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| Preface | |
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| The Atmosphere of Practice | |
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| The Big Picture: Macro Factors and Helping Relationships | |
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| The General Efficacy of Psychotherapy | |
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| Professional Discipline | |
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| Competency and Effectiveness | |
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| The Scientist-Practitioner | |
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| The Reflective Practitioner | |
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| Therapist Effects | |
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| Practice and Setting | |
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| Personal Philosophy and Worldview | |
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| Opening Conversations for Change: Becoming Strengths-Based | |
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| Creating a Culture of Care and Respect | |
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| An Ecology of Ideas: Foundations of Strengths-Based Engagement (SBE) | |
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| Multiple Perspectives and Ecology | |
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| Hybrid Responses: Eclecticism and Integration | |
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| Beyond Macro and Micro Levels: Strengthening Integration through Research | |
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| Primary Agendas in Research | |
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| Agenda 1: Empirically Supported Treatments (ESTs) and Evidenced-Based | |
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| Practices (EBPs) (Model-Based Research) Agenda 2: Common Factors | |
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| Agenda 3: Empirically Supported Therapy Relationships (ESRs) | |
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| Agenda 4: Outcomes Management | |
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| Intersection and Convergence in Research | |
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| Effective Therapy and Universal Principles | |
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| Reflecting on Philosophy and Research | |
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| Core Premises of SBE | |
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| Client Contributions | |
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| The Therapeutic Relationship and Alliance | |
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| Cultural Competence | |
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| Change as a Process | |
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| Expectancy and Hope | |
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| Method and Factor of Fit | |
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| Keys to Collaborative Partnerships: First Steps in Engagement | |
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| Keys to Collaboration in Initial Engagement | |
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| Collaboration Key #1: Service Expectations | |
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| Collaboration Key #2: Attendance of Meetings/Sessions | |
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| Collaboration Key #3: The Format of Meetings/Sessions | |
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| Collaboration Key #4: The Physical Space and Setting of Sessions | |
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| Collaboration Key #5: The Timing, Length, and Frequency of Sessions | |
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| Collaboration Key #6: The Open-Door Perspective | |
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| Collaboration Key #7: Pre-Meeting/Session Change | |
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| Collaboration Key #8: Process and Outcome-Informed | |
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| Active Client Engagement: The Language of Change | |
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| Creating Listening Space | |
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| Attending, Listening, and Change | |
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| The Effects of Language on Psychology and Physiology | |
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| Attending and Listening as Core Conditions of Client Engagement | |
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| Acknowledgment as a Path to Possibility | |
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| Dissolving Impossibility Talk | |
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| Future-Talk: Acknowledgement and a Vision for the Future | |
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| Creating Further Possibilities of Change through Language | |
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| Giving permission | |
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| Inclusion | |
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| Normalizing | |
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| Utilization | |
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| Matching Language | |
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| Incorporating Process-Oriented Feedback | |
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| Putting it all Together: Constructing Conversations for Change | |
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| Establishing Structure and Direction: Using Information-Gathering Processes | |
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| Generative Conversations: Information-Gathering Processes as Gateways to Change | |
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| Strengths-Based Information-Gathering: Formal Processes | |
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| Introducing Formal Information-Gathering Processes | |
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| General Information-Gathering Questions | |
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| Specific Content Area Questions | |
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| Diagnosis | |
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| Implementing Outcome Measurement | |
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| Strengths-Based Information-Gathering: Informal Processes | |
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| Funneling: Creating Direction and Increased Focus | |
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| Action-Talk: Gaining Clarity with Problems and Goals | |
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| Further Techniques for Gaining a Focus Future | |
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| Determining Progress Toward Goals: Identifying Indicators of Change | |
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| Using Scaling and Percentage-Based Questions Determining Concerns and Goals with Multiple Clients Collaborating with Outside Helpers | |
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| Mapping the Topography of Change: Understanding Clients' Orientations | |
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| Therapy Theories and Factor of Fit | |
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| From Philosophy to Theory | |
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| Inviting, Acknowledging, and Matching: Client Orientations as Compasses to Change | |
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| Influences of Context | |
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| Clients' Theories of Change | |
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| Developing a Framework Through Secondary Matching | |
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| Domains of Change | |
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| Stages of Change | |
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| Further Considerations in Differential Matching | |
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| In Sum: Mapping the Client's Territory | |
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| Collaboration and Decision-Making | |
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| Collaboration in Case Conferences, Staffings, and Meetings | |
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| Changing Views and Perspectives, Part I: Exceptions and Differences | |
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| Negotiating the New: Orienting Toward Views | |
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| Clients' Stories as Pathways to Problems and Possibilities | |
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| Problematic Stories | |
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| Cognition, Attention, & Reciprocation | |
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| The Matter of "Questions" | |
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| Identifying and Building on Exceptions | |
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| Build Accountability Through Language | |
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| Find Counterevidence to Problems | |
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| Draw Distinctions between Multiple Statements, multiple Actions, or Between Statements and Actions | |
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| Use Splitting to Draw Distinctions | |
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| Find Alternative Stories or Frames of Reference to Fit the Same Evidence or Facts | |
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| Search for hidden strengths | |
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| The Q-As of Resilience: Fostering the Person of the Client | |
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| Identify valuing witnesses | |
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| Rewriting New Life Stories | |
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| The Person is Not the Problem: Using Externalizing Conversations | |
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| Changing Views and Perspectives, Part II: Patterns of Attention | |
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| Facilitating Shifts in Attention | |
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| Finding a Vision for the Future | |
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| Suggest That Clients Focus on What Has Worked rather than What Has Not | |
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| Suggest That Clients think of at Least One Thing That Would Challenge or Get Them to Cast Doubt on Their Thoughts | |
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| Suggest That Clients Recall Other Aspects of Situations They Are Remembering | |
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| Suggest a Change in Some Quality of Remembered Experience | |
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| Identify and Integrate Unincorporated Aspects of Self | |
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| Shift between the Past, Present, and Future | |
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| Suggest That Clients Shift from Focusing on Their Internal Experience to Focusing on the External Environment or Other People or Vice-Versa | |
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| Suggest That Clients Shift Their Sensory Attention | |
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| Orient Toward Balance | |
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| Stories and Metaphor | |
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| Further Mediums of Change: Written Word, Music, and Film | |
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| Conversational and Consulting Teams (CCTs) Introduction of CCTs to Clients | |
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| Foundational Ideas | |
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| Preparation and Posture of the CCT | |
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| The Format | |
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| Changing Actions and Interactions, Part I: Identifying and Altering | |
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| Repetitive Patterns | |
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| Action and Interaction in Context: The Construction of Patterns | |
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| The Landscape or Action and Interaction: Identifying Problematic Patterns | |
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| Preparing for Movement: Orienting Toward Action | |
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| Depatterning Patterns of Action and Interaction | |
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| Change the Frequency/Rate of the Complaint or the Pattern Around theComplaint | |
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| Change the Location of the Performance of the Complaint | |
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| Change the Duration of the Complaint or the Pattern Around the Complaint | |
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| Change the Time (Hour/Time of Day, Week, Month or Time of Year) of the Complaint or the Pattern Around the Complaint | |
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| Change the Sequence (order) of Events Involved in or Around the Complaint | |
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| Interrupt or Otherwise Prevent the Occurrence of the Complaint | |
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| Add a new element to the Complaint | |
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| Break Up Any Previously Whole Element of the Complaint into Smaller Elements | |
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| Reverse the Direction of Striving in the Performance of the Problem (also Referred to as Paradox or Prescribing the Symptom) | |
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| Link the Occurrence of the Complaint to Another Pattern That is a Burdensome Activity(also Referred to as Ordeal) | |
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| Change the Body Behavior/Performance of the Problem or Complaint | |
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| Changing Actions and Interactions, Part II: Identifying and Amplifying | |
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| Solution Patterns | |
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| Repatterning Through Solutions | |
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| Find Out About Any helpful Changes That Have Happened Before therapy Began | |
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| Find Out About Previous Solutions to Problems (Exceptions), Including Partial | |
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| Solutions and Partial Successes, and Actions Associated with Those Solutions | |
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| Search for Contexts in Which There is Evidence of Competency and/or Good Problem Solving or Creative Skills | |
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| Find Out What Happens as the Problem Ends or Starts to End | |
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| Find Out Why the Problem is not Worse/Using Strengths as a Countermeasure Rituals of Connection and Continuity: Balancing Security and Change Rituals of Transition: Action Methods with Meaning | |
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| Putting Ideas to Work: Creating Action Plans | |
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| Future Interactions and Sessions: Patterns of Client Responses | |
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| Continuous Engagement: Exploring Client Experiences and Revisiting Preferences | |
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| Beyond First Sessions: Continuing Conversations for Change | |
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| Revisiting the Role of Outcome-Oriented Feedback | |
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| Each Session as its Own Entity: Reorienting to Clients' Stories | |
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| When Clients Report New Concerns or Problems | |
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| When Clients Reports are Ambiguous or Vague | |
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| Integrating Outcome-Oriented Feedback to Clarify Ambiguity | |
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| When Clients Report No Change or Deterioration | |
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| Coping Sequence Questions | |
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| Joining the Pessimism | |
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| "No-Talk" Clients | |
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| Keys for Negotiating Impasses | |
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| Emerging and Evolving Stories: Building on Progress and Change | |
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| When Improvement is Reported or Identified | |
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| The Dynamic Duo: Attribution and Speculation | |
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| Share Credit for Change | |
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| What Else? Continuing Conversations to Build on Change | |
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| Making New Connections Though Linking | |
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| Revisiting Outcome-Oriented Feedback | |
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| Situating Change in Relation to Goals and Preferred Futures | |
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| Extrapolations: Growing New Stories | |
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| Therapeutic Letters to Clients | |
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| Documenting New Life Stories | |
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| Preparing for Transitions | |
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| Putting Change in Context: Managing Setbacks | |
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| Anticipating Hurdles and Perceived Barriers and Extending Change into the Future | |
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| Transition/Celebratory Rituals | |
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| In Through the Out Door: States of Transition | |
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| Evolution in Context: Constructing New Worlds through Respect and Dignity | |
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| Changing Therapists' Views and Patterns | |
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| Ongoing Self-Reflection | |
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| Using Frameworks to Stimulate New Ideas | |
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| Supervision as a Parallel Process | |
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| Reflecting Consultations | |
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| Characteristics of Successful and Effective Therapists | |
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| Effectiveness, Longevity, and Self-Care | |
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| We All Go Together: Creating Strengths-Based Organizations | |
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| A Culture of Feedback | |
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| Proactive Inquiry | |
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| Philosophy in Action | |
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| People in Places | |
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| Coming Full Circle | |
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| Appendix "A" | |
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| References | |