--- title: "Parents who try too hard: strategic work with families of anxious children" canonical: "https://strategictherapy.eu/parents-anxious-children-strategic-work/" lang: en description: "An anxious child rarely maintains the fear alone. A parent's reassurance and an imbalance of involvement do half the work. What to change first." author: name: "Maurizio Iengo" url: "https://strategictherapy.eu/author/strategictherapy/" title: "Psychologist" registration: "Ordine degli Psicologi della Regione Campania 9624" date_published: 2026-09-19 date_modified: 2026-09-19 publisher: "Strategic Therapy" section: "Clinical applications" keywords: "parents anxious children family therapy" --- # Parents who try too hard: strategic work with families of anxious children > An anxious child rarely maintains the fear alone. A parent's reassurance, and an imbalance in who is involved, usually does half the work. ## In short - One overinvolved parent and one peripheral parent is a common structure around a child's fear. - Rebalancing involvement can shift a symptom without the fear being addressed directly. - A transitional object can taper family reassurance instead of removing it at once. - Outcome data on structural-strategic family work is promising but rests on small, uncontrolled, parent-reported studies. A boy is afraid of dogs. His mother, who works from home, has become the household authority on the fear. She walks him to school by the route without dogs, answers his questions at length, stays close whenever one appears. His father holds two jobs and is rarely home; almost the only time he handles his son is when a dog forces him to. This is not an unusual arrangement. It is one of the commonest structures behind a child’s anxiety: one parent intensely involved, one peripheral, and a symptom sitting exactly where the imbalance shows. ## The structure often matters more than the fear Haley’s (1976) case description of this family barely discusses the dog. The intervention shifts the relationships instead. The peripheral father is installed as the household’s authority on the feared animal, which displaces the overinvolved mother from that role, while the boy is gradually moved toward more contact with peers and less with either parent’s anxious attention. The phobia recedes, not because anyone confronted it, but because the arrangement organised around it changed. ## Where reassurance becomes the problem A parent answering the same anxious question for the tenth time that day, or quietly taking over a task the child finds unbearable, offers comfort that also teaches the child her fear requires that much accommodation to be survivable. [Mapping what each parent does](https://strategictherapy.eu/?p=35), not only what the child does, is the half of the assessment most often skipped. O’Connor’s (1983) case handles this neatly. Rather than asking the parents to withdraw reassurance at once, the boy was given a concrete object to carry, letting reassurance taper on a schedule he could bear instead of vanishing overnight. ## Rebalancing, one step at a time In practice this means giving the peripheral parent a specific task that puts him in contact with the child around the anxious material. Not “be more involved”, which means nothing, but responsibility for one named routine connected to the fear. The overinvolved parent needs a task of her own, something occupying the space she is being asked to vacate, or the shift simply reads as being pushed out. [Both tasks need to be concrete enough](https://strategictherapy.eu/?p=41) that next session will establish whether they happened. ## Younger children and adolescents This works cleanly with younger children, who are rarely troubled by parents openly renegotiating who does what. Adolescents need more care. A teenager who senses two parents suddenly coordinating around her anxiety can experience it as being managed rather than supported, particularly if nobody included her in the conversation. Bringing her into naming the family’s pattern produces less resistance and a more durable result than rebalancing the parents quietly around her. ## What the outcome data does and doesn’t show A Spanish study of structural-strategic family therapy reported fewer internalising and externalising problems after treatment, alongside higher family cohesion, greater parental sense of competence and healthier parenting practices (Jiménez et al., 2019). The design deserves stating accurately, because it is frequently cited more confidently than it warrants. The sample was 41 caregivers, roughly half mothers and half fathers, whose adolescent children had been referred to mental health services in southern Spain. All the outcome measures reported were completed by those caregivers, including the ratings of the adolescents’ own behaviour. The design was quasi-experimental, pre-test and post-test, with no control group. So: a real signal that working through the family’s structure produces measurable change, gathered from parents reporting on their children and on themselves, with nothing to compare it against. Encouraging, not conclusive. Where a family resists the rebalancing, agreeing to a task and quietly not doing it, [that non-compliance is usually telling you something about the structure](https://strategictherapy.eu/?p=43) worth hearing before the request is repeated. ## Frequently asked questions ### Work with the child's fear directly, or through the parents? Both are legitimate. Where one parent is clearly overinvolved and the other peripheral, rebalancing that relationship can produce change in the child's symptom without the fear being tackled head-on. ### What if one parent won't attend? Treat it as clinical information rather than an obstacle to work around. The disengaged parent is often avoiding a conflict with the other parent, and the involved parent can be coached to bring him in gradually. ## References 1. Haley J. (1976). Problem-Solving Therapy: New Strategies for Effective Family Therapy 2. Jiménez L., Hidalgo V., Baena S., León A., Lorence B. (2019). Effectiveness of structural-strategic family therapy in the treatment of adolescents with mental health problems and their families. https://doi.org/10.3390/ijerph16071255 3. O'Connor J. J. (1983). Why can't I get hives: Brief strategic therapy with an obsessional child. https://doi.org/10.1111/j.1545-5300.1983.00201.x