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Proactive and reactive - the Solution-Focused parent begins with a plan then continually evaluates how the plan is working, allowing modifications to be made to maximize its effectiveness (CEUS, 2005, p.1). Bruce (1995) believes that implementation of active, diverse strategies and interventions, including role-playing, artwork, homework assignments, interpretations, visualizations, and reframing help children and adolescents achieve their goals. The goal must be important to the client; keep goals small and achievable. Make goals concrete, specific and behavioral, goals express the presence of something or a behavior, rather than an absence, goals are expressed as beginnings rather than endings, the goals are realistic and achievable within the context of the client's life, and the client sees the goals as invoking "hard work."
Active rather than directive - the Solution-Focused perspective includes the belief that helping children make decisions for themselves is generally better than making decisions for them (CEUS, 2005, p.1). Bruce (1995) thinks that by establishing clear, concrete, measurable goals that serve to help the teacher and student evaluate their progress.
Empowering - A solution-Focused approach encourages the child to view him/herself as an agent of change rather than a powerless pawn in a dangerous world (CEUS, 2005, p.2).
Positive - Solution-Focused approaches allows a parent to realistically and consistently see the positive side of their child's behavior (CEUS, 2005, p.2).
Hopeful - the Solution-Focused parent believes that positive behavioral change can occur quickly and at times unpredictably (CEUS, 2005, p.2).
References
Bruce, M.A. (1995). Brief Counseling: An effective model for change. School Counselor, 42, 353-364.
CEU Station (2005). Solution Focused Parenting. Retrieved 09/20/05, at http://www.ceustation.com/freeceu.html
Perkins, J.E. (1999). The Solution Frame: The Genius of Solution-Focused Therapy. The solution frame, pp.1-9. Retrieved 09/20/05, at http://www.drizzle.com/~newroots/papers/1m07.html
Schieffer, J.L., & Schieffer, D.J. (2000). Problem-Solving Skills: Solution-Focused Strategies for student Development. Problem solving, 1, pp.1-8. Retrieved 9/20/05, at http://www.ncacasi.org/jsi/2000v1i2/problem_sol_4
Likewise, the therapist in front of the mirror is expecting a credible "performance" that illuminates and furthers the therapeutic process (Johnson et al., 1997). Solution-focused therapy encourages all participants to attend to their own wants and needs, not just those of their partners. Depending on the goal, therapists recommend that each participant take charge of caring for oneself as well as appreciating how his or her own actions influence others
therapy, also called "Solution-Focused Brief Therapy," uses practical strategies to help clients make significant, positive changes in their life as a result of their therapy in a relatively short period of time. Brief therapy focuses on what is going on in the client's life at the time of the therapy and does not delve into the subconscious or early childhood experiences. It contrasts markedly with psychoanalytic approaches that may
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
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,
Solution focused therapists operate on the logic that all problems have exceptions and by studying those exceptions and maintaining a definite vision of the ideal future, the therapist and patient can collaboratively come up with ideas to resolve problems. Their focus is the future, and competency. These therapists underscore and harness client strengths for facilitating a better future. The assumption underlying solution focused counseling is that solutions might be found
Contextual and Larger System Factors Role of Collaboration Steve de Shazer, Insoo Kim Berg, and coworkers came up with the original version of the SFBT (Solution-Focused Brief Therapy) in the year 1982 at Milwaukee, Wisconsin's Brief Family Therapy Center. At first, they employed the approach of problem resolution, which they had become acquainted with at Palo Alto, California's Mental Research Institute during their work with psychotherapist, John Weakland. But upon listening to