北市：心理出版社。
吳熙琄（2019）。現代與後現代的交會-熙琄老師談後現代思維的實踐與反思工作坊。2019.02.16，茵特森創意對話中心。
吳菲菲譯（2016）。開放對話、期待對話：尊重他者當下的他異性。新北市：心靈工坊。Seikkula, J. & Arnkil, T. E. (2013). Open Dialogues and Anticipations: Respecting Otherness in the Present Moment.
吳恬縈（2011）。高中體育班學生心理諮商之態度與求助策略（未出版之碩士論文）。臺北市立體育學院運動科學研究所。臺北市。
吳政達（2018）。教師信任對團隊績效影響之研究：團隊成員交換關係與利他行為的中介效果分析。教育政策論壇，21（4），129-154。
杜淑芬（2018）。諮商師透過諮詢與教師合作處理學生問題行為之行動研究。教育實踐與研究，31（1），39-70。
林幸宜（2012）。導師如何知覺與輔導教師在學生輔導上的成功合作歷程。國立台北教育大學教育學院心理與諮商學系碩士論文。
林宜靜（2003）。影響國中導師尋求輔導諮詢相關因素之研究（未出版之碩士論文）。國立高雄師範大學輔導研究。高雄市。
林素卿（2012）。教師行動研究導論。高雄市：麗文文化。
林淑華、田秀蘭、吳寶嘉（2017）。高中職輔導教師工作困境、因應方式與督導需求初探。家庭教育與諮商期刊，20，87-116。
林美珠（2002）。諮詢能力內涵與評量之探討研究。中華輔導學報，12，117-152。
林亨銘（2014）。新北市國民小學高年級學生知覺教師管教方式與學生校園霸凌行為之相關研究（未出版之碩士論文）。淡江大學教育政策與領導研究所。新北市。
邱珍琬（2011）。首次離家大學女生對家的觀感─初探研究。彰化師大教育學報，19，31-58。
洪莉竹（2013）。學生輔導工作倫理守則暨案例分析。臺北市：張老師文化。
洪薇嘉（2016）。國中初任專任輔導教師與學校教師個案輔導合作經驗之研究（未出版之碩士論文）。國立彰化師範大學輔導與諮商學系。彰化縣。
高淑清（2008a）。質性研究的18堂課-首航初探之旅。高雄市：麗文文化。
高淑清（2008b）。質性研究的18堂課-揚帆再訪之旅。高雄市：麗文文化。
許維素（2003）。學校處室個案會議的執行-焦點解決取向的應用。諮商與輔導，337，56-61。
許維素（2005）。輔導教師學校系統觀的重要性。輔導季刊，41（3），72-74。
許維素（2013）。我的密蘇里遊學反思：臺灣學校輔導專業發展的發想（三）。諮商與輔導，331，48-55。
許育光（2013）。國小輔導教師實務內涵初探：從困境與期待分析進行對話。中華輔導與諮商學報，38，57-90。
許清練（2008）。輔導教師與導師合作歷程下的班級經營之行動研究~以三個國中班級為例（未出版之碩士論文）。國立高雄市師範大學輔導與諮商研究所。高雄市。
張臻萍（2009）。國中輔導教師與導師之溝通與初談經驗之探究（未出版之碩士論文）。國立臺灣師範大學教育心理與輔導學系在職進修碩士班。臺北市。
張德銳等（2014）。教師行動研究-實務手冊與理論介紹（二版）。臺北市，高等教育。
陳向明（2002）。社會科學質的研究。臺北市：五南圖書。
陳淑芬、陳秉華（2018）。反思團隊之發展及實務應用。輔導季刊，54（2），26-36.
陳惠邦（1998）。教育行動研究。臺北市：師大書苑。
趙文滔（2015）。中小學輔導教師跨系統合作之成功經驗探究。家庭教育與諮商學刊，19，1-31。
趙文滔、陳德茂（2017）。中小學輔導教師在跨專業系統合作中的挑戰：可能遭遇的困境、阻礙合作的因素以及如何克服。應用心理研究，67，119-179。
黃文瑄、蔡秀玲、李俊儀、杜淑芬（2018）。國小導師輔導自我效能量表之因素結構研究。教育研究與發展期刊，14（4）。41-70。
曾冠銘（2016）。國中專任輔導教師對於非自願個案輔導歷程與挑戰（未出版之碩士論文）。中正大學犯罪與防治學系。嘉義縣。
葉光輝、吳志文、王敏衡（2016）。知覺滿足需求的教養與青少年的適應表現：雙元自主能力的跨時間中介效果檢驗。本土心理學研究，45，57-92。
鄔佩麗（2005）。輔導與諮商心理學。臺北市：東華書局。
廖盈盈（2016）。雙師合作！雙司或雙失？專任輔導教師與導師合作經驗之研究（未出版之碩士論文）。國立臺灣師範大學教育心理與輔導學系。臺北市。
劉瓊瓔譯（2011）。家族治療。臺北市：洪葉文化。Nichols, M. P. (2010). Family Therapy: Concepts and Methods. London: Pearson.
鄭詩樺、許文娟、張文峯、吳芝儀（2017）。《學生轉銜輔導及服務辦法》之保密倫理議題。輔導季刊，53，9-19。
鄭維宜（2009）。高中體育班學生學習經驗之質性研究（未出版之碩士論文）。國立臺灣師範大學體育學系。臺北市。
鄭乃文（2017）。學務輔導工作之新挑戰-從校園安全做起。學生事務與輔導，55（4），1-6。
鄭雅婷（2015）。教師組織信任、學校組織氣氛對工作滿意度的影響：階層線性模式分析。新竹教育大學教育學報，32（2），35-58。
錢永祥（2014）。動情的理性：政治哲學作為道德實踐。新北市：聯經出版社。

英文部分
Andersen, T. (1987). The reflecting team: Dialogue and meta-dialogue in clinical work. Family Process, 26: 415– 428.
Andersen, T. (1989). ‘Back and forth and beyond’. Australian and New Zealand Journal of Family Therapy, 10: 75–76.
Andersen, T. (1991). The reflecting team: Dialogues and dialogues about the dialogues. New York: Norton.
Andersen, T. (1992). Reflections on reflecting with families. In S. McNamee & K. J. Gergen (Eds.), Therapy as social construction (pp. 54- 68). London: Sage.
Andersen, T. (1995). Reflecting processes: Acts of informing and forming: You can borrow my eyes, but you must not take them away from me ! In S. Friedman (Ed.), The reflecting team in action: Collaborative practice in family therapy (pp. 11- 37). New York: The Guilford Press.
Andersen, T. (2001). Ethics before ontology: A few words. Journal of Systemic Therapies, 20(4), 11- 13.
Andersen,T. (2007a). Human participating: Human "Being" is the step for human "Becoming" in the next step. In H. Anderson & D. Gehart (Eds.), Collaborative therapy: Relationships and conversations that make a difference (pp. 81- 93). New York: Routledge.
Andersen, T. (2007b). Crossroads. In H. Anderson & P. Jensen (Eds.), Innovations in the reflecting process (pp. 158- 174). London: Karnac Books.
Anderson, H. (1997). Conversation, language and possibilities: A Postmodern approach to therapy. New York: Basic Books.
Anderson, H. (2001). Ethics and uncertainty: brief unfinished thoughts. Journal of Systemic Therapies, 20(4): 3- 6.
Anderson, H. (2007a). Tom David Andersen: Fragments of his influence and inspiration. Journal of Marital and Family Therapy, 33(4): 411- 416.
Anderson, H. (2007b). Creating a space for a generative community. In H. Anderson & P. Jensen (Eds.), Innovations in the reflecting process (pp. 33-45). London: Karnac Books.
Anderson, H. (2007c). Dialogue: People Creating Meaning "With" Each Other and Finding Ways to Go On. In H. Anderson & D. Gehart (Eds.), Collaborative therapy: Relationships and conversations that make a difference (pp. 33- 42). New York: Routledge.
Anderson, H. (2012). Collaborative relationships and dialogic conversations ideas for a relationally responsive practice. Family Process, 51(1): 8- 24.
Anderson, H. (2013). 合作取向實踐工作坊講義，2013.9.13-15.茵特森創意對話中心主辦。
Anderson, H., & Goolishian, H. (1988). Human systems as linguistic systems. Family Process, 27: 371- 394.
Anderson, H., & Goolishian, H. (1992). The client is the expert: a not-knowing approach to therapy. In S. McNamee & K. J. Gergen (Eds.), Therapy as social construction (pp. 25- 39). London: Sage.
Anderson, H., Goolishian. H., & Winderman, L. (1986). Problem determined systems: Towards transformation in family therapy. Journal of Strategic and Systemic Therapies, 5: 1- 14.
Anderson, C. (2003). Cassandra notes on the state of the family research and practice union. Family Process, 42: 323- 329.
Anslow, K. (2013). Systemic family therapy using the reflecting team: the experiences of adults with learning disabilities. British Journal of Learning Disabilities, 42, 236- 243.
Altrichter, H., Posch, P., & Somekh, B. (1993). Teachers Investigate Their Work. London: Routledge.
Altrichter, H., Feldman, A., & Posch, P. (2005). Teachers investigate their work : An introduction to action research across the professions. London: Routledge.
Brownlee, K., Vis, J., & Mckenna, A. (2009). Review of the Reflecting Team Process: Strengths, Challenges, and Clinical Implications. The Family Journal: Counseling and Therapy for Couples and Families, 17(2): 139- 145.
Cecchin, G. (1992). Constructing therapeutic possibilities. In S. McNamee & K. J. Gergen (Eds.), Therapy as social construction (pp. 86- 95). London: Sage.
Carr, A. (2000). Family Therapy: Concepts, Process and Practice. Chichester: Wiley.
Carr, A. (2004). Thematic review of family therapy journals in 2003. Journal of Family Therapy, 26: 430- 445.
Carr, A. (2010). Ten research questions for family therapy. The Australian and New Zealand Journal of Family Therapy, 31(2): 119- 132.
Denton, W. H., Nakonezny, P. A., & Burwell, S. R. (2011). The effects of meeting a family therapy supervision team on client satisfaction in an initial session. Journal of Family Therapy, 33: 85- 97.
Egeli, N. A., Brar, N., Larsen, D., & Yohani, S. (2014). Couples' Experiences of Hope When Participating in the Reflecting Team Process: A Case Study. Contemporary Family Therapy. 36: 93-107.
Eubanks, R. A. (2002). The MRI reflecting team: An integrated approach. Journal of Systemic Therapies. 21(1): 10- 19.
Epston, D., White, M., & Murray, K., (1992). A proposal for a re-authoring therapy: Rose’s revisioning of her life and a commentary. In S. McNamee & K. J. Gergen (Eds.), Therapy as social construction (pp. 40- 53). London: Sage.
Fabbis, T. J., & Cobb, K. F. (2016). Family therapy techniques in residential settings: Family sculptures and reflecting teams. Contemporary Family therapy, 38: 43- 51.
Fernández, E., Cortés, A., & Tarragona, M. (2007). You Make the Path as You Walk: Working Collaboratively with People with Eating Disorders. In H. Anderson & D. Gehart (Eds.), Collaborative therapy: Relationships and conversations that make a difference (pp. 129- 148). New York: Routledge.
Friedman, S., Brecher, S., & Mittelmeier, C. (1995). Widening the lens, sharpening the focus: The reflecting process in managed care. In S. Friedman (Ed.), The reflecting team in action: Collaborative practice in family therapy (pp. 184 - 204). New York: The Guilford Press.
Fruggeri, L. (1992).Therapeutic Process as the Social Construction of Change. In S. McNamee & K. J. Gergen (Eds.), Therapy as social construction (pp. 40- 53). London: Sage.
Gehart, D. (2007). Creating space for children’s voices: A collaborative approach to child and family play therapy. In H. Anderson & D. Gehart (Eds.), Collaborative therapy: Relationships and conversations that make a difference (pp. 183- 197). New York: Routledge.
Gehart, D. (2016). Theory and Treatment Planning in Family Therapy: A competency-Based Approach. Boston: Cengage Learning.
Gehart, D. (2018). The legacy of Tom Andersen: The ethics of reflecting process. Journal of Marital and Family Therapy, 44(3): 386– 392.
Gergen, K. J. (1992). Beyond narrative in the negotiation of therapeutic meaning. In S. McNamee & K. J. Gergen (Eds.), Therapy as social construction (pp. 186- 199). London: Sage.
Gergen, K. J. (2009). Relational being: Beyond self and community. New York: Oxford University.
Goldenberg, H., & Goldenberg, I. (2013). Family Therapy An Overview (8thed). CA: Brooks/Cole.
Greoge, S. S., & Wulff, D. (2018). 反思實踐-在家庭及社會工作中的運用工作坊。2018.10.19-21。茵特森創意對話中心主辦。
Griffith, J. L., & Griffith, M. E. (1995). When patients somatize and clinicians stigmatize: Opening dialogue between clinicians and the medically marginalized. In S. Friedman (Ed.), The reflecting team in action: Collaborative practice in family therapy (pp. 81- 99). New York: The Guilford Press.
Griffith, J. L., Griffith, M. E., Krejmas, N., McLain, M., Mittal, D., Rains, J. and Tingle, C. (1992). Reflecting team consultations and their impact upon family therapy for somatic symptoms as coded by structural analysis of social behavior (SASB). Family Systems Medicine, 10: 53- 58.
Haeley, L. D. (2006). Reflecting Teams and microcounseling in beginning counselor training: Practice in Collaboration. Journal of Humanistic Counseling, Education and Development, 45: 198- 207.
Hoffman, L. (1985). Beyond power and control: Toward a "second order" family systems therapy. Family Systems Medicine, 3(4): 381- 396.
Hoffman, L. (1992). A reflexive stance for family therapists. In S. McNamee & K. J. Gergen (Eds.), Therapy as social construction (pp. 7- 24). London: Sage.
Hoffman, L. (1998). Setting aside the model in family therapy. Journal of Marital & Family Therapy, 24, 1- 11.
Hoffman, L. (2007). The art of "witness": A bright idea. In H. Anderson & D.Gehart (Ed.), Collaborative therapy: Relationships and conversations that make a difference (pp. 63- 79). New York: Routledge.
Holmesland, A., Seikkula, J., & Hopfenbeck, M. (2014). Inter-agency work in open dialogue: the significance of listening and authenticity. Journal of Interprofessional Care, 28(5): 433- 439.
Hornstrup, C. (2008). Team coaching and reflecting teams. MacMann Berg.
Janowsky, Z. M., Dickerson, V. C., & Zimmerman, J. L. (1995). Through Susan's eyes: Reflections on a reflecting team experience. In S. Friedman (Ed.), The reflecting team in action (pp. 167- 183). New York: The Guilford Press.
Jenkins, D. (1996). A reflecting team approach to family therapy: A delphi study. Journal of Marital and Family Therapy. 22, 219-238.
Keeney, B. (1983). Aesthetics of change. New York: The Guildford Press.
Kjellberg, E. Edwardsson, M. Niemelä, B. J. Öberg, T. (1995). Using the reflecting process with families stuck in violence and child abuse. In S. Friedman (Ed.), The reflecting team in action (pp. 38- 61). New York: The Guilford Press.
Kleist, D. N. (1999) Reflecting on the Reflecting Process: A Research Perspective. The Family Journal: Counseling and Therapy for Couple and Families, 7(3), 270-275.
Lange, R. (2010). The family as its own reflecting team: A family therapy method. Journal of Family therapy, 32: 398- 408.
Lax, W. D. (1992). Postmodern Thinking in a Clinical Practice. In S. McNamee & K. J. Gergen (Eds.), Therapy as social construction (pp. 69- 85). London: Sage.
Lax, W. D. (1995). Offering reflections: Some theoretical and practical considerations. In S. Friedman (Ed.), The reflecting team in action: Collaborative practice in family therapy (pp. 145- 166). New York: The Guilford Press.
Levin, S. B. (2007). Hearing the Unheard: Advice to Professionals from Women Who Have Been Battered. In H. Anderson & D. Gehart (Eds.), Collaborative therapy: Relationships and conversations that make a difference (pp. 109- 128). New York: Routledge.
Lever, h., & Gmeiner, A. (2000). Families leaving therapy after one or two sessions: A multiple descriptive case study. Contemporary Family Therapy: An International Journal, 22, 39-65.
Lobovits, D. H., Maisel, R. L., & Freeman, J. C. (1995). Public practices: An ethic of circulation. In S. Friedman (Ed.), The reflecting team in action: Collaborative practice in family therapy (pp.223- 256). New York: The Guilford Press.
Madsen, W. C. (2007). Collaborative Therapy With Multi-Stressed Family(2nd). New York: the Guildford Press.
Madsen, W. C. (2009). Collaborative helping: A practice framework for family-centered services. Family Process, 48(1): 103- 116.
Madsen, W. C. (2014). Taking it to the streets: Family therapy and family-centered services. Family Process, 53(3): 380- 400.
Mandin, P. (2007). Commentary-ethics and reflecting processes. Journal of Social Work Practice, 21(2): 235- 238.
McDonough, M., & Koch, P. (2007). Collaborating with Parents and Children in Private Practice: Shifting and Overlapping Conversations. In H. Anderson & D. Gehart (Eds.), Collaborative therapy: Relationships and conversations that make a difference (pp. 167- 182). New York: Routledge.
Miller, S. D., Duncan, B. L., & Hubble, M. A. (1997). Escape from Babel: Toward a unifying language for psychotherapy practice. New York: Norton.
Mills, S. D., and Sprenkle, D. H. (1995) Family Therapy in the Postmodern Era. Family Relations, 44(4): 368-376.
Munro, L., Knox, M., & Lowe, R. (2008) Exploring the Potential of Constructionist Therapy: Deaf Clients, Hearing Therapists and a Reflecting Team. Journal of Deaf Studies and Deaf Education, 13(3): 307- 323.
O’Connor, T., Davis, A., Meakes, E., Pickering, R., & Schuman, M. (2004). Narrative therapy using a reflecting team: An ethnographic study of therapist’s experiences. Contemporary Family Therapy, 26(1): 23- 39.
Parker, N., & O’Reilly, M. (2013). Reflections from behind the screen: Avoiding therapeutic rupture when utilizing reflecting teams. The Family Journal: Counseling and Therapy for Couples and Families, 21(2): 170- 179.
Paré, D. A. (1999). The use of reflecting teams in clinical training. Canadian Journal of Counseling, 33(4): 293- 306.
Pender, R. L., & Stinchfield, T. (2012). A reflective look at reflecting teams. The Family Journal: Counseling and Therapy for Couples and Families, 20(2): 117- 122.
Pender, R. L., & Stinchfield, T. (2014). Making Meaning: A Couple’s Perspective of the Reflecting Team Process. The Family Journal: Counseling and Therapy for Couples and Families, 22(3) 273-281.
Penn, P. (2007). Listen voice. In H. Anderson & D. Gehart (Eds.), Collaborative therapy: Relationships and conversations that make a difference (pp. 99- 107). New York: Routledge.
Sells, S., Smith, T., Coe, M., Yoshioka, M., & Robbins, J. (1994). An ethnography of couples and therapist experiences in reflecting team practice. Journal of Marital and Family Therapy, 20: 247– 266.
Selekman, M .D. (1993). Pathways to change: Brief therapy solutions with difficult adolescents. New York: The Guilford Press.
Selekman, M. D. (1995). Rap music with wisdom: Peer reflecting teams with tough adolescents. In S. Friedman (Ed.), The reflecting team in action: Collaborative practice in family therapy (pp.205- 219). New York: The Guilford Press.
Smith, T. E., Winton, M., & Yoshioka, M. (1992). A qualitative understanding of reflective-teams II: Therapists’perspectives. Contemporary Family Therapy, 14, 419- 432.
Smith, T. E., Sells, S., & Clevenger, T. (1994). Ethnographic content analysis of couples and therapist perceptions in a reflecting team setting. Journal of Marital and Family Therapy, 20: 267– 286.
Somekh, B. (1995). The contribution of action research to development in social endeavours: a position paper on action research methodology. British Educational Research Journal, 21(3), 339- 355.
Sprenkle, D. (2003). Effectiveness research in marital and family therapy: Introduction. Journal of Marital and Family Therapy, 29: 85– 96.
Strong, T. (2002). Constructive curiosities. Journal of Systemic Therapies, 21(1): 77- 90.
Swim, S. (1995). Reflective and collaborative voices in the school. In S.Friedman (Ed.), The reflecting team in action: Collaborative practice in family therapy (pp.100- 118). New York: The Guilford Press.
Thomas, M. L. (2006). The Contributing Factors of Change in a Therapeutic Process. Contemporary Family Therapy, 28: 201- 210.
Tomm, K. (1987). Interventive interviewing: Part II. Reflexive questioning as a means to enable self-healing. Fam Proc, 26: 167- 183.
Tomm, K. (1992). Therapeutic distinctions in an on-going therapy. In S. McNamee & K. J. Gergen (Eds.), Therapy as social construction (pp. 116- 135). London: Sage.
Willott, S., Hatton, T., & Oyebode, J. (2012). Reflecting team processes in family therapy: A search for research. Journal of Family Therapy, 34(2): 1- 24.
Young, J., Saunders, F., Prentice, G., Macri-Riseley, D., Fitch, R., & Pati-Tasca, C. (1997). Three journeys toward the reflecting team. A. N. Z. J. Family Therapy, 18(1): 27- 34.