1. Problem Solving Module
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2. The Use Of Problem Solving Module
There are various worksheets and activities available in the FFT Problem Solving Module available on the CSS
There are also multiple ideas on the internet, through various books and other training that you have been a participant
There is no “cookie cutter” way of teaching problem solving in FFT. You must match the task to the family – their interests, abilities and relational functions
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3. Use of Problem Solving Module
It is not necessary to do every activity or to follow a prescribed way of using these various worksheets or activities
This is to give you ideas and examples as a starting point – it still requires you to have analyzed the behavior and to match to the family
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4. Structure of Sessions Homework Feedback Coaching
Rationale
Present Task
Behavioral Rehearsal Modeling
Feedback
Coaching
Homework
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5. Rationale
Prior to introducing a change topic such as communication or problem-solving skills training, the therapist provides a rationale for focusing on the topic
Why the task is important?
How it is relevant to this family?
Grounding in referral problem or content, but not necessarily the reframes or themes established in Motivation
In fact, it is often completely distinct from or unrelated to the content of earlier phases
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6. Present Task Specific instructions
What is expected of family or individual members?
Clear, direct, brief
Provide examples
Avoid therapist directives like “Tell him in a way that he can hear.”
Therapist should have a clear idea of …
What does therapist want to see changed?
How will it look when it is changed?
Matching to family
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7. Behavioral Rehearsal/Modeling
Facilitate behavioral rehearsal of the new skills, including…
Modeling the behavior to be learned (e.g., active listening)
Providing a negative model of the behavior (e.g., inattentive listening)
Having the family members participate in generating examples that they write on a white board or worksheet (key is active involvement)
Directing role plays in which the behaviors or skills are practiced
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8. Feedback and Coaching Review process as family completes task
Do not micro-manage or expect perfection
Highlight positive aspects or behaviors
Coach (brief, clear, and direct)
Continue modeling appropriate behaviors
Gently push family beyond where they typically stop
Redirect by interruption (strategic validation) when family gets off task
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9. Feedback and Coaching
Reinforcement can be a powerful tool in shaping behaviors
Use reinforcement strategically
Early in treatment this may occur in the form of respect and empathy
Later in treatment, this can occur when the individual is stuck
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10. Feedback and Coaching
Encouragement is not necessarily positive feedback
“Keep going. You are doing a great job.”
Whenever possible, try to utilize family members to “encourage” interactions
More importantly, try to utilize family members to provide positive feedback
Reinforcement from family is more powerful than from therapist (sustainability)
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11. Feedback and Coaching
Permit family to successfully behave in a new way
Coach without taking over
Let positive interactions continue without interruption
Do not validate (positive feedback individual behaviors) during a transaction
Provide opportunities for self-correction
Do not immediately jump in and micro-manage transactions
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12. Feedback and Coaching Punctuate “change” after task has been completed
Slow down or stop interaction and review the process from start to completion of task
What changed or did not change?
What worked well?
What did not work?
What were family members experiences (thoughts and emotions) throughout the task?
Most importantly, contrast new state with initial state
Punctuation can occur with failed tasks as well as successful tasks
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13. Homework Specific task that is accomplishable
Usually one the family has successfully resolved in the session
High expectation of success
Clearly presented/understood
Tasks can be assigned during all phases
Matching of task to phase
Increasing complexity over time
Take time to process completion
Careful planning is essential to successful implementation of homework
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14. Sample Task – Basic Steps of Problem Solving
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15. Sample Rationale
Today I would like for us to do something different. All of you want some things to change in your family – you want to fight less, you want things to go better with school and work and you want to get all of these “people” out of your life. My idea is that we can work on some of these things over the next few weeks by learning and using some problem solving skills. I am not trying to say that you haven’t tried these things in the past, but I do believe that by practicing and using some of these steps that we can get you all headed in the direction that you as a family want.
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16. Sample Presentation of Task
Present worksheet “The Steps of Problem Solving”
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17. The Steps of Problem Solving
Identify the problem to be solved in clear, specific terms.
It is important that each person involved in the discussion be given the opportunity to state their view of the problem in a safe environment. Make sure to define the problem in specific terms that are understood by all participants.
Brainstorm possible solutions to the problem.
At this step it is important that all possible solutions are put on the table – not just the most feasible solutions. Think of ways the problem has been solved in the past or ways that other people may have solved the problem.
Negotiate and select the best solution of those presented in Step 2.
What is the solution that seems to work the best for your family? It is not necessary to have 100% agreement that this is the best solution, but it is important that all family members agree to try the solution.
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18. Review plan and establish times and methods to review plan
Identify the steps needed to implement the solution and agree to who is responsible for each step.
Clearly state what needs to happen to reach the solution and who will be responsible for each step.
Identify ways that the solution could “go wrong” and possible ways to handle this.
Even the best solutions can face problems. Be honest about possible problems and think of ways to handle.
Review plan and establish times and methods to review plan
Establish how often the plan to solve the problem will be reviewed and by what method.
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19. Behavior Rehearsal/Modeling
After reviewing the steps of problem solving, have family go through the steps using various scenarios presented.
Remember that it can be helpful to start out with using the steps on a “safe” or “everyday” problem, but it is necessary to then move the family to problems identified by referral sources or by the family in previous sessions.
If the family presents at session with a “crisis” this is perfect time to have them use the steps of problem solving to address the current crisis.
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20. Feedback and Coaching
Remember to initially lead them through the process, but let them take charge as they become more familiar with the steps.
Jump in as necessary to offer ideas, coach in communication skills, remind of rationale, or reframe or use themes to change meaning.
Review success and struggles in each step of the process, help family members to think about thoughts and feelings that surround each step of the process and how these can impact the way they view the problem and solutions.
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21. Homework
Review the process from the session and have family members how they felt about the process.
Review the steps and the worksheet that they will have to refer back to during the week.
Give them the homework to work on the steps of solution identified during the problem solving process.
Have family state how they understand the homework and how they will monitor completion.
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22. Sample Task – Basic Negotiation Skills
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23. Present Task Present the worksheet “Negotiation Skills”
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24. Be Prepared before you start negotiating. What is your goal?
Negotiation is the process of working with others to solve a situation or problem that is impacting you. Effective negotiation within families involves resolving these situations in ways that don’t negatively impact relationships, or has the least amount of negative impact.
Be Prepared before you start negotiating.
What is your goal?
What are alternatives to meeting the goal?
What do you think is the goal of other family members?
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25. Consider the impact on relationships – this is often referred to as “picking your battles”. It is important to think about the possible pros and consequences on the family relationships. This doesn’t mean that you don’t address problems, but that you consider what problems are worth the negotiation process.
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26. Utilize effective communication skills in the process.
Enter negotiation with ideas of possible solutions to the situation. Consider compromises you would be willing to make to resolve the situation/problem.
Utilize effective communication skills in the process.
Take responsibility for what you are communicating. Don’t blame others.
Be brief and direct
Be concrete and specific regarding the situation/problem and possible solutions
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27. Be prepared to Compromise – successful negotiation involves everyone in the process feeling that they have been a part of the process and received something important to them.
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28. Behavior Rehearsal/Modeling
It is critical that you not only “talk” about effective negotiation skills, but that you have family practice these skills
Using various scenarios have family members go through each step of the negotiation process
Be prepared to coach, direct and teach throughout the process
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29. Sample Scenarios to use in negotiation process
One family member wants another to do a specific task around the house
Youth wants a later curfew or to go out during the week or weekend
One family member needs money for a certain activity
One family member wants to schedule a family activity
Parent wants youth to focus on school/education
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30. Scenarios should be around situations that apply to family
Scenarios should be around situations that apply to family. Have them generate ideas of situations that could benefit from the negotiation process
Give them time in the session to think about their goals, impact on relationships and possible compromise. It might be helpful to have them write this down before starting the process
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31. Feedback and Coaching
Make sure to review strengths and challenges each family member had during the process.
Give them the opportunity to give feedback to each other. Positive feedback from other family members will lead to enhanced sustainability of the skill.
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32. Homework
Give family homework to practice using negotiation skills throughout the week
Consider relational functions when determining how often and for how long they will practice this skill
Make sure family understands the homework assignment – including how often, where and how they will report back to you at the next session
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33. Sample Problem Solving Method - SODAS
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34. Present Task
Present worksheet/information on the SODAS method of Problem Solving
Review each step of the method with brief explanation
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35. S = Situation
Situation – The first step is to identify the situation that is causing problems. It is important to get everyone’s input to the situation and how they view the problem. Be brief and direct as you discuss your view of the situation.
Think of a situation in your family that you would like to see resolved and briefly describe on the lines below.
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36. O = Options
Options – Think of possible options or solutions that would make the situation better. Try to think of at least 3 possibilities.
List possible options of addressing the situation.
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37. D = Disadvantages
Disadvantages – What are the possible disadvantages or “bad” things that can happen for each option presented?
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38. A = Advantages
Advantages – What are the possible advantages or “good” things that can happen for each option presented?
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39. S = Solution
Solution – Pick a solution from the options presented and determine what steps are necessary to make that solution happen.
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40. Behavior Rehearsal/Modeling
Have the family work through the SODAS process using situations they list on their worksheet or identify when reviewing the worksheet
Be prepared to provide ideas on situations – including those that involved referred behaviors
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41. Feedback and Coaching
Do not solve the problem for the family, lead them through the information and then coach them through the steps
Remember practice is the key to the family learning these skills in a way that they can become part of their routine
You may need to coach the family in using good communication skills as they work through this process
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42. Homework
Review the process that occurred during the session and pay attention to strengths and challenges
Give family assignment to follow through on solution(s) identified during the session and to use the SODAS method during the week
Have family repeat assignment to you and also identify when they will do assignment and how they will report back to you
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43. Various Other Problem Solving Strategies
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44. STAR – S – What is the Situation or problem?
T – Translate the problem – how does each family member see the problem?
A – What action can you take?
R – What were the results of the action you took?
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45. ACTS – Stop – Identify the problem Plan - Analyze the Problem
Act – Develop Solutions
Act – Do the Solution
Check – Evaluate the Results, if the results are not what you want go back to step three.
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46. STOP S - Stop T - Think about the Problem O – What are your options?
P – Pick a solution and Proceed
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47. Technical Aids in addition to worksheets
Use video clips from Youtube, television shows or movies.
Use audio clips from various sources
Use inspirational posters
Use spiral notebooks, post-it notes, dry erase boards to help families communicate in nonverbal ways
Use text message, s, social media to help families communicate in other nonverbal ways
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48. Other Resources for Problem Solving Strategies
Using Google or another search engine type in Problem Solving Strategies for families
Searches related to Problem Solving Strategies for families
family problem solving techniques
family problem solving activities
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