Solution-Focused Conversations Adapted from Linda Metcalf, Ph.D.

Solution-Focused Conversations Adapted from “brief therapy” theories and techniques Encourages families, teachers and others to “step outside” of a problem or concern Focus on times when the concern or problem is “less in control” Stop looking for blame or a locus for the problem Generate solutions

Solution-Focused Conversations “When there is no centralized blame placed on a parent, student, or teacher resistance is lessened and everyone’s task is to simply solve the problem. The result? Everyone becomes responsible and the problem becomes the enemy to be defeated!” (Metcalf, 1995, p. 10).

Solution-Focused Way of Thinking The family or school are encouraged to state the concern in terms of what the individual needs to be changed in his or her life, not what they want others to be. The family’s language is used and they are asked to state concerns in terms of goals, not the problem – so others don’t hear blame and close up

The Process – Reframing the Problem Validate concerns and feelings, then reframe together! Some other questions to ask to help reframe this? When do you not see the problem or see it as quite as much of a concern? When do things seem to go better? How will you know when things are better?

The Process Continued Have you experienced similar problems at other times? What seemed to help when you handled those situations? When has the problem not occurred? What will be different if we resolve this problem?

The Process – Setting some goals Ask the “miracle question” “If a miracle happened and things were “good enough” not perfect what would that look like This becomes the long-term goal!

The Process Continued The Scaling Question(s): If we decide that “good enough” not perfect is a 10, where do you see the current situation on a scale of 1 to 10? (Yes, this is subjective! And there doesn’t have to be agreement) Why would you rate the current situation as a ___ (2 or 3 or whatever)?

The Process Continued – Getting to Solution Finding Solutions Questions What do you think it would look like if it improved by one baby step on the scale? (e.g. from a 2 to a 3) (This becomes the objectives) What could you do differently to help things improve by one baby step?

The Process Continued What would you need to learn to do things differently? What kind of supports and resources would you need to do things differently? What would you like to try first? Sometimes we can only work with the family but ideally, we can bring together everyone involved in the concern and have each of them answer the questions and develop a plan

Some Guidelines Use a non-pathological approach to reframe the problem or concern in more ‘normalized’ terms and notice when the problem doesn’t exist E.g. not hyperactive but energetic – and notice the energy is controlled or beneficial when . . .

Some Guidelines cont’d It is not necessary to promote insight in order to be helpful, rather notice competence It is not always necessary to know a great deal about the concern or the problem Remember that families, students, teachers, etc. have concerns or problems – not symptoms

Some Guidelines cont’d Families and others are more motivated when they define their own goals A snowball effect occurs when one person makes a change Complex problems do not have to necessitate complex solutions Fitting into the family’s or student’s worldview lessens resistance and encourages cooperation

Some Guidelines cont’d Motivation is a key and can be encouraged by aligning with families There is no such thing as resistance when we cooperate If it works – don’t fix it. If not, do something different Focusing on the possible and changeable lessens frustration

Some Guidelines cont’d Go slowly and focus on tasks that lead to success Rapid change is possible when we identify exceptions Change is constant Every problem pattern contains some sort of exception – keep looking Changing time and place will change interactions and behaviors

Some Guidelines cont’d Looking at problems differently can encourage their resolutions Always be sure to identify what will be different if the problem is solved