Fellner C
Fam Process. 1976 Dec;15(4):427-31. doi: 10.1111/j.1545-5300.1976.00427.x.
Two general factors have been singled out as being held in common by all types of psychotherapy: an educational, rational factor (often called "content") and a factor operative in the relationship between the therapist and his patient (often called "process"). In the field of family therapy, the non-educational aspects of intervention are sometimes presented in the form of "therapeutic, paradoxical communications" (Haley, Bateson, Jackson, Weakland) or the 'therapy of the absurd" (Whitaker, Malone). In the present paper, I wish to present a form of therapeutic communication, the teaching story, that embodies a unique mixture of both the educational and the paradox, or absurd.
一个是教育性的、理性的因素（通常称为“内容”），另一个是在治疗师与患者关系中起作用的因素（通常称为“过程”）。在家庭治疗领域，干预的非教育方面有时以“治疗性的、矛盾性沟通”（哈利、贝特森、杰克逊、韦克兰德）或“荒诞治疗”（惠特克、马龙）的形式呈现。在本文中，我想介绍一种治疗性沟通形式，即教学故事，它体现了教育与矛盾或荒诞的独特融合。
