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Solution Focused Brief Therapy
Megan Rohlik Solution Focused Brief Therapy Megan Rohlik Free Powerpoint Templates
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Intro Solution Focused Brief Therapy Main Figures Future focused
Goal oriented Shifts from problem solving to focus on solutions Main Figures Steve de Shazer and Insoo Kim Berg
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Key Concepts Positive Orientation Focus on Solutions, Not Problems
Optimistic approach People are resilient, resourceful, competent Build on strengths and past successes Focus on Solutions, Not Problems Little interest on presenting problem or past issues Clients choose goals they wish to accomplish Little attention is paid to the exploration of the problem Look for What is Working Instances of successes Creating situations through narratives to make gains towards their goals
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Role and Functions of the Group Leader
Not Knowing Position Group members as experts Collaborative stance not consultation Creating the chance to help clients see themselves as experts We hold life experience but enter the clients world as unknowing and curious Use of Language Avoid diagnosis, assessment and intervention Narratives and positive solutions Shifts Responsibility to Group Members Group leaders assist members to be co-facilitators Leads to support and encouragement of each other
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Therapeutic Partnership
Collaborative Relationship “What you want to accomplish, not why you are here” Relational necessities Care, interest, respectful curiosity, openness and empathy Solution track not a problem track Create a climate of mutual respect, dialogue, inquiry and affirmation Helping the members imagine how they would like things to be different
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Process Find out what clients WANT not what they don’t want
Do not look for a diagnosis If what members are doing is not working, encourage them to experiment with other solutions Therapy is to be brief by approaching each session as the one and only session
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Process Setting the Tone Setting Goals Exceptions to the Problem
Focus on solutions from the beginning Describe problems briefly Setting Goals Exceptions to the Problem Asking about times when the problems were not present or less severe Encourage Motivation Assisting with Task Development Offer feedback Encourage other members to offer feedback Next steps
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Application Pre-Therapy Change
Changes made before the initial session “What have you done since you called that has made a difference in your problem?” Relies less on therapist and more on their own resources
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Application Questioning
Primary communication tool Main intervention Asked from a position of respect, curiosity, interest and openness Another question stems from each answer Other members are encouraged to respond to promote collaboration
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Application Exception Questions
Questions that direct members to times when the problem did not exist Reminds people that problems are not all-powerful and have not always been there Gives the members to evoke resources, engage strengths and find possible solutions Change talk Ask members what has to happen for these exceptions to occur more often Listen for signs of previous solutions and exceptions
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Application The Miracle Question
“If a miracle happened and the problem you have was solved overnight, how would you know it was solved, and what would be different?” Designed to enable group members to visualize what life would look like without the problem Let yourself imagine if you leave this group today and that you are on track to acting more confidently and securely. What will you be doing differently?” This changes what they are doing Changing how they view the problem Conversation about strengths to promote solutions
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Application Scaling Questions
“On a scale of 0-10…” Used when changes in human experience are not easily observed When a member moves only 1 mark it is an improvement Enables clients to pay closer attention to what they are doing and steps that will lead to change
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Application Formula First Session Task
Form of homework between first and second session Observe in the week what happens within the life situation that you want to continue to happen Second session you report back and this tends to increase optimism and hope Generally report change or improvements since the first session after this is competed
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Application Therapist Feedback to Group Members
Summary feedback Compliments Affirmations of what the client is already doing Form of encouragement and hope Bridge Links initial compliments to suggested tasks Rationale for suggestions Suggesting Tasks Considered homework Can be observational or behavioral
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SFBT in Schools Offers school counselors a framework to achieving small, concrete changes to help students find a more positive direction We are able to provide effective counseling to more students in less time Underscores the importance of small changes and co-constructed goals Helps students develop positive goals rather than “stop doing it” goals
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SFBT in Schools Effective and practical because it emphasizes “what works” rather than “why” it is a problem Encourages the acceptance and accommodation of diverse opinions and beliefs Based on clear concepts and relatively easy to learn Strength based approach
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SFBT in Schools 5 steps Students identify a well-defined goal that has meaning Students then say what their lives would be like without the problems that are blocking their goals Counselor facilitates students’ recognition of times when the problem did not exist Counselor asks students to establish a baseline rating that reflects the severity and then design specific tasks to move up the scale with a clear direction Counselor constructs a written message to students that compliments effort and tasks to complete
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SFBT with Multicultural Populations
Works well with cultures that prefer to engage in direct behavior change rather than focusing on feelings and cognitions Cultures that want a practical approach to making things better Counselor questions: Tell me more about the influence that (cultural aspect) has played in your life What can you share with me about your background that will help me fully understand you? What challenges have you faced growing up in your culture? What if anything about your background has been difficult for you? How have you been able to draw on strengths and resources from your culture?
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SFBT with Multicultural Populations
Limitations, “Client as Expert” Many cultures elevate the professional as the expert and want direction and solutions from you Making the client the expert shows lack of confidence in the therapists ability If clients want ideas because it is culturally proper, the therapist may discuss what these ideas would consist of which keeps the session solution focused
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Contributions and Strengths
Optimistic orientation Non-pathologizing stance In group work the questioning is very positive and future oriented Brief approach with promising results Outcome studies show positive and effective outcomes
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Limitations Some group members think it is an end to itself with no set formulas or recipes Untrained leaders are enamored by the techniques but may not have the right attitudes about them The ability to use these questions in a genuine and respectful manner Strength may not mesh with their experience which can cause conflict Therapists need to learn how to use the clinical skills in a timely way Make assessments, assist in formulating goals and effectively use interventions
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SFBT Recap Be POSITIVE SOLUTIONS not problems QUESTIONS LANGUAGE
Problem talk stays with the problem Change talk promotes change QUESTIONS Exception Scaling Miracle LANGUAGE
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References References Corey, G.(2008). Theory and Practice of Group Counseling (7th ed.). Belmont, CA: Brooks/Cole. Corey, G.(2008). Theory and Practice of Group Counseling (7th ed.). Belmont, CA: Brooks/Cole.
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