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The benefits of including family in therapy sessions extend far beyond addressing the parents' concerns in this situation, however, and can help to identify underlying problems that led to Rosa's drug abuse and potentially provide more highly effective long-term solutions to these issues.
Adolescent females were the subject of one study that specifically examined the efficacy of family systems therapy interventions in cases of anorexia nervosa, and the efficacy of this approach compared quite favorable to other therapy techniques (Eisler et al. 2005). Especially noticeable in this study was an increased expression of emotion by all family members, leading to greater openness and a greater ability and willingness to share problems and support each other (Eisler et al. 2005). This effect would likely be highly beneficial to Rosa and her family as well, as there is almost certainly an underlying stressor that led to Rosa's drug abuse and overall decline that has not been discussed with her parents.
The management of diabetes in adolescents has also been shown to respond favorably to a family systems therapy-derived technique, further strengthening the likelihood that this technique will lead to effective and positive behavioral outcomes with Rosa (Wysocki et al. 2007). At the same time, there are drawbacks to this technique that might inhibit Rosa's progress in the initial stages of this therapy. Adolescence is a time of rebellion,...
Still, family systems therapy has long since adapted to these resistances, and indeed such exhibited resistance could potentially lead to an increased understanding of the family dynamic and the underlying problems.
Conclusion
Both family systems therapy and client-centered therapy have shown positive results in terms of affecting behavioral outcomes, in adolescent groups specifically. This makes both therapeutic theories potentially useful in Rosa's case, though there are also specific drawbacks to each theory. What is of utmost importance is that Rosa is active in assisting in the development of her own care and therapy, and this is supported by both over-arching theories.
References
Cornelius-Whit, J. (2007). "Learner-Centered Teacher-Student Relationships Are Effective: A Meta-Analysis." Review of educational research 77(1), pp. 113-43.
Eisler, I.; Dare, C.; Hodes, M.; Russel, G.; Dodge, E. & LeGrange, D. (2005). "Family Therapy for Adolescent Anorexia Nervosa: The Results of a Controlled Comparison of Two Family Interventions." Focus 3, pp. 629-40.
Frelberg, H. & Lamb, S. (2009). "Dimensions of Person-Centered Classroom Management." Theory into practice 48(2), pp. 99-105.
Ready, D.; Gerardi, R.; Backscheider, A.; Mascaro, N. & Rothbaum, B. (2010). "Comparing Virtual Reality Exposure Therapy to Present-Centered Therapy with 11 U.S. Vietnam Veterans with PTSD." Cyberpsychology, Behavior, and Social Networking 13(1), pp. 49-54.
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Then, the therapist challenges these structures and begins restructuring the family by offering alternative, more functional ways of behaving and communicating ("Find out more about family therapy," 2008, DMRTK). Regardless of the efficacy of this therapy in some contexts, this approach may be too intimate for anything other than a therapist's office, with a therapist who is familiar about how to assume a critical role in the family structure