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SolutionFocusedBriefTherapySolutionFocusedBriefTherapy:100KeyPointsandTechniquesprovidesaconciseandjargon-freeguidetothethinkingandpracticeofthisexcitingapproachwhichenablespeopletomakechangesintheirlivesquicklyandeffectively.Itcovers:
thehistoryandbackgroundtosolutionfocusedpracticethephilosophicalunderpinningsoftheapproachtechniquesandpracticesspecificapplicationstoworkwithchildrenandadolescents(includingschools-basedwork),familiesand
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adultshowtodealwithdifficultsituationsorganizationalapplications,includingsupervision,coaching,andleadershipfrequentlyaskedquestions
Thisbookisaninvaluableresourceforalltherapistsandcounsellors,whetherintrainingorpractice.Itwillalsobeessentialforanyprofessionalwhosejobitistohelppeoplemakechangesintheirlives,andwillthereforebeofinteresttosocialworkers,probationofficers,psychiatricstaff,doctors,andteachers,aswellasthoseworkinginorganizationsascoachesandmanagers.
HarveyRatner,EvanGeorge,andChrisIvesonfoundedBRIEFinLondonin1989asanindependenttraining,therapy,coachingandconsultationagencyforthe
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developmentofsolutionfocusedbrieftherapy.
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100KeyPointsSeriesEditor:WindyDryden
ALSOINTHISSERIES:
CognitiveTherapy:100KeyPointsandTechniquesMichaelNeenanandWindyDryden
RationalEmotiveBehaviourTherapy:100KeyPointsandTechniquesWindyDrydenandMichaelNeenan
FamilyTherapy:100KeyPointsandTechniquesMarkRivettandEddyStreet
TransactionalAnalysis:100KeyPointsandTechniquesMarkWiddowson
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Person-CentredTherapy:100KeyPointsPaulWilkins
GestaltTherapy:100KeyPointsandTechniquesDaveMann
IntegrativeTherapy:100KeyPointsandTechniquesMariaGilbertandVanjaOrlans
SolutionFocusedBriefTherapy:100KeyPointsandTechniquesHarveyRatner,EvanGeorgeandChrisIveson
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SolutionFocusedBriefTherapy100KeyPointsandTechniques
HarveyRatner,EvanGeorge,andChrisIveson
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Firstpublished2012byRoutledge27ChurchRoad,Hove,EastSussexBN32FA
SimultaneouslypublishedintheUSAandCanadabyRoutledge711ThirdAvenue,NewYork,NY10016
RoutledgeisanimprintoftheTaylor&FrancisGroup,anInformabusiness
2012HarveyRatner,EvanGeorge,andChrisIveson
TherightofHarveyRatner,EvanGeorge,andChrisIvesontobeidentifiedasauthorsofthisworkhasbeenassertedbytheabovementionedauthorsinaccordance
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withsections77and78oftheCopyright,DesignsandPatentsAct1988.
Allrightsreserved.Nopartofthisbookmaybereprintedorreproducedorutilizedinanyformorbyanyelectronic,mechanical,orothermeans,nowknownorhereafterinvented,includingphotocopyingandrecording,orinanyinformationstorageorretrievalsystem,withoutpermissioninwritingfromthepublishers.
Trademarknotice:Productorcorporatenamesmaybetrademarksorregisteredtrademarks,andareusedonlyforidentificationandexplanationwithoutintenttoinfringe.
BritishLibraryCataloguinginPublicationDataAcataloguerecordforthisbookis
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availablefromtheBritishLibrary
LibraryofCongressCataloginginPublicationDataSolutionfocusedbrieftherapy:100keypointsandtechniques/HarveyRatner,EvanGeorge,ChrisIveson.
p.cm.(100keypoints)
ISBN978-0-415-60612-7(hardback)ISBN978-0-415-60613-4
(paperback)1.Solutionfocusedbrieftherapy.I.Ratner,Harvey.II.George,Evan,1951III.Iveson,Chris.
RC489.S65S642012616.89147dc23
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2011048157
ISBN:978-0-415-60613-4(hbk)ISBN:978-0-415-60612-7(pbk)ISBN:978-0-203-11656-2(ebk)
TypesetinTimesNewRomanbyRefineCatchLtd.,Bungay,Suffolk
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ContentsPreface x
Part1BACKGROUND 1
1WhatisSolutionFocusedBriefTherapy? 3
2TheoriginsofSolutionFocusedBriefTherapy(1):MiltonErickson
6
3
Origins(2):familytherapyandtheBriefTherapyCenterattheMentalResearchInstituteinPaloAlto
8
4Origins(3):theBriefFamilyTherapyCenterinMilwaukeeandthebirthofanewapproach
10
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5 TheBriefFamilyTherapyCenter:thefirstphase
12
6 TheBriefFamilyTherapyCenter:thesecondphase 14
7 SolutionFocusedBriefTherapytoday 16
8 Philosophicalunderpinnings:constructivism 18
9Philosophicalunderpinnings:Wittgenstein,language,andsocialconstructionism
19
10 AssumptionsinSolutionFocusedBriefTherapy 21
11 Theclienttherapistrelationship 23
12 TheevidencethatSolutionFocusedBriefTherapyworks 27
13 Howbriefisbrief? 29
14Summary:thestructureofsolutionfocusedsessions 31
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Part2FEATURESOFSOLUTIONFOCUSEDINTERVIEWING 35
15 Ideasabouttherapeuticconversation 37
16 Choosingthenextquestion 38
17 Acknowledgementandpossibility 40
18 Compliments 4319 Decidingwhotomeetwith 45
Part3GETTINGSTARTED 4720 Problem-freetalk 4921 Identifyingresources 52
22Listeningwithaconstructiveear:whattheclientcando,notwhattheycannotdo
54
23 Constructivehistories 56
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24 Pre-meetingchange 58
Part4ESTABLISHINGACONTRACT 61
25 Findingouttheclientsbesthopesfromthework 63
26 Thecontract:ajointproject 65
27 Thedifferencebetweenoutcomeandprocess 67
28 TheGreatInstead 70
29Whentheclientshopeisbeyondthetherapistsremit 72
30Whentheclienthasbeensent 74
31 Buildingacontractwithyoungpeople 77
32Whentheclientsaysdontknow 79
33Whentheclientshopesappearto 81
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beunrealistic
34Whatifthereisasituationofrisk? 84
35Whenthepractitionerisagatekeepertoaresource 86
36Whatifwefailtodevelopajointproject? 89
Part5THECLIENTSPREFERREDFUTURE 91
37 Preferredfutures:theTomorrowQuestion 93
38 Distantfutures 95
39Thequalitiesofwell-describedpreferredfutures:theclientsperspective
96
40Thequalitiesofwell-describedpreferredfutures:otherpersonperspectives
98
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41 Broadeninganddetailing 100
Part6WHENHASITALREADYHAPPENED?INSTANCESOFSUCCESS
103
42 Exceptions 105
43 Instancesofthefuturealreadyhappening 107
44 Lists 10945 Noinstances,noexceptions 112
Part7MEASURINGPROGRESS:USINGSCALEQUESTIONS 113
46 Scalequestions:theevaluationofprogress 115
47 Designatingthe0onthescale 11748 Differentscales 11949 Successesinthepast 121
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50Whatisgoodenough? 12351Movingupthescale 12452 Signsorsteps 125
53Whatiftheclientsaystheyareat0? 127
54Whentheclientsratingseemsunrealistic 129
Part8COPINGQUESTIONS:WHENTIMESARETOUGH 131
55 Handlingdifficultsituations,includingbereavement 133
56 Stoppingthingsfromgettingworse 135
Part9ENDINGSESSIONS 13757 Thinkingpause 139
58 Acknowledgementand 141
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appreciation59Makingsuggestions 14360Makingthenextappointment 145
Part10CONDUCTINGFOLLOW-UPSESSIONS 147
61Whatisbetter? 14962 Amplifyingtheprogressmade 15063 Strategyquestions 15364 Identityquestions 155
65Whentheclientsaysthingsarethesame 157
66Whentheclientsaysthingsareworse 159
Part11ENDINGTHEWORK 16167Maintainingprogress 16368Whatifthereisnoprogress? 165
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Part12ASSESSMENTANDSAFEGUARDING 167
69 Assessment 16970 Safeguarding 171
Part13CHILDREN,FAMILIES,SCHOOLS,ANDGROUPWORK 173
71 Children 17572 Adolescents 17773 Familywork 17974 Scalesinfamilywork 18175 Coupleswork 18276 Intheschool 18577 Schools:individualwork 18778 Schools:theWOWWproject 19079 Groupwork 192
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Part14WORKWITHADULTS 19580 Homelessness 19781 Alzheimers 19982 Learningdifficulties 20183 Substancemisuse 20384Mentalhealth 205
85 Traumaandabuse 207
Part15SUPERVISION,COACHING,ANDORGANIZATIONALAPPLICATIONS
211
86 Supervision 21387 Teamsupervision 21588 Coaching 21789Mentoring 21990 Teamcoaching 22291 Leadership 224
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Part16FREQUENTLYASKEDQUESTIONS 227
92 Isntitjustapositiveapproach? 229
93 Isntitjustpaperingoverthecracks? 232
94 Itdoesntdealwithemotions 234
95 Isntitjustastrengths-basedapproach? 237
96Whataccountdoesittakeofculture? 239
97 Isntitjustaformofproblem-solving? 241
98 Itsaformulaicapproach 243
99 Canitbeusedwithotherapproaches? 245
100 Self-helpSFBT 247References 249
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PrefaceAttheendofathirdsessionatBRIEFduringwhichtheclienthadreportedsignificantprogress,thetherapistaskedwhetheranyfurthersessionswouldbenecessary.Theclientrespondedbysaying:
IdontfeelImdependentonthesemeetings,whichisaverygoodsignIthink.IdofeelIvechanged.Ihavetakenawaysomeideasabouthowtoapproachthings.Someoftheworkwevedone:itsverysubtle,itsshiftedthingsandhelpedalot,andyetitseemsquitesimpleinsomeways,whichisreallylovely.Isupposeitprovesthepointthatyouonlyhavetomakesometimesquitesmalladjustments
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thatcanhaveaverylargeimpactonthings,whichisnice.Idolikethefactthatwhilethereisthespaceheretodiscussthebackgroundtothings,notgoingoverpastthingsisactuallyquitegoodbecausethatsabitofanindulgence,itsquitenicetotalkaboutthedemonsorwhateverandsometimesthatcanhelptotakeresponsibilityfortheconsequencesofwhatever,soImnotsayingthatthatkindofcounsellingisntvalidIthinkitisbutIalsothinkifsomeonesbeentraumatizedtheycanberelivingthatandthatcanalmostmakeitworseinaway.
TheclientgoesontosayhowdifferenttheactualexperienceisfromitsdescriptiononBRIEFswebsite:agreatdealmoresubtle.
So,inthisbookwewilltrytoboildownSolutionFocusedBriefTherapy(SFBT)in
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awaythatwehopewilldojusticetotherichnessofwhatisasubtleandintricateprocess.Thesolutionfocusedapproachis,undoubtedly,aradicalapproach,claimingthatlittleornothingneedstobeknownaboutthepresentingproblem(orwhatcausedit)fortheclienttomakegoodprogress.Yet,attheendoftheday,itsjustaformofconversation.StevedeShazer,oneofthefoundersoftheapproach,wasfondofrepeatingthestoryofwhenareceptionistattheBriefFamilyTherapyCenter(BFTC)inMilwaukeeaskedtowatchasessiontoseewhatitwasallabout.Afterafewminutesshesaidoh,itsalljustabunchoftalk!,andwentbacktoherdeskinthereceptionarea.But,asinthetitleofdeShazerslastbook,wordswereoriginallymagicandabunchoftalkiswhatcreatestheworld
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andmakesitgoround.
BRIEFwasestablishedin1989bythethreeauthors,allofwhomarefromsocialworkbackgroundsandareaccreditedfamilytherapists.BRIEFisatherapy,coaching,training,andconsultancycentre(www.brief.org.uk)withthelargesttrainingprogrammeforbrieftherapyintheworld.Inthisbook,wewillillustratethetechniquesandideaswithexamplestakenfromourownpractice,allofwhichare,ofcourse,alteredinsuchaswayastoprotecttheanonymityofclients.WewouldliketoacknowledgethecontributionmadeinrecentyearstoourthinkingbyourformercolleaguesYasminAjmalandGuyShennan.
Awordastowhothisbookisintendedfor.Manyifnotmostoftheapproximately
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70,000practitionerswhohaveattendedBRIEFcourseshavenotbeenworkingastherapistsorcounsellors,andyetthesolutionfocusedapproachisimmenselyusefultotheirwork.Aslongasthepractitionersconcernedareworkingtowardschangewiththeirclients,thenthereisaplaceforthetherapeuticskillsoutlinedinthisbook.Therefore,webelievethatnurses,doctors,healthadvisers,teachers,mentors,socialworkers,probationofficers,residentialworkers,fosterparents,managers,andotherswillfindmuchherethatisrelevanttotheireverydaywork,aswellasthoseworkinginmoreobviouschange-orientedwayssuchastherapists,counsellors,andcoaches.
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Part1BACKGROUND
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1WhatisSolutionFocusedBriefTherapy?SolutionFocusedBriefTherapy(SFBT)isanapproachtoenablingpeopletobuildchangeintheirlivesintheshortestpossibletime.Itbelievesthatchangecomesfromtwoprinciplesources:fromencouragingpeopletodescribetheirpreferredfuturewhattheirliveswillbelikeshouldthetherapybesuccessfulandfromdetailingtheskillsandresourcestheyhavealreadydemonstratedthoseinstancesofsuccessinthepresentandthe
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past.Fromthesedescriptions,clientsareabletomakeadjustmentstowhattheydointheirlives.
SFBTisamethodfortalkingwithclients.Itholdstheviewthatthewayclientstalkabouttheirlives,thewordsandthelanguagetheyuse,canhelpthemtomakeusefulchanges,andthereforeSFBTisalanguagefor,asonecommentatorputit,clientsliterallytalkingthemselvesoutoftheirproblems(Miller1997:214).
TheBRIEFteam,knowninitiallyastheBriefTherapyPractice,wasthefirstteamintheUKtopractiseSFBT.Atthattime,inthelate1980s,theapproachseemedradicallydifferent.Theideathatproblemscouldbesolvedevenwhenthetherapistdoesnotknowthespecificsofwhatisbeingcomplainedabout,andthatclients
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havegotwhatittakes,seemednaivetomany.Ifweaddtothattheexpectationthatclientswouldonlyneedanaverageofthreetofoursessions,theapproachthatemergedwasaninvitationtoridicule.
However,fromtheperspectiveoftheseconddecadeofthetwenty-firstcentury,manyofthecoretenetsoftheapproachhavelongbeentakenupandadoptedbyothertherapyapproachessuchthatthedistinctivefeaturesoftheapproacharenolongerobvious.IthasevenbeensuggestedthatitiseasiernowtosaywhatSFBTisnotratherthanwhatitis(McKergowandKorman2009).Forexample,whilepractitionersofmostapproachestodaywillsaytheyusefuturefocusedquestionswiththeirclientsandmayevenusetheso-calledMiracleQuestion(regardedbymanyasthemostfamousinventionof
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thosewhofirstdevisedthemodel),itisstillusualforpractitionerstosaythattheyregarditasessentialthatclientsbeencouragedtotalkabouttheirproblemsattheoutsetandthatthedevelopmentofaproblemformulationisanessentialpartoftheprocess.Solutionfocusedpractitionersrecognizethatclientsexpecttobeabletotalkabouttheirproblemsintherapybutdonotencouragethemtodosoandoftendeliberatelydiverttheclienttowardssolutiontalk(BerganddeShazer1993).Furthermore,someapproacheswillexpecttoendthesessionwiththetherapistprovidingtheclientwithadviceonwhattheyshoulddonext,oratleastsomesortofhomeworktaskforthemtopractisetosolvetheirproblem.Whilesomesolutionfocusedtherapistswillgivesimpletaskstotheirclients,thesearerarelymorethan
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askingaclienttonoticechangesintheirlivesbeforethenextsession.Thereisanalmostcompleteabsencefromtheapproachofgivingadvice.InsooKimBerg,oneofthefoundersoftheapproach,wasfondofadvisingtherapiststoleavenofootprintsintheirclientslives,meaningtointerveneaslittleaspossibleandasbrieflyaspossible.Theinterventionistheinterviewitself,andnothingmore.
Insummary,SFBTisatime-sensitiveapproachtoexploringwithclientshowtheywouldliketheirlivestobeasaresultofthetherapy,andexaminingtheskillsandresourcestheyhaveforgettingthere.Itisnotaboutthetherapistassessingthetypeofproblemtheclienthasand/orprovidingthesolutiontotheclientsproblem.Ithastocomefromtheclient.
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Today,itispossibletotalkofbrieftherapyapproaches,approachesbasedonavarietyofmodelsasdiverseaspsycho-dynamicorcognitivebehaviouraltherapy.Theonlyconnectingfactormightseemtobethedeliberateintentiontointervenebrieflyapre-existingapproachhasbeentakenandwaysfoundtodeliveritinamoretime-efficientmanner.
However,therearealsotherapiesoriginallydesignedtobebrief.TheBriefTherapyCenterattheMentalResearchInstitute(MRI)inPaloAlto,Californiawasestablishedin1967withthatexpressaim,andtheirclientsaretoldattheoutsetthattheywillreceiveamaximumoftensessions.TheBriefFamilyTherapyCenter(BFTC)wasestablishedinMilwaukeein1977asanMRIofthemidwest(Nunnallyetal.1985:77),andfromtheir
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ownsynthesisoftheworkoftheMRI,theworkofthehypnotherapistMiltonErickson,andfamilytherapymethods,theycametodevelopSFBT.Whiletheydidnotretaintheten-sessionlimitoftheMRI,theynotedfromtheirfollow-upstudiesthatbyitsverynaturesolutionfocusedtherapyisbrief.Subsequently,theystatedthatitisimportanttodefinebrieftherapyintermsotherthantimeconstraintsbecauseacrosstheboardclientstendtostayintherapyforonly6to10sessionsregardlessofthetherapistsplansororientation.Therefore,wedrawadistinctionbetween(a)brieftherapydefinedbytimeconstraintsand(b)brieftherapydefinedasawayofsolvinghumanproblems(deShazeretal.1986:207).Thesolutionfocusedapproachis,therefore,partofaparticularbrieftherapy
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traditionwithdistinctivemethodsandphilosophy.
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2TheoriginsofSolutionFocusedBriefTherapy(1):MiltonEricksonMiltonEricksonwasapsychiatristandhypnotherapistwhodiedin1980.Ericksonwrotelittleabouthisworkbuthasbeentheinspirationformanytherapistsandschoolsoftherapy:Ericksonianhypnotherapy,neuro-linguisticprogramming(NLP),andmanyaspectsoffamilytherapyallowemuchtoEricksonwhoalwaysclaimedtohavenotheory.
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EricksonianstoriesaboundbutthebestcollectionistobefoundinJayHaleysUncommonTherapy(Haley1973).TheextentofhisinfluenceonSFBTcanbeseenindeShazersearlywritings.Forexample,hequotesEricksonassaying,
inrenderinghim[thepatient]aid,thereshouldbefullrespectforandutilizationofwhateverthepatientpresents.Emphasisshouldbeplacedmoreonwhatthepatientdoesinthepresentandwilldointhefuturethanonmereunderstandingofwhysomelong-pasteventoccurred.Thesinequanonofpsychotherapyshouldbethepresentandthefutureadjustmentofthepatient.
(deShazer1985:78)
deShazerwentontodescribeEricksons
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crystalballtechnique,whichencouragedclients,underhypnosis,tohallucinatethesuccessfulovercomingoftheirproblems,andthiswasclearlyaprecursortotheMiracleQuestionthatinvitedclientstoimaginelifewithouttheproblem.deShazercommentedthat
theseideasareutilizedtocreateatherapysituationinwhichthepatientcouldrespondeffectivelypsychologicallytodesiredtherapeuticgoalsasactualitiesalreadyachievedAsIseeit,theprinciplesbehindthis[crystalball]techniqueformthefoundationfortherapybasedonsolutionsratherthanproblems.
(deShazer1985:81)
deShazernotedthatEricksonappearedtoapproacheachpatientwithanexpectation
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thatchangeisnotonlypossiblebutinevitable(1985:78)andhelinkedthistoBuddhistthought:changeisacontinualprocessandstabilityisonlyanillusion.
Insummary,theelementsofEricksonspracticethatcametomattermosttothedevelopmentofbrieftherapywere:
utilizingwhattheclientbringsnon-normative(i.e.notprescriptiveofwhatpeopleshoulddo)notinterestedintheclientspast,orindevelopinginsightcrystalballtechniquesettingtaskstherapistisresponsibleforsuccessorfailureofthetherapy.
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3Origins(2):familytherapyandtheBriefTherapyCenterattheMentalResearchInstituteinPaloAltoTheMentalResearchInstitute(MRI)wasestablishedbypsychiatristandearlyfamilytherapistDonJacksonin1959,andthe
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Institutebecamefamousfordevelopingideasandresearchingcommunicationandtherapy.In1967,acentrewassetuptheretopractisebrieftherapy,fromwhichanewschooloffamilytherapystrategicfamilytherapywastoemerge.
Theteamatthecentre,ledbyJohnWeakland,PaulWatzlawick,andDickFisch,wereinterestedinpatternsofcommunication,particularlyaroundproblems,andnotionstodowithhomeostasisthatwerethoughttogaugehowsystemschangeorresistchange.Theirinterestinthepatternsofinteractionaroundtheidentifiedclientledtoanovelviewaboutproblemformation:
Oneofthisgroupsmostinfluentialideaswasthenotionthatproblemsdevelopfromandaremaintainedbythewaythat,under
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certaincircumstances,particular,andoftenquitenormal,lifedifficultiesbecomeperceivedandsubsequentlytackled.Guidedbyreason,logic,traditionorcommonsense,variousattemptedsolutionsareapplied(whichcanincludeadenialofthedifficulty)whicheitherhavelittleornoeffector,alternatively,canexacerbatethesituation[]Therapyisfocusedonchangingtheattemptedsolutions,onstoppingorevenreversingtheusualapproach,howeverlogicalorcorrectitappearstobe.
(Cade2007:3940)
UnderEricksonsinfluence,theMRIteammadenoattempttounderstandtheproblemanditsunderlyingcauses.Instead,theyacceptedtheproblematfacevalue,lookingatwhatwashappeningin
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thehereandnowaroundtheproblemandseekingtoinfluencetheclient(s)tochangetheirbehaviour.TheydidnotengageinformalhypnoticworkbutstudiedEricksonsuseoflanguagetolearnhowtoframetasksthatwouldinfluencetheclientinthedirectionofchange.Forexample,theywouldoftensuggesttoclientsthattheygoslowinmakingchanges(Weaklandetal.1974),tellingthemthat,forexample,nowmightnotbethetimetoriskmakingchangesthatcould,ifanything,makemattersworse;theparadoxicaleffectwasoftentospurtheclientontomakemorechanges.Theydevelopedthetechniqueknownasreframing,inwhichtheproblemorproblematicbehaviourisgivenasurprisinglydifferentdescriptiontoencouragetheclienttoseeherselfina
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differentlight(Watzlawicketal.1974:95).Inanunusualcaseofamanwhohadapronouncedstammerandyetwantedtosucceedasasalesman,hisattemptedsolutiontryingtostammerlesswasexacerbatingthestresshefeltandmakingthingsworse.Theyencouragedhimtoviewhisdisabilityasanadvantage,awayofcapturingtheattentionofwould-becustomerswhoareputoffby
theusualfast,high-pressuresalestalkhewasespeciallyinstructedtomaintainahighlevelofstammering,evenifinthecourseofhiswork,forreasonsquiteunknowntohim,heshouldbegintofeelalittlemoreateaseandthereforelessandlesslikelytostammerspontaneously.
(Watzlawicketal.1974:9495)
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TheMRIofferedclientsamaximumoftensessions.Ifclientsmadesufficientprogressinfewerthantheten,theycouldkeeptheremainingsessionsinthebanktodrawonifneededinfuture.Theyreportedexcellentoutcomefiguresfortheirwork(Weaklandetal.1974).
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4Origins(3):theBriefFamilyTherapyCenterinMilwaukeeandthebirthofanewapproachThestoryofSFBTstarts,appropriately,withJohnWeaklandattheMRI.Hehadbefriendedayoungtherapistandformersaxophoneplayer,StevedeShazer,whowaslivinginPaloAltoandhaddonesome
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workattheMRIitisprobablethatdeShazerdidsometrainingthere.WeaklandintroduceddeShazertoanothertrainee,InsooKimBerg,andthepairmarriedanddecidedtosetupabrieftherapycentreindeShazershometownofMilwaukee.Intime,thepairgatheredaroundthemateamoftalentedanddiversetherapistsandresearchers.Inafootnotetoanarticle,deShazer(1989:227)saidofthetitletheygavetheircentre,whatelsecouldagroupoftherapists,halfbrieftherapistsandhalffamilytherapists,calltheirinstitute?Althoughmanyoftheirearlypaperswerepublishedinthefamilytherapypress,itisclearthatdeShazeridentifiedhimselfasabrieftherapistandthattheinitialworkoftheteamwasveryclosetothatoftheMRI.Intime,thesheercreativityofthegroupledtothe
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developmentofnewideas,andtheywerealsoopentowhateverthinkingwasfreshatthetime,suchastheworkofDonNorum,asocialworkerinMilwaukeewhowroteapaper(whichwasrejectedbyFamilyProcessin1979)calledTheFamilyhastheSolution(Norum2000).
Theearlyapproachtheyusedwasorientedtowardsidentifyingthepatternsofbehaviouraroundtheproblem,andworkingouttasksthatcouldbegiventoclientstoinfluencethemtowardschange.Attentionwasalsopaidtowhatwouldconstituteminimalgoalsfortherapy,andtechniquessuchastheaforementionedcrystalballtechniqueofErickson(althoughusedwithouthypnosis)wereseentoraiseexpectationsforafuturewithoutthecomplaint(deShazer1985:84).Akintothefamilytherapytechnique
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ofcircularquestioning,theyadoptedotherpersonperspectivequestionsthatinvitetheclienttoseethemselvesasothersseethemandtolookattheimpactoftheirchangedbehaviouronothersandviceversa.TheplaceofEricksonintheirthinkingisevidencedbytheiruseofhisideasaboututilizationtofindwaysofdevelopingcooperationwithclients,anddeShazerproposedthataclientsresistancebeseenastheclientsuniquewayofattemptingtocooperate;in1984,hebroughtthisideatofruitioninapapercalledTheDeathofResistance.
Inthesamepaper,deShazerreferredtoataskthattheteamhaddeveloped:betweennowandthenexttimewemeet,wewouldlikeyoutoobserve,sothatyoucandescribetousnexttime,whathappensinyourfamilythatyouwanttocontinueto
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havehappen(deShazer1984:15).Elsewhere(DeJongandBerg2008)welearnthatitwaswhenfacedbyafamilywhohadlisted23differentfamilyproblems,andthetherapyteamdidntknowwheretostart,thattheydecidedtogivethistask.Theresultwasthatthefamilyreturnedtoreportanumberofthingstheyhadnoticedand,moreover,someofthesethingsseemednewtothem,sotheyhadmadeprogressanddidntneedfurthertherapy.Theteambeganexperimentingwithgivingthesametasktootherclients,andfoundthesameresult.Consequently,in1984,theyundertookaresearchstudyinwhichtherapistswereaskedtogivethistask,dubbedTheFirstSessionFormulaTask(FSFT),toeveryclient;theoutcomewasstaggering.Whatwasparticularlyimpressivetotheteam
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wasthatitbroketherulethatthetherapeutictaskshouldbeconstructedtofitwiththeclientsspecificproblempresentation.Instead,herewasagenerictaskthatwasbeinggiventoclientsregardlessofthepresentingproblem.WhendeShazerandKimBergpresentedonSFBTforthefirsttimeinLondon(presentationorganizedbyBRIEFin1990),deShazersaidthatitwasoutofthistaskthatthewholeofthesolutionfocusedapproachtobrieftherapywasdeveloped.Itleddirectlytothenotionofexceptionstotherule,which,deShazersuggested,aretimeswhenclientsareovercomingtheirproblemsbuttheseexceptionsfrequentlyslipbyunnoticedbecausethesedifferencesarenotseenasdifferencesthatmakeanydifference:thedifferenceistoosmallortooslow(1985:34).Heexplainedthatthe
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FSFTwasoneamongseveraltasksthattheyregardedasskeletonkeys(seeChapter59formoreexamples)thatcouldunlockmanyproblemlocks;therewasnoneedtofindadifferentkeyforeachproblem.
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5TheBriefFamilyTherapyCenter:thefirstphaseInhisfirstbookPatternsofBriefFamilyTherapy(1982),deShazerhadinsistedonthecentralityoftheobservingteam,whosejobitwastoassistthetherapist(whoactedasaconductoronbehalfoftheteam)intheconstructionofanappropriatetask,muchaswaspractisedattheMRI.Gradually,ithadbecomeclearthatthetherapistwasnotmerelycollectinginformationfortheobserverstouse.Theinterviewitselfwasseentobetherapeuticandbyhissecond
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book(deShazer1985:18)hewassayingateamwasstimulatingbutnotnecessary.
Othertechniqueswerebeingdeveloped,mostnotablytheuseof0(or1)to10ratingscalestoenableclientstodefinethedegreeofprogresstheyweremakingtowardstheirgoals.deShazercreditedclientsintheearly1970swithteachinghimtheuseofthesequestions.Initially,hesawthemasattheirmostusefulwithclientswhowerevagueabouttheirproblems.TheearlierMRIapproachhademphasizedtheneedforthetherapisttobeclearastowhattheproblemwasandhowitwasbeingdealtwith,soclientswhowerevaguemadethisapproachawkward,butwithascaletheclientcouldbegintodefinethingsbyanumber.
InKeys,deShazerreferredtoWilliamof
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Ockham,afourteenth-centuryphilosopher,whosaidthatwhatcanbedonewithfewermeansisdoneinvainwithmany(1985:58).Thisprinciple,knownasOckhamsRazor,becameacentralfeatureofthedrivetofindtheminimumrequiredtodoeffectivetherapy.
Inthisinitialphase,19821987,thesolutionfocusedmodelwasbasedprimarilyonfindingexceptionsandhelpingclientstoexpandonthem.ThesolutionfocusedapproachwasformallyannouncedtotheworldinthepagesofFamilyProcessin1986inanarticleentitledBrieftherapy:focusedsolutiondevelopment(deShazeretal.1986),inadeliberatereferencetotheclassicMRIpaperBrieftherapy:focusedproblemresolution,whichhadappearedinthesamejournal12yearspreviously.
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Theteamorganizedaprojecttolookatpre-therapychange(Weiner-Davisetal.1987),whichfoundthatwhenclientswereaskedtolookoutforchangesbeforetheirfirstappointment,two-thirdsreportedthatthingshadimproved.Whattheteamlearnedfromthiswasthat,formanyclients,thechangeprocessisalreadyhappening,bothbeforethefirstsessionandduringit.Thetaskofthetherapistwasthereforeonewheresheneededtoassistthechangeprocessratherthantostartit,toamplifywhatwasalreadyhappening.ReferringtoBuddhistthought,deShazersaidthatchangeisconstant,stabilityanillusion.
However,inhisbookBecomingMiracleWorkers(1997),GaleMiller,asociologistwhoobservedtheworkoftheMilwaukeeteamovermanyyears,suggestedthatthis
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phaseconstitutedmerelythefirstphaseofthedevelopmentofsolutionfocusedtherapy,sayingthatstrictlyspeakingitwasntactuallysolutionfocused.Hecalleditecosystemicbrieftherapy,sayingitspredominantaimhadbeentodefineexistingpatternsofpathologicalcommunicationandseekappropriatetasksforthefamilytoperformsoastodisruptthosepatterns.ForMiller,theturntoatrulysolutionfocusedorientationcamewiththedevelopmentofwhatwastobecomeknownastheMiracleQuestion,whichallowedclientstotalkabouttheirlivesinnewways.
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6TheBriefFamilyTherapyCenter:thesecondphaseSupposeonenightthereisamiracle.Andtheproblemsthatbroughtyouinheretodayaresolved.OK?Thishappenswhileyouresleepingsoyoucantknowitshappened.(client:OK)OK?Thenextday,howwouldyoudiscovertheredbeenamiracle?Whatwouldbedifferentthatwouldtellyouthatamiraclehashappened?
(deShazer1994:114)
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VariousstoriesweretoldabouttheoriginoftheMiracleQuestion.WhatisnotindoubtisthatitwasfirstusedbyInsooKimBergintheearly1980sbutitssignificancewasnotappreciatedforsomeyears.Itmeritedonlyacasualreferenceintheclassicpaperof1986,butwithintwoyears,inhisbookClues(1988),deShazerwasheraldingthequestionasthecornerstoneofthesolutionfocusedapproach.
Atfirsttheteamsawthequestionasjustanotherwaytoassistclientsindefiningtheirgoalsfromthetherapy.Graduallytheyrealizedthattheresponsestheyweregettingfromitwerericherthanthosethattheywereaccustomedtoobtain.Clientswereclearlyusingtheirimaginationstopicturethisevent(inthewaythatEricksonhadseenpossiblewithhiscrystalballs
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technique)andratherthanusingthequestiontogiveunrealisticanswers,itseemedthatthequestionwasenablingthemtoberealisticandtoevenappeartobehavinganexperienceoftheafter-miraclepicturejustfromtalkingaboutit.
Regularlynoteverytimethequestionisasked,butregularlyandmoreoftenwiththeincreasingexperienceofthetherapist,clientswillbehaveasiftheyareexperiencingwhathappensthedayafterthemiracle.Clientswillaccompanythedescriptionswithbodilymovementsasiftheyweredoingandexperiencingwhattheyaredescribing.
(deShazeretal.2007:40)
Theprocedureforafirstsessionnowbecamethatafteraclienthadbeenasked
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whatbroughtthemin,theywerequicklyaskedtosupposethatamiraclehadsolvedthatproblemorproblems.Theywerethenaskedtothinkofthemostrecentoccasiontheycouldrememberwhenthingswerelikethedayafterthemiracleexceptionsorpiecesofthemiracle(deShazer2001).Thentheywereaskedtouseaprogressscaletofigureoutwheretheywereinrelationtotheirgoalsfortherapy;thescalewassubsequentlydescribedasTheMiracleScale(deShazeretal.2007:61).
Theapproachhadthereforecomealongwayfromjustafewyearsbeforewhen,asattheMRI,thetherapistwassupposedtogatherinformationthattheobservingteamwouldusetoconstructahomeworktaskfortheclient.Tasksbecamereducedtoinvitingclientstonoticesignsofthe
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miraclehappening,oreventopretendingthatthemiraclehadstartedtohappen!
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7SolutionFocusedBriefTherapytodayTheperiodfrom1982to1994,betweendeShazersfirstsingle-authoredbookandhislast,wasaremarkabletimeofcreativityanddevelopmentintheworldofbrieftherapy.Fromthatpointonwards,theteamatBFTCinMilwaukeeeffectivelydisbandedanddeShazergavehistimeincreasinglytophilosophicalinvestigations.HiswifeInsooKimBerg,ontheotherhand,continuedonajourneythathadalreadybegunwithherbookon
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workingwithfamilies,FamilyPreservation(1991),andajointworkwithScottMilleronWorkingwiththeProblemDrinker(1992).Whatwasinterestingaboutthesewasthatwhileconceptuallytheydidnottakethemodelanyfurtherforward,theyneverthelessopenedituptoitsuseinallmannerofclientservices,giventhatagenciesareusuallyestablishedtomeetdefinedclientneed.SowhileSFBTisassumedtobeapplicabletoallclientsregardlessoftheirpresentingproblems,practitionersworkinginparticularkindsofsettingsareeagertoknowhowtoapplytheapproachwiththeirclients.Inlateryears,Bergwouldgoontowritebooksrelatingthemodeltochildprotection,tosubstancemisuse,toworkwithchildren,tocoaching,and,atthetimeofherdeath,wasengagedonabook
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introducingaradicalapproachtoworkinschools(knownasWOWWseeChapter78).Shewasfamousforworkingtobringtherapyoutfromthetherapyroomandintosoupkitchensandstreetswherecrucialfrontlineworkgoeson.
Inrecentyears,ithasbecomecommontorefertosolutionfocusedpracticeratherthanSFBTwhentheapproachisusedbynon-therapistswithinotherroles,suchascoaching,mentoring,nursing,andsocialwork.Furthermore,differentversionsoftheapproacharenowinevidence,usuallyrelatedtowhetherthepractitionerhasstayedclosetotheoriginalmodelproposedinthemid-1980sbyBFTC,orhastakenonboardnewdevelopmentssuchasthoseinstitutedbyteamslikeBRIEF;itisthereforepossibletorefertodaytosolutionfocusedapproaches.
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AtBRIEF,wethinkofourworkasacontinuationofthatofBFTC,inparticulartheapplicationofthephilosophicalprincipleofwhichdeShazerwassofond,namelyOckhamsRazor(wherebyweaimforwhatistheminimumneededtobedoneinanygivensession),aswellastheneedtocheckconsistencyofoutcomesfromtheclientspointofview(ShennanandIveson2011).Accordingly,wehavemadesomeadjustmentstotheearliermodel.Forexample,longbeforehedied,deShazerwasawarethatwewerereducingthecentralityoftheMiracleQuestioninourworkandthatweveryrarelygavehomeworktaskstoclients.Heacceptedourreasonsforthisandwelcomedourattemptstotakethebrieftherapytraditionforward.
Sinceitwasfoundedin1989,BRIEFhas
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beenthelargestprovideroftraininginbrieftherapyintheworld,withnearly70,000practitionersattendingcourses.Overtime,SFBThasbecomeanacceptedmethodofpracticeintheUKin2010,theNationalAuditofPsychologicalTherapiesconductedbytheRoyalCollegeofPsychiatristslistedSFBTamongthetherapiesbeingpractised.Britishauthorshavecontributedtothegrowinglibraryofbooksandpapersontheuseoftheapproachinarangeofsettings.TheUnitedKingdomAssociationforSolutionFocusedPractice(www.ukasfp.co.uk)wasestablishedin2003.TherearealsoassociationsinNorthAmericaandinEuropeandAustraliaandNewZealand.SFBTiswellknowninSingaporeandJapanandAlasdairMacdonaldandothersfromtheUKhavedeliveredtrainingin
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China.
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8Philosophicalunderpinnings:constructivismTheclientisadifferentpersonaftertheMiracleQuestionthantheywerebefore.
(presentationbyStevedeShazertoBRIEFinLondon,1993)
Here,deShazerwasmostlikelyspeakingliterally,becausehewasadoptingaconstructivistposition,onebasedonthephilosophicalviewpointthatrealityisinventedratherthandiscovered;itinvolves
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ashiftawayfromobjectivism(deShazer1991:46).Thisviewismostcontroversialinrelationtodiagnosisinmentalhealth.Muchofpsychologicalmedicineuptothecurrenttimehasbeenspentonattemptingtodefineevermorecloselytheconditionsfromwhichpeoplesuffer.Thisisbasedonstructuralistthinkingthatthereisarealityoutthere(forexample,depression)thatcanbedefinedandthentreated.Forpost-structuralistssuchaspractitionersofsolutionfocusedwork,thereistheworrythattalkabout,forexample,depression,objectifiesdepression.Depressionthenbecomesasmuchareality,agiven,fortheclientasisthefacttheyaremaleorfemale,whiteorblack.GaleMillerarguedthatpeopletalkthemselvesintoproblemsandtherapyistheprocessoftalkingclientsoutoftheir
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troubles(Miller1997:214).
Itisnotthatwedontconfrontdifficultproblemsinourlives,problemsthatareveryrealandoftenverypainful.Howevertheserealitiesareconstructed;problemsarenotoutthereasrealitiesindependentofus,butcometobewhattheyarebyvirtueofthewaywenegotiatereality.
(Gergen1999:170)
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9Philosophicalunderpinnings:Wittgenstein,language,andsocialconstructionismLudwigWittgenstein,amajorphilosophicalinfluence,developedthenotionofalanguagegame,suggestingthatwordstakeondifferentmeaningsdependingonthecontextinwhichtheyareusedandtherulesforusingthem.FollowingWittgenstein,wecanonly
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knowwhatawordmeansbyhowtheparticipantsintheconversationuseit(deShazer1991:69).Aproblemfocusedlanguagegameisonesuchgame,usuallyincorporatingnegativeandpast-historyfocusedlanguagethatsuggeststhepermanenceofaproblem.Asolutionfocusedlanguagegame,incontrast,isusuallymorepositive,hopefulandfuturefocused,andsuggeststhetransienceofproblems(deShazeretal.2007:3).Adistinctionwasmadebetweenproblemtalkandsolutiontalk,inthatproblemtalkbelongstotheproblemitselfandisnotpartofthesolution(BerganddeShazer1993:8).Ontheotherhand,asclientandtherapisttalkmoreandmoreaboutthesolutiontheywanttoconstructtogether,theycometobelieveinthetruthorrealityofwhattheyaretalkingabout.Thisisthe
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waylanguageworks,naturally(BerganddeShazer1993:9).Thislinguisticapproachhasattractedcriticism,includingthatitisoverlyintellectualanddoesnotpaysufficientattentiontopeoplesemotions,againstwhichdeShazerarguedthatemotionsareapartoflanguageandthereforeclientsarenotpreventedfromtalkingabouttheiremotionsand,inanycase,quotingWittgenstein,aninnerprocessstandsinneedofoutwardcriteria(deShazer1991:74),hencethefocusonbehavioursinsolutiontalk.Afurthercriticismisthatitdoesnotpaysufficientattentiontothesocialandpoliticalcontextsofclientslives,towhichdeShazerarguedthatiftheclientwasntmentioningexternalissues(suchasbadhousing,racism)forthetherapisttodosowastobringtheirownpoliticalagenda
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intothetherapyroom(MilleranddeShazer1998).
ThepredominantphilosophicalpositionthatSFBTisclosesttoissocialconstructionism.Constructivismproposesthateachindividualmentallyconstructstheworldofexperiencetheprocessofworldconstructionispsychological;ittakesplaceinthehead.Incontrast,forsocialconstructionistswhatwetaketoberealisanoutcomeofsocialrelationships(Gergen1999:236237).Thismeansthatwhenweconstructtheworldwedosolargelywithcategoriessuppliedbysocialrelationships.Thisexplainstheemphasisinsolutionfocusedtherapyonaskingquestionsabouttheclientsrelationshipswithothersaswellaswiththemselves.Italsoentailspayingparticularattentiontothetherapeuticrelationshipbeing
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developed,ensuringacooperativerelationshipwithclients.Ratherthanthetherapisthavingthejobofassessinganddiagnosingtheclientsoastoarriveatthecorrectadviceorprescription,theclientandtherapistworkjointlyontheclientsfuture.AsdeShazerquipped(ascribinghisjoketoJohnWeakland),therapyisabouttwopeopletryingtofindoutwhatthehelloneofthemwants!Thisrequiresthetherapisttoacceptthatwhiletherapistsareexpertsonaskingusefulquestions,theyarenotexpertsonclientslives.Iftheclientistobetrustedtoknowbestwhatshewantsinherlife,thenitfollowsthatonlyshecanjudgetheoutcomeoftherapy:problemsareresolvedwhenclientsevaluationsindicatethatthisisthecase.ThisstancecreatedsomeformidabledistancebetweendeShazerandthe
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evidence-basedcommunity,whodistrustclientfeedbackandevaluationasasolesourceofknowledge(Walsh2010:25).
Onefinalpoint:deShazerspost-structuralistviewmeantthathewasagainstthenotionthatatheorycouldbedevelopedthatwouldexplainhowanytherapyworks.Instead,heusedphilosophyasawaytogivelighttodescriptionratherthanexplanation(SimonandNelson2007:156).Justashewouldargue,whenaskedaboutothermodelsoftherapy,thathecouldonlydescribewhathesawhappening(ratherthangiveatheoryaboutit),sohewouldemphasizethatwhentalkingaboutclientsoneshouldonlydescribewhatonehasseenandheard,avoidingallinterpretationandinsoassertinghefollowedWittgenstein.
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10AssumptionsinSolutionFocusedBriefTherapyAsdeShazerwasfondofsaying,SFBThasnotheorybase.But,aswehaveseen,therehavebeenstrongphilosophicalinfluencesanditiscertainlytruethatpractitionersshareanumberofassumptionsaboutclientsandtherapy.
1. Allclientsaremotivatedtowardssomething.Clientsdonotlackmotivationanditisthetherapistsjobtouncoverwhattheyaremotivated
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towards.2. Itisthetaskoftheworkerto
determinetheclientsuniquewayofattemptingtocooperatewiththeworkandthustodiscoverthebestwaytocooperatewiththeclientswayofattemptingtocooperate.Theideaofresistanceisnotausefulone,impedingthedevelopmentofcooperationbetweentheworkerandtheclient.
3. Attemptingtounderstandthecauseofaproblemisnotanecessaryorparticularlyusefulsteptowardsresolution.Indeed,sometimesdiscussingtheproblemcanbeactivelyunhelpfultoclients.
4. Successfulworkdependsonknowingwhattheclientwantsfromthetherapy.Oncethisisestablished,the
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taskoftherapyistofindthequickestwaythere.
5. Howeverfixedtheproblempatternmayappeartobe,therearealwaystimeswhentheclientisdoingsomeofthesolution.Themosteconomicalapproachtotherapyinvolveshelpingtheclientdomoreofwhatalreadyworks.
6. Problemsdonotrepresentunderlyingpathology.Theyarejustthingsthattheclientwantstodowithout.Inmostcases,therefore,itistheclientwhowillbethebestjudgeofwhentheproblemisresolved.
7. Sometimesonlythesmallestofchangesisnecessarytosetinmotionasolutiontotheproblem.Itisnotinvariablynecessarytoseeeveryoneinvolvedintheproblem;infact,itis
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notalwaysnecessaryeventoseethepersonwhoissaidtohavetheproblem.
deShazerreferredtothreerules,which,hesaid,formtheunderlyingphilosophyofbrieftherapy(deShazer1989:93):
1. Ifitaintbroke,dontfixit.2. Onceyouknowwhatworks,domore
ofit.3. Ifitdoesntwork,dontdoitagain.
Dosomethingdifferent.
InthelastbooktocarrydeShazersname,othermajortenets(deShazeretal.2007:23)wereadded:
1. Smallstepscanleadtobigchanges.2. Thesolutionisnotnecessarilyrelated
totheproblem.
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3. Thelanguageforsolutiondevelopmentisdifferentfromthatneededtodescribeaproblem.
4. Noproblemhappensallthetime;therearealwaysexceptionsthatcanbeutilized.
5. Thefutureisbothcreatedandnegotiable.
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11TheclienttherapistrelationshipInClues(1988),deShazer,adaptingaclassificationfromtheMRI,denotedclienttherapistrelationshipsinthreeways:customer,complainant,andvisitor.Thiswasconnectedtotheideathatatherapeuticconversationcanbepunctuatedasbeginningwithacomplaint(1988:88).Sometimespeopleseemtohavenocomplaintsandtheirreasonforbeinginthetherapistsofficeissimplythatsomeonetoldthemtocomeorsomeonebroughtthem(1988:87).Describingtherelationshipwiththispersonasavisitor-
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typeindicatestheneedtotreatthemasavisitorandnottoimposetherapyortasksonthem;instead,herecommendedbeingcomplimentary,beingontheirside,andlookingforwhatworksratherthanwhatdoesnt.Complainantdescribesarelationshipwheresomeonerecognizesthereisaproblembutseemsuninterestedorunwillingtodoanythingaboutit.Therulesinapproachingthemaresimilartothevisitor.Itisonlywhensomeoneactuallywantstodosomethingabouttheirproblemthattherelationshipcanbesaidtobeacustomer-type.
By1991deShazersthinkinghadchanged.Inthatyear,BRIEFinviteddeShazerandBergtomakeapresentationunderthetitleofReluctantClients.However,midwaythroughtheevent,deShazerdeclaredthattherewasnosuch
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thingasareluctantclient:everyonewasacustomerforsomething,evenifitwastogetsomeoneelseofftheirback.Hehadcometofeelthatthedistinctionsmadejustafewyearsearlierwereadistraction,leadingpractitionersintothinkingtheyhavetoassessthemotivationofclients.Rather,ifwetakeseriouslywhattheclientwantsfrommeetingwithus,evenifitisnottohavetomeetusagain,thenthisisthebasisforacollaborativeworkingrelationship.AttheheartofSFBTiscooperationwithwhattheclientwants.
Inthefollowingexample,thetherapistassumesthattheclienthascometothemeeting(inacounsellingroomwithinalargesecondaryschool)foragoodreason.Thetherapistimplicitlyincludeshisassumptionineveryquestionandeventuallythesameassumptionis
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reflectedintheclientsanswers.
Therapist: Jessica,whatareyourbesthopesfromthismeeting?
Jessica:IhavenoideaandtobehonestIhaventgivenitmuchthought.
Therapist:Sothinkingaboutitnow,whatareyourbesthopesfromthismeeting?
Jessica: Idontreallyhaveany.
Therapist:Andifitturnedouttobeusefulwhatdoyouhopeitmightleadto?
Jessica: Idontthinkitwillbeuseful;thesemeetingsneverare.
Therapist: Okay,soitsnotyourideaofagoodidea?Jessica: No,notreally.
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Therapist: Yethereyouarehowcome?
Jessica: Ididnthaveanychoice,IwastoldIhadtocome.
Therapist:
ThatshardbecauseImgettingtheideathatyouareaprettystrong-mindedpersonandprobablyliketomakeyourowndecisions.Wouldthatberight?
Jessica: Sometimes.
Therapist:Sohowcomeyoudecidedtocooperateandcomealonghere?
Jessica: LikeIsaid,Ididnthaveachoice.
Therapist: Icantimaginethatyoualwaysdoasyouaretold!Jessica: No.
Howcomeyoudecidedtodo
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Therapist: asyouweretoldonthisoccasion?
Jessica: BecauseIllgetexcludedifIdont.
Therapist:Okay,so,ifpossible,youneedtofindawaytostayinschool,atleastfornow?
Jessica: Yes.
Therapist:
Soifthismeetingsomehowhelpsyoutofindawaytostayinschoolthatisrightforyouaswellasrightfortheschool,willthatmeanithasbeenuseful?
Jessica: Isupposeso.
Therapist: Okay.CanIaskyousomequestions?Jessica: Goonthen.
WhetherJessicaactuallyhadagood
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reason(inotherwords,wasmotivated)tocometothemeetingorwhetherhermotivationwasconstructedthroughtheconversationalprocessisimpossibletotell.Eitherway,thetherapistsassumptionofmotivationwasanecessaryingredientinhisquestions.
Fromthisposition,variousassumptionsaboutthetherapeuticrelationshipsuggestthemselves:
1. Theproblemissomethingthattheclientwishestochange.Whenclientstalkabouttheirproblems,theworkerwillseektoacknowledgethattheseareindeedareasofdifficultyfortheclientandtovalidatetheirfeelings.If,however,theworkerassumesthattheremaybeunderlyingmeaningstoproblems,itbecomesincreasingly
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difficulttokeepcentraltheclientsnarrative,astheworkersexpertknowingbecomesincreasinglydominant.
2. Theworkerwithasolutionfocusedapproachwillhavenogoalotherthanthatformulatedbytheclient.Inastatutorycontext,theworkerwillseektoestablishwhattheclientcanhopetoachievewithintherequirementsofthestatutoryauthoritiesandthelaw.
3. Justastheworkerwillworktowardstheclientsgoal,theworkerwillalsotrusttheclienttoknowwhentheworkisdoneandwhetherornotithasbeenuseful.Clientsalreadybringtotheworkoftherapytheresources,skills,andstrengthsthattheyneedtoresolvetheproblem.Itmaybethattheclientdoesnotknowthisyetand
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theworkerthereforewillbeaskingherselfhowshemighttalkwiththeclientsothattheclientnotices.
4. Theworkershouldattempttohavenoviewaboutwhattheclientshould/coulddotoresolvetheproblemthattheybring.Itisthejoboftheworkerandtheclienttogether,throughtheirtalking,toformulatewhatwillbethisclientsuniquewayofresolvingthissituationatthistime,whileallowingspacetoclarifywhatisrightfortheclientinthespecificcontextoftheirvalues,beliefs,andculture.
5. Whatevertheclientdoesweassumetobetheirbestwayofbeinghelpfultothetherapeuticprocess.Whentheworkerreadstheclientsresponseasindicativeofresistance,thisisacue
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fortheworkerthattheyarenotlisteninghardenoughtotheclientandprobablyneedtodosomethingdifferent.TherearenowronganswersinSFBTwhatevertheclientsanswermaybe.
6. Theexpertiseofthetherapistliesinhavingaccesstowaysoftalkingwithandthinkingaboutclientsthatareassociatedwiththeclientfindingwaysofresolvingtheproblemthathasbroughtthemtotherapy.Thetherapistsjobistobuildquestionsfromtheclientsanswers,mostoftenincorporatingtheirlastwordsintoanewquestion,whichwillleadtheclienttofurtherself-discovery.Inthissense,theclientsrelationshipwithhimselfismoreimportantthanhisrelationshipwiththetherapist.
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12TheevidencethatSolutionFocusedBriefTherapyworksForarelativelyyouthfulapproach,theevidencethatSFBTworkshasbeenaccumulatingveryrapidly.Atthetimeofwriting,Macdonald(2011)pointsto97relevantstudies,twometa-analyses,17randomizedcontrolledtrialsshowingbenefitfromthesolutionfocusedapproach,and9showingbenefitoverandbeyondexistingmethods.Ofthe34
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comparisonstudies,Macdonaldstatesthat26favouredasolutionfocus.Macdonaldalsohighlightseffectivenessdataforover4000casesthatsuggestasuccessrateofmorethan60percentwithin35sessions.Thestudiesthathecitesrangeacrosstherapyandcounselling,includingthefieldofoffendingandsubstancemisuse(LindforssandMagnusson1997),domesticviolence(Leeetal.1997),groupworkwithcouplesandparents(Zimmermanetal.1996,1997),workwitholderpeople(SeidelandHedley2008),physicaldifficulties(Cockburnetal.1997),mentalhealth(Eakesetal.1997;Perkins2006),aswellasworkwithchildren(Lee1997)andineducation(Littrelletal.1995;Franklinetal.2008).Thepotentialrangeofapplicationsfortheapproachevidencedbythesestudiesis
-
impressiveandindeedsofarnoneofthestudiespointtoclearandevidentexclusioncriteria.Demographicdifferencesdonotmakesufficientdifferencetoallowpotentialclientstobeexcludedondemographicgrounds,thenatureoftheproblemdoesnotseemtobesignificant,andnotallstudieshaveevenshownadifferenceonthebasisofchronicity,althoughMacdonaldsstudies(Macdonald1997,2005)doshowadifferenceintheexpecteddirection.
Thusatpresentthestateofknowledgeregardingtheapproachsuggestseffectivenessacrossawiderangeofpresentationsandgoodcomparabilitywithothertreatments.ThiswouldpotentiallyallowethicalpractitionerstoattemptSFBTinallreferrals.However,BeyebachsworkinSalamanca(HerrerodeVega2006)is
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alsohelpfulandsupportsthecoresolutionfocusedrule,ifitdoesntwork,dosomethingdifferent,sincehisresearchsuggeststhatifafterthreesessionsthereisnoimprovementachangeofmodelorachangeoftherapistisindicated.
Asregardsthelong-lastingnessofchange,themosthelpfulstudyisthatbyIsebaert(deShazerandIsebaert2003)onhisworkinthefieldofalcoholusefromtheSt.JeanHospitalinBruges,Belgium.Isebaertswork,whichincludesamixtureofout-patient,day-patient,andin-patientinterventionsbasedonSFBTasthecoremodelofintervention,showsapproximately50percentofthesampleabstinentat4yearsandafurther25percentcontrolleddrinking.Thesearequiteoutstandingfiguresandservetochallengetheideathatanybrieftherapyisbyits
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natureproductiveintheshorttermonly.
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13Howbriefisbrief?Solutionfocusedworkhasbeendeliveredovertheyearsinmanycontextsandhasbeenvariouslypackaged.InschoolsanddoctorssurgeriesaswellasthroughEmployeeAssistanceProgrammes,SFBThasbeenofferedonafixed-termbasis,overfourorsixorinexceptionalcircumstanceseightsessions.Solutionfocusedgroupworkhassimilarlybeenofferedonatime-limitedbasis,andothershaveexperimentedwithsingle-sessionalbeitlengthysessionwork.However,traditionallySFBThasbeenregardedasa
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briefratherthanasatime-limitedorshort-termtherapy.AndthedefinitionofbriefdevelopedearlyonbyStevedeShazerremainsthedefinitionthatpractitionersmostoftencite:aslongasittakesandnotonesessionmore(statementmadeduringpresentationorganizedbyBRIEFin1990).Sosolutionfocusedbriefworkisfoundedonaclient-determinedbrevity.Itwillbetheclientwhodecideshowbriefbriefinfactturnsouttobe,sinceitwillbetheclientwhowilldetermineatwhatpointenoughhasbeenachieved.Interestingly,despitegivingtheclientthepowertodecidewhetherornottoreturnformoresessions,thetypicalsolutionfocusedbrieftherapyisshorterthanmanyoftheso-calledshort-term,time-limitedpackages,withMacdonaldpointinginhissummaryoftheresearchfindingstoaverage
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interventionsofbetweenthreeandfivesessions.AtBRIEF,clientshaveformanyyearsattended,onaverage,fewerthanfourtimesandrecentlytherehasbeenevidencethatthisfigurehasbeendeclining.
Toexplainthisapparentparadoxanopen-endedofferendinginmarkedlytime-limitedinterventionswehighlightanumberofkeyassumptionsinsolutionfocusedwork:
1. Thereisnoneedforaninitialassessmentstageandworkwiththeclientcanstartatonce.
2. Thetaskisnottoinitiateaprocessofchangebuttohighlightthefactthatchangeisalreadyhappeningmuchoftheworkoftherapywillalreadyhavebeencompletedpriortothefirstmeeting,justthattheclientmaynot
-
havenoticed.3. Clientsbringwiththemsolution
patternsaswellasproblempatternsandchangeisbasedondoingmoreofthingsthattheclientisalreadydoing.
4. Whatevertheclientisdoingisthebestthattheclientcandointhepresent,andthereforeitisthejobofthetherapisttocollaboratewiththeclientsbestwaysofworking.Thisthoughtenablesthetherapisttoavoidtime-consuming(andexpensive)battleswiththeclientssupposedresistance.
5. Interventionsarebasedontheclientsownbesthopesfortheworkandthereforestayclosetotheclientsmotivationandthinking.
6. Eachsessionistreatedasifitmaybethelast.
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7. Thesolutionfocusedapproach,emergingfromthesystemicworld,believesthatachangeinoneelementofasystemorinoneoftherelationshipsbetweenelementswillaffecttheotherelementsandrelationshipswhichtogethercomprisethesystem(deShazer1985:43)andthat,inthenatureofarippleeffect,onlyasmallchangeisnecessarytoinitiatechangeinasystem(1985:17).
8. Solutionfocusedworktendstolongerbetween-sessionintervals,givingtheclientthetimetodosomethingdifferent.Thusafour-sessionpieceofworkmaytakeplaceover10weeksormore.
9. Solutionfocusedpractitionerstendtobelievethatmostclientshavebetter
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waystospendtheirtimethantalkingtotherapistsandthereforewillthinkoftherapyasashortinterventioninpeopleslivesthatenablespeopleindistresstoreconnectwiththeirresourcesinsuchawaythattheyareenabledtoagaingetonwiththeirlives.
Solutionfocusedbrieftherapiststhereforebringtotheirworkasetofassumptionsthatmaximizethelikelihoodthattheworkwillbetime-efficient.
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14Summary:thestructureofsolutionfocusedsessionsAfirstsolutionfocusedsessionislikelytofollowthepatternofestablishingthehoped-foroutcome,elicitingadescriptionofwhatthisoutcomemightlooklikeandfindingoutwhatfoundationmightalreadybeinplaceonwhichtobuild.Thesethreeareasoffocusarereflectedinthreekeyquestionsfromwhichallothersaredeveloped:
1. Whatareyourbesthopesfromour
-
meeting(s)?2. Whatwillbedifferentinyourlifeif
thesehopesareachieved?3. Whatisalreadyinplacethatwill
contributetothesehopesbecomingareality?
Asolutionfocusedbrieftherapistwillnotneedtostraybeyondthisframeworkifsheorheistoprovidesuccessfultherapybriefly.
Differenttherapistswillhavetheirownpreferredorderwhenitcomestothesecondandthirdquestionsbutallwillbeginwiththefirstbecausewithoutknowingthedesiredendpoint,itisnotpossibletosteertheconversationintherightdirection.Oncethehoped-foroutcomehasbeenagreed,onetherapistmightchoosetoestablishthefoundation,
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whatisalreadyhappeningthatmightprovideafirmplatformfromwhichtosetoffintoabetterfuture.Anothertherapistmightchoosetohavetheclientdescribehisorherpreferredfuturefirstandthenlookbackfromthisvantagepointtoitshistory.Occasionallyinafirstsessionitturnsoutthattheclienthasalreadymadeconsiderableprogress.Onedesperatemotherbroughtherchildonlytoreportthathehadalreadymadeimprovements.Thetherapistbeganbyaskingtheboywhathismothermeant.Thirtyminuteslaterthetherapisthadalistoffortyimprovementsthattheboyandhismotherhadnoticed.Itwasthelastsessionandalltheclientsownwork.
Inthenextsection,webegintheprocessofdescribingthenutsandboltsofsolutionfocusedpractice.Wewillbasethisupon
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ourcurrentideasandpracticeatBRIEF,andusecaseexamplesfromourownwork.Wepresentasimplesummarybelowofthemainelementsofoursolutionfocusedpractice.Itisimportanttobearinmindthatthesearenotrulestowhichthetherapisthastoadhere;theyareonlyguidelines.
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Thefirstsession
1. Opening.Manytherapistswillwanttobegintheirwork,asinotherapproaches,bygettingtoknowtheclient.Insolutionfocusedpractice,wecallthisstageproblem-freetalk,toindicateaninterestintheperson,nottheproblem.Weregardthisstageasoptional.
2. Contracting.SFBTisaclient-centredapproach,anditisthereforeessentialthatthetherapistdiscoversfromtheoutsetwhattheclientwantstoachievefrommeetingwiththem.Whatareyourbesthopesfromthework?isthequestiondevelopedbyBRIEF(Georgeetal.1999:13).
3. Describingthepreferredfuture.Havingestablishedtheclientshopes
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fromthework,thenextstageistoinvitetheclienttodescribehowhewouldknow,ineverydayterms,thathisbesthopeswereachieved.TheTomorrowQuestion,aswecallit,supposeyouachievedyourhopesovernight,whatwouldyoubedoingtomorrow?isthequestionmostusedatBRIEF.
4. Identifyinginstancesofsuccessthatarealreadyoccurring.Oncetheclientspreferredfuturehasbeendescribedindetail,thetherapistwillsearchforsignsofthatfuturealreadyhappeningintheclientslife,whethercurrentlyorintherecentpast;anythingtheyaredoingorhavedonethatfitswiththeachievementoftheirpreferredfuture.Scalingquestionsarefrequentlyusedtoenableclientsto
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ratetheirprogress,with10representingtheirpreferredfutureachieved;assumingtheyareabove0(orhavebeenbefore),thisgivesthemthechancetodescribewhattheyarealreadydoingthatisworking,aswellastoascertainwhatmightbesmallsignsofprogressinfuture.
5. Closing.Shortlybeforetheendofthemeeting,thetherapistmighttakeashortbreaktoreflectonwhattheclienthassaidthatisuseful.Thetherapistwillthensummarizethesession,acknowledgingwhattheclienthasbeenstrugglingwithandgivingappreciationforthehopestheyhaveexpressedandanysuccessestheymayalreadyhavehad.Theaimistohighlightwhatevertheclienthassaidthatcouldbeassociatedwiththe
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clientmakingfurtherprogress.
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Follow-upsessions
Inthesecondandsubsequentsessions,wearefollowingupontheclientsprogresstowardstheirpreferredfutureandthereforetheopeningquestionisusuallyWhatsbettersincewelastmet?
Itisasifthetherapistisstartingatstage4intheschemaabove.Thereisusuallynorequirementtoexplorebesthopesorthepreferredfutureagain.Thetherapistwilloftenrevisitthescaletoascertainprogresstheclienthasmade,andtofindwaystoamplifyandconsolidateit.Whereclientsreportnoprogressorthatthingsareworse,thetherapisthasmanyoptions,includingtheuseofcopingquestionsandlookingforexceptionstotheproblem.
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Part2FEATURESOFSOLUTIONFOCUSEDINTERVIEWING
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15IdeasabouttherapeuticconversationTherapyisaformofconversationbutaconversationdirectedtowardsapurposeratherthanonetobeenjoyedforitself.InSFBT,theclientalwaysdefinesthepurposeoftherapy.Theconversationisthendirectedtowardsthatend.Thoughafullunderstandingoftheconversationalprocessmightbebeyondus,therearetwosimpleideasthathelpdefineit:
1. Turn-taking.
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2. Eachturnfollowingandbuildingonthepreviousturn.
Theturn-takingideaallowseveryonetohaveasayandsoparticipateinshapinganddefiningtheworldwelivein.Itisarulemostoftennoticedwhenitisbroken,forexample,byinterruption.Ifotherstakeourturntoooften,orifforanyotherreasonwedonothaveavoice,webecomemarginalizedanddiminished.Thisistheexperienceofmanyofourclientsandalldisenfranchisedindividualsandgroups.Theequalityofopportunityforeachpersontohaveavoiceispossiblythemostimportantequalityand,inthetherapyroomatleast,thiscanbeaffordedeachclientprovidedthetherapistisdisciplinedenoughtospeakinturn.
Thesecondidea,thateachturnbuildson
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whathasgonebeforeisnecessaryforcreativityandfortherapytobeeffective.Eachconversationifthesetwoideasarefollowedwillhelpco-createaconstantlyevolvingviewoftheworld.Thetherapiststaskistoinfluencethisviewintheclientsfavourbycarefulchoiceofquestions.
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16ChoosingthenextquestionIneverydayconversations,wedonotusuallypayconsciousattentiontohowwechooseeachofourcontributions;ifwedid,wemightwellsoundfalseandstilted.Professionalconversationsaredifferentandwhatweaskshouldbegovernedbywhatquestionswethinkmightbeusefultotheclientoressentialtothetaskinhand.Aswelistentowhataclientissaying,weneedtoformulateournextquestionsothatitbuildsonwhattheclientissayinginwhatwehopewillbeacreativeandusefulway.Whentheclientsansweris
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multifaceted,thechoiceofresponseisnotalwayseasy.Takethefollowingresponsetothequestion,whatareyourbesthopesfromthistherapy?:
Imnotreallysure.Ivesufferedfromdepressionmostofmyadultlifejustasmymotherdid.TherearedayswhenIgiveupandjuststayalldayinbed.Myhusbandsayshesfedupandmosteveningshesdownthepub.IsupposeIjustwanttofeelbetter.
Itiscertainlynotpossibletofollowuponeveryaspectofthisresponse,soachoicehastobemade.Thetherapistsmodelortheorywilllargelydeterminehowthechoiceismade.Modelswiththeoriesofcausationwilllookforcauses:historicaltheoriesmightpickuponthemothersdepression;asystemicmodelmightbe
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interestedinthemaritalrelationshipandlookforalinkbetweenthatanddepression;acognitivetherapymightbeinterestedfirstinexploringthethoughtsaboutgivingup.Asolutionfocusedbrieftherapistwouldbelisteningforthatpartoftheclientsresponsethatansweredthequestion,whatareyourhopesfromthistherapy.Thedescriptionofsuchdifficultieswouldaffectthetoneinwhichthenextquestionwasaskedbutthequestionwouldmostcertainlyfollowthehopetofeelbetter,forinstance,Whatmightbethefirstsigntoyouthatyouwerebeginningtofeelbetter?
IthasbeensaidthatthemostcommonlyaskedquestioninSFBTiswhatelse?Traineessometimesjokethatwhenindoubt,askwhatelse!Itistruethatthisquestionisthesimplestmethodfor
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invitingtheclienttoaddtotheirdescription.Forexample,iftheclientintheaboveexampleansweredwithIdbegettingoutmoreoften,andthetherapistthenaskedwhatelse?,theclientmightanswerIdcallafriendIhaventspokentoinages.Ontheotherhand,thetherapistcouldhaveaskedwheremightyougoto?andhavefocusedtheconversationforthenextfewminutesonwhereshewentto,whoshemet,whatdifferenceitmadetoher,andsoon,andthenaskedwhatelsewouldtellyouwerebeginningtogetbetter?Thedifferencebetweenthesequestionscanbecharacterized(basedonTohnandOshlag1997)asbroadeninganddetailing1.Bothareusedinsolutionfocusedinterviewing(seeChapter41).
Thewholeofthisbookcouldbeseenasa
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systemforchoosingthenextquestion.
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Note1ThankstoGuyShennanforhisrephrasingofTohnandOshlagsoriginaldescription.
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17AcknowledgementandpossibilityTheimportanceofbeingwheretheclientiscannotbeoverstressed,especiallywithamodelthatlookstothefuture.Beingsolutionfocuseddoesnotmeanbeingproblem-phobic.Itisasimportanttoacknowledgewheretheclientisasitistoexplorethepossibilitiesofwhereheorshemightbe(OHanlonandBeadle1996).Asinanytherapeuticapproach,thetherapistneedstolistencarefullyandwithinteresttoeverythingtheclientchoosestosay.Howthetherapistthenrespondsdependsagreatdealontheparticularapproach.
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Havinglistenedcarefullytotheclientsanswer,thetherapistwillchoosewhichofitselementswillformaplatformforthenextquestion.Amodelbasedontracinghistoricalcausesmightfollowaclientsaccountofaproblemwith:Thatmusthavebeenverydifficult,whendiditbegin?Astrengths-basedtherapistmightsay:Thatmusthavebeenverydifficult,howdidyoumanagetohandleit?Inbothexamplestheclientislikelytofeelacknowledgedbutinthelattertherearemoreobviousseedsofpossibility.Paradoxically,withinthesolutionfocusedmodel,thegreaterthehardship,themoremultipleandintractabletheproblemsappear,thegreateristheachievementofmanagingtolivewiththem.Recognizingsurvivalstrengthssuchasperseveranceanddeterminationopensthewaytofuture
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possibility:Ifallthisstrugglepaysoffandyoueventuallyturnacorner,whatdoyouthinkthefirstsignmightbe?
Thefollowingexampleisofa5-year-oldboy,Abel,onthevergeofpermanentexclusionfromschool.Hismotherwasseriouslydisabledbymultiplesclerosisandonbaddayshadjustbegunneedingawheelchair.Herprognosiswaspoor.TheworkbeganalonewiththeclassteacherMissBrown,Abelsmotherhavingdeclinedtoattend.MissBrownwasobviouslydistressed,partlybyAbelsextremebehaviourandpossiblyevenmorebythechallengehepresentedtoherviewofhercompetence.Afteralongdescription,thetherapistcommentedonMissBrownsperseveranceandaskedhowshestillmanagedtoteachherclasswhenAbeldemandedsomuchofherattention.
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Shesaiditwasverydifficultanditwasbecausetheclasswassufferingthatexclusionwasbeingconsidered.Thoughareferralfortherapywasanecessarystepintheexclusionprocess,thetherapistchosetoseeitmoreconstructivelyandaskedwhatMissBrownsawinAbelthatgaveherhopethattherapymightwork.ShesaidthatwhenAbelsang,hewaslikealittleangelandshecouldseethatbehindthebehaviourtherewasaverylikeableboy.
Havingacknowledgedtheteachersdifficulty,recognizedhercompetence,andlocatedasmallthreadofhope,thetherapistaskedMissBrownhowshewouldknowthatthetherapywashavingapositiveeffect.Shesaidshewouldknowfromthemomenthewalkedinandwithalittlepromptingdescribedhimperformingthemorningritualofalmosteveryinfant
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schoolinBritain:sitquietlyonthemat,answerwhenyournameiscalledfortheregister,standquietlyinline,andwalkquietlytoassembly.
Twodayslater,thetherapistmetwithAbelandhismother,Gloria.ShewasevenmoredistressedthanMissBrown,seeingherillnessandimpendingdeathasthecauseofAbelstroublesandespeciallyupsetthatbeingexcludedwouldlosehersonthechanceofaneducationandthereforeblighthislife.Shewasangrywiththeschoolandvowedtofightthemovertheexclusion.Whenasked,Gloriasaidshehadalwaysbeenafighter,hadneededtobe.ShewasevenfightingthewheelchairbecauseshewantedtobeanormalmumforAbel.Andifthefightingpaysoff,howwillyouknowitwasworthit?Tothisquestion,invitingpossibilityinthewakeofstrength
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anddetermination,Gloriasaid:Hellcomehomefromschoolhappy.Asinanysolutionfocusedconversation,adescriptionofAbelshappybehaviourgavesubstancetothepossibility.Abel,too,wantedtobehappyatschool.HelikedMissBrownandalsolikedbehavingwellbecauseshewasnicetohim.Thetherapistaskedifheknewhowtobehavewell.Abelnoddedandwithencouragementwentonnotonlytodescribebuttoenactgoodbehaviouratthebeginningoftheday.Withhismumandthetherapisthesatlongestandquietestonthemat,wastheleastfidgetywhileliningup,andwasabletoleadthewayroundthetherapyroomwithoutsayingaword.
Interestingly,AbelsbehaviourchangeddramaticallyatschoolthedayafterthemeetingwithMissBrownandbeforehis
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meetingwiththetherapist.ItseemsMissBrownwasalreadyonthevergeofturningthecorner.
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18ComplimentsAfeatureofSFBTfromtheverystarthasbeenendingasessionwithaffirmativefeedbacktotheclient.Itisadisciplinedandthoughtfulprocess.Alazyorpatronizingcommentwilldonoharmtotheclientbutitwillcertainlyunderminethecredibilityofthetherapist.Compliments,therefore,needtohavecertaincharacteristics.Theyneedtobehonestandevidence-based,soiftheclientasksthebasisofacomplimentthetherapistcanpointtoaspecificbehaviourdescribedbytheclient.Theyneedtoberelevanttotheclientspurposeforbeingintherapyandtheyneedtorelateto
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somethingtheclienthasachieved,preferablywitheffort.Theyalsohavetobegiveninawaythattheclientcanacceptandcanagreewith.Complimentscannotbeusedtopersuadetheclientintoacceptingthetherapistsview,aswhenwemistakenlythinkweoughttopointoutthepositives.Aclientmaysayhelacksconfidenceyetbehaveasifhehasit.Thetherapistwouldnotsay,Ithinkyouhavelotsofconfidencebecauseofyourbehaviourhere.Instead,hemightsay,Howhaveyoufoundawaytoactconfidentlyeventhoughyoudontfeelit?
Finally,acomplimentmusthavenostringsattached;itshouldbeunconditionalandnotbeusedtotrytopressuretheclientintobehaviourthetherapistwouldliketosee.Atypicalconditionalcomplimentsuchasyouhavedonereallywellwiththis
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homework,keepitupisunlikelytobetakenseriously,sinceitsoclearlycomesfromthegiversagenda.
Asasolutionfocusedtherapistbecomesmorepractised,manycomplimentswillbebuiltintoquestions:Howdidyoumanagetoturninsuchgoodhomeworkgivenallthedifficultiesyouarefacingatthemoment?isbothaffirmativeandacknowledging.Butthenewsolutionfocusedpractitionerwilldowelltostickwiththeritualofendingeachsessionwithcomplimentsbecausethiswillinfluencehisorherattentionduringthesession.Ifcomplimentshavetobegivenattheend,thetherapisthasnochoicebuttolookforstrengthsandachievementsduringthesession.Thiswillhelpthesessionstayonthesolutionfocusedtrack.
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19DecidingwhotomeetwithAsdiscussedinChapter13,SFBTfirstdevelopedwithinthefamilytherapytraditioninwhichsystemstheoryplaysadominantrole.Alegacyofthisearlyconnectionistheassumptionthatchangeinonepartofasystemwhetheritbeafamily,ateam,afriendshipgrouporanorganizationwillleadtochangesinotherpartsofthesystem.ThisrippleeffectofchangewasborneoutbydeShazersearlyresearch,whichshowedthatissuesandrelationshipsnotdiscussedintherapywerestillpositivelyaffectedbytheprocess(de
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Shazer1985:147154).ResearchatBRIEF(ShennanandIveson2011)hassupportedthisview,thatwhoattendssessionshasnoobviouscorrelationwithoutcome.Thesamepercentageofclientsreportedimprovement(orlackofit)irrespectiveofwhoattended.Evenattendancebytheidentifiedpatientdoesnotseemtobenecessary.
Ifwhoattendsmakeslittleornodifferencetooutcomethetherapisthasnoknowledgeonwhichtobasearecommendation,sowhenaclientisreferredandwantstoknowwhoshouldattend,asolutionfocusedtherapistislikelytoaskfortheclientsopinion,sincetheclientisthepersonmostknowledgeableaboutthecircumstances.Typically,thetherapistwillsay:
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Tobehonest,wedontknowyouwellenoughtomakearecommendation,wejustknowthatsomepeopleliketocomealone,someliketocomewiththewholefamily,somewouldliketocomebutcantaffordtotakeadayoffworkorschoolsowelltrustyourjudgement.Haveathinkaboutitanddecidewhoyouthinkshouldcomeandwellstartfromthere.Wecanalwaysdosomethingdifferentlater.
Clientsappreciatethechancetomakeaninformeddecisionandalsothattherapycanfitintolifesneedslikeearningalivingandgettinganeducation.Andatnopointdoesthetherapisthypothesizenegativereasonsforanypersonsabsence;whoeverattendsaretherightpeopletobethereandwhoeverisabsenthasotherthingstobegettingonwith.
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Part3GETTINGSTARTED
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20Problem-freetalkProblem-freetalkisasimplepracticewiththreepurposes:
1. Itenablesthetherapist,withinthefirstfewminutesofmeetinganewclient,tomeetthepersonratherthantheproblem.
2. Itallowsthetherapisttochoosetheclientwithwhomsheisgoingtowork.
3. Itbeginstheprocessofresource-gathering,whichwillequipclientandtherapistwiththenecessarymeanstosolvewhateverproblemshavebroughtthemtogether.
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Thepracticeinvolvesspendingafewminutesaskingtheclientaboutanyaspectofhislifethatdoesnotinvolvetheproblemsheisbringingtotherapy.ItmightbeginwithTellmeaboutyourself,Haveyoucomefar?,Whatdoyoudo?(Howdoyouspendyourday?wasafavouriteofdeShazer)oranyotherexpressionofinterestintheclientslife.Astheconversationproceeds,theclientcomesintoviewasapersonratherthanthecollectionofproblemsthatoftenmakeupareferral.
Inthefollowingexample,YasminAjmal,aformercolleagueatBRIEF,beginstalkingwithherclientRobertwhohasjustturned9yearsoldandwasreferredbyhisschool.
Whathaveyoubeendoingat
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Therapist: schooltoday?Robert: [enthusiastically]Science.Therapist: Isthatsomethingyoulike?Robert: Yes.
Therapist: Tellmewhatyouvebeendoinginscience.
Robert: Wevebeenlearningaboutelectricity.Therapist: Andwhathaveyoulearned?Robert: Howitcanelectricshockyou.Therapist: Oh.
Robert:
Andaboutrubberroundthewiresoitdoesntelectricshockyou.Andwevemadeourowncircuits.
Therapist: Tellmeaboutthatarethesecircuitswithwire?Robert: Yeswithwireandlightsand
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motors.Therapist: Thatsoundsveryinteresting.
Robert:
Igotaboxandmadewheelsandlights,twolightsandmotorsandmadetheboxintheshapeofacar.
Therapist: Really!Robert: YesandIputfourmotorsinit.
Therapist: Fourmotors!Whyfour?Wasittomakeitgofaster?Robert: Togiveitmorepower.Therapist: Isee.
Robert:AndIturneditonandthelightscameonanditdroveforward.
Therapist: Really!Anddiditgofast?Robert: Yes.Icouldntcatchit!Therapist: Why,becauseitwasgoingso
fast?
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Robert: Yes.Itfelloffthetableintoapotofwaterandbroke.Therapist: Ohdear!Robert: ButIdidntmind.Therapist: Youdidntmind,because?
Robert: BecauseIknewhowtomakeitagain.
ThissequencelastsforlessthanthreeminutesandtheRobertwhocomesintofocusisanenthusiastic,confident,generous,andsociallyskilledboy.Heispolite,cooperative,humorous,articulate,andextremelylikeable,thesortofboyanyteacherwouldbehappytojointheclassandanyparentwouldbepleasedtoseetheirownchildrenplayingwith.ItisthisRobertthatYasminchoosestoworkwithratherthantheRobertdescribedinthereferralletter,whowasaboycloseto
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permanentexclusionfromschool.Insubsequentwork,whichextendsoverfoursessions,Yasminkeepsthecompetent,collaborativeRobertbyhersideandtogethertheyfindhisownuniquepathwaytoamorerewardingandsuccessfullifeatschool.
Likemuchinthesolutionfocusedrepertoire,problem-freetalkisadaptedfromordinaryconversationalpracticethatwehavealllearnedfrombirth.Ifwhenwemetnewpeoplesociallyforthefirsttimewebegantoenquireabouttheirproblems,sociallifeonEarthwouldhavebeencutoffatbirth.Socially,webeginconversationsbylookingforcommongroundandlookingforwhatwemightlikeandvalueintheotherperson.Solutionfocusedtherapistshaveadaptedthiscommonpracticeasatherapeutictool.
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21IdentifyingresourcesBRIEFsfirstcoursewasorganizedasaseriesoftwo-houreveningsessions.Inthefirstsession,thethemeswereproblem-freetalkandidentifying(andnaming)resources.Thefeedbackatthesecondsessionaweeklaterwasquiteextraordinary.Manyparticipantsreportedsignificantchangesintheirclients,includingintwocasesanapparentresolutionofthepresentingproblem.Theonlydifferencetotheirownbehaviourhadbeentobeginwithproblem-freetalkandalongsidewhateverelsetheydidthey
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lookedfortheclientsresources.
Whatemergedfromanalysingthesechangeswasthat,becausethetherapistwasspendingatleastsomeofthetimefocusingontheresourcefulsideoftheirclients,theclientswerebecomingmoreopen.Thiswasleadingtoadifferentqualityintheconversations,whichinturnledtomorerapidchangethanhadbeenexpected.
Althoughstrength-basedapproachesarenowmorecommon,manyprofessionalsstillremainshyofidentifyingtheirclientsresources,claimingthepracticeisover-optimistic,asifseeingaclientsstrengthswillsomehowpreventaclearsightoftheirproblems.Thiswouldbelikeanaccountantnotnotingacompanysassetsincaseitcausedblindnesstoitsdebts.For
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thisanaccountantwouldbestruckoff.Witheverytherapeuticapproachthatworks,itworks,intheend,becausetheclienthasbeenhelpedtodrawinsomedifferentwayontheirresources:therapydoesntchangepeople,itenablesthemtodiscovertheirownresourcessotheycanmakethechangesthemselves.Discoveringandattendingtotheclientsresourcesisanessentialelementofsolutionfocusedpractice.
Leidlhadbeencomingfortherapyforovertwoyears.Eventhoughitwasonlyatmonthlyintervals,themeetingshadbecomerepetitiveandwithnoclearendinsight.Thetherapistwasbecomingdespondent(andnodoubtLeidlwas,too)andthenhefoundhimselfbeginningtodreadLeidlsnextvisit.Oneofsolutionfocusedpracticesself-supervisory
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proceduresforsituationssuchasthese,whenthetherapistbeginstolosehopefortheclient,istodoaresourceaudit.Fifteenminutesbeforethenextsession,thetherapistsatdownandwrotealistofLeidlsmanyachievementsinlife,notleast,byherownwits,survivingtheHolocaust.Henotedherresourcefulness,determination,perseverance,senseofhumour,resilience,generosity,compassion,honesty,andcapacityforhardwork.Fifteenminuteslater,theLeidlhehaddescribedenteredtheroomforwhatturnedouttobeherpenultimatesession.Sometimes,ifwedonttakethetimetoidentifyandnameaclientsresourceswebegintolosesightofthem,andthiscanbeverybadnewsfortheclient.LuckilyforLeidl,thetherapistredeemedhimselfintimeand,verysoonafterwards,she
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declaredherselfcuredofthedepressionthathaddoggedherlifesinceherwartimeescape.
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22Listeningwithaconstructiveear:whattheclientcando,notwhattheycannotdoTolistenwithaconstructiveearrequiresanaboutturnfrommosttherapeuticlistening(Lipchik1986)oratleastthosetherapiesbasedonpsychologicaltheories.Thesetheoriesofferexplanationsofhumanbehaviour:theytellushowhumansoperateinorderforustounderstandwhat
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isgoingon.Whatissometimesforgottenisthatthesetheoriesareonlymetaphors,usuallytakenfromthephysicalworld.TheyrangefromtheRollsRoyceengineofFreudianpsychoanalysistothesimplebeltandbracesofPavlovianbehaviourism,andastherearenowmorethan400ofthemitissafetosaythatnonerepresentanobjectivetruth.Theyarejustwaysoflookingathumanbehaviour.Thesetheoriesusuallyrequireustoinvestigatethefactstoallowustomakeanassessmentoftheproblemandthendecideontheappropriatetreatment.Todothisweneedtolistenforinformationabouttheproblemandourquestionswillthereforefollowthislistening:Whendiditbegin?,Whatsortofrelationshipsdidyourparentshave?,Haveyoualwaysbeenattractedtothiskindofperson?Thoughdifferent
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psychologicaltheorieswillleadtodifferentquestions,theyaremostlyofthegettothebottomofitinvestigativevarietyintendedtodiscoverwhatiswrong.Theyarenotconstructivequestions,onesthatsearchoutthebuildingblocksofnewpossibilities.
Constructivelisteningdoesnotmeanthattheclientsproblemsgounacknowledged.SFBTisnodifferentfromanyothertherapyinthatitseekstostartwithwheretheclientisandnotwherethetherapistwouldlikethemtobe.Thisdoesnotmeanthattheclienthastoretelltheirwholestory,northatthetherapistneedstoseekinformationabouttheproblemstory.Instead,theproblemisusedtoredefineachievement.Asmentionedpreviously,themoreserioustheproblem,thegreatertheclientsachievementincopingwithit.A
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questionsuchasthefollowingbothaddressestheproblem(indirectly)anddirectscuriositytowardstheclientsstrengthsandresources:Givenhowdownyouvebeenfeelingthelastfewdays,andgivenhowharditisforyoutousepublictransport,howdidyoufindthewherewithaltokeepyourwordandhonourthisappointment?
Gladyshadleftpsychiatrichospitalveryrecentlyandwasrelatingthetrialsandtribulationsofherreturnhometoahousewithaburstwaterpipe,whichrequiredtheattentionofseveralworkmenoverthecourseofadayandevening.Gladyshadbeenadmittedafteranoverdoseandhadbegunherstorybywonderingifsheshouldntasktobetakenbackontheward.Shefinishedherstorybysayingshewassoupsetby2amwhentheworkwas
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finishedthatsheforgottothanktheworkmensoranoutafterthemcalling,Thankyouverymuch,boys.Theydontmakethemlikeyouanymore!Gladysthensmiledandsaid,Heavenknowswhattheneighboursthought!
Thetherapistaskedherhowshekepthersenseofhumouraftersuchadistressingandeven,forherhealth,dangeroustime.Youhavetolaugh,dontyou?wasGladyssresponse.Thetherapistsuggestedthatnoteverybodyisabletodrawonasenseofhumouratsuchdifficultmoments.Intheensuingconversation,Gladysrecountedhowfriendlytheworkmenhadbeen,howtheyhadhadachatandalaughtogether,andhowifshehadbeen40yearsyoungershemighthavebeentempted.BytheendofthesessionGladyswasfeelingjustifiablyproudofthewayshehad
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weatheredwhatcouldhavebeenaseriouscrisis.Shealsorealizedthatshehadwokenupthenextdayfeelingmorepositiveaboutlifethanshehadforsometime,sayingassheleft:ThathospitalmusthavedoneabetterjobthanIthought.
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23ConstructivehistoriesConstructivelistening,bywhichthesolutionfocusedbrieftherapistusestobuildthenextquestion,directsustothestorybehindthestory.Foreachaccountofhardshipthereisastoryofstruggle,foreachsetbackastoryofperseverance,andforeachmisfortuneastoryofsurvival.Thesolutionfocusedtherapistwilllistencarefullytothespokenstoryandthendirecthisorhertherapeuticcuriositytowardsthenot-yetspokenstory.
Gerardwasreferredwithchronic
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depression.Hewas70,ramrodstraight,andhadbeendepressedsincehewasblownupasayoungmanonactiveservice.Thiswasthebeginningofa45-yearstorythattookthebestpartofanhourtorelate.Duringthestorythetherapistaskedonlyeightquestions,eachoneintendedtocreateamoreconstructiveviewofevents.Thequestionsillustratetheuseofaconstructiveear:
1. Howhaveyoumanagedtokeepgoingwhilesufferingdepressionforsolong?
2. Howdidyoumanagetocopewithdivorceontopofyourdepression?
3. Whatdidyouremployerseeinyouthatledthemtogiveyousucharesponsiblejob?
4. Howonearthdidyouovercomeyouralcoholismwhenyouwereinsuch
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direstraits?5. Howdidyouovercomeyourdrug
addiction?6. Wheredidyoufindtheconfidenceto
speaktoherletaloneaskherout?7. Howdidsheknowthatbehindthesad
faadewasamanworthmarrying?
BythispointGerardwasdistinctlymoreupbeatandforthefirsttimebegantotalkofthegoodluckinhislifeandhowhewasgivingsomethingbackbydrivingachildrenstrainathislocalpark.Thetherapistsfinalquestionwas:
8.Gerard,answermethis:how,aftersuffering45yearsofdepression,goingthroughapainfuldivorce,losingyourjobasatraineetraindriver,becominganalcoholicandthenadrugaddict,didyounotonly
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fallinlovebutendupfulfillingyourchildhoodambitiontobeatraindriver?
Gerardsresponsewas,Itoldyouitwasanunusuallifestory.Thetherapistcouldonlyagree.ThreeweekslaterthereferringcommunitypsychiatricnurserangtosaythatGerardhadaskedtocomeoffhismedicationandwasshowingnosignsofwithdrawal.
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24Pre-meetingchangePre-meetingchangeisoneofthegreatsecretsofbrieftherapy.Inthesolutionfocusedfielditwasidentifiedin1987(Weiner-Davisetal.1987)butFreudhadalsorecognizedthephenomenon.WithinFreudstheorysuchearlychangewasseenasapathologicalfailuretofaceuptoproblemsandhedubbeditflightintohealth(Freud1912).Insolutionfocus,itisseenasthesameformofspontaneousrecoverywehaveallexperiencedwhenwehavefoundourselvesatthedoctorsfreeofthesymptomsthatledusthere.
Anyonewithatroubleshootingrolewill
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knowofthisphenomenon:aproblemispresented,atimefixedtodealwithit,andbetweenthetwoaresolutionissomehowfound.Theobviousanswerisnotthattheclienthastakenflightintohealthbutrather,oncommittinghimselftothepossibilityofasolution,findshimself,perhapsunconsciously,opentonewanddifferentthoughtsabouttheproblemandisthusmorelikelytofindasolution.Weiner-Davissresearchfoundthat70percentofclientsexperiencesomepositivepre-meetingchangeandthattheidentificationofthischangewasassociatedwithagoodprognosis.Tocapitalizeonthisnaturalprocess,manysolutionfocusedtherapistsasknewclientswhenmakingafirstappointmenttolookoutforanychangesbetweennowandwhenyoucome.
GeorgehadbeenreferredbyhisGP
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becauseofhisanxietyanddepression.Hewasoneoftwopartnersinathrivingbusiness.TheinitialfriendshipbetweenthetwohaddeterioratedandGeorgefeltthathewasbeingbullied.Heblamedhimselffornotstandinguptohispartner,thoughthimselfweakandunworthy,andwascontemplatingleavingthebusiness.Hismarriagewasclosetobreakdownandhecouldseenofuture.Hishopefromthetherapywastoregainhisself-respectandconfidenceandthenstanduptohispartner.Intheearlypartofthesession,Georgedescribedthedifferenceconfidenceandself-respectwouldmaketohislifeatworkandhowthiswouldgivehimthestrengthtostanduptohispartner.Whenpressedformoredetail,Georgesaid:likeyesterdaybutwithoutallthepatheticfearandworrythatdragsme
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down.Hethenwentontodescribehowfrighteninghefoundbeingassertive,pointingtothisasevenmoreevidenceofhisweakness.ThetherapistthenaskedGeorgetodescribeexactlywhathadtakenplaceyesterday.HispartnerhadbroughtanarmfuloffilesintothemainofficeandinfrontofallthestaffhadberatedGeorgeforhissloppywork,droppedthefilesathisfeet,andtoldhimtodohisjobproperly.ThishadbeenthemostblatantlybullyingincidenttodateandsomethingsnappedinGeorge.Ratherthanpickupthefilesandtakethemmeeklybacktohisofficehecalledtohispartnerinanicytone:Ifyouwouldlikemetolookatthefilesagainbringthemtomyoffice.Leavingthefilesonthefloorheturnedandwenttohisownoffice.Afewminuteslaterhispartner,withoutaword,broughtthe
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filesin.
SincethenGeorgehadbeeninanagonyofself-recrimination,beratinghimselfforchallenginghispartnerinpublic,replayingeverymomentwithacriticaleye,thinkingofallthethingshemighthavedonedifferently,andtotallyfailingtonoticethathehadstooduptohispartner.Hewasnowfearfulthatthingswouldgetworsebutwhenaskedhowhispartnerhadbeenthatmorning,hesuddenlyrealizedthathehadbeenveryfriendlyandsuggestedtheygoforadrinksometimelikeintheolddays.
Notallpre-sessionchangesareasdramaticasGeorgesbutmostgounnoticedunlessthetherapistkeepsalookout.Onceitisnoticed,theclientcanimmediatelyberecognizedassomeonewhosolvestheirownproblemsandthetherapististhen
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abletotakeevenmoreofthebackseatthatcharacterizessolutionfocusedbrieftherapy.
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Part4ESTABLISHINGACONTRACT
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25FindingouttheclientsbesthopesfromtheworkWithinthefirstfiveminutesofmostfirstmeetingswithanewclientthesolutionfocusedpractitionerwillasktheclient,Sowhatareyourbesthopesfromourtalkingtogether?(Georgeetal.1999:13).ThissimplequestionimmediatelyhighlightsanumberofthecentralcharacteristicsofSFBT.
First,thequestioninvitestheclientintoaconsiderationofoutcome,ratherthanan
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elaborationoftheproblemthathasbroughthimtothemeeting.Ifweasktheclientwhatbringsyouhere?,heismorethanlikelytorespondwithadescriptionoftheproblem.Suchquestionsgenerallyhavetheeffectofdirectingtheclientbacktowardshisfailedpastandproblematicpresent,invitingtheclientintoproblem-talk.Askingabouttheclientsbesthopes,however,invitestheclientintoapicturingofafuturestatetowardswhichheaspirestomakeprogress.Indeed,thesolutionfocusedapproachcanbethoughtofasatowardsapproach,ratherthananawayfromapproach.Solutionfocusedpractitionersmightperhapscomparethemselveswithtaxidrivers.Forexample,ifanewfarejumpsintothebackofthecabandwhenthedriveraskswheretomate?thefaresaysawayfromtheairport,the
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journeycouldturnouttobetime-consumingandexpensive.Thetaxi-driverwantstohearCitypleaseandonfollowingupwithwhereexactlyintheCitywillbedelightedtohearNewburyStreet,roundthecornerfromBarbican.Sothebesthopesquestiongentlyaskstheclienttospecifyhiscriteriaforasuccessfultherapeuticjourney:Whatwillittakeforyoutobeabletosaythatcomingherehasbeenusefultoyou?
Inaddition,thisquestionhastheeffectofcentralizingtheclientsperspective.ThecontractinSFBTisnotbasedonthepractitionersperceptionofwhatmayberequiredoronaprocessofassessment,butontheclientsresponsetothebesthopesquestion.Therapistshavetraditionallymadeadistinctionbetweentheconceptsofwantandneed.Theclientstateswhatshe
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wantsbutthetherapistdetermineswhatthatclientneedsbasedonaprocessofassessmentleadingtoformulation.Thisdistinctiontendstoconstructahierarchyofknowledge,characteristicallyassumingthatwhattheclientwantsisinsomewayssuperficialwhilethetherapistsformulation,basedonexpertiseandobjectivity(asifthatwerepossible),hasgreatervalidity.Inevitably,thiswayofthinkingcantendtowardsthetrivializationoftheclientsknowledge.Solutionfocusedtherapistsmakenodistinctionbetweenwantandneed.Thesolutionfocusedpractitionerchoosesnottoknowbetter.Whattheclientwantsis,withafewexceptionsthatwewillexplore,theonlylegitimatefoundationfortheworkandquestionswhichthetherapistasksthatarenotconnectedtothebesthopesanswer
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areviewedaseitherimpositionalorimpertinent,orindeedboth.
Thebesthopesquestionchallengesclients.Manyhavecomepreparedtotalkabouttheproblemthatisbotheringthembutstateopenlythattheyhavegivenlessthoughttotheirpreferredoutcome.Someassumethattherapyistalkingaboutproblems,andotherswhohavepreviousexperienceoftherapeuticinterventionsstatethattheyhaveneverbeenaskedwhattheywant.Focusingrightfromthebeginningontheclientssuccesscriteriaintroducesacontextofpurposefulnessandpossibilitytothework.Itintroducesaclearsenseofdirection.Withoutadefinedoutcomebrevityisunlikely,sinceafteralltheclientandtherapistmaynotnoticethattheyhavearrived!
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26Thecontract:ajointprojectSocanitreallybethatsimple?Thepractitionerasksthebesthopesquestionandwhatevertheclientanswersrepresentsthecontractfortherapy.Forthemostpartitisthatsimpleandsometimesitisnot.HarryKorman,asolutionfocusedtherapistinMalmo,Sweden,spelledoutthreecriteriaforthetherapisttobearinmindduringthenegotiationofthecontract(Korman2004):
1. somethingthattheclientwishestoachieve,which
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2. fitswiththepractitionerslegitimateremit,andwhich
3. thepractitionerandclientworkingwelltogethercouldhopetoachieve.
Thestartingpoint,therefore,isindeedsimple.
Therapist: Sowhatareyourbesthopesfromourtalkingtogether?
Client: ImnotsurereallyIvebeenfeelingprettydownrecently.
Therapist: Hmm.Sowhatareyourbesthopesfromcominghere?
Client: Justtofeelbetterbetterinmyself.
Therapist:
Okay.Soifyouwerefeelingbetterinyourself,whatdifferenceareyouhopingthatwouldmake?
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Client:
WellIsupposeIdhavethatbitmoreconfidence,IdbelikingmyselfmoreandIdbegettingonwithlifeagainratherthanhidingaway.
Therapist:
Soifatsomepointfollowingourtalkingyoufoundyourselfmoreconfident,likingyourselfmoreandgettingonwithlifeagain,thatwouldtellyouthatthishadbeenofusetoyou?
Client: Yes,definitely.
Heretheprocessisstraightforward.Inanswertothetherapistsquestion,theclientspecifiesthreelifedifferencesthatwillfitwithmosttherapistslegitimateremitandwhichcould,inmostcircumstances,bejudgedperfectlypossibletoachieve.Laterinthissection,
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wewillexaminewhatoptionsthetherapistmighthavewhenfacedwithmorechallengingresponsestocontract-seekingquestions.
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27ThedifferencebetweenoutcomeandprocessThesolutionfocusedapproachisbothclientcentredandoutcomefocusedandyet,aswehaveseen,thisdoesnotmeanthatthesolutionfocusedpractitionerwillacceptthefirstanswerthattheclientgivestothequestion,Sowhatareyourbesthopesfromourtalkingtogether?Notonlydoesthecontracthavetofitwiththeworkerslegitimateremit,andnotonlydoestheoutcomehavetobepossibleinotherwords,withintheclientsrealmof
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influencebutinadditionthesolutionfocusedpractitionerislookingforaresponsethatrepresentsanoutcomeratherthanaprocess.
Imagineforamomentthatwhenaskedthebesthopesquestiontheclientrespondsbysaying,MybesthopefromourtalkingisjusttogetitalloffmychestorMybesthopefromallofthisisjusttounderstand,tounderstandwhyallthishashappened.Whilebothanswersfitwiththecriteriaforajointcontract,neitherrepresentsanin-lifedifference;indeed,bothanswersrelatetothetherapeuticprocessratherthantotheeverydaylifeofday-to-dayexperience.Thesolutionfocusedpractitionerassumesthatclientsarenotmerelycuriousabouthowtheirliveshavedeveloped,donotjustwishtooffloadforthesakeofit,butthattheyharbourthese
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wishesforgoodreasons,andtheirreasonsarelife-related.Theclientimaginesthatunderstandingorgettingthingsoffmychestwillmakeanin-lifedifference,thatitwillleadtheclientsomewherethattheywanttogo,anditisthisthatintereststhesolutionfocusedpractitioner,thedesireddestination,ratherthanadescriptionoftheassumedroute.
Thekeyquestionthatwillleadtothedisentanglingofrouteanddestination,processandoutcome,issimplysowhatdifferencewillthatmake?Forexample:
Therapist:
Ifyouweretogetthingsoffyourchest,whatdifferenceareyouhopingthatthatwouldmaketoyou?WellIdjustfeellighter,Id
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Client: feelbetter.
Therapist:Andifyouwerefeelinglighterandfeelingbetter,whatareyouhopingthatthatwouldleadto?
Client: Justtohavemoreenergy,morepositivity.
Therapist:
Andifyouwerefeelingthatenergy,thatpositivity,whatmightyounoticeyourselfdoingthatyouarenotdoingatpresent?
Bythetimetheclientrespondstothisquestion,heroutcomewillbefirmlyrootedinanin-lifedifference.
Interestingly,thissameroutedestinationdistinctionisalsothebasisforthesolutionfocusedpractitionersuntanglingof
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anothersetofclientresponses,wheretheresponseissospecificthatthechancesoftheclientbeingsuccessfulinthetherapeuticprocessisrestrictedandthewayforwardissotightlyspecifiedthatthereislittlespaceformanoeuvre.
Therapist: Sowhatareyourbesthopesfromourtalkingtogether?
Client:
WellIjusthavetohaveajobIhavebeenoutofworksolongthatitisbeginningtohavearealimpactonmylife.
Therapist: OkaycouldIaskyousomequestionsaboutthat?Client: Sure.
Therapist:
Ifyouhadajob,whatdifferenceareyouimaginingthatthatwouldmaketoyourlife?
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Client:WellIdfeelbetteraboutmyselfIdfeellikeausefulmemberofsocietyagain.
Therapist:
Andifyouwerefeelingbetteraboutyourself,andfeelinglikeausefulmemberofsocietyagain,whatdifferenceareyouhopingthatthatwouldmake?
Client:
Well,perhapsso