This document provides instructions for constructing a multi-generational genogram, including gathering family history information, documenting relationships, and noting patterns across generations. It describes basic notations used in genograms to represent family members and relationships, and discusses looking for patterns of behaviors, beliefs, and worldviews passed down through families over time. The goal is to understand family dynamics and how the past influences the present.

1. Constructing the
Multi-Generational Genogram
Training Module
for
Multi-Generational Genogram
and Cultural Trauma Research
Dr. Jeffrey K. Edwards
Dr. James Ruby
Department of Counselor Education
Family Counseling Program
Northeastern Illinois University
(copyright, 2006)

2. •
”Widely used by both family
therapists and family physicians,
the Genogram is a graphic way of
organizing the mass of
information gathered during a
family assessment and finding
patterns in the family system.”
• McGoldrick, M., Gerson, R., & Shellenberger, S. (1999).
Genograms: Assessment and Intervention (2nd ed.). New York,
NY, US: W. W. Norton & Co, Inc.

3. Related Concepts
• Multigenerational transmission
• What a Genogram looks for -
– The “presence of the past” in day to day living
and the emotional responses to this
– The nature and the degree of intensity of the
emotional responses are passed down from
generation to generation

4. First things first
• Get the basic information down on paper
starting with your immediate family.
• Circles are for females
• Squares are for males

5. Basic Notations
• Connect the people using straight lines if
the family has a legal marital relationship
• Mark a back slash across the line, if a
divorce occurred.

6. Notations, continued
• Indicate the first name and age of the
person, the date of marriage, and/or
divorce close to the graphic shapes.
Bob
Carol 46
45
Married 4/05/1982, Divorced 10/09/1998

7. Notations, continued
• Connect the children to the parents, constructing
a family of origin for them.
Children are noted from oldest to youngest moving left to right.
The index person of the Genogram (person from whose perspective
it is being drawn) is identified with a double line.
Thus, the Genogram above is being constructed by the youngest son.

8. Notations, continued
• Other common notations follow:
A couple living together unmarried
A married couple that is separated
A deceased family member
(date of death is often noted)

9. Notations, continued
• In the case of divorce where children were
involved, you place the slash mark
through the relationship line in such a way
that it is clear with whom the children
primarily live/lived

10. Notations, continued
• Other important notations would include…
Identical Twins Fraternal Twins Adopted Child Foster Child Stillbirth Miscarriage

11. Notations, continued
• It is also often appropriate to describe the
“quality” or “nature” of family relationships
using specific symbols
A conflictual relationship
A close relationship An enmeshed relationship

12. Notations, continued
• Investigation through the genogram commonly requires
asking parents, grandparents, aunts and uncles who are
alive to help. Genograms go back in time, looking for
patterns of behavior, strengths and world-views, so the
earlier generations hold valuable information.

13. • One continues going backward for several generations,
until you can either go no further, or the data becomes
more myth than “fact.” But, myths are also important to
family world-views. Both sides of each family are
indicated, and yes you need lots of big sheets of paper.

14. Family Patterns
• Genograms look for patterns that connect
(Bateson,2000 ). Patterns indicate how
family members pass on their view of the
world, including strengths, resiliencies as
well as dysfunctional patterns.
• World-views can include things like how
one survives in a hostile world, religious
beliefs, the meaning of education in one’s
life, any family operating principles that
inform family members about day to day
life.

15. Dysfunctional as well as strength-oriented
relationships occur in all families.
• Notations regarding intergenerational family
patterns such as beliefs about education, values,
honoring elders, how the genders relate with one
another, use of the “golden rule,” patriotism, the
need and use of money, all are passed on in
various ways to the generations that come after.
In constructing the Genogram, one wants to look
backward, in order to make sense of the current
situation, so one can have choices about what is
passed on to the future.

16. Dysfunctional as well as strength
relationships occur in all family.
• The investigation of family patterns, rather than
being a trip down “dysfunctional memory lane,”
is about understanding what has been, so one
can influence what will be.

17. Dysfunctional as well as strength-oriented
relationships occur in all families.
• Sexual abuse is shown by a large jagged line
with an arrow from the abuser to the abused.
• Physical abuse is shown by a small jagged line
and an arrow from the abuser to the abused.
• A relationship where one member is focused
unhealthily on another member is depicted by a
straight line with an arrow from the focused
member to the member being focused upon.
• A relationship that is cutoff, where the two family
members do not have contact, is shown with two
short perpendicular lines that break up the
relationship line.

18. Triangles
• Another pattern in family relationships is the triangle. In a
family system, a triangle represents the coalition of two
family members against another family member and can
be represented on a Genogram. Triangles are often
seen among two parents and one child, where one of the
parents creates an alliance with the child against the
other parent. Another classic triangle involves a son, his
wife and his mother. Such a triangle may play out in a
variety of ways. For example, the wife may blame her
mother-in-law for her frustrations with her husband, while
the mother-in-law blames the wife for taking her son
away.

19. Some novel warm-up questions
• What do you remember about the family
with whom you grew up?
• Where did you live?
• Did you have any pets?
• What was your relationship like with your
parents and/or siblings?
• What did your father and mother do
together that made an impact on you?

20. Some more novel questions
• What was uncle “Joe” like?
• Do you know anything about your great
grandparents?
• Did your parents or grandparents ever talk
about their parents to you?
• What were you like as a little girl/boy?
• Who did/do you most resemble physically
and in personality?

21. Basics of information gathering
• First and foremost, attempt to get as much
factual data about the family graphic
constellation as possible.
• Then ask questions about relationships,
transmission of ideas, and world-views that can
be gathered. This is not an inquisition but simply
a dialog. If your elder says they do not want to
talk about a subject, say, “That’s OK, but can
help me understand if it is a painful memory or
why you are uncomfortable?” If they continue to
resist, respect their boundary and move on.

22. Questions pertinent to the cultural event.
• Because of the sensitive nature of the cultural
events that we are investigating, basic questions
about how your family and elders view and
understand their impact needs to be done with
sensitivity. Questions such as “Do you think the
‘event’ affected our family? What, if anything, do
you remember about the ‘event?’ Did your
mom, dad or grandparents talk about it at all?
What did they say? Did it make our family
change or become different in any way -
positively or negatively?”
• Again,if they don’t want to discuss it, or become
emotional in any way, simply be quiet, be
respectful, be concerned, be understanding.

23. Basic Matters
• Remember to ask your parents or
grandparents to sign the informed consent
form necessary for the research study
• Provide for them the counseling resource
that is appropriate for them & their location
• Take only as much time as is convenient
for them for the interview
• Respect their boundaries/limitations
• Thank them for their time

24. References
• McGoldrick, M., Gerson, R., & Shellenberger, S. (1999).
Genograms: Assessment and Intervention (2nd ed.). New York,
NY, US: W. W. Norton & Co, Inc.
• Bateson, G. (2000). Steps to an Ecology of Mind: Collected
Essays in Anthropology, Psychiatry, Evolution, and Epistemology.
Chicago, USA: University of Chicago Press.