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desu ul Mian Rta ora eae Ee ely psident of the European Brief Therapy Association Uieeeoae open een em matic nes who understands the process and elements of group work Pa senTa , University of North Carolina Focused Groupwork, 2nd Edition is a highly practical guide for Cleaner an etl step-by-step introduction, while formore experi (dean hc en Teate ing practice, Pogo te ane eatin Pees anatomy Goons : ee crenata ees idance on evaluating the outcomes of group work, and ficients Peau TAU aS ariel ae re eee tenet ty ti Site roar ee CN Spore eat tr) Second Edition Solution-Focused Groupwork s mistakes one ean make the way. (Buddha) ling w; als may be in the happy sit clients knocking on their doy a significant number o} "up is accessing ing to attend and le some prot inundated with m [ENGAGING AND WorIvaTING CLIENTS 91 ‘standing motivation mis often thought of as something fixed and intrinsic within Session 4 ny further clarification of what exactly they were they were unwilling to change, The trouble with iey become self-fulfilling prophecies, erate nega- ie about potential solutions. They give litle client is in Fact motivated to do, and what they are "Nor do they suggest what ways professional s client to create a motivational context. All they say is instance the professional intervention was not effec- mn a solution-focused perspective we are interested in positive pos- and understading what could work with this the philosophy of social constructionisin under- the solution-focused approach. Within this thinking, ma intrinsic or fixed wit tructed within a certain context and within a certain set of relationships ‘Whether or nota client is motivated about a certain therapeutic goed or not ids on the context in which the goal was created and the nature of the lationship with the therapist. The therapeutic retaionship with the profes- nal(s) may be collaborative and thus motivating factor or conflictual and ig factor. From a solution-focused perspective, rather than. cutegorisinga client as ‘not motivate the onus ison the therapist to identify ‘0 establish a collaborative alliance and to ‘teale a motivating context so aso help the client make progress. Consider how differently motivated the two clients are in Case exam ple 5.1 about the same assertiveness group. Think about context could be changed to better engage the second cl Case example 5.1 Different levels of motivation n the community rather then the mental heal ‘hem in the local edule education guide in an attempt to Include a wider population in the group. Among, others, Rob and Sue were two of the potential referral (Continued) Best fiend, Gerry, as going to attend di ing. s0 the two of them were going to by visting the pub afterwards, 2Beyearoldslngle parent who had been in concace sn Services for mary years about her bouts of depression, partie. ly since the brth of her fourjenr-old son jamie. Mer GP anc Contacny had told her about che course and sugges relsionshp with hac CPN who ofher: te nef ‘was a ve litte sup. ule €© handle. The CPN told her thae had eo get help for herself and attend this course, Sue was also re about the course as the community centre was quite far away ard ‘had never been there before. She was reluctant to uso her previous as the found this upser ne and would be ENGAGING AND MOTIVANING CLIENTS 93 ferent group provided in a different context het motivation be very different. First, if the group focused on her perso belkely 19 be more interested. This could be her goal of ‘manag- Jamie better’ identified above, or some al ickground and consisted of people ify, for example, a group fo d ieve th: are genera