Brief solution focused_therapy_u2014_florida assn of school_social_work_2
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Presentation at Florida Association of School Social Worker State Conference October 2014
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Brief solution focused_therapy_u2014_florida assn of school_social_work_2
- 1. BRIEF SOLUTION FOCUSED THERAPY AND SCHOOL SOCIAL WORKERS FLORIDA ASSOCIATION OF SCHOOL SOCIAL WORKERS 68TH ANNUAL STATE CONFERENCE Marva Furlongue-Laver MSW 1 Everything has a small beginning Mistakes are the portals of discovery Cicero James Joyce
- 2. I’m going to start this story by saying something about myself and where I work. I think it is significant that I, the story-teller, present myself for the simple reason that I, together with the choices I made will help in how the story is told, I am an active agent in the story itself. My name is Marva Furlongue-Laver, I am a School Social Worker who recently returned to USA after living and working in the United Kingdom as a Social Worker and Team Manager in a Local Authority outside of London. This is where my Journey into the Solution Focused World began and has continued. I am currently serving in the capacity of a Transition Specialist in the Alternative Outreach Program; with students in Dept. Of Juvenile Justice programs. 2
- 3. FAMILIES EXPERTS OF THEIR LIVES 3
- 4. MY JOURNEY IN OVERVIEW Jan/Feb2012 Jan-Mar 2013 Solution Focus Worker Enthusiasm June/July 2012 Nov 2012 Uncertainty Questions Asked 4
- 5. SOLUTION FOCUS DEVELOPMENT OF THE METHOD 5 DEVELOPED BY STEVE DE SHAZER, INSOO KIM BERG (TWO SOCIAL WORKERS)AND COLLEAGUES FROM Brief Family Therapy Center in Milwaukee Wisconsin
- 6. BRIEF SOLUTION FOCUS THERAPY IS KEY POINTS & TECHNIQUES Creating an Image of the preferred future – Where you want to get to opposed to How do I get There. Strength based – looking at how people are coping It’s not shutting down problem talk; but it is about acknowledging the possibilities Eg. Of a Question:- So you had an awful argument yesterday in school and here you are today talking to me now, how did it end, how is it you are managing in class. 6
- 7. BRIEF SOLUTION FOCUS THERAPY IS Focus on the action what works well There is always exceptions, How do you get people to focus on what went well. Asking about exceptions – What happens when its going well. If a problem that does not have an exception, then it is not a problem. Problem implies solutions. It is not about stopping somebody from doing something, it’s about having them see the possibilities of other ways o seeing things 7
- 8. BRIEF SOLUTION FOCUS THERAPY IS: Supportive & Challenging- Acknowledging the possibility – going the extra mile Family/Network approach not only the child Acknowledge the needs of the other children in the family 8
- 9. BRIEF SOLUTION FOCUS THERAPY IS: Inviting People into thinking of other possibilities – Even within the negative situation they are in Solution Focus is change focus Respectful and non-judgemental- building on people’s strength – Move Forward. Sustainable Change Family Ownership of the goal, to empower them to achieve their preferred future 9
- 10. BRIEF SOLUTION FOCUS AND SCHOOL SOCIAL WORK? SOCIAL WORKERS – Strengthening Lives Through Solution Solution Focus has been the essence of relationships, building Value and Respect in the Therapeutic relationship; a Partnership. Innovative way of communicating with clients, open and informal 10
- 11. BRIEF SOLUTION FOCUS AND SCHOOL SOCIAL WORK? A Model of empowering people to take control of their lives Supports you in doing your job better It’s a questioning approach – you get students and parents to create new thinking and support them in working their way through their concerns themselves rather than giving them advice. 11
- 12. BRIEF SOLUTION FOCUS SCHOOL SOCIAL WORK AND RTI 12 Solution Focussed Problem Solving Parents and Students Assist in designing the intervention Educator is the expert – difficult to step back and observe Strengths Deficits Future Focussed Past Focussed Innovative Solution from discussions Checklist/menu of interventions that might work Expectations in Family Resistant Family Seeking to find exceptions Seeking to find repeated incidents – What is wrong with the student Listening Noticing and Connecting Telling Criticising Disconnect Student led allow student to lead us and suggest ideas - Competent View student as problem laden Externalise the problem (the problem is the problem) Internalise the problem (the person is the problem)
- 13. BRIEF SOLUTION FOCUS TECHNIQUES FIRST SESSION The hoped for outcome, finding out what they want from their work with you Obtain a detailed picture of what progress would look like (Their preferred future) Ask the Miracle question Suppose tomorrow you woke up and a miracle occur during the night while you were asleep and you achieved all that you were hoping for; what would you be doing? What would others notice you doing? assess along the way the impact of small changes on the family functioning 13
- 14. BRIEF SOLUTION FOCUS TECHNIQUES: Follow-Up What’s been better since we last met – Get to the signs of achievement use a scale 10 Preferred Future 7/8 Good Enough 3 Some Sign of Progress 0 Signs or Steps – What would be a sign that you have reached a 4 on the scale? Or you are a 3 now, what steps would you need to take to reach a 4, 14
- 15. BRIEF SOLUTION FOCUS TECHNIQUES: Follow-Up: Follow up sessions are about clarifying and amplifying the exceptions to the problem Visiting pass success – defining the desired state - Outcome (The backbone of the RTI strategies) A specific picture is painted Talk – Rephrase for clarification Curious about exception What is the student doing instead of End sessions with acknowledgement and appreciation and a homework in preparation for your next time together. (e.g. What can you do between now and the next time we meet to move you closer to your goal) 15
- 16. SOLUTION FOCUS:- IT STARTS WITH A QUESTION SUPPORTIVE &CHALLENGING HIGHLIGHTS INSTANCES OF SUCCESS EMPOWERMENT PROCESS USING POSITIVE WORDS TO TALK ABOUT PEOPLE STRENGTH BASED CIRCULAR QUESTIONS EMERSE YOURSELF IN SOLUTION FOCUS PRACTICE TO FEEL IT IT IS IMPORTANT TO STAY SOLUTION FOCUSED NOT SOLUTION FORCED 16
- 17. SFBT AND SSW SERVICES THE LINK TO PRODUCING MEASURABLE OUTCOMES 17 SFBT Portable Adaptable to IEP Goals Strength Based Client Centered Work in a positive way with students Can be brief or as Long as you want Observable Positive change Empowering Respectful SSW Services Measurable impact on Student’s Achievements Increased Student Attendance Cultural Competence LINK STUDENT
- 18. SOLUTION FOCUS AREAS OF SERVICE PRACTICE SUPERVISION LEADERSHIP CONSULTANT 18
- 19. REFERENCE Metcalf, L(2000) Solution Focused RTI:- A Positive Personalized Approach to Response to Intervention (1st ed.) San Francisco, CA; Jossey-Bass Seagram, B.M.C.(1997) The Efficacy of Solution Focused Therapy With Young Offenders Unpublished Dissertation York University (Canada) Selekman, M (2005) Pathways to Change (2nd ed.) New York, Guilford 19
Editor's Notes
- One Key component Of my Guiding Principle for Practice is that Families are experts of their lives and as such their voices should be heard and respected.
- Prior to January 2012; I had briefly heard about Solution Focused therapy and received a one day training in its use and like most of my colleagues who were steeped in Psycho analytical, psycho-dynamic, behaviorist, problem solving techniques, intervention we sat and warily looked on. We showed some enthusiasm as we were about to embark on developing a new service for young people to intervene and interrupt the cycle of foster care placement or Juvenile Justice incarceration.
- Steve, Insoo and their colleagues wanted to study effective and brief therapeutic techniques for helping clients change. SFBT has been recognized as a evidence-based practice and appears on the SAMHSA National Registry.
- Solutions are co-constructed with the clients; respectful involvement of families early in the process - family engagement is critical as it develops trust and inspires family to work effectively with workers If not why may be (insecurities of professional to release and balance of power)
- If you have a student with risky behaviours, a conversation you can have is “If you continue doing these things, this is what I have to do, to act in a way to restrict our liberty because of safety comes before all else.
- During the therapy an example of going the extra mile would be supporting the student/family members in writing therapeutic letter We want to get people thinking about their possibilities
- Eg. Of Questions you can ask – How do you know when you have gone too far with your behavior; are there times when you have become so angry that you hit someone; how come you did not this time
- GUIDING PRINCIPLE – Due to the brief nature of Solution Focus as an intervention and the time limits placed on School Social Work as a service we have to capitalise on the time that we are engaging with the student and their family and as such perform our duties in a focused succinct manner. Meaning when with the family we will multi-task. As a social worker we are required to engage in Student Achievement and Empowering Focus Parent respecting authoritive social work; which means that we sometimes have to redirect the family and we have to engage in activities that are more administrative initially to allow the opportunity to engage in therapeutic work in the follow-up visit.
- If the student and families figure it out themselves, there is lasting improvement. Solution Focus conversation is useful for conversations with students, parents and colleagues. It can be the basis for Tier II and Tier III interventions.
- Solution focused work is behavioral based and is not predicated on attainment of insight or awareness into the problem. A solution focused approach does not belabor the past nor does it need to fully understand the problem before solution work begin. It does not develop lengthy problem assessments where we go beyond the presenting problems
- What are their best hopes from your working together. In their description of the miracle, it is important to get a detailed first tiny signs, time place context, concrete observation What is the student already doing that fits with that future (instances of success – scales) Big eyes and ears, small mouth
- You are not asking them to design the scales, you are designing the scale, do not let 10 become the perfect value, Scales should be positive it should not be about getting rid of a negative behaviour If the student scales him/herself to be a zero you can ask what will it take to get to s 1, How have your coped? You say it is a zero and I am wondering you are coping. How come it is not a minus Accept where the student or family say they are
- In Solution focus we glance at the past not stare at it. Solution focus we get people to think differently the problem is never minimised
- SSW’s do not believe that pathologizing is useful; we produce demonstrable and measurable difference in students academics and behaviors.