By Victoria Harrison, M.A.

My brother had a brain like a big engine. It never stopped. His brain got all these other engines started.

Murray Bowen began to write and teach about the development of a new theory of human behavior, based upon the study of family systems and evolutionary science, at a time when family therapy emerged from various fields. Family therapy training programs proliferated in the 1970's. Some, such as the Menninger Family Therapy Training Program, began as extensions of psychodynamic, analytic, or group paradigms predominant in psychiatric, psychological and social work institutions. Some universities established graduate degree programs in family therapy. Most of the early training programs in family therapy became eclectic, systemic or comparative. A few maintained a consistent theoretical framework.

Many who heard and read the early work of Murray Bowen incorporated ideas from family systems theory into their own framework for therapy. Concepts and terminology from family systems theory were adopted more as techniques for therapy than as part of a new theoretical framework. The majority of texts that survey the field of family therapy include Bowen family systems as a method of therapy and do not well represent the implications of a radically different theoretical framework for practice or for learning. In "An Odyssey Toward Science", the Epilogue to Michael Kerr's Family Evaluation. Dr. Bowen distinguished the history of his careful attention to research, theory, and science from the more popular locus on methods of therapy (Bowen 1988). He established the Family Center at Georgetown University Medical School as a place for continued research and development of knowledge guided by concepts defined in family systems theory.

Educational programs at Georgetown Family Center encouraged students to develop their own ability to "think systems" through a thoughtful process of study in their own family, through development of  knowledge within the sciences, and through application of theory in clinical work and research. A percentage of students attended only one year of postgraduate study before they returned to conventional therapy practice. Serious students from medicine and psychiatry, from nursing, social work, psychology, and from religious vocations attended the training programs year after year. Those who employed the concepts of Bowen theory to study such diverse subjects as cancer, the field of evolution, child abuse, reproduction, alcohol and drug addiction, spirituality, societal process and organizations, as well as biofeedback and physiological reactivity, began to teach and develop educational programs throughout the country.

The following historical time line provides dates at which various programs began. The programs listed here do not include each and every program in Bowen theory that has ever been held or developed.  Anyone who is interested in being included in a larger history of educational programs in Bowen theory is invited to provide information about their program. Readers are encouraged to write the organizations included in this article for details about history and faculty, about their purposes and programs.

Murray Bowen believed that the implications for knowledge based upon natural systems theory were best realized within the disciplines of science and departments of medicine. He maintained that connection with Georgetown University and the Department of Psychiatry until his death. Although numerous physicians and psychiatrists who studied family systems theory employ concepts in their practice, few established teaching programs within academic institutions. Dr. Ann Cain integrated the study of family systems into teaching and clinical programs at The University of Maryland School of Nursing in the 1970s. Dr. David Drake directs programs at the University of Osteopathic Medicine and Health Sciences in Des Moines, Iowa, where he is associate professor of psychiatry. These programs depend upon key individuals to maintain consistent efforts at systems thinking. research, and practice while interacting with others who have different ideas.

The majority of educational programs in Bowen theory and the study of family systems developed separate from academic or scientific institutions. Connections between theory and the natural sciences are established in various ways. Those individuals who develop research interests of their own collaborate with scientists. Some of the leadership in training and educational programs integrate Bowen theory into graduate studies of their own. Many programs include guest speakers from the sciences. Some programs have included scientists within the structure of the organization, as members of the board or advisory board.

There are probably as many differences in organizational history and structure as there are programs. Often one individual begins to offer conferences or seminars, Individuals who are introduced to Bowen theory through a local program or teacher often begin to attend the post-graduate training program at Georgetown Family Center. Over time the number of serious students expands. The structure and organization of the program take shape as dedicated leadership develops. Each program has its own unique integration of theory into the relationships and disciplines among students and founders. Some programs are a loose collection of individuals with common dedication to theory who organize conferences and training activities. Other programs are 501(c)3 nonprofit corporations. The structure of the Board varies. Financial resources and funding vary. Some have a specific location. Others hold programs at community centers, universities, hospitals, churches and museums. Perhaps each program represents its own experiment in the introduction of theory and science into the emotional system of family, society and its institutions.

Educational programs throughout the country also vary in the activities they include. Some organize one or two major conferences a year. Others offer a series of conferences and seminars from introductory to advanced levels of learning. Some programs include coaching in the study of one's own family on an individual basis as well as supervision in groups of students. Others organize the study of one's own family within the group supervision setting only. Most programs organize seminars in which students present their efforts to study and apply theory in their organization or field. These presentations may be primarily case consultation for students who are mental health professionals. Some educational programs include the applications of theory toward understanding organizations as well as families. Most focus on topics that are of particular interest to the founders and students. Teaching programs include a combination of local faculty and guest speakers who represent leaders in the field of Bowen theory. The faculty at Georgetown Family Center maintain a commitment to support the development of educational programs throughout the country, not only through their on-going; research, work and writing, but also through travel, consultation, and teaching throughout the country.

Development of educational programs based upon the study of Bowen theory and family systems is subject to the very forces and factors that Murray Bowen observed in families and society. Differences in history, structure, program and leadership represent variation in the way individuals approach learning a new way to think. Differences reflect the effort that individuals make to introduce a new way of thinking into the network of relationships in their organization, community, or field. There are common emotional reactions with which to contend. Everyone deals with pressure to append or compete, to join forces or give up, to be a part or to cut off from Georgetown Family Center, from the network of people who study Bowen theory, or from the local communities of science, academic and social institutions. As Michael Kerr wrote in an article for Georgetown Magazine, "Family systems theory provides a blueprint for an approach to human problems that is based on distinguishing between the consequences of reacting emotionally to a relationship system and the consequences of having a thoughtfully determined direction for oneself." (Kerr 1988). The extent to which individuals are able to define and employ principles for dealing with relationship reactions will determine the contributions educational programs can make toward the purposes and promises of Bowen theory.

References

• Bowen, Jess. 1990. Murray Bowen's funeral. October.
• Bowen, Murray. 1988. "An Odyssey Toward Science." Epilogue in Family Evaluation, by Michael Kerr. New York: W.W. Norton.
• Kerr, Michael. 1988. "From Darwin to Freud to Bowen." Georgetown Magazine, Spring.