| |
| |
Preface | |
| |
| |
About the Authors | |
| |
| |
About the Chapter 14 Contributors | |
| |
| |
| |
From Problem Solving to Solution Building | |
| |
| |
Helping as Problem Solving | |
| |
| |
The Stages of Problem Solving | |
| |
| |
A Caveat: The Importance of Trust Development | |
| |
| |
The Medical Model | |
| |
| |
Problem Solving: The Paradigm of the Helping Professions | |
| |
| |
Helping as Solution Building | |
| |
| |
Concerns about the Problem-Solving Paradigm | |
| |
| |
History of Solution Building | |
| |
| |
| |
Solution Building: The Basics | |
| |
| |
A Second Interview with Rosie | |
| |
| |
Solution-Building Interviewing Activities | |
| |
| |
The Stages of Solution Building | |
| |
| |
Describing the Problem | |
| |
| |
Developing Well-Formed Goals | |
| |
| |
Exploring for Exceptions | |
| |
| |
End-of-Session Feedback | |
| |
| |
Evaluating Client Progress | |
| |
| |
The Client as Expert | |
| |
| |
| |
Skills for Not Knowing | |
| |
| |
Basic Interviewing Skills | |
| |
| |
Listening | |
| |
| |
Formulating Questions | |
| |
| |
Getting Details | |
| |
| |
Echoing Clients' Key Words | |
| |
| |
Open Questions | |
| |
| |
Summarizing | |
| |
| |
Paraphrasing | |
| |
| |
Practitioners' Nonverbal Behavior | |
| |
| |
The Use of Silence | |
| |
| |
Noticing Clients' Nonverbal Behavior | |
| |
| |
Self-Disclosing | |
| |
| |
Noticing Process | |
| |
| |
Complimenting | |
| |
| |
Affirming Clients' Perceptions | |
| |
| |
Natural Empathy | |
| |
| |
Normalizing | |
| |
| |
Returning the Focus to the Client | |
| |
| |
Noticing Hints of Possibility | |
| |
| |
Exploring Client Meanings | |
| |
| |
Relationship Questions | |
| |
| |
Amplifying Solution Talk | |
| |
| |
Leading from One Step Behind | |
| |
| |
| |
Getting Started: How to Pay Attention to What the Client Wants | |
| |
| |
When You First Meet Your Client | |
| |
| |
Names and Small Talk | |
| |
| |
Clarifying How You Work | |
| |
| |
Problem Description | |
| |
| |
Asking for Client Perceptions and Respecting Client Language | |
| |
| |
What Is the Client's Understanding of How the Problem Affects the Client? | |
| |
| |
What Has the Client Tried? | |
| |
| |
What Is Most Important for the Client to Work on First? | |
| |
| |
How to Work with Clients on What They Might Want | |
| |
| |
When Clients Want Something and See Themselves as Part of a Solution | |
| |
| |
A Word of Caution | |
| |
| |
When Clients Say Someone Else Needs to Change | |
| |
| |
When Clients Seem Uninterested or Resistant to Changing | |
| |
| |
What if Clients Want What Is Not Good for Them? | |
| |
| |
What if Clients Do Not Want Anything at All? | |
| |
| |
Influencing Client Cooperation and Motivation | |
| |
| |
| |
How to Amplify What Clients Want: The Miracle Question | |
| |
| |
Characteristics of Well-Formed Goals | |
| |
| |
Importance to the Client | |
| |
| |
Interactional Terms | |
| |
| |
Situational Features | |
| |
| |
The Presence of Some Desirable Behaviors Rather than the Absence of Problems | |
| |
| |
A Beginning Step Rather than the Final Result | |
| |
| |
Clients' Recognition of a Role for Themselves | |
| |
| |
Concrete, Behavioral, Measurable Terms | |
| |
| |
Realistic Terms | |
| |
| |
A Challenge to the Client | |
| |
| |
Conclusion | |
| |
| |
The Miracle Question | |
| |
| |
Ah Yan's Miracle Picture | |
| |
| |
The Williams Family | |
| |
| |
The Art of Interviewing for Well-Formed Goals | |
| |
| |
Avoiding Premature Closure | |
| |
| |
| |
Exploring for Exceptions: Building on Client Strengths and Successes | |
| |
| |
Exceptions | |
| |
| |
Definition | |
| |
| |
Interviewing for Exceptions | |
| |
| |
Ah Yan's Exceptions | |
| |
| |
Client Successes and Strengths | |
| |
| |
Respecting the Client's Words and Frame of Reference | |
| |
| |
Scaling Questions | |
| |
| |
Presession-Change Scaling | |
| |
| |
Scaling Motivation and Confidence | |
| |
| |
Exceptions: The Williams Family | |
| |
| |
Building toward a Difference that Makes a Difference | |
| |
| |
| |
Formulating Feedback for Clients | |
| |
| |
Taking a Thinking Break | |
| |
| |
The Structure of Feedback | |
| |
| |
Compliments | |
| |
| |
The Bridge | |
| |
| |
Suggestions | |
| |
| |
Deciding on a Suggestion | |
| |
| |
Does the Client Want Something? | |
| |
| |
Are There Well-Formed Goals? | |
| |
| |
Are There Exceptions? | |
| |
| |
Feedback for Ah Yan | |
| |
| |
Feedback for the Williams Family | |
| |
| |
Feedback Guidelines | |
| |
| |
Common Messages | |
| |
| |
When Clients Do Not Perceive a Problem and Do Not Want Anything | |
| |
| |
When Clients Perceive a Problem But Not a Role for Themselves in a Solution | |
| |
| |
When Clients Want Something and See Themselves as Part of a Solution | |
| |
| |
Other Useful Messages | |
| |
| |
The Overcoming-the-Urge Suggestion | |
| |
| |
Addressing Competing Views of the Solution | |
| |
| |
Decisions about the Next Session | |
| |
| |
Cribsheets, Protocols, and Notetaking | |
| |
| |
| |
Later Sessions: Finding, Amplifying, and Measuring Client Progress | |
| |
| |
"What's better?" | |
| |
| |
Ears | |
| |
| |
Ah Yan | |
| |
| |
Doing More of the Same | |
| |
| |
Scaling | |
| |
| |
Scaling Progress | |
| |
| |
Scaling Confidence | |
| |
| |
Next Steps | |
| |
| |
Termination | |
| |
| |
The Break | |
| |
| |
Feedback | |
| |
| |
Compliments | |
| |
| |
Bridge | |
| |
| |
Suggestion | |
| |
| |
The Second Session with the Williams Family | |
| |
| |
"What's Better?" | |
| |
| |
Break | |
| |
| |
Feedback | |
| |
| |
Bridge | |
| |
| |
Suggestion | |
| |
| |
Setbacks, Relapses, and Times when Nothing Is Better | |
| |
| |
Conclusion | |
| |
| |
| |
Interviewing Clients in Involuntary Situations: Children, Dyads, and the Mandated | |
| |
| |
Taking a Solution Focus | |
| |
| |
Key Ideas for Solution Building with Clients in Involuntary Situations | |
| |
| |
Begin by Assuming the Client Probably Does Not Want Anything from You | |
| |
| |
Responding to Anger and Negativity | |
| |
| |
Listen for Who and What Are Important | |
| |
| |
Use Relationship Questions to Address Context | |
| |
| |
Incorporating Nonnegotiable Requirements | |
| |
| |
Giving Control to Clients | |
| |
| |
Guidelines, Useful Questions, and a Protocol for Interviewing Involuntary Clients | |
| |
| |
Building Solutions with Children | |
| |
| |
Children as Involuntary Participants | |
| |
| |
Getting Prepared to Meet a Child | |
| |
| |
Getting Started with Positives | |
| |
| |
Enlisting Adults as Allies | |
| |
| |
Getting the Child's Perceptions | |
| |
| |
Other Tips for Interviewing Children | |
| |
| |
Interviewing Dyads | |
| |
| |
Focus on the Relationship | |
| |
| |
Getting Started | |
| |
| |
Work toward a Common Goal | |
| |
| |
Other Tips | |
| |
| |
Conclusion | |
| |
| |
Working with Those Mandated into Services | |
| |
| |
Getting Started | |
| |
| |
Getting More Details about the Client's Understandings and What the Client Wants | |
| |
| |
Asking about Context with Relationship Questions | |
| |
| |
Coconstructing Competence | |
| |
| |
Back on Familiar Ground | |
| |
| |
What about Making Recommendations that the Client Opposes? | |
| |
| |
Final Word | |
| |
| |
| |
Interviewing in Crisis Situations | |
| |
| |
Solution Focus versus Problem Focus | |
| |
| |
Getting Started: "How Can I Help?" | |
| |
| |
"What Have You Tried?" | |
| |
| |
"What Do You Want to Have Different?" | |
| |
| |
Asking the Miracle Question | |
| |
| |
Coping Questions | |
| |
| |
The Case of Jermaine | |
| |
| |
Coping Exploration | |
| |
| |
Connecting with the Larger Picture | |
| |
| |
Using Coping Questions with Clients Who Talk Suicide | |
| |
| |
Scaling Questions | |
| |
| |
Scaling Current Coping Ability | |
| |
| |
Scaling Presession Coping Changes | |
| |
| |
Scaling the Next Step | |
| |
| |
Scaling Motivation and Confidence | |
| |
| |
Feedback: Doing More of What Helps | |
| |
| |
Gathering Problem-Assessment Information | |
| |
| |
When the Client Remains Overwhelmed | |
| |
| |
Conclusion | |
| |
| |
| |
Outcomes | |
| |
| |
Early Research at Brief Family Therapy Center | |
| |
| |
1992-1993 Study Design Participants | |
| |
| |
Outcome Measurement | |
| |
| |
Results | |
| |
| |
Length of Services | |
| |
| |
Intermediate Outcomes | |
| |
| |
Final Outcomes | |
| |
| |
Comparative Data | |
| |
| |
Other Studies of Solution-Focused Therapy | |
| |
| |
Next Steps | |
| |
| |
| |
Professional Values and Human Diversity | |
| |
| |
Solution Building and Professional Values | |
| |
| |
Respecting Human Dignity | |
| |
| |
Individualizing Service | |
| |
| |
Fostering Client Vision | |
| |
| |
Building on Strengths | |
| |
| |
Encouraging Client Participation | |
| |
| |
Maximizing Self-Determination | |
| |
| |
Fostering Transferability | |
| |
| |
Maximizing Client Empowerment | |
| |
| |
Protecting Confidentiality | |
| |
| |
Promoting Normalization | |
| |
| |
Monitoring Change | |
| |
| |
Conclusion | |
| |
| |
Diversity-Competent Practice | |
| |
| |
Outcome Data on Diversity | |
| |
| |
Diversity and Satisfaction with Services | |
| |
| |
| |
Agency, Group, and Community Practice | |
| |
| |
Solution Building and Agency Practice | |
| |
| |
Case Documentation in Problem-Focused Settings | |
| |
| |
Case Documentation in More Solution-Focused Settings | |
| |
| |
Case Conferences in Problem-Focused Settings | |
| |
| |
Case Conferences in More Solution-Focused Settings | |
| |
| |
Solution-Building Supervision | |
| |
| |
Relationships with Colleagues in Problem-Focused Settings | |
| |
| |
Relationships with Colleagues in Solution-Focused Settings | |
| |
| |
Relationships with Collaterals | |
| |
| |
Group and Organizational Practice | |
| |
| |
Group Practice | |
| |
| |
Organizational Practice | |
| |
| |
| |
Applications | |
| |
| |
Introduction | |
| |
| |
| |
Family Solutions: From "Problem Families to Families Finding Solutions" | |
| |
| |
| |
The Need for Something Different | |
| |
| |
How We Did It | |
| |
| |
Techniques Employed | |
| |
| |
Differences Made | |
| |
| |
Case Examples | |
| |
| |
Katy McKeith | |
| |
| |
Colin James | |
| |
| |
Outcomes | |
| |
| |
Feedback from Families | |
| |
| |
Conclusion | |
| |
| |
| |
The Woww Program | |
| |
| |
| |
The Program | |
| |
| |
Observation and Complimenting by a Coach | |
| |
| |
Creating Classroom Goals | |
| |
| |
Scaling Classroom Success | |
| |
| |
Coaching | |
| |
| |
Outcomes | |
| |
| |
Conclusion | |
| |
| |
| |
Solutions for Bullying in Primary Schools | |
| |
| |
| |
The Support Group Approach to Bullying | |
| |
| |
Case Example | |
| |
| |
Making a Difference | |
| |
| |
Evaluation | |
| |
| |
Conclusion | |
| |
| |
| |
Implementation of Solution-Focused Skills in a Hawai'i Prison | |
| |
| |
| |
Program Description | |
| |
| |
Restorative Circle | |
| |
| |
Inmate Training in SF Skills | |
| |
| |
Case Example: Restorative Circle | |
| |
| |
Evaluation | |
| |
| |
Satisfaction with Restorative Circles | |
| |
| |
Satisfaction with Inmate Training | |
| |
| |
Conclusion | |
| |
| |
| |
It's a Matter of Choice | |
| |
| |
| |
The Problem Drinking Treatment Program | |
| |
| |
Techniques from SFBT | |
| |
| |
A Case | |
| |
| |
Follow-Up | |
| |
| |
Conclusion | |
| |
| |
| |
The Plumas Project: Solution-Focused Treatment of Domestic Violence Offenders | |
| |
| |
| |
History | |
| |
| |
Shifting to a Solution Focus | |
| |
| |
Our Program | |
| |
| |
Assessment Interview | |
| |
| |
| |
| |
| |
| |
| |
| |
Assignments | |
| |
| |
Program Outcomes | |
| |
| |
Recidivism Rates | |
| |
| |
Partners' Comments | |
| |
| |
Group Members' Comments | |
| |
| |
Impact On Practitioners | |
| |
| |
Impact on Our Agency | |
| |
| |
Conclusion | |
| |
| |
| |
Transforming Agency Practice through Solution-Focused Supervision | |
| |
| |
| |
Why Change was Necessary | |
| |
| |
How I Introduced Solution-Focused Practices | |
| |
| |
Therapists' Views | |
| |
| |
Further Developments | |
| |
| |
Differences We have Noticed | |
| |
| |
| |
Youthcare Drenthe | |
| |
| |
| |
Becoming a Solution-Focused Organization | |
| |
| |
Adopting a Paradigm Change | |
| |
| |
Swarm Phenomenon | |
| |
| |
My Vision for the Miracle Organization | |
| |
| |
Making the Vision Happen | |
| |
| |
Role of the Director | |
| |
| |
Conclusion | |
| |
| |
| |
Theoretical Implications | |
| |
| |
Shifts in Client Perceptions and Definitions | |
| |
| |
Social Constructionism | |
| |
| |
Shifting Paradigms | |
| |
| |
Outcome Data | |
| |
| |
Shifting Perceptions and Definitions as a Client Strength | |
| |
| |
| |
Solution-Building Tools | |
| |
| |
References | |
| |
| |
Index | |