TABLE 2.

Appreciative inquiry ‘5-D’ intervention process that underlined relevant principles.

Phases	Relevant questions	Principles
Defining phase	Identifying the topic of inquiry The research topic was identified in working with the intellectually challenged adolescents and their families.	Poetic principle: We can choose what we study, to create, influence and make a difference in the world. Constructionist principle: Words create worlds (Gergen, Gergen & Schrader 2009). Identity continuously and socially created through language and conversations (Gergen 2011).
Discovery phase	Valuing and appreciating ‘what is’ Questions were asked about families’ best experiences, individually and collectively: Tell me about a time, an event or experience that you had within your family, when you were really happy or excited to be part of your family? Describe the event in detail: What was happening? Who was involved? What did you do? What made it such an exciting or enjoyable experience? How did you and your family feel at the time? (These questions supported the FES questions: expression and cohesion). Core life-giving factor or values: What do you deeply value and appreciate about your family and yourself? And what do you think your family values most about you? What is the one thing or gift that makes your family unique, the way it is right now? (These questions supported the BarOn-i:YV intra- and interpersonal scales). Facing conflict and challenges: Tell me about an event when you experienced conflict within your family. How did you resolve it and what have you learnt from it? (These questions supported the FES questions: conflict).	Simultaneity principle: Inquiry is an intervention and creates change. Questions stimulate ideas, innovation. Positive principle: Positive change is enabled through discovery and by mapping the positive core. Positive expression grows possibilities. Wholeness principle: Collective creativity brings out the best in people. The ‘I’ becomes a ‘we’.
Dreaming phase	Envisioning and imagining ‘what might be’ If you had three wishes for your family, what would they be? What is happening and what is different within your family while dreaming?	Anticipatory principle: Images inspire actions, and create conversations and inner dialogue. Human systems move in the direction of their images of the future (Gergen & Gergen 2004).
Designing phase	Dialoguing and determining ‘what should be’ This is a planning phase where wishes become a reality by crafting provocative propositions, and statements are written in the present tense: What small steps or changes can you and your family (individually and collectively) take to accomplish or achieve these dreams?	Enactment principle: Acting ‘as if’ is self-fulfilling. Positive change occurs when the process used to create the change is a living model of the ideal future.
Destiny phase	Innovating and creating ‘what will be’ It is a visual or concrete representation on the path forward, giving direction and commitment to what needs to be done – to support and strengthen relationships. The following questions were asked: What have you learnt from this experience? What were the highlights of this family intervention? How can you apply this in your daily interactions with your family members going forward? Do you see your family members differently?	Free-choice principle: Free choice liberates power. People are more committed when they have freedom to choose how and what they contribute towards.