SFBT Techniques and Solution Building

2017 ◽  
Author(s):  
Johnny S. Kim ◽  
Michael S. Kelly ◽  
Cynthia Franklin
Keyword(s):  
Behavioral Change ◽  
Behavioral Therapy ◽  
Theory Of Change ◽  
Treatment Manual ◽  
School Social Workers ◽  
School Based ◽  
Solution Focused Brief Therapy ◽  
Therapy Model ◽  
Solution Focused ◽  
Model Approach

This chapter provides an overview of the SFBT model and highlight the contributions made by SFBT pioneers Insoo Kim Berg and Steve de Shazer as well as other school-based SFBT practitioners and scholars. It contrasts the techniques of SFBT with typical approaches used in schools, such as cognitive-behavioral therapy, to show how SFBT differs from other approaches that school social workers are already using. It also discusses the 2nd edition of the Solution-Focused Brief Therapy Association Treatment Manual which provides more details about the specific SFBT techniques and ways to use solution-building questions in this therapy model approach. Lastly, it discusses the theory of change in SFBT and how it helps create behavioral change in students.

Counseling Students Who Are Gifted

2016 ◽  
pp. 103-117
Author(s):  
Emily S. Fisher ◽  
Kelly S. Kennedy
Keyword(s):  
Career Counseling ◽  
Behavioral Therapy ◽  
Gifted Students ◽  
Counseling Students ◽  
Vulnerable Population ◽  
Cognitive Behavioral ◽  
Emotional Needs ◽  
Social And Emotional ◽  
Solution Focused Brief Therapy ◽  
Solution Focused

This chapter reviews strategies for working with students who are gifted. It stresses that gifted students can be a vulnerable population because, without proper academic, social, and emotional support, they may not reach high levels of achievement and recognize their potential in school and beyond. Also, because gifted students’ social and emotional needs are often unrecognized and unmet, it is important for counselors to familiarize themselves with the characteristics associated with giftedness. The chapter describes the types of challenges that may be faced by gifted students, including perfectionism, underachievement, motivation, and multipotentiality. It also suggests counseling strategies to address these concerns such as cognitive-behavioral therapy, solution-focused brief therapy, career counseling, and group counseling.

Counseling Students Living in Foster Care

2016 ◽  
pp. 23-37
Author(s):  
Emily S. Fisher ◽  
Kelly S. Kennedy
Keyword(s):  
Foster Care ◽  
Behavioral Therapy ◽  
Counseling Students ◽  
Behavior Intervention ◽  
Academic Difficulties ◽  
Foster Care System ◽  
System P ◽  
Solution Focused Brief Therapy ◽  
Solution Focused ◽  
Social Support Systems

This chapter presents information and strategies for counselors who work with students who are living in foster care. Students in foster care have experienced a series of significant negative life events that put them at great risk for mental health and academic difficulties that can persist into adulthood. Counselors working with students in foster care can help by using strategies that promote empowerment and self-determination and that focus on building students’ strengths and social support systems. The chapter discusses specific counseling strategies such as solution-focused brief therapy, trauma-focused cognitive-behavioral therapy, and Cognitive Behavior Intervention for Trauma in Schools. It also presents suggestions for planning for the time when students make the transition from adolescence to adulthood and thus leave the foster care system.

scholarly journals A REVIEW OF ACADEMIC AMOTIVATION AND THE APPLICATION OF MIRACLE QUESTION AMONG ADOLESCENTS

2020 ◽  
Vol 5 (35) ◽  
pp. 206-214
Author(s):  
Siaw Leng Chan ◽  
Lei Voon Ng
Keyword(s):  
School Counselors ◽  
Process Model ◽  
Brief Therapy ◽  
Self Determination Theory ◽  
Adolescent Students ◽  
School Based ◽  
Solution Focused Brief Therapy ◽  
School Based Interventions ◽  
Academic Amotivation ◽  
Solution Focused

Academic amotivation contributed to maladaptive functioning and negatively affected the academic engagement of adolescent students. This paper aimed to study on the application of the Miracle Question (MQ) in facilitating adolescents with academic amotivation. The present work also demonstrated the underlying theories of academic amotivation (i.e., Self-Determination Theory) and MQ (i.e., Solution-Focused Brief Therapy). A three-part process model and practical effects of MQ were included for practitioners such as school counselors and teachers to assist adolescents better. The main implication of this paper is to highlight the potential of MQ to stand alone as a primary technique in school counseling and teaching practices. More qualitative research on school-based interventions using MQ is recommended.

SFBT in Action

2017 ◽  
Author(s):  
Karrie Slavin ◽  
Johnny S. Kim
Keyword(s):  
Eating Disorders ◽  
Eating Disorder ◽  
Brief Therapy ◽  
School Social Workers ◽  
School Social Worker ◽  
Causative Factors ◽  
Solution Focused Brief Therapy ◽  
Common Problems ◽  
Solution Focused

Eating disorders are one of the most common problems that school social workers encounter with their students. This chapter begins with an overview of eating disorders, including definitional and descriptive information, causative factors, and student impacts. The chapter focuses on the three most common types of eating disorders, which are anorexia nervosa, bulimia nervosa, and binge eating disorder. Next, rationale for using a Solution-Focused Brief Therapy approach will be presented and a discussion for why it is a good fit for working with students who have eating disorders. Following the rationale, a case study will demonstrate the use of SFBT techniques by a school social worker in a therapy session with a student experiencing an eating disorder.

How to Become Indispensable and Stay Relevant

2021 ◽  
pp. 185-195
Author(s):  
Emily Shayman ◽  
Jacquelyn Anthony ◽  
Brittannee Jones
Keyword(s):  
Systems Theory ◽  
Social Workers ◽  
Crisis Intervention ◽  
Leadership Skills ◽  
Interdisciplinary Team ◽  
School Social Workers ◽  
Community Needs ◽  
School Based ◽  
Solution Focused ◽  
Practice Skills

School social workers are indispensable due to the menu of services they offer to students, the school, and the community and their unique knowledge base, which encompasses cultural responsiveness, theory (crisis intervention, ecological framework, systems theory, and strengths-based approaches), practice skills, and ability to connect and collaborate within an interdisciplinary team of professionals. Social workers can bring distinct and desirable perspectives to groups of educators. This chapter provides suggestions on how school social workers can find respect by, for example, honing their leadership skills, offering solution-focused perspectives, and advocating for the profession. This chapter offers guidance for those new to the field regarding how to showcase their social work perspective to help meet school-based and community needs.

Evidence-Supported, Trauma-Focused Interventions

2019 ◽  
pp. 67-77
Author(s):  
Eileen A. Dombo ◽  
Christine Anlauf Sabatino
Keyword(s):  
Group Intervention ◽  
Service Providers ◽  
Behavioral Therapy ◽  
Self Regulation ◽  
Cognitive Behavioral ◽  
School Social Workers ◽  
Case Examples ◽  
Empirically Supported ◽  
School Based ◽  
Trauma Informed

Providing trauma-informed interventions in a school-based setting is helpful because parents are often unable to get their children to service providers in the community. School social workers can help children heal from trauma through the provision of a number of trauma-sensitive interventions. Chapter 6 offers an overview of some current, empirically supported interventions for use in direct practice with children and adolescents in school settings. The chapter reviews the Attachment, Self-Regulation, and Competency (ARC) framework; Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) for children; Cognitive Behavioral Intervention for Trauma in Schools (CBITS) group intervention; and Structured Psychotherapy for Adolescents Responding to Chronic Stress (SPARCS) group intervention for older adolescents. Case examples are provided to demonstrate how these interventions are used in practice, and resources for information and training on the interventions are listed.

Counseling Students Who Are Homeless

2016 ◽  
pp. 7-22
Author(s):  
Emily S. Fisher ◽  
Kelly S. Kennedy
Keyword(s):  
Family Involvement ◽  
Homeless Youth ◽  
Mental Health Problems ◽  
Ethical Issues ◽  
Behavioral Therapy ◽  
Counseling Students ◽  
Background Information ◽  
Homeless Students ◽  
School Based ◽  
Solution Focused

This chapter presents background information about homeless youth and suggested counseling strategies for use by school-based counselors who work with young people who are homeless. Homelessness is a growing problem for students, and students who experience homelessness are at increased risk for a host of developmental, academic, and mental health problems. Counselors working with students who are homeless must be aware of legal and ethical issues, such as the McKinney-Vento Act, which was enacted to ensure that homeless students are provided a free and appropriate public education, and mandated reporting requirements. Counselors can help promote resilience by focusing on students’ strengths and addressing issues related to stress, trauma, and family involvement. Specific counseling strategies discussed include solution-focused brief therapy and cognitive-behavioral therapy.

Introduction to Counseling Special Populations in Schools

2016 ◽  
pp. 1-6
Author(s):  
Emily S. Fisher ◽  
Kelly S. Kennedy
Keyword(s):  
Juvenile Justice System ◽  
Behavioral Therapy ◽  
Gifted Students ◽  
Special Populations ◽  
Homeless Students ◽  
Incarcerated Parents ◽  
School Based ◽  
Strength Based ◽  
Parenting Students ◽  
Solution Focused

This chapter provides an overview of school-based counseling, the approaches used throughout the book, and the special populations that are discussed in the later chapters. The chapter identifies a significant benefit of school-based counseling, which is that it often reaches young people who otherwise would not receive mental health services. It discusses strength-based counseling approaches that, instead of focusing on students’ psychopathology, promote resilience; these include solution-focused brief therapy and cognitive-behavioral therapy. Finally, it introduces the specific student populations that will be discussed in greater detail in the later chapters: students who are homeless, students living in foster care, students involved with the juvenile justice system, students who are LGBTQ, students who are pregnant or parenting, students who are gifted, students with incarcerated parents, students in military families, and students who are at risk for school failure and dropout.

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