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| Kate and Lisa�s Acknowledgments | |
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| about the Authors | |
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| Foreword | |
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| Introduction: Navigating the Collaborative River Above and below the Surface | |
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| Who We Are | |
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| Why We Wrote This Book | |
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| understanding our clients and ourselves | |
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| Individual dynamics | |
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| Portraits of Two Collaborative Clients | |
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| The Influence of Early Experience | |
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| The Showdown Between Good and Bad Experience | |
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| Emotional Defenses | |
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| The Impact of Defenses on Our Capacity toFunction | |
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| Mental Health and Ill-Health | |
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| Review | |
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| Couple Dynamics | |
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| How Couples Come Together and How They Come APart | |
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| Projection and the "Lock and Key" Concept | |
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| Isabel and Alan: Portrait of a Divorcing Couple | |
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| Isabel and Alan's Lock and Key | |
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| The Lock and Key Manifested in the Collaborative Process | |
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| The Collaborative Container | |
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| Establishing the Macrocontainer | |
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| Working with Transference and Countertransference | |
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| Using the Collaborative Protocols | |
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| Considering Your Professional Setting | |
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| Holding Regular Meetings | |
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| Paying Attention to Fees and Fee Policies | |
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| Establishing the Microcontainer | |
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| Staying in Role | |
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| Maintaining a Client-Centered Approach | |
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| Keeping Small Talk to. a Minimum | |
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| Being Enthusiastic about the Collaborative Process, but Not Celebratory | |
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| Listening Nonj'udgmentally | |
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| Conveying Empathy (versus Sympathy) | |
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| Setting Limits | |
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| Respecting Silence | |
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| Using Reality Testing | |
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| Using Paraphrasing and Reframing | |
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| Making Links | |
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| Assessment And Intervention: The Rigidity Flexibility Continuum | |
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| A Continuum Model of Transformative Capacity | |
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| the Rigidity/Flexibility Continuum: A New Concept | |
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| Using the Continuum to Adapt Our Techniques to Individual Clients | |
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| Staying in Role, Minimizing Small Talk, Not Treating the Process as Celebratory Maintaining a Client Focus | |
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| Nonjudgmental Listening | |
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| Empathy | |
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| Limit Setting | |
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| Silence | |
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| Reality Testing | |
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| Paraphrasing and Reframing | |
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| Making Links | |
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| Working With Clients Along the Continuum: Three Vignettes | |
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| Applying Our Understanding To The Collaborative Process | |
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| The Components Of The Collaborative Process | |
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| First Individual Meeting with a Client | |
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| Everything Has Meaning | |
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| Your Client's Story | |
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| Explaining the Process More Fully | |
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| Hot Spots and Coping Strategies | |
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| Beginning to Develop a Collaborative Alliance with Your Client | |
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| The First Team Conversation Prior to a Team Meeting: Coming Together as a Team | |
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| The First Team Meeting and Signing of the Participation Agreement | |
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| Brainstorming, Option Development, and Option Evaluation | |
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| The Flip Chart | |
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| The Mission Statement | |
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| Ancillary Client Meetings and Contact Throughout The Process | |
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| Emotional Containment and E-mail Communication | |
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| Developing Your Roadmap: Who Attends Each Meeting? | |
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| Collaborative Teams: Function And Dysfunction | |
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| Healthy Team Functioning | |
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| Team Problems Are Normal | |
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| Team Dysfunction: The Interaction of Client Dynamics and Team Dynamics | |
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| Common Patterns of Team Dysfunction | |
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| The Divided Team | |
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| The Rogue professional | |
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| The Vilified Client | |
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| Team Dynamics: A Summary | |
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| "Land Mines" in Collaborative Practice | |
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| Clasp: An Approach to Managing Collaborative Land Mines | |
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| Helping Clients to Talk to Each Other about Explosive Issues | |
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| Factors That Might Determine if a Land Mine Will End a Case | |
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| Summary | |
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| The Voice of the child: The Crucial Role of the Child Specialist | |
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| The Added Value of the Child Specialist | |
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| The Importance of the Child's Voice: A Vignette | |
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| Developing a Deep and Durable Parenting Plan | |
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| A "Custody Agreement" versus a "Parenting Plan" | |
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| Every Plan Has Its Own "Flavor" | |
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| The Rigidity/Flexibility Continuum Applied to Co-Parenting | |
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| Parenting Planning Meetings: Navigating the Emotional Dynamics in the Room | |
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| Final Thoughts on Parenting Planning | |
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| Conclusion | |
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| References | |
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| Index | |