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Thus, giving the patient a 'bird's eye view' of his/her life gives him/her a chance to reconsider past actions committed and change these to improve his/her relations with a partner or family member. As in family brief therapies, reconstructing a family's life according to each member's interpretation and reflection helps the therapist identify the family member who adopts a constructive or destructive view of the 'reconstructed family life.' Through SFBT, the therapist is able to create a therapeutic process that would be time-efficient and beneficial to patients.
Bitter and Nicoll (2004) elucidated effectively the effectiveness of brief therapy treatment for couples and families (64):
brief therapists seek to establish in their clients a renewed faith in self as well as optimism and hope for their immediate and long-term futures. It is caring, however, that guarantees the client support and a safe return in a future session, now matter how the real world enactment has gone.
From this passage, one realizes that brief therapy, while primarily patient-centered, is by principle also dependent on the existence of care and faith between patient and therapist. Without these humane qualities in SFBT, any form of therapy, be it long-term or short-term, would cease to be effective and important for people who need these therapies the most. Care and faith is especially important to families, Bitter and Nicoll found out, is actually the "sense of strength" from which SFBT synergy between patients and client are drawn from. SFBT, acting as a "magnifying-glass" of life within a short period of time, is personal growth interpreted as a "development of self-understanding...opening windows, enabling transformative experience, setting something...
(2000). "Constructivist paradigms in other therapies." Journal of Constructivist Psychology, Vol. 13, Issue 4.
Bitter, J. And W. Nicoll. (2000). "Adlerian brief therapy with individuals: process and practice." Journal of Individual Psychology, Vol. 56, Issue 1.
____. (2004). "Relational strategies: two approaches to Adlerian brief therapy." Journal of Individual Psychology, Vol. 60, Issue 1.
Disque, J.G. And J. Bitter. (2004). "Emotion, experience, and early recollections: exploring restorative reorientation processes in Adlerian therapy." Journal of Individual Psychology, Vol. 60, Issue 2.
Guiffrida, D. (2001). "Client pretreatment characteristics as predictors of outcome in brief therapy for bulimia." Journal of College Counseling, Vol. 4, Issue 1.
Mander, G. (2003). "Dilemmas in brief therapy." Psychodynamic Practice, Vol. 9, Issue 4.
Shaw, C.M., Margison, F.R., Guthrie, E.A. And Tomenson B. (2001). "Psychodynamic interpersonal therapy by inexperienced therapists in a naturalistic setting: a pilot study." European Journal of Psychotherapy, Counselling and Health, Vol. 4, Issue 1.
Sue Young, R. And G. Holdorf. (2003). "Using solution focused brief therapy in individual referrals for bullying." Educational Psychology in Practice, Vol. 19, Issue 4.
Warren, S. (2002). "Serving ambivalence." Psychoanalytic Dialogues, Vol. 12, Issue 2.
Watts, R. (2000). "Adlerian "encouragement" and the therapeutic process of solution-focused brief therapy." Journal of Counseling and Development, Vol. 78,…
Bibliography
Bury, D. (2000). "Constructivist paradigms in other therapies." Journal of Constructivist Psychology, Vol. 13, Issue 4.
Bitter, J. And W. Nicoll. (2000). "Adlerian brief therapy with individuals: process and practice." Journal of Individual Psychology, Vol. 56, Issue 1.
____. (2004). "Relational strategies: two approaches to Adlerian brief therapy." Journal of Individual Psychology, Vol. 60, Issue 1.
Disque, J.G. And J. Bitter. (2004). "Emotion, experience, and early recollections: exploring restorative reorientation processes in Adlerian therapy." Journal of Individual Psychology, Vol. 60, Issue 2.
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For example, Jones and Charlton note that it is possible to develop appropriate problem-solving techniques in the following four major areas: 1. Identifying the goal which is appropriate and achievable; 2. Identifying exceptions to the usual pattern of problems; 3. Measuring the student's progress towards achieving the goal; and, 4. Providing useful and positive feedback. Finally, SFBT can be used either as a "stand-alone" counseling approach or in tandem with other techniques. For example,
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