Brief Solution Focused Counseling

And its uses in the subject of

Transitions

Michael Lambert
Steven Coop
Alycia Helbling


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Let us briefly discuss Brief Solution Focused
Counseling
Theory and view of Humans:
People are basically good and rational.
Problems arise because of clients behavior which is influenced by their world view.
People who are feeling bad will continue to feel bad if they do not make positive behavioral
changes.
Humans have the power to make their own behavioral choices.
This theory highlights what is working and clients' strengths and uses those to solve problems.
This theory heavily emphasizes positivity and optimism, make the best better.
Change is inevitable and constant.

Counseling Relationship
Counselor helps client navigate a problem toward a positive solution.
The counselor and client are collaborators, searching for what the client wants.
The counselor listens, questions, summarizes and notices.
The counselor guides the client to find and emphasize their strengths.
The client is the expert on their own lives.
Counselor respects clients journey without judgment.
More what and less why.
Counselors view clients as accountable for their behavior.

Goals:
Very significant part of this counseling method
Helping clients get unstuck.
Must be stated in a concrete, specific and positive way.
(example: I will walk 2 miles a day, versus I will not be lazy today)
Goals are viewed as beginning steps toward change, not final solutions.

Techniques
Find a solvable complaint: what is wrong and what power to change is available?
Determine goals: SMART(ER), Miracle question, scaling questions, finding exceptions
Plan an intervention
Drafting strategic tasks: Compliments, homework assignments, identifying readiness.
Focus on positive behaviors and changes: change, progress, possibilities
Maintaining: keep up the motivation!
Ending: when goals are accomplished. Clients may return for future concerns.
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Vignette #1: Elementary Focus

Derek is a third-grade student who has been referred to you for what his teacher
describes as a behavioral challenge. She has noticed that Derek, although a very intelligent
child, is struggling to adjust to the classroom environment after recesses and PE. His teacher
indicates that Derek frequently disrupts classroom lectures and is unable to settle into reading
groups after recess and PE. Despite the disruptions, Derek is meeting or exceeding
benchmarks. Derek has many friends with whom he socializes and is always open to helping
others out.

Over the course of 2 months, Dereks teacher had noticed that Derek seemed distracted
after recess and PE. She reports that Derek was unable to get his assignments turned in at the
beginning of class time. To help him remember, Dereks teacher changed the time for
homework and class assignment turn-in from the beginning of class to the end. She reports
Derek has adjusted and is now submitting 95% of his assignments on time. In addition, she
reports that as a result of him not being able to settle into classroom routines after recess and
PE, she has moved his desk near hers and away from his peers so that his constant movement
and need to talk do not distract his peers from their work. She advises that the movement
away from peers is not a permanent move but rather only lasts as long as it takes for him to
become focused. On average, she says he takes 10-15 minutes to settle down and focus on
assignments/projects.

Dereks parents are concerned with his lack of focus. They had previously taken Derek
to a Psychologist who evaluated him for ADHD. Although he demonstrated a few of the
characteristics, Derek was not found to meet enough criteria for an ADHD diagnosis.

Dereks parents and his teacher have asked you to work with him. They hope that you
can assist Derek in recognizing his challenges in transitioning from highly active periods to more
focused, controlled classroom activities. Derek has been told by his teacher and parents that
his lack of focus cannot be continued and that he will be meeting with you in one week. He is
resistant to the idea but agrees to see you.

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Solution-Focused Brief Therapy
A search for pre-session change:
Open the first session with a question: So Derek, do you know why you have
been sent to see me today?
Derek: Ms. Jones says I am being distracting in class after PE and recess time.
She says I need to try harder and to follow directions. She always makes me sit at a desk
next to her after PE and wont let me sit with my friends. She doesnt like me!
Follow-up Question: Are there times when you do not have to sit at a desk next
to Ms. Jones?
Derek: Yes, sometimes.

Goal Setting

Use Dereks response to help him set a goal. The goal should be determined by
Derek, should be specific and attainable, and should be in the form of a positive
statement.

So Derek, it sounds like you are frustrated by Ms. Jones having you sit next to
her desk after PE but sometimes you get to sit with your friends. Can you set a goal that
will make you happy?

Derek: I want to sit with my friends.
NOTE: This is a good start but will need further refinement to be specific and
measurable. Work to get Derek to set a goal like I want to sit with my friends after PE
two times this week.

Use of the miracle question

With a specific goal established, the next step in SFBT is to ask Derek look at the
situation in an ideal place/time by asking him the miracle question.
Suppose that one night, while you were asleep, there was a miracle and this
problem was solved. How would you know? What would be different? How will your
friends/classmates/teachers know without your saying a word to them about it?
This question will give Derek the chance to see his goal in the absence of
constraints that might be inhibiting his search for solutions. By asking what will be
different or how others will know helps Derek respond with concrete, measurable and
observable responses.


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Use of scaling question
Because Derek reports that he gets to sit with his friends sometimes you know
he is aware that at times he is doing things that benefit him and will enable him to meet
his goal. On a scale from one to ten, where one is constant non-compliance with rules
and ten is strictly following rules, on average, where would you rate your amount of
time following directions over the past month? If the client gives an average rating of
5, you can follow this up by asking, A 5 rating? That is better than many students
who struggle with following rules after experiencing a transition between PE and quiet
reading. What are you currently doing that keeps you from being a 1 or a 2?

A search for exceptions
This step is the only part of solution-focused brief therapy that aligns with
identifying a particular intervention. When talking to the client about times he fails to
follow classroom directions, the client may say, I dont know why I am always getting in
trouble for not following directions after PE. I am never in trouble any other time during
the day. This provides a good time to point out exceptions and reframe the client focus
to times when things are working and he is not being moved away from his friends. You
might say, Derek, none of us are always able to follow directions. Tell me what is
happening when you are able to follow directions. You can also follow up by asking,
So you experience a lot of time where you are able to follow classroom directions. Tell
me what you are experiencing/doing when you follow directions. This is where Derek
will begin to identify solutions that lead to him not being moved from his friends. He
may express that being calm allows him to follow directions and that he feels he is too
excited after PE and recess to focus.

A summary break
In the case of Derek, you might say So, when you came in today, you expressed
that you are always in trouble for not following rules when you come back to class after
PE. When we talked about other times when you change class focus, you indicated you
could follow directions and were not in trouble. You indicated that you were better able
to follow directions when you were not excited. You thought being calm was a key to
following directions. Does this sound correct? The client may agree or provide
additional times when he is not in trouble for failing to follow directions. This summary
creates the solution-focused behaviors that can then be used by the client between
sessions.
A message including compliments and a task
To close the session, it is important to end on a positive note that emphasizes
Dereks strengths. You might say, I am impressed by the degree to which you have
been able to identify experiences in your school day that have resulted in you being able
to follow directions. You obviously have skills that enable you to be on your best
behavior and are able to use them in school. I applaud you for that. If we can learn from
what youre doing right in the course of your school day, I think we might be able to
make some real strides toward your goal of following directions when you return to
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class from PE.

The task draws on the identified strengths and the exceptions identified during
the session. In the case of Derek, you might tell him Between now and our meeting
next week, I would like for you to focus on what is happening when you are able to
follow directions when returning to class from PE.




Modifications to Solution-Focused Brief Therapy
By design, the process of administering SFBT to students at any age will remain the
same. Where alterations to the application may occur depends on the problem being
addressed. In the above vignette, the problem is one of behavior. However, if the transition
being addressed is related to class subject matter, finding a job, preparing for college, or
something else, the means by which the problem is investigated may change. You may not ask
every question in a meeting with older youth but instead, may provide them with a
questionnaire that addresses their likes, dislikes and concerns. Based on their responses, you
can then work with them to build upon strengths that will ultimately lead to favorable future
outcomes. For younger ages, incorporating art therapy or sand therapy in the process may help
the child demonstrate desired outcomes easier than mere conversation. Remember, solution-
focused brief therapy is not about the problem, it is about the strengths that support positive
outcomes. The mechanism used to identify the strength(s) is not as important.


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Now we transition to transitions

transition
[tran-zish-uhn, -sish-]
noun
movement, passage, or change from one position, state,
stage, subject, concept, etc., to another; change: the
transition from adolescence to adulthood.

Transitions often faced in schools:
Within school transitions
Between school transitions
School-to-work transitions
Other life transitions


Having comprehensive transition programs between,
within and exiting schools helps to reduce problems and
increase success!

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Transition Questionnaire:
Question 1:
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Question 2:
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Question 3:
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Question 4:
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Question 5:
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Question 6:
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24 Signature Strengths
1. Love of Learning
2. Bravery(valor)
3. Vitality (zest, enthusiasm, vigor, energy)
4. Leadership
5. Appreciation of beauty and excellence (awe, wonder,
elevation)
6. Humor (playfulness)
7. Creativity (originality, ingenuity)
8. Curiosity (interest, novelty-seeking, openness to
experience)
9. Open-mindedness (judgment, critical thinking)
10. Perspective (wisdom)
11. Persistence (perseverance, industriousness)
12. Integrity [authenticity, honesty]
13. Love, loving others and being loved
14. Kindness (generosity, nurturance, care, compassion,
altruistic love, niceness)
15. Social Intelligence (emotional intelligence, personal
intelligence)
16. Fairness
17. Gratitude
18. Hope [optimism, future-mindedness, future orientation]
19. Spirituality [religiousness, faith, purpose]
20. Forgiveness and mercy
21. Self-regulation[self-control]
22. Citizenship [social responsibility, loyalty, teamwork]
23. Humility/Modesty
24. Prudence


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This is the first page of the 24 signature strengths test for youth. The complete test can be found and used on
the authentic happiness website: www.authentichappiness.org.
Below is a list of statements describing people who are 8 to 17 years old. Please read each one, and then decide how much it is
like you and mark the correct radio button. There are no right or wrong answers. Please be as honest as you possibly can. We
will rank your strengths and compare them to others' strengths when you have answered all of the 198 questions.

1. I love art, music, dance, or theater.

Very Much Like Me Mostly Like Me Somewhat Like Me A Little Like Me Not Like Me
At All
2. I stick up for other kids who are being treated unfairly.

Very Much Like Me Mostly Like Me Somewhat Like Me A Little Like Me Not Like Me
At All
3. I like to think of different ways to solve problems.

Very Much Like Me Mostly Like Me Somewhat Like Me A Little Like Me Not Like Me
At All
4. I don't have many questions about things.

Very Much Like Me Mostly Like Me Somewhat Like Me A Little Like Me Not Like Me
At All
5. In a group, I give easier tasks to the people I like.

Very Much Like Me Mostly Like Me Somewhat Like Me A Little Like Me Not Like Me
At All
6. I can still be friends with people who were mean to me, if they apologize.

Very Much Like Me Mostly Like Me Somewhat Like Me A Little Like Me Not Like Me
At All
7. I complain more often than I feel grateful about my life.

Very Much Like Me Mostly Like Me Somewhat Like Me A Little Like Me Not Like Me
At All
8. I always keep my word.

Very Much Like Me Mostly Like Me Somewhat Like Me A Little Like Me Not Like Me
At All
9. No matter what I do, things will not work out for me.

Very Much Like Me Mostly Like Me Somewhat Like Me A Little Like Me Not Like Me
At All
10. People often tell me that I act too seriously.

Very Much Like Me Mostly Like Me Somewhat Like Me A Little Like Me Not Like Me
At All

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Options for other ages:

Transitioning to Middle School:
Planners/Organizers.
We would supply physical books with calendars, reference sheets, study
tips, helpful tables, and etcetera. We, as counselors could meet with
classes and discuss what is in the organizers. We would use this opportunity
to incorporating strengths identification, goal setting and journaling into
teaching how to be successful academically. This way the growing
independence of the adolescents would be utilized and respected while
offering the skills of brief counseling.

Options for High School
A counselor could also use the physical brief case method, but update the
style to reflect the skills and needs of older youth. Smaller lines, larger text
areas and more mature language could be used to adapt this exercise.
Goals could be larger, longer and more involved with High School students.
There could also be more options for expression of strengths. A student
could chose from several media to complete expressions of their strengths,
such as sculpture, video, dance, essays, poetry, a volunteer project and
more.
Manifestation boxes, boards, collections are also options. Basically, instead
of folders that reflect the strengths of the students, they would create
dynamic collections of reflections and inspirations of the specific strength.
For example, a student may collect images of people being kind to one
another as an expression of their strength of kindness. With those images
they could make a collage, draw the images, or collect small items and
place them in their kindness box. They could use this as an ongoing
reminder of their strengths as well as their aspirations and goals to use that
skill throughout their lives.

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Brief Solution-Focused Small Group Counseling
Transition Experience of Transfer Students

Basis of the Group:
Exploring the experience and struggles of transfer students.
Creating SMART goals for addressing the challenges of the student.
Highlighting student strengths to be used to overcome challenges and reach goals.
Focusing on positive changes as a result of the students effort to make a change.

Small Group Plan
Number of Students: 6 8 Students
Session Length: 45 min
Duration: 7 weeks

Session Session Objective Student Takeaways Brief Solution-Focused
Techniques
Week 1 Group Introduction
Introduce the purpose
of the group and allow
students to begin to
gain trust amongst
one another.
1. Students will understand the
purpose of the group.
2. Students will understand
issues of confidentiality.
2. Students will know the names
of each group member.
3. Students will leave knowing
something new about each group
member.

Week 2 Exploring Current
Issues and future
hopes
Learn about each
group members
experience in a new
School and what
changes they hope to
see and experience.

1. Students will better
understand their experience as a
transfer student and be able to
conceptualize it in terms of their
actions.
2. Students will gain a stronger
connection to group members as
they may share similar
experiences with their fellow
group members.
3. Group members will
understand the differences in
their behavior between their
experience now and the
experience they hope for when
their current challenges are
resolved.
Coping questions: How have
you managed to overcome this
obstacle?

Scaling: On a scale from 1 to
10, 10 being very good and 1
being very bad, what has your
experience been here at this
school so far?

Miracle question: If you woke
up tomorrow morning and your
problem had magically vanished,
what differences would you see
and what would you be doing
differently?

Week 3 From Hopes to Reality
Transfer a vision for
the future into
attainable SMART
1. Students will understand the
parts of a SMART goal (specific,
measurable, attainable, relevant,
and time-bound).
Restructure Negatives to
positives: I dont want to be
shy any more Tell me what
that would look like. What
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goals. 2. Students will be able to
develop their own smart goal
to address their current
challenges.
3. Students will hear each group
members smart goal and
provide supportive feedback to
those group members on their
goals.
would you being doing
differently?

Scaling towards goal: 1. Scaling
2. What successes are keeping it
from being a zero 3. How can we
increase those success 4. Repeat
strengths.

Ten Percent Improvements: 1.
What would need to happen to
get from a 3 right now to a 4?
2. Explore related goals.

Week 4 Exploring Student
Strengths
Highlight each group
members personal
strengths to be
utilized in reaching
student smart goals.

1. Students will be able to
identify their personal strengths
2. Students will understand how
they can utilize their strengths to
reach their smart goals.
3. Group members will help their
fellow group members to identify
and highlight their own
strengths.
Exceptions to the problem:
When have you noticed the
miracle already happening?
What was different?

Positive blame: Wow, how did
you make that happen for you?
in exception to the problem
situations.

Changing the doing: 1. ID
successful action 2. Highlight
client strengths used to reach
that success. 3. How could you
use that skill while you try to
___________?

Scaling towards goal: 1. Scaling
2. What successes are keeping it
from being a zero 3. How can we
increase those success 4. Repeat
strengths

Week 5 Putting Goals into
Action
Break goals down into
manageable parts and
create a plan for
implementing group
members goals.
1. Members will understand
their goals by their overall
objective as well as smaller short
term objectives.
2. Members will leave the group
with a step-by-step plan to
implement their goal.
3. Members will be able to begin
implementing their goal after the
session.
Exceptions to the problem:
When have you noticed the
miracle already happening?
What was different?

Positive blame: Wow, how did
you make that happen for you?
in exception to the problem
situations.

Week 6 Positive Changes 1. Students will be able to talk Scaling: Using the scale of 1 to
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Share the positive
changes that group
members have
experienced since
beginning to work on
their goals.
about changes in their
experience at school since
implementing new plan.

10, how has your experience
changed for the better since
starting your goal process?

Week 7 Wrap Up
Formally wrap up
group sessions and
discuss the
opportunities for
growth beyond the
group.
1. Students will be able to
summarize their goals and
strengths to utilize to meet those
goals.
2. Students will be able to
describe the next steps to
reaching their goal.
Flagging the Mine Field: talk
about ways the plan could be
derailed.


Group Rotations
Since it is possible and indeed likely that students will be transferring into ones school
throughout the school year, this group could be done on a rotating basis. Broken up into three and four
week segments, there could be a new group ready to start for those incoming transfer students who
would like to join a group. This would ensure that each new student could join a group if they liked and
also allow time for enough students to transfer to the school to form a group large enough (6-8
students)

Grade Level Considerations:
Elementary School (k-5)
The group leader should use age appropriate language when discussing goals. Younger
students may be less familiar and thus less responsive to discussions regarding setting goals.
The group leader could use more visual techniques such as drawing or other artistic meduims to
help students visualize goals:
Week 2 Exploring current issues and future hopes
Students share their current experience at school and a representation
of their response to the miracle question through artistic expression (drawing,
painting, etc.)
Week 4 Exploring student strengths
Students could explore their strengths by writing/illustrating a
superhero book about themselves with each page showing or describing one of
their strengths.

Middle School (6-8)
With middle school groups, the group leader can rely on more group dialogue as a
means of group work. It is still important to allow the students to communicate in other
creative ways. The group can include more dialogue than with younger students but it may still
be beneficial to provide students with the opportunity to express their challenges, hopes for the
future and personal strengths through artistic means.

High School (9-12)
With a high school student group, the group leader could provide the students with
opportunity the express their experience through writing. In order to help the student
conceptualize how their behavior would be different if their problem was fixed, they could write
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a narrative in third person to describe what the person would be doing differently. If not in a
formal narrative story, the students could also utilize a journaling approach to writing. Here are
some places in which the leader could use these ideas:
Week 2 Exploring current issues and future hopes
After discussing the students current experiences and response to the
miracle question, the students are invited to continue to explore in more
detail what their future hopes look like and what would be different for them
in the form of a third person narrative. This would allow them time to work
through their thoughts on the idea and develop a thorough picture to follow
as they set their goals.
Week 4, 5 & 6 Exploring strengths, attaining goals, and observing positive
changes
The students could be invited to continue their narratives
through the strengths, goal attainment, and life changes sections of the
process which would allow them to continue to build on their ideas and
thoughts on how they can continue to experience positive changes.
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Brief Solution-Focused Counseling
Considerations

Multicultural Considerations
Positives
This approach strongly focuses on the clients values and goals and is not dependent
on the goals of the counselor. Clients from a wide range of cultural backgrounds are
likely to feel more comfortable with this approach as it invites them to build on their
already established cultural values. It is a very adaptable counseling technique.
Many collectivist cultures strongly believe in using the community or family as a tool
for solving personal issues. Problems are shared and resolved as a group. Being that
this approach is brief and goal oriented, it does not require the client to share much
in the way of personal information with the counselor. This makes it less
stigmatizing to seek help from a counselor who is outside of the traditional
community or family support system.

Challenges
By inviting the client to define and follow their own goals, brief solution-focused
counseling may be difficult for those clients from collectivist cultures who value the
goals of the group over the goals of the individual. The client may choose to use the
goals of their group. However, they may be seeking help because they disagree with
those very goals. In this case this approach may be more of a challenge for the client
to find a path toward their goals. The client and counselor may spend more time on
the goal setting process in this type of scenario.

Along with helping students with transitions in the classroom, transitions during the
school day, and transitions to a new school, we often are helping students who are
transitioning to this country from their home abroad. In this case, a brief solution-focused
approach can be useful in helping international students. Utilizing resources in the community
such as the Portland Immigrant and Refugee Community Organization (IRCO) can help those
incoming students and their families


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Protective and Resiliency Factors
Being a strengths-based counseling approach, brief solution-focused counseling is
great at instilling protective reinforcements for clients and teaches clients resiliency.
By helping clients identify their own strengths, this approach helps clients build a
personal identity that is resilient. The client not only becomes aware of their
strengths, they also see how those strengths can be and are already utilized in the
face of challenges in their life. This helps the client develop their own Briefcase of
skills to use throughout their life.

Other Considerations
Positives
Brief solution-focused counseling is great for school setting because of its
time limited structure. Since time is such a limited resource in the schools,
brief counseling caters to that limitation and uses time efficiently.
Limitations
Not useful for clients with severe symptoms or serious problems / concerns
such as suicidal ideation or behavior, personality disorders, extreme anxiety,
etc.
Also not useful for clients with severe mental disabilities.
Brief approach is client centered, not as effective for clients seeking expert
counseling advice.
Approach not very well suited for working with reluctant clients although it
can still be helpful.
This approach is focused on client oriented changes as a means for positive
change and does not consider environmental or systemic issues that may be
a more accurate cause to the students life challenges. The student may be
given undue responsibility to fix a problem that is outside of their control.
Although this approach does help in that it focuses on the clients behavior,
which is definitely within the clients control. Make any difference that they
can. Empowering. Just may be neglecting larger and potentially more
important systemic issue.

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Resources
Immigrant and Refugee Community Organization
10301 NE Glisan St Portland, OR 97220
(503) 234-1541

Interested? Further Reading
Solution Focused Counseling in Schools, John J. Murphy
Brief Counseling That Works: A Solution-Focused Approach for School Counselors and
Administrators, 2
nd
ed. , Gerald B. Sklare
The Power of Groups: Solution-Focused Group Counseling in Schools, Leslie A. Cooley

References
Chaudhry, S., Li, C. (2011). Is solution-focused brief therapy culturally appropriate for Muslim-
American counselees? Journal of Contemporary Psychotherapy, 41(2), 109-113.
Cooley, L. (2009). The power of groups: Solution-focused group counseling in schools. Thousand
Oaks,
CA: Corwin Press.
Metcalf, L. (2008). Counseling toward solutions: A practical solution-focused program for
working with students, teachers and parents (2
nd
ed.). San Francisco, CA: Jossey-Bass.


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Transition Questionnaire:
Question 1: What is a transition that you have been through recently that was significant
and challenging to you?
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Question 2: What went well during your transition?
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Question 3: Did the things that went well go well because of you? If so, how so? If not, what
did you do to make the transition go well?
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Question 4: What is a significant transition coming up in the near future for you?
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Question 5: If you woke up tomorrow and the transition had already happened the best way
it could possibly happen, what would that look like?
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Question 6: How could you use (___________) to help create this best possible scenario
during this transition?
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