This case study follows the experiences of two families – Jordan’s and Amira’s – involved in Family Therapy and explores the different impact delivery can have in complex contexts.
Jordan, aged 15, and Amira, aged 14, were both referred to a family therapy programme because of serious difficulties at home and at school. Jordan had been suspended from school several times and was spending more time with friends who often behaved in a way that professionals and other adults in the community found challenging. Amira was frequently absent from school and often argued with her parents. Both families felt overwhelmed, experiencing high levels of parental stress, and had tried other services before, but without lasting success.
The support offered
Family Therapy interventions
Both families were offered a family therapy programme designed to strengthen communication, reduce conflict, and support parents in setting consistent boundaries. Sessions were facilitated by a therapist and brought together young people, parents, and other family members to explore patterns of interaction and practise new skills in problem-solving and communication. The therapist worked to build trust, reduce blame, and help the families apply these skills to everyday challenges at home, in school, and with friends.
Parenting support programmes
The families were offered structured parenting programmes designed to strengthen parenting skills, support positive parent–child relationships, and reduce conflict at home. These programmes supported the parents with strategies to set safe and consistent boundaries, encourage positive behaviours, and navigate challenges collaboratively. Delivery focused primarily on parents, through structured sessions that included role-play, video examples, and guided practice. Parents were encouraged to try new approaches between sessions and reflect on what worked. Facilitators aimed to create a trusting, respectful and anti-discriminatory environment where parents could share experiences and learn from others.
Family experiences
Jordan’s family found it difficult to begin with. The therapist was initially unable to engage Jordan in the sessions, ad he often sat in silence. But the therapist invested time in building an honest, trusting relationship, which helped both Jordan and his parents to feel heard. Over time, they reported fewer explosive arguments and were able to practise more constructive ways of talking to one another. Jordan’s mother Leanne described feeling more confident and less stressed, while Jordan returned to school and was more able to remain in the school environment.
Amira’s family faced greater challenges. The sessions were scheduled at a time which made it impossible for Amira’s father Khalil to meet the economic needs of his family and attend the sessions; Amira’s mother Zara felt “talked at” and compared unfavourably to others, which led her to miss several appointments. Cultural differences between the family and the therapist also created barriers to building trust. This included systemic issues such as traditional gendered cultural roles which meant that some family members refused to participate in the intervention. As a result, the family completed less than half the sessions and saw little improvement in Amira’s behaviour or school attendance. Zara described feeling “back to square one” once the programme ended.
The early changes
These two journeys highlight the variation in how families experience intervention delivery. For Jordan’s family, consistent support and a strong therapeutic alliance helped them reduce conflict and move forward together. For Amira’s family, difficulties with engagement, cultural mismatch, and practical barriers such as work commitments meant the intervention had limited impact.
Key learning for practice:
- Building a trusting therapeutic relationship is central to engagement and change
- Flexibility of delivery (e.g., evening sessions, home visits, or online options) helps families with complex commitments take part
- Cultural responsiveness matters: families are more likely to engage when they feel their values and experiences are respected
- Sustaining support after the structured programme ends can help families maintain progress and prevent problems reoccurring.