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| Preface | |
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| Background | |
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| What is Solution Focused Brief Therapy? | |
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| The origins of Solution Focused Brief Therapy (1): Milton Erickson | |
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| Origins (2): family therapy and the Brief Therapy Center at the Mental Research Institute in Palo Alto | |
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| Origins (3): the Brief Family Therapy Center in Milwaukee and the birth of a new approach | |
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| The Brief Family Therapy Center: the first phase | |
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| The Brief Family Therapy Center: the second phase | |
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| Solution Focused Brief Therapy today | |
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| Philosophical underpinnings: constructivism | |
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| Philosophical underpinnings: Wittgenstein, language, and social constructionism | |
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| Assumptions in Solution Focused Brief Therapy | |
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| The client-therapist relationship | |
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| The evidence that Solution Focused Brief Therapy works | |
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| How brief is brief? | |
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| Summary: the structure of solution focused sessions | |
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| Features of Solution Focused Interviewing | |
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| Ideas about therapeutic conversation | |
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| Choosing the next question | |
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| Acknowledgement and possibility | |
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| Compliments | |
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| Deciding who to meet with | |
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| Getting Started | |
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| Problem-free talk | |
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| Identifying resources | |
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| Listening with a constructive ear: what the client can do, not what they cannot do | |
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| Constructive histories | |
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| Pre-meeting change | |
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| Establishing a Contract | |
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| Finding out the client's best hopes from the work | |
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| The 'contract': a joint project | |
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| The difference between outcome and process | |
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| The 'Great Instead' | |
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| When the client's hope is beyond the therapist's remit | |
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| When the client has been sent | |
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| Building a contract with young people | |
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| When the client says 'don't know' | |
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| When the client's hopes appear to be unrealistic | |
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| What is there is a situation of risk? | |
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| When the practitioner is a gatekeeper to a resource | |
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| What if we fail to develop a joint project? | |
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| The Client's Preferred Future | |
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| Preferred futures: the 'Tomorrow Question' | |
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| Distant futures | |
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| The qualities of well-described preferred futures: the client's perspective | |
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| The qualities of well-described preferred futures: other person perspectives | |
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| Broadening and detailing | |
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| When Has it Already Happened? Instances of Success | |
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| Exceptions | |
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| Instances of the future already happening | |
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| Lists | |
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| No instances, no exceptions | |
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| Measuring Progress: Using Scale Questions | |
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| Scale questions: the evaluation of progress | |
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| Designating the '0' on the scale | |
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| Different scales | |
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| Successes in the past | |
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| What is good enough? | |
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| Moving up the scale | |
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| Signs or steps | |
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| What if the client says they are at '0'? | |
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| When the client's rating seems unrealistic | |
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| Coping Questions: When Times are Tough | |
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| Handling difficult situations, including bereavement | |
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| Stopping things from getting worse | |
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| Ending Sessions | |
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| Thinking pause | |
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| Acknowledgement and appreciation | |
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| Making suggestions | |
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| Making the next appointment | |
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| Conducting Follow-Up Sessions | |
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| What is better? | |
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| Amplifying the progress made | |
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| Strategy questions | |
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| Identity questions | |
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| When the client says things are the same | |
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| When the client says things are worse | |
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| Ending The Work | |
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| Maintaining progress | |
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| What if there is no progress? | |
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| Assessment and Safeguarding | |
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| Assessment | |
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| Safeguarding | |
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| Children, Families, Schools, and Groupwork | |
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| Children | |
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| Adolescents | |
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| Family work | |
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| Scales in family work | |
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| Couples work | |
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| In the school | |
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| Schools: individual work | |
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| Schools: the WOWW project | |
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| Groupwork | |
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| Work with Adults | |
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| Homelessness | |
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| Alzheiumer's | |
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| Learning difficulties | |
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| Substance misuse | |
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| Mental health | |
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| Trauma and abuse | |
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| Supervision, Coaching, and Organizational Applications | |
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| Supervision | |
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| Team supervision | |
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| Coaching | |
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| Mentoring | |
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| Team coaching | |
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| Leadership | |
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| Frequently Asked Questions | |
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| Isn't it just a positive approach? | |
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| Isn't it just papering over the cracks? | |
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| It doesn't deal with emotions | |
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| Isn't it just a strengths-based approach? | |
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| What account does it take of culture? | |
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| Isn't it just a form of problem-solving? | |
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| It's a formulaic approach | |
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| Can it be used with other approaches? | |
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| Self-help SFBT | |
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| References | |