Free Family Therapy Toolkit: Genogram, Ecomap, Structural Map, Session Notes, and Treatment Plans
Eight editable templates for therapists who work with families, each with a completed example: a genogram, an ecomap, a structural map, circular questions, an intake form, a session note, a treatment plan and a practice set.
Last updated: November 11, 2026
Free Therapist Training›Family Therapy Toolkit
Family therapists draw much of their assessment rather than write it. A genogram puts three generations of a family on one page, an ecomap shows the family's ties to the people and services around it, and a structural map shows how the family is organized around a problem. This toolkit gives you each diagram with a symbol key and the questions that fill it in, then the paperwork that carries the work through treatment: an intake form with a safety screen, a note for sessions with several people in the room, and a treatment plan written in systemic terms.
The templates draw on the sources family therapists learn from: the genogram conventions set out by Monica McGoldrick, Randy Gerson and Sueli Petry; Ann Hartman's ecomap; Salvador Minuchin's structural maps; and the Milan team's and Karl Tomm's work on circular questions. For structured practice of the skills behind them, see Deliberate Practice in Systemic Family Therapy by Adrian Blow, Ryan Seedall, Deb Miller, Tony Rousmaniere and Alexandre Vaz. Every example uses the same invented family, the Hale-Carters, so you can follow one case from the first genogram to the treatment plan. California rules appear only in the templates that need them, labeled as California.
These templates are free to copy, print and adapt, and none of them replaces a form your employer, a payer or a licensing board requires. Seven of the templates have their own page, and every template has a PDF and an editable copy.
What Is in the Toolkit?
| Template | Use it for | Draws on |
|---|---|---|
| Three-generation genogram template | A symbol key, a blank three-generation layout and a checklist of what to record, with a completed example. | McGoldrick, Gerson and Petry's genogram conventions |
| Ecomap template | A line key, a blank ecomap and the systems to ask about, with a completed example. | Hartman's ecomap (1978) |
| Structural family map | A mapping key adapted from Minuchin, a blank map and a worksheet for subsystems, boundaries, hierarchy and coalitions, with a map at assessment and a goal map. | Minuchin's structural family therapy (1974) |
| Circular questions bank | Sixty-four questions for systemic interviewing, 56 circular and 8 reflexive, organized by type, with Tomm's four kinds of question and an example from a session. | The Milan team (1980), Penn (1982), Tomm (1985, 1988) |
| Family therapy intake form | Family members, custody and consent, each person's view of the problem, a violence and safety screen with separate interviews, and agreements, with California notes. | Guidance on screening for partner violence before joint sessions; California law on minors |
| Family session note with a SOAP version | A note built for sessions with several people in the room, a SOAP version, and a guide to who the client is in the record. | Ethics codes on multiple clients; HIPAA psychotherapy notes |
| Family therapy treatment plan | A plan that states the problem as a family pattern, with goals, measurable objectives, interventions and measures, and examples for common problems. | Systemic case formulation; measurable objectives |
| Recording review form and deliberate practice set | Ten observable systemic skills to rate on a recorded segment, and family statements for rehearsing three of them with Practice Time episodes 13 to 15. | Deliberate practice; Practice Time episodes 13 to 15 |
Three-Generation Genogram Template
A genogram maps a family across at least three generations: who belongs to it, how they are related, and what repeats. The core symbols follow the conventions in McGoldrick, Gerson and Petry's Genograms; the rest of the key follows common practice. Draw it with the family in the first sessions, add to it as you learn more, and use it to see where the presenting problem sits in the family's history. The genogram template page explains how to interview a family for a genogram.
An optional template from the Sentio MFT program's family therapy toolkit, free to adapt.
Download the PDFCopy in Google SlidesCopy in Google Docs
What to record
| Item | What to record |
|---|---|
| People | Everyone in at least three generations, living and dead: partners and former partners, children, pregnancies and pregnancy losses. |
| Names, ages and dates | First name, age or year of birth, and the year and cause of any death. |
| Partnerships | Marriages, partnerships, living together, separations and divorces, each with its year. |
| Children | In birth order, oldest on the left, including adoption, fostering and guardianship. |
| Household | Who lives together now, including anyone who lives there part of the time. |
| Health | Serious physical or mental illness, disability, and alcohol or drug problems. |
| Work and school | Occupations, education and school difficulties. |
| Culture and migration | Countries of origin, migration, languages, religion and other identities members name. |
| Relationships | Who is close, very close, distant, in conflict or cut off from whom. |
| Key events | Births, deaths, moves, losses and illnesses, especially around the time the problem began. |
| Patterns | What repeats across generations: roles, symptoms, conflicts, cutoffs and ways of coping. |
Start with the household, then each adult's family of origin. Ask everyone present, and when accounts differ, note both. Date the genogram, because it will change as the family tells you more.
See a completed genogram
Key dates
| Year | Event |
|---|---|
| 1979 | Gary and Linda marry. Gary drinks heavily through Chris's childhood and stops in 2010. |
| 2008 | Chris and Nicole move in together. Their son Tyler is born in 2009. |
| 2009 | Jenna and Mark marry. Ava is born in 2011 and Ben in 2014. |
| 2014 | Chris and Nicole separate. Tyler divides his time between their homes. |
| 2016 | Jenna and Mark divorce, with joint legal custody. Mark moves to Arizona in 2017. |
| 2019 | Jenna's father Ray dies of a heart attack. Ava, then 8, was close to him. |
| 2021 | Jenna and Chris marry. Jenna, Ava and Ben move into Chris's house, where Tyler lives half-time. |
| August 2026 | Jenna starts night shifts at the hospital. Chris takes over evenings for the first time. |
| September 2026 | Ava's angry outbursts at home and missed classes begin. |
| October 2026 | The school counselor refers the family for family therapy. |
Patterns to explore with the family
- Ava's outbursts began a month after Jenna started night shifts, which put Chris in charge of evenings for the first time.
- Jenna is close to Ava and very close to her own mother, Diane. When Chris sets a rule, Ava turns to Jenna, which suggests a triangle of Ava, Jenna and Chris.
- Chris grew up with a father who drank heavily, and he describes avoiding conflict until he loses his temper. His distance from Gary may bear on how he handles conflict with Ava.
- Ava lost her grandfather at 8 and sees her father a few times a year. How the family talks about those losses is worth asking about.
These are hypotheses to test with the family, not conclusions. The genogram suggests questions; the family's answers decide which ones matter.
Ecomap Template
An ecomap shows a family's connections to the people and systems around it: relatives, school, work, health care, faith communities, services and friends. Ann Hartman described it in 1978 as a way to put a family's relationships with its world on one page. Draw the household in the center, add a circle for each connection, and mark each line strong, ordinary, tenuous or stressful. The ecomap template page explains how to read an ecomap with a family.
An optional template from the Sentio MFT program's family therapy toolkit, free to adapt.
Download the PDFCopy in Google SlidesCopy in Google Docs
Systems to ask about
| System | Ask about |
|---|---|
| Extended family | Grandparents, siblings and other relatives: who helps, who interferes, who is out of contact. |
| Former partners and coparents | Parenting schedules, child support, how decisions about the children are made. |
| Work | Hours, shifts, stress, income and how work affects time at home. |
| School and childcare | Attendance, grades, discipline, special education, relationships with teachers. |
| Health and mental health care | Physicians, therapists, psychiatrists, hospital stays, unmet health needs. |
| Friends and neighbors | Who each person can call, and who calls them. |
| Faith and cultural community | Membership, support, conflict, and changes in involvement. |
| Recreation | Sports, clubs, hobbies and the people met through them. |
| Services and benefits | Social services, housing, benefits, immigration services. |
| Legal system | Courts, custody proceedings, probation, child protective services. |
| Online communities | Gaming, social media and other online groups that matter to a member. |
Questions that fill in the map
- Who do you turn to when something goes wrong?
- Which of these connections gives you energy, and which takes more than it gives?
- Where does money, time or help come from, and where does it go?
- Who would you like more contact with, and who less?
- What has changed in these connections over the last year?
See a completed ecomap
| Connection | Line | What it means for the family |
|---|---|---|
| Diane, Jenna's mother | Strong; help flows in | Childcare three afternoons a week, and daily advice to Jenna on discipline that Chris resents. |
| Jenna's work | Stressful; energy flows out | Night shifts since August. Jenna sleeps during the day and is at work most evenings. |
| Ava's high school | Stressful | Missed first periods, two failing grades and a meeting with the vice principal. |
| School counselor | Strong; help flows in | Meets Ava weekly and referred the family. |
| Ben's soccer team | Strong | Ben's main source of friends. Chris drives him to practice. |
| Pediatrician | Tenuous | Ben's yearly visit; no contact about Ava this year. |
| Church | Tenuous | The family stopped attending after the move in 2021. |
| Nicole, Tyler's mother | Tenuous | Arranges Tyler's schedule with Chris by text. |
| Chris's parents | Tenuous | Holiday visits only. |
| Mark, Ava and Ben's father | Stressful; money flows in | Pays child support and calls the children every few weeks, often later than promised. |
| Chris's work | Strong; energy flows out | Long days as a contractor; a steady income. |
The map shows a household whose strongest outside ties run through one adult at a time, with several stressful ties converging on Ava and few connections the new family shares. That pattern points to two questions for treatment: where Jenna and Chris can get support as a couple, and which connection could help Ava most.
Structural Family Map
A structural map shows how a family is organized: its subsystems, the boundaries between them, the hierarchy, and the alliances and coalitions that keep a problem going. The key adapts the notation in Salvador Minuchin's Families and Family Therapy (1974). Map the family as it is at assessment, then draw the organization you and the family are working toward. The structural mapping page explains how to turn a map into interventions.
An optional template from the Sentio MFT program's family therapy toolkit, free to adapt.
Download the PDFCopy in Google SlidesCopy in Google Docs
Worksheet
| Area | Questions to answer |
|---|---|
| Subsystems | Who forms the parental or executive subsystem? The couple? Sibling groups? Does a grandparent or a child act as a parent? |
| Boundaries | Between each pair of subsystems, is the boundary clear, diffuse or rigid? Who crosses it, and how? |
| Hierarchy | Who makes and enforces rules? Is authority shared by the adults, contested, or held by a child or grandparent? |
| Alliances and coalitions | Who sides with whom, and against whom? Is a child drawn into a conflict between adults? |
| The problem sequence | What happens just before, during and after the problem: who does what, then who responds, then what happens next? |
| Strengths | Where does the family already work well together? |
| Structural hypothesis | One or two sentences linking the way the family is organized to the problem. |
| Goal map | What change in boundaries, hierarchy or alliances would make the problem unnecessary? |
| First interventions | For example an enactment in session, boundary making, unbalancing or a reframe. |
See a completed structural map
| Area | Hale-Carter family |
|---|---|
| Subsystems | Jenna and Chris married in 2021, but parenting runs through Jenna for Ava and Ben and through Chris for Tyler. Diane acts as a second parent alongside Jenna. |
| Boundaries | Diffuse between Jenna and Ava: Jenna confides in Ava about money and the marriage, and Ava texts Jenna at work when Chris sets evening rules. Rigid between Chris and Ava. Diffuse between Diane and Jenna, who speak daily about discipline. |
| Hierarchy | Chris's rules are reversed when Ava appeals to Jenna, so Ava holds a veto over evening limits. |
| Alliances and coalitions | Jenna and Ava against Chris over evening rules. Diane sides with Jenna on discipline, which Chris resents. |
| The problem sequence | Chris tells Ava to hand over her phone at 10 p.m. Ava refuses and texts Jenna at work. Jenna calls and asks Chris to let it go. Chris withdraws, then shouts the next time it happens. Ava's outburst escalates, Ben goes to his room, and the next morning Ava misses first period. |
| Strengths | Both adults want Ava back in school. Chris is steady with Ben and Tyler. Jenna and Ava are close, and Diane is reliable help. |
| Structural hypothesis | Each escalation ends with Jenna and Ava on one side and Chris on the other, so the couple never has to settle how they will parent together, and Ava's outbursts keep that question from being answered. |
| Goal map | Jenna and Chris agree on house rules and back each other in front of the children. Jenna stays close to Ava without sharing adult worries. Diane supports Jenna as a mother rather than as a coparent. Chris builds a relationship with Ava before he enforces rules on his own. |
| First interventions | An enactment in which Jenna and Chris agree on the phone rule while Ava waits; blocking Ava's interruptions and Jenna's turning to Ava for support; reframing the outbursts as Ava's protest about changes the family made without her. |
Circular Questions Bank
Circular questions ask each family member about relationships, differences and sequences rather than about one person's traits. The Milan team made circularity a guideline for the interviewer in 1980, and Karl Tomm later set circular questions beside lineal, strategic and reflexive ones according to what the therapist intends. The bank groups questions by type; ask them of each person in turn and let the answers suggest the next question. The circular questions page explains how to use each type of question in a session.
An optional template from the Sentio MFT program's family therapy toolkit, free to adapt.
Download the PDFCopy in Google Docs
Difference questions about people
These ask how family members differ, which shows how each person sees the others and who carries which role.
- Who in the family worries most about how things are going for Ava? Who worries least?
- Who is most upset when the arguments start? Who seems least affected?
- Who is best at calming things down at home? Who is second best?
- Who agrees with your mother that this started at school? Who sees it another way?
- Who in the family is most like your grandfather? In what way?
- Who notices first when your brother is having a hard day?
- Who would be most relieved if the arguments stopped?
- Who finds it easiest to say no to your daughter?
Difference questions about relationships
These compare relationships rather than people, which brings alliances and distance into view.
- Who gets along best in the family these days? Who has the hardest time?
- Is your mother closer to you or to your brother?
- Who is your stepfather closest to in the house? Has that changed?
- Which two people in the family argue most? Which two never seem to argue?
- Who does your sister go to when she is upset: your mother or your father?
- Is the relationship between your parents closer or more distant than it was a year ago?
- Who in the family is closest to your grandmother?
- When the children need permission, which parent do they ask first?
Difference questions about time
These compare now with before or after, which locates when a pattern began and what changed around it.
- Were things between you and your daughter better or worse before you started night shifts?
- When did the arguments about the phone start? What else was happening then?
- Is your son more or less involved with the family than he was last year?
- Before your grandfather died, who did you talk to when something went wrong? And now?
- Has the family been closer or more distant since the move?
- Since your father moved away, who has taken over the things he used to do?
- Are the mornings easier or harder than they were at the start of the school year?
- What was different about the weeks when things went well?
Behavioral effect and sequence questions
These trace what happens between people, step by step, so that a problem in one person becomes a sequence the whole family takes part in.
- When Ava refuses to hand over her phone, what does Chris do? And then what does Ava do?
- When your mother and stepfather argue, what does your brother do?
- After the shouting stops, who speaks first? What do they say?
- When your daughter misses school, who finds out first? What do they do next?
- What does your father do when your mother says she is worried?
- When your son goes to his room, who goes after him, if anyone?
- What happens the next morning after a bad night?
- When your grandmother gives advice about the children, how does your stepfather respond?
Triadic questions
These ask one person to comment on the relationship between two others, which lets a family hear how its relationships look from the outside.
- Ben, what do you notice happens between your mom and Ava when Chris is at work?
- Tyler, how do your dad and Ava get along when your stepmom isn't home?
- What do you think your mother feels when your stepfather and sister argue?
- How does your grandmother react when your parents disagree about rules?
- Who do you think your brother sides with when the arguments start?
- What do your parents do differently when they agree about something?
- When your mom and your dad talk on the phone, what happens in the house afterward?
- If your sister were here, what would she say about how your parents handle bedtime?
Ranking and comparison questions
These ask people to put family members in order, which turns vague impressions into differences everyone can discuss.
- If you ranked everyone from most to least upset about the move, how would the order go?
- Who in the family is most likely to apologize first after an argument? Who is least likely?
- On a scale from one to ten, how worried is each person about Ava's grades?
- Who spends the most time with Ben? Who spends the least?
- Who in the family would most want things to stay the way they are?
- Rank the family from who talks most at dinner to who talks least.
- Who would be most surprised if Ava went to every class next week?
- Who in the family keeps the most secrets? Who keeps the fewest?
Hypothetical and future questions
These invite the family to imagine change, which brings out hopes, fears and the costs of the problem going away.
- If the arguments stopped tomorrow, what would be different between your mom and your stepdad?
- If Ava went to every class next month, who would notice first? What would they do?
- Suppose your grandmother stopped calling every day. Who would miss it most?
- If your father moved back to California, how would things change at home?
- When Ava leaves home in a few years, how will the house be different?
- If your parents agreed on the rules, what would you do then?
- Imagine a year from now when things are better. What would a normal evening look like?
- If someone in the family decided to change first, who would it be?
Reflexive questions
Tomm described these as questions meant to help family members reflect on new possibilities and draw on their own resources. In his 1988 scheme they are a separate kind from circular questions; the bank includes them because therapists often ask them alongside circular ones.
- If your daughter knew how much you worry about her, what do you think she would do differently?
- What would your stepdad need to see from you to believe you want things to be better?
- If you were to show Ava you are on her side and still hold the rule, what might that look like?
- What do you think your son learns about families from watching these arguments?
- If the arguing were a way of trying to solve a problem, what problem might it be solving?
- What would your grandfather have said about how the family is handling this?
- Which of the strengths that got you through the divorce could help now?
- What would have to happen for each of you to feel the family was on the same side?
Four kinds of question, by intent (after Tomm, 1988)
| Question type | The therapist's intent | Example |
|---|---|---|
| Lineal | To investigate: gather facts and definitions from the family. | What brings you here today? How long has this been happening? |
| Circular | To explore: understand patterns and connections between people. | When Ava gets angry, what does Chris do? Who notices first? |
| Strategic | To correct: steer the family toward what the therapist thinks is right, often with a leading or confronting question. | Isn't it time the two of you agreed on the phone rule before Ava asks? |
| Reflexive | To facilitate: help family members generate new views for themselves. | If you were to try something different the next time, what might it be? |
Ask each person in turn rather than letting one member answer for the family, and let each answer suggest the next question. Replace the names in the examples with the family's own.
See circular questions in a session
| Question | Asked of | Answer | What it showed |
|---|---|---|---|
| When Ava refuses to hand over her phone, what does Chris do? | Ben | "He says it louder. Then he just leaves." | Chris withdraws after one attempt, so the rule is never enforced. |
| And then what does Ava do? | Ben | "She texts Mom." | Jenna is brought in from work; the sequence runs through her. |
| Who is most upset when that happens? | Jenna | "Me. I'm at work and can't do anything." | Jenna carries the evening conflicts into her shift. |
| Who is least upset? | Ava | "Ben. He just games." | Ben copes by withdrawing, which the family reads as indifference. |
| Were evenings better or worse before the night shifts? | Chris | "Better. Jenna handled it." | The pattern followed the change in the parenting arrangement in August. |
| If the two of you agreed on the phone rule before Ava asked, what would she do? | Jenna | "Probably test it once. Then maybe stop." | Jenna can imagine a united front working, a lead for the next session. |
Six questions in the second session, asked of four people, turned "Ava won't follow rules" into a sequence the family could see: a rule from Chris, an appeal to Jenna, a reversal, then Chris's withdrawal and a bigger outburst the next time. The therapist's working hypothesis, that the adults have not yet agreed how to parent together, came from the family's answers rather than from the therapist's guess.
Family Therapy Intake Form
A family intake has more to settle than an individual one: who the client is, who can consent for each child, how each person sees the problem, and whether it is safe to meet together. Clinical writing on couple and family work recommends screening each adult partner alone for violence before joint sessions begin (Bograd & Mederos, 1999; Keilholtz & Spencer, 2022; McCollum & Stith, 2008; Substance Abuse and Mental Health Services Administration, 2020), and Part B of the form does that. The California notes cover minor consent, parent access to records and mandated reporting. The intake form page has more on screening and consent.
An optional template from the Sentio MFT program's family therapy toolkit, free to adapt.
Download the PDFCopy in Google Docs
Part A. The family
| Name | Age | Relationship to the identified patient | Gender | Lives in the household? | Attending sessions? |
|---|---|---|---|---|---|
| Item | Entry |
|---|---|
| Date of first contact; referral source | |
| Who is the client | The family as a whole / A couple / An individual, with other family members taking part as collaterals |
| Identified patient, if the family or the referral names one | |
| Billing | Who pays; if a health plan is billed, the member whose condition the family sessions treat |
| Custody and legal decision-making for each minor | Legal and physical custody; any court order (copy on file: yes / no); whether the order requires both parents' consent for health care (yes / no); who signed consent |
| Minor consenting on their own behalf | Yes / No. If yes, the maturity finding and the parent contact entry (see the California notes) |
| Reason for seeking help, in each person's words | One line for each person present |
| When the problem began; what else was happening then | |
| What the family has tried | |
| Previous and current treatment | Therapists, physicians, psychiatrists, hospital stays, medications |
| School and work | For each member: school, grade and any difficulties; work and schedule |
| Health | Serious illness, disability, pregnancy, sleep, appetite |
| Alcohol and drug use | For each member, including adolescents |
| Culture, language and faith | Languages spoken at home, interpreter needed, identities and beliefs members want the therapist to know |
| Strengths and supports | What the family does well; who they can call on |
| Each person's goal for therapy | One line for each person present |
Part B. Safety screen (ask each adult alone, and each adolescent alone for part of the time)
| Screen | Entry |
|---|---|
| Separate interviews | Each adult partner seen alone before the first joint session: yes / no, dates. Adolescents seen alone for part of the first session: yes / no |
| Fear and violence between adults | Asked of each adult alone: being afraid of a partner; being hit, pushed, choked or threatened; being controlled, monitored or kept from money, family or friends; forced sex |
| Violence toward or in front of children | Harm, threats or neglect; children present during violence between adults |
| Risk to self | Suicidal thoughts, plans, past attempts or self-harm, for each member old enough to be asked |
| Risk to others | Threats, weapons in the home, past violence |
| Mandated report | Any report made or considered, with the agency, date and time |
| Decision | Joint sessions appropriate / Individual sessions first / Referral to specialist services. Safety plan written: yes / no |
Part C. Agreements
| Topic | What the family is told and agrees to |
|---|---|
| Who the client is | Whether the therapist's client is the family, the couple or one member, and what that means for each person present |
| Confidentiality and its limits | What stays in the room; the legal exceptions, such as suspected abuse and serious danger |
| Information shared in individual sessions | Whether the therapist will keep a secret from other family members, and if not, how it will be handled |
| Records | Whose record the sessions are kept in, and who may see or release it |
| Fees | Who is responsible for fees, and for which sessions (see the California notes on treatment a minor consents to) |
| Recordings | Whether sessions are recorded for supervision or training, with written consent from each adult and from minors who consent to their own care |
| Signatures | Each adult attending; a minor 12 or older who consents to their own treatment; date |
California notes
Minor consent. A minor 12 or older may consent to outpatient mental health treatment or counseling if, in the opinion of the attending professional person, the minor is mature enough to participate intelligently (Family Code 6924(b); Health and Safety Code 124260(b)(1)). A parent or guardian who does not take part in that treatment is not liable to pay for it, and one who takes part is liable only for the services they took part in (Family Code 6924(e); Health and Safety Code 124260(d)).
Parent involvement. Treatment under those sections includes the parent or guardian unless the professional person, after consulting with the minor, decides involvement would be inappropriate. The record must state whether and when the professional tried to contact the parent or guardian and whether the attempt succeeded, or why contact would be inappropriate (Family Code 6924(d); Health and Safety Code 124260(c)).
Associates, trainees and interns. Associates and trainees working under the required supervision are among the professional persons who may treat a minor on the minor's own consent (Health and Safety Code 124260(a)(2)). An MFT trainee, clinical counselor trainee, psychology trainee or social work intern who does so notifies their supervisor within 24 hours, or immediately after the session if the initial assessment indicates that the minor is a danger to self or others (Health and Safety Code 124260(b)(2)).
Joint legal custody. Under a joint legal custody order, either parent acting alone may exercise legal control of the child except where the order requires both parents' consent, so read the order's terms on health care (Family Code 3083).
Parent access to records. A parent or other representative of a minor is not entitled to inspect or copy the minor's records, including clinical notes, where the minor has their own right of inspection, where the provider determines access would have a detrimental effect on the provider's relationship with the minor or on the minor's physical safety or psychological well-being, or where the records relate to outpatient mental health care that a minor old enough and able to consent obtained on their own consent (Health and Safety Code 123115(a)). A parent may not be denied access to a child's records because they are not the custodial parent (Family Code 3025). Our guide to minor consent and parent access to records covers both rules.
Mandated reporting. Suspected child abuse or neglect is reported by telephone immediately or as soon as practicably possible, with a written report within 36 hours (Penal Code 11166). Mandated Reporting Deadlines for California Therapists lists every clock.
See a completed intake form
| Name | Age | Relationship to Ava | Gender | Lives in the household? | Attending sessions? |
|---|---|---|---|---|---|
| Ava Carter | 15 | Identified patient | Girl | Yes | Yes |
| Jenna Hale | 41 | Mother | Woman | Yes | Yes |
| Chris Hale | 44 | Stepfather | Man | Yes | Yes |
| Ben Carter | 12 | Brother | Boy | Yes | Some sessions |
| Tyler Hale | 17 | Stepbrother | Boy | Half-time | Invited to session 3 |
| Mark Carter | 43 | Father | Man | No (Arizona) | Phone contact with consent |
| Item | Entry |
|---|---|
| Date of first contact; referral source | October 12, 2026; Ava's school counselor |
| Who is the client | The family. Jenna, Chris, Ava and Ben are clients; Mark and Tyler take part as collaterals. |
| Identified patient | Ava, named in the school counselor's referral |
| Billing | The family's health plan, billed for family sessions as treatment of Ava's condition. Jenna is responsible for fees. |
| Custody and legal decision-making | Jenna and Mark share joint legal custody under their 2016 judgment, which does not require both parents' consent for health care; Jenna has primary physical custody. Copy on file: yes. Consent signed by Jenna. |
| Minor consenting on her own behalf | No. Ava attends with her mother's consent and agreed to come. |
| Reason for seeking help | Jenna: "Ava and Chris can't be in a room together." Chris: "Nobody backs me up." Ava: "Everyone's on my case since the move." Ben: "It's loud." |
| When the problem began | September 2026, a month after Jenna began night shifts and Chris took over evenings |
| What the family has tried | Taking Ava's phone; grounding; Jenna calling home from work to mediate |
| Previous and current treatment | Ava saw a grief counselor for eight sessions in late 2019 and early 2020, after her grandfather died. No current medications. |
| School and work | Ava, 10th grade, failing two classes, missing first period two or three times a week. Ben, 7th grade, no concerns. Jenna, nurse, nights. Chris, contractor, days. |
| Health | No serious illness. Ava sleeps after 1 a.m. on school nights. |
| Alcohol and drug use | Ava denies use. Chris drinks two beers on weekends. Gary, Chris's father, has been sober since 2010. |
| Culture, language and faith | English at home. The family stopped attending church after the 2021 move; Jenna would like to return. |
| Strengths and supports | Jenna and Ava are close; Chris is steady with Ben; Diane helps with childcare; the school counselor knows Ava well. |
| Each person's goal | Jenna: "Peace in the evenings." Chris: "To be treated like a parent." Ava: "For Chris to back off." Ben: "Less yelling." |
| Screen | Entry |
|---|---|
| Separate interviews | Jenna and Chris each seen alone on October 15, 2026; Ava seen alone for 15 minutes in session 1 |
| Fear and violence between adults | Both deny fear, physical violence, threats and controlling behavior. Arguments are verbal; Chris leaves the room when angry. |
| Violence toward or in front of children | None reported by any member. Ava says Chris has never touched her and that the shouting "goes both ways." |
| Risk to self | Ava denies suicidal thoughts now and in the past. No self-harm. Screen repeated at each session for four weeks. |
| Risk to others | No threats, no weapons in the home |
| Mandated report | None indicated |
| Decision | Joint family sessions appropriate, with a 10-minute individual check-in for Ava at each session. No safety plan needed at this time. |
Part C was reviewed with Jenna, Chris and Ava. The family chose a policy that the therapist will not keep secrets that affect the family's safety or the goals of treatment, and will help a member decide how to share them. Signed by Jenna and Chris; Ava signed to show she agreed.
Family Session Note and SOAP Note
A note for a family session records several people at once, so it has to say whose record it belongs to, who was present, what happened between members and how each one responded. The template has a narrative version and a SOAP version. The session note page explains who the client is in the record and how the HIPAA definition of psychotherapy notes applies to family and joint sessions.
An optional template from the Sentio MFT program's family therapy toolkit, free to adapt.
Download the PDFCopy in Google Docs
| Field | Entry |
|---|---|
| Record | Whose record this note is filed in, and the member named for billing if the payer requires one |
| Date; start and end time; session number | |
| Format | In person / Telehealth (each participant's location) |
| Present | Name and role of each person present; who was absent and why |
| Focus of the session | The goal or problem the session addressed, with the treatment plan goal numbers |
| Interaction observed | The sequence between members in the session: who did what, then who responded |
| Interventions | What the therapist did, for example joining, tracking, circular questions, an enactment, boundary making or a reframe |
| Response | How each member responded, and any change from previous sessions |
| Progress toward goals | Each goal number with a word or two on movement and any measure collected |
| Risk and safety | Screened: yes / no. Changes. Safety plan reviewed. Any mandated report made or considered. |
| Individual time and disclosures | Any separate time with a member, and how information was handled under the family's agreement |
| Plan | Tasks agreed, who will attend next, date of the next session |
| Signature, license or registration, date |
SOAP version
| Section | What to write |
|---|---|
| S, subjective | What each member reported, in their own words where it matters |
| O, objective | Who attended; what the therapist observed: the interaction sequence, affect, who spoke to whom; any measure collected |
| A, assessment | The therapist's understanding of the pattern this session; progress toward each goal; risk |
| P, plan | Tasks, next session, who will attend, any referral or coordination |
Write the note in the record you and the family agreed on. Describe what members did and said in the session, and leave out details about one member that the others' treatment does not need.
See a completed session note and SOAP note
| Field | Entry |
|---|---|
| Record | Hale-Carter family record. Named for billing: Ava Carter. |
| Date; start and end time; session number | November 5, 2026; 4:00 to 4:55 p.m.; session 4 |
| Format | In person |
| Present | Jenna Hale (mother), Chris Hale (stepfather), Ava Carter (15). Ben Carter (12) joined for the last 20 minutes. |
| Focus of the session | Goal 1, the parents agreeing on evening rules; goal 2, reducing escalations |
| Interaction observed | When Chris proposed a 10 p.m. phone rule, Ava turned to Jenna and said, "You said eleven." Jenna began to soften the rule. Chris folded his arms and stopped talking. |
| Interventions | Blocked Ava's appeal and asked Jenna and Chris to agree on the rule between themselves (enactment) while Ava listened. Tracked the sequence with circular questions to Ben. Reframed the evening fights as the family adjusting to Jenna's night shifts. |
| Response | Jenna and Chris agreed on 10:30 p.m. on school nights after two attempts. Ava protested, then asked whether the weekend rule would differ. Ben said evenings were "quieter this week." |
| Progress toward goals | Goal 1: first agreed rule. Goal 2: family log shows three escalations this week, down from six at intake. |
| Risk and safety | Ava screened alone: denies suicidal thoughts; no change. No violence reported. No report indicated. |
| Individual time and disclosures | Ten minutes alone with Ava. She said she misses her grandfather and that the anniversary of his death is next week; she agreed to raise it in the family session. |
| Plan | Jenna and Chris present the 10:30 rule together on Sunday; family keeps the escalation log. Next session November 12, all four members. |
| Signature | J.R., AMFT, supervised by A.B., LMFT. November 5, 2026. |
The same session as a SOAP note
| Section | Entry |
|---|---|
| S | Jenna: evenings "a little calmer." Chris: "I still feel like the bad guy." Ava: the rule is "unfair." Ben: "quieter this week." |
| O | Jenna, Chris and Ava present for 55 minutes; Ben for the last 20. When Chris raised the phone rule, Ava appealed to Jenna and Jenna began to concede; Chris withdrew. After the therapist blocked the appeal, Jenna and Chris negotiated directly and agreed on 10:30 p.m. Family log: three escalations this week, six at intake. |
| A | The appeal-and-reversal sequence appeared in session and changed when the parents negotiated directly, which supports the working hypothesis that the problem continues while the adults have not agreed how to parent together. Progress on goals 1 and 2. Ava's risk is low; the anniversary of her grandfather's death falls next week. |
| P | Parents present the rule together on Sunday. Continue the log. Next session November 12 with all four members; plan time to talk about the anniversary of Ray's death. |
Family Therapy Treatment Plan
A family treatment plan states the problem as a pattern the family shares rather than as one person's symptom, then sets goals that each member can recognize and objectives you can check. The treatment plan page adds example goals, objectives and measures for nine common problems and explains how to write objectives for a family.
An optional template from the Sentio MFT program's family therapy toolkit, free to adapt.
Download the PDFCopy in Google Docs
| Item | Entry |
|---|---|
| Record; member named for billing | |
| Participants | Who is in treatment, and who takes part as a collateral |
| Problem, in systemic terms | The sequence or pattern that keeps the problem going, in one or two sentences |
| Each member's goal, in their words | |
| Diagnosis, if a payer requires one | For the member named for billing |
| Plan date; review date |
| Goal | Objective: what will happen, observably, by when | Interventions | Measure | Who | Target date |
|---|---|---|---|---|---|
| Signatures | Entry |
|---|---|
| Each adult in treatment | |
| A minor 12 or older consenting to their own treatment | |
| Therapist and supervisor |
See a completed treatment plan
| Item | Entry |
|---|---|
| Record; member named for billing | Hale-Carter family record; Ava Carter |
| Participants | Jenna Hale, Chris Hale, Ava Carter, Ben Carter. Tyler Hale and Mark Carter as collaterals. |
| Problem, in systemic terms | When Chris sets an evening limit, Ava appeals to Jenna, Jenna reverses the limit, and Chris withdraws and later explodes. The cycle began in September, a month after Jenna started night shifts, and Ava's school attendance has fallen with it. |
| Each member's goal | Jenna: "Peace in the evenings." Chris: "To be treated like a parent." Ava: "For Chris to back off." Ben: "Less yelling." |
| Diagnosis, if a payer requires one | Ava Carter: the diagnosis from her intake assessment, recorded as the health plan requires |
| Plan date; review date | October 29, 2026; review December 10, 2026 |
| Goal | Objective | Interventions | Measure | Who | Target date |
|---|---|---|---|---|---|
| 1. Jenna and Chris parent as a team | 1a. Agree on three evening rules and present them to the children together | Enactments in session; boundary making | Rules written and presented | Jenna, Chris | November 20 |
| 1b. Back each other's limits: no reversals in front of the children for four straight weeks | Tracking; coaching between sessions | Family log of reversals | Jenna, Chris | December 10 | |
| 2. Fewer and shorter escalations | 2a. Escalations fall from six a week at intake to two or fewer | Interrupting sequences in session; time-out plan | Family escalation log | All | December 10 |
| 2b. Each member names one step they will take when an argument starts, and uses it | Circular questions; rehearsal in session | Self-report at each session | All | November 19 | |
| 3. Ava returns to regular attendance | 3a. Ava attends first period at least four days a week | Coordination with the school counselor (release on file) | School attendance record | Ava, Jenna | December 10 |
| 4. Chris and Ava build a relationship | 4a. One shared activity a week that Ava chooses | Assignment; reframing Chris's role | Self-report | Chris, Ava | Ongoing |
Signed by Jenna Hale and Chris Hale on October 29, 2026. Ava reviewed the plan and added goal 4.
Learn and Practice Systemic Therapy
The templates record the work; these resources build the skills behind it. Most are free and come from the Sentio MFT program's deliberate practice training, where therapists rehearse specific responses with feedback until they can use them in a session. Students preparing for a career in family therapy can see how the Sentio MFT program teaches these skills.
For Supervisors and Faculty
Supervision of family work goes further when the supervisor sees the session, either live or on a recording made with each member's written consent. The recording review form below names ten systemic skills you can see on a short segment, and the practice set gives the supervisee family statements to rehearse the hardest of them until the response comes easily. The approach follows the deliberate practice methods taught in the Sentio MFT program's free supervisor training and described by Rousmaniere (2025) and Rousmaniere and colleagues (2017), and the clinical supervision toolkit has the session notes, goals and evaluation forms for the rest of supervision.
In a course, the templates work as assignments: students draw a genogram and ecomap from a recorded or role-played interview and compare drawings in pairs, practice circular questions with classmates playing the family, and write a session note and treatment plan for the same case.
Recording Review Form and Deliberate Practice Set
A recording review form names what to watch for in a family session, and the practice set gives you statements to rehearse the hardest moments before they happen. Three of the skills pair with free Practice Time episodes: Avoiding Triangulation, Systemic Boundaries and Systemic De-escalation.
An optional template from the Sentio MFT program's family therapy toolkit, free to adapt.
Download the PDFCopy in Google Docs
| Item | Entry |
|---|---|
| Therapist; reviewer; date | |
| Family (code); session number | |
| Segment reviewed | Start and end time (three to five minutes) |
| Written consent for recording on file | Yes / No |
Rating: 1, not shown; 2, attempted; 3, shown effectively; NA, no opportunity in this segment.
| Skill | What it looks like | Rating | Time stamp and notes |
|---|---|---|---|
| Joining | Greets and engages each person present, and learns how each sees the problem. | ||
| Tracking the sequence | Asks who does what, then who responds, rather than only what one person did. | ||
| Circular questions | Asks about differences, relationships and sequences, of more than one person. | ||
| Staying out of triangles | Declines invitations to take a side and returns the issue to the people concerned. | ||
| Holding boundaries | Supports the parents' authority and stops members speaking for or over each other. | ||
| Interrupting escalation | Slows an escalating exchange, intervenes directly and restores turn-taking. | ||
| Enactment | Has members talk to each other in the session and coaches the exchange. | ||
| Systemic reframe | Describes the problem as a pattern the family shares rather than as one person's fault. | ||
| Balanced alliances | Each member can tell the therapist understands their view. | ||
| Culture and context | Asks about the family's own meanings, culture and circumstances. |
| Summary | Entry |
|---|---|
| What went well | |
| The one skill to rehearse next | |
| Rehearsal plan | Episode to watch, statements to practice, number of rounds, date to review again |
Deliberate practice set
How to rehearse
- Watch the Practice Time episode for the skill.
- Work in threes: one person reads the family member's statement with feeling, one responds as the therapist, and one observes.
- The therapist answers in their own words. The observer gives feedback against the criteria for that skill.
- Repeat the same statement until the response meets the criteria, then move to the next one.
- Move up a level when responses come easily, and back down when the therapist freezes or loses the thread.
- Switch roles every 15 minutes, and end with two minutes on what each person will try in their next session.
Staying out of triangles (Practice Time episode 13, Avoiding Triangulation)
An effective response:
- Acknowledges what the speaker feels.
- Does not take a side or pass judgment on the other person.
- Invites the two people concerned to talk to each other.
- Keeps a warm, unhurried tone.
| Level | Family member | Statement to read aloud |
|---|---|---|
| Beginner | Teen | “You heard her. She never listens to anything I say. Can you tell her she's being unfair?” |
| Beginner | Parent | “You're the expert. Tell my husband he's too strict with the kids.” |
| Intermediate | Stepparent | “I think you can see what's going on here. Her mom lets her get away with everything.” |
| Intermediate | Grandparent | “I raised four children. I know what this girl needs, and her mother won't hear it from me. Maybe she'll hear it from you.” |
| Advanced | Parent, tearful | “I'm so tired of being the referee. Just tell us who's right so we can stop fighting.” |
| Advanced | Teen, angry | “Everyone in here is ganging up on me. If you were on my side you'd say something.” |
Holding boundaries (Practice Time episode 14, Systemic Boundaries)
An effective response:
- Names the boundary or rule clearly and kindly.
- Supports the parents' authority without shaming the child.
- Stops one member speaking for or over another.
- Keeps the session's structure: who talks to whom, and when.
| Level | Family member | Statement to read aloud |
|---|---|---|
| Beginner | Child, interrupting | “That's not what happened! Mom, tell him!” |
| Beginner | Parent | “She can sit in on our couple session. She knows everything anyway.” |
| Intermediate | Teen | “Why do they get to decide my curfew? I'm the one who has to live with it.” |
| Intermediate | Parent | “I tell my daughter everything about the divorce. We're best friends.” |
| Advanced | Grandparent | “I'm staying for the whole session. Someone in this family needs to make the decisions.” |
| Advanced | Parent, raising voice | “If she won't follow my rules, she can go live with her father. I'm done.” |
Interrupting escalation (Practice Time episode 15, Systemic De-escalation)
An effective response:
- Slows the pace and lowers the volume.
- Interrupts the exchange directly, without waiting for a pause.
- Reflects the concern under each person's anger.
- Restores turn-taking or sets a clear next task.
| Level | Family member | Statement to read aloud |
|---|---|---|
| Beginner | Parent to teen | “You're lying again. You always lie.” |
| Beginner | Teen to parent | “I hate living here. I can't wait to leave.” |
| Intermediate | Partner to partner | “Here we go again. You always make it about you!” |
| Intermediate | Sibling | “He took my charger again and Mom never does anything!” |
| Advanced | Stepparent, standing up | “I'm not sitting here to be insulted by a fifteen-year-old.” |
| Advanced | Parent, crying and shouting | “Nobody in this family cares what I go through! Nobody!” |
The statements are written for role-play. Use the safety procedures of your setting, not these exercises, when a real family member threatens harm.
These statements were written for this toolkit and are not exercises from Deliberate Practice in Systemic Family Therapy.
See a completed recording review
| Item | Entry |
|---|---|
| Therapist; reviewer; date | J.R., AMFT; A.B., LMFT; November 6, 2026 |
| Family; session number | Family 31 (in this example, the Hale-Carter family); session 4 |
| Segment reviewed | 18:40 to 22:55 |
| Written consent for recording on file | Yes |
| Skill | Rating | Time stamp and notes |
|---|---|---|
| Tracking the sequence | 3 | 19:10. Asked Chris what happens after Ava texts Jenna. |
| Staying out of triangles | 2 | 20:05. When Jenna asked "Isn't eleven fair?", the therapist began to answer, then turned the question back to Chris. |
| Holding boundaries | 3 | 20:40. Blocked Ava's appeal: "Ava, I'd like your mom and Chris to work this out while you listen." |
| Enactment | 3 | 21:00 to 22:30. Coached Jenna and Chris through two rounds of negotiation. |
| Interrupting escalation | NA | No escalation in this segment. |
| Summary | Entry |
|---|---|
| What went well | Clear boundary at 20:40 and a sustained enactment. |
| The one skill to rehearse next | Staying out of triangles: responding to a direct request to judge who is right. |
| Rehearsal plan | Watch episode 13; rehearse the four intermediate and advanced triangle statements, five rounds each, in supervision on November 13. |
Keep reading
Minors in California Therapy: Who Consents, and Who Can See the Records, the consent and records rules behind the intake form's California notes.
Does HIPAA Apply to Your California Therapy Practice?, when HIPAA applies and what governs your records when it does not.
Systemic Therapy, the Practice Time episodes on triangulation, boundaries and de-escalation.
Free Clinical Supervision Toolkit, notes, logs, goals and evaluations for supervisors.
Frequently Asked Questions
What is a genogram used for in family therapy?
A genogram maps a family across at least three generations, showing who belongs to it, how they are related, the major events in its history and the quality of key relationships. Therapists use it to see where a problem sits in the family's history and to find patterns that repeat across generations, and families often learn something about themselves while drawing it.
What is the difference between a genogram and an ecomap?
A genogram looks inward and back in time: it maps the family's members, relationships and history across generations. An ecomap looks outward at the present: it maps the family's connections to people and systems around it, such as school, work, relatives and services, and shows which connections are strong, tenuous or stressful.
What is a structural map in family therapy?
A structural map, from Salvador Minuchin's structural family therapy, shows how a family is organized: its subsystems, the boundaries between them, the hierarchy, and the alliances and coalitions around a problem. This toolkit draws one map at assessment and a second showing the organization treatment aims for.
What are circular questions?
Circular questions ask family members about differences, relationships and sequences, such as who worries most, who sides with whom, or what happens after an argument, rather than about one person's traits. They grew out of the Milan team's work in 1980 and were developed further by Peggy Penn and Karl Tomm.
Who is the client when you see a family?
Whoever you and the family agree is the client: the family as a whole, a couple, or one member with relatives taking part. The APA, ACA and NASW ethics codes ask you to clarify this at the start, and the AAMFT code recognizes that the client may be more than one person. The decision sets whose record the sessions go in and who must agree before information is released.
Can I use these templates outside California?
Yes. The diagrams, questions, notes and plans follow the published family therapy literature and work anywhere. The California notes, which are labeled, apply only in California; replace them with your own state's rules.
Are the templates free?
Yes. Every template is free to read, copy, print and adapt for any client or training program.
References
American Association for Marriage and Family Therapy. (2026). AAMFT code of ethics. https://www.aamft.org/web/Action-Advocacy/Code-of-Ethics-New.aspx
American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf
American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). https://www.apa.org/ethics/code
Blow, A. J., Seedall, R. B., Miller, D. L., Rousmaniere, T., & Vaz, A. (2023). Deliberate practice in systemic family therapy. American Psychological Association. https://doi.org/10.1037/0000301-000
Bograd, M., & Mederos, F. (1999). Battering and couples therapy: Universal screening and selection of treatment modality. Journal of Marital and Family Therapy, 25(3), 291–312. https://doi.org/10.1111/j.1752-0606.1999.tb00249.x
California Family Code § 3025. https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=FAM§ionNum=3025
California Family Code § 3083. https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=FAM§ionNum=3083
California Family Code § 6924. https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=FAM§ionNum=6924
California Health and Safety Code § 123115. https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=HSC§ionNum=123115
California Health and Safety Code § 124260. https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=HSC§ionNum=124260
California Penal Code § 11166. https://leginfo.legislature.ca.gov/faces/codes_displaySection.xhtml?lawCode=PEN§ionNum=11166
Electronic Code of Federal Regulations. 45 C.F.R. § 164.501, Definitions. https://www.ecfr.gov/current/title-45/subtitle-A/subchapter-C/part-164/subpart-E/section-164.501
Hartman, A. (1978). Diagrammatic assessment of family relationships. Social Casework, 59(8), 465–476. https://doi.org/10.1177/104438947805900803
Keilholtz, B. M., & Spencer, C. M. (2022). Couples therapy and intimate partner violence: Considerations, assessment, and treatment modalities. Practice Innovations, 7(2), 124–137. https://doi.org/10.1037/pri0000176
McCollum, E. E., & Stith, S. M. (2008). Couples treatment for interpersonal violence: A review of outcome research literature and current clinical practices. Violence and Victims, 23(2), 187–201. https://doi.org/10.1891/0886-6708.23.2.187
McGoldrick, M., Gerson, R., & Petry, S. (2020). Genograms: Assessment and treatment (4th ed.). W. W. Norton & Company.
Minuchin, S. (1974). Families and family therapy. Harvard University Press.
National Association of Social Workers. (2021). Code of ethics of the National Association of Social Workers. https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English
Penn, P. (1982). Circular questioning. Family Process, 21(3), 267–280. https://doi.org/10.1111/j.1545-5300.1982.00267.x
Rousmaniere, T. (2025). Deliberate practice for psychotherapists: A guide to improving clinical effectiveness (2nd ed.). Routledge. https://doi.org/10.4324/9781003400622
Rousmaniere, T., Goodyear, R. K., Miller, S. D., & Wampold, B. E. (Eds.). (2017). The cycle of excellence: Using deliberate practice to improve supervision and training. Wiley-Blackwell. https://doi.org/10.1002/9781119165590
Selvini Palazzoli, M., Boscolo, L., Cecchin, G., & Prata, G. (1980). Hypothesizing—circularity—neutrality: Three guidelines for the conductor of the session. Family Process, 19(1), 3–12. https://doi.org/10.1111/j.1545-5300.1980.00003.x
Substance Abuse and Mental Health Services Administration. (2020). Substance use disorder treatment and family therapy: Updated 2020 (Treatment Improvement Protocol [TIP] Series No. 39, Publication No. PEP20-02-02-012). https://www.ncbi.nlm.nih.gov/books/NBK571079/
Tomm, K. (1985). Circular interviewing: A multifaceted clinical tool. In D. Campbell & R. Draper (Eds.), Applications of systemic family therapy: The Milan approach (pp. 33–45). Grune & Stratton.
Tomm, K. (1987). Interventive interviewing: Part II. Reflexive questioning as a means to enable self-healing. Family Process, 26(2), 167–183. https://doi.org/10.1111/j.1545-5300.1987.00167.x
Tomm, K. (1988). Interventive interviewing: Part III. Intending to ask lineal, circular, strategic, or reflexive questions? Family Process, 27(1), 1–15. https://doi.org/10.1111/j.1545-5300.1988.00001.x
About These Templates
Prepared by Tony Rousmaniere, PsyD, and Alexandre Vaz, PhD, for the Sentio MFT program's free therapist training. Every family in the examples is invented. Corrections and suggestions: mabundez@sentio.org.