ABSTRACT
I he pragmatic background ol programmed writing can be round in the use of three different therapeutic practices. First, is the application of positive reframing in paradoxical prescriptions, based on the need to reinterpret reality in strongly positive terms for negatively oriented families (Weeks & L'Abate, 1982). Second, this type of therapy is based on principles of control and regulation that demand that families spend one hour together for every hour spent in therapy (L'Abate, 1986). Third, programmed therapy is based on the therapeutic use of writing as an additional or alternative medium of therapeutic intervention to the verbal medium. Briefly, therapeutic writing progressed from an initial stage of open writing, as in the use of diaries and journals, to focused writing, as in writing about a specific topic, like depression, to programmed writing, where families need to answer especially programmed lessons or workbooks on specific topics, as in the present application of arguing and/or fighting (L'Abate & Cox, 1992). Written materials of this type are considered as being paratherapeutir, that is, as taking place along with face-to-face contact, which is considered by definition to be therapeutic (L'Abate, in press). After a discussion of each written lesson, which is standard in each therapy session, the session may deal with other matters relevant to the family, like any other therapy session.
