A Recursive Frame Analysis and case presentation on Insoo Kim Berg's solution talk, or therapeutic conversation.

1. A Recursive Frame Analysis of Solution-Focused
Brief Therapy Question Utilization: Process Informed
Evidence
Jeffrey Cotton, MS, LMFT, LMHC
Ron Chenail, Ph D
Florida Association for Marriage and Family Therapy: May 15, 2010

2. Workshop Objectives
• Explore the relationship between
problem and solution-focused talk.
• Understand how SFBT questions
serve as interventions.
• Learn how to analyze a SFBT
session.

3. Solution-Focused Brief
Therapy (SFBT): Overview
• Founded in 1982:
– Berg, de Shazer, and colleagues.
• Scaling, exception, coping,
relationship, and the miracle
question.
• Builds on what is working for
clients.
• Focuses on strengths and
resources.

4. Recursive Frame Analysis
(RFA) Project History
• Began as a class assignment under Dr.
Chenail, 2006.
• Member checked with Insoo Kim
Berg, 2006.
• Accepted for publication, 2010:
– The Qualitative Report.

5. Purpose
• Lack of process research.
• Investigate how SFBT language influences the session.
• Provide Qualitative Process Informed Evidence.

6. When Connecting Process to
Outcomes…
Investigators must know what happens in detail.

7. When Paying Attention to
Process…
• Researchers confirm SFBT
questions and formulations are
positive.
• Researchers make explicit how
language influences direction.
• Researchers expose what happens.

8. What Constitutes Process
Informed Evidence?
• Discursive moves between participants.
– Questions, formulations, and responses.
– Discourse markers, overlapping speech, etc.
• Discourse accepted as Common Ground.
• The tenets of SFBT embedded as presuppositions.

9. Evidence (continued)
• Shifts in talk.
• New information.
• Observing talk in which therapists selectively utilize.

10. Research Paradigm: Recursive
Frame Analysis (RFA)
• RFA- a method for observation,
interpretation, and analysis.
• Researchers note patterns by
investigating interactional
sequences.
• Investigators develop an
illustration of categorized data.
• Conversation displayed as
frames, galleries, and wings.

11. RFA (continued)
• Describe the relationship
among categories.
• Recursively organizes
communication for
examination.
• Understanding client’s
responses in relationship to
questions.

12. Rich Data
• Single case study
• Published video: Initial full-length
session of Berg.
• Conversation focused on the marital
relationship.
• Both video and transcript were
investigated.

13. Rich Data (continued)
• Organization of transcribed video:
– Word and PowerPoint.
• Berg’s comments tracked:
– Openings, frames, galleries, and wings.
• Berg’s questions punctuated as openings.

14. Researchers Must Ask
Themselves Good Questions
• How does Berg’s language influence conversation?
– Lexical choice, presuppositions, turn taking moves, etc.
• How is the client influenced by Berg’s questions?
– Solution oriented responses, exceptions to the problem, etc.

15. Main Assumption
• The use of solution-focused language and questions
influences the client to respond with solution-oriented
language.

16. Operational Definition:
Opening
• Opening: A question that requests an answer.
– Based upon difference, relationships, exceptions, and
presuppositions.

17. Operational Definition: Frame
• Frame: The context of talk a client and therapist
offer one another.
– Problem talk or solution talk?

18. Operational Definition: Gallery
• Gallery: Includes a category of discourse contextualized as
frames.
– Past successes.

19. Operational Definition: Wing
• Wing: The larger order of talk.
– The client’s exceptions to the problem.

20. Jumping Into The Data

21. Opening 1
• What needs to be different in Robin’s life?
001. TH 1: Um, let me ask you, what
do you suppose that needs to be
different in your life that will let
you know that it was a good thing
that you came and talked to me
today, [CL: Um] that it was a good
thing that you had done this?
002. CL 1: Probably, um, helping me
realize that, you know, a lot of things
that, that go on are just normal
everyday life. Um, you know, that,
that I'm no different than anybody
else. My, my experiences are all the
same. Um
003. TH 2: Okay.
004. CL 2: 'Cause sometimes I, I
sometimes blow things out of
proportion and think only those things
happen to me, but when in fact, you
know, they're just normal everyday
occurrences.

22. Opening 1: A Question of
Difference: Presuppositions
• 001. TH 1: Um, let me ask you, what DO you suppose that needs to be
different in your life that WILL let you know that it was a good thing that
you came and talked to me today?
• What = something
• Suppose = imagine; possibility
• Needs = essential; important
• Be different = change
• Life = existence
• Know = understand
• Good thing = positive experience
• Came and talked = effort and communicate
• Today = present

23. Gallery 1:
Help Robin Realize She Is Normal
• F1: 002: CL 1: Helping me realize that I’m no
different than anybody else. My experiences
are all the same.
• F2: 004: CL 2: I sometimes blow things out of
proportion, they are just normal everyday
occurrences.
• F3: 005:TH 3: How will it be helpful for you
to find out that how you react to things is
pretty normal? (opening 2)

24. 005. TH 3: So suppose you find that out. [CL Um
hum]. That what's happening to you and how you
react to things are pretty normal. [CL Um hum]
How is that going to be helpful, how would that
Opening 2 be helpful for you?
006. CL 3: It gives me peace of mind.
007. TH 4: Okay.
008. CL 4: Um, it lets me know that I'm not the only
one out there pulling my hair out. (laughter)
009. TH 5: Okay, all right. Ah, and so you have
peace of mind and you say, "Ahhh, I'm like
everybody else, I'm no different."
010. CL 5: Well, in the things that happen to me,
how I react to those things is what will make me
unique.
011. TH 6: Right. So you react when you know this.
You will react, oh well, it was just one of those
things that happens to people.
012. CL 6: Right, instead of getting frantic.
013. TH 7: Right. Okay.
014. CL 7: I'd be much more calm.
015. TH 8: Calm about [CL Right] your reaction to
whatever?
016. CL 8: Right, right.
017. TH 9: Okay. That makes sense. Okay, okay.
So suppose you are, so suppose you are calm. [CL
Mhm] You say, oh well. You know one of those
things in life [CL Mhm] and be able to go on. [CL
Mhm] I guess that's what you're talking about.
018. CL 9: Right, right.
019. TH 10: Instead of being frantic, you just say,
okay, well, you know, [CL Right] take it with a grain
of salt and just go on with your life.
020. CL 10: Right.
021. TH 11: What um, what would that be like for
you?

25. Opening 2: A Question of How
005. TH 3: So suppose you find that out. [CL Um hum]. That what's
happening to you and how you react to things are pretty normal. [CL
Um hum] How is that going to be helpful, how would that be helpful
for you?
006. CL 3: It gives me peace of mind.

26. Gallery 2:
Robin’s Search for Peace and Calm
• F1: 006: CL 3: It gives me peace of mind.
• F2: 008: CL 4: I’m not the only one out there
pulling my hair out.
• F3: 010: CL 5: How I react is what will make
me unique.
• F4: 014: CL 7: I’d be much more calm.
• F5: 021. TH 11: What um, what would that
be like for you? (opening 3)

27. Opening 3:
Formulation and Question
017. TH 9: So suppose you are, so
suppose you are calm. [CL Mhm] You
say, oh well. You know one of those
things in life [CL Mhm] and be able to go
on. [CL Mhm] I guess that's what you're
talking about.
018. CL 9: Right, right.
019. TH 10: Instead of being frantic, you
just say, okay, well, [CL Right] you know,
take it with a grain of salt and just go on
with your life.
020. CL: 10: Right.
021. TH 11: What um, what WOULD
that be like for you?

28. Opening 3: A Question of “What”
With A Deictic Reference
021. TH 11: What, what would that be like for you?
019. TH 10: Instead of being frantic, you just say, okay, well,
[CL Right] you know, take it with a grain of salt and just go on
with your life.
020. CL: 10: Right.
021. TH 11: What um, what would that be like for you?

29. Opening 3
021. TH 11: What um, what would that
be like for you?
022. CL 11: It would be control. I'd have
a lot of self-control.
023. TH 12: Self-control.
024. CL 12: Yeah, um, that's one thing I
probably lack the most.
025. TH 13: Okay.
026. CL 13: Um, I'd, uh, um, I'd be easy
going. I wouldn't constantly be thinking all
the time, and, um, it would just be matter
of fact, you know. I wouldn't be over-
analyzing situations.
027. TH 14: Ah, okay, okay.
028. CL 14: I seem to be very analytical.
029. TH 15: Okay. So, what would you
do instead of analyzing then, when you
get to that point?

30. Gallery 3: If Robin Is Calm
Then She Has Self-control.
• F1: 022: CL 11: I’d have a lot of self-
control.
• F2: 026: CL 13: I wouldn’t be over
analyzing situations.
• F3: 029: TH 15: What would you do
instead of analyzing? (Opening 4)

31. Opening 4: Instead of…
026. CL 13: I'd be easy going. I wouldn't constantly be thinking all the
time, and, um, it would just be matter of fact, you know. I wouldn't
be over-analyzing situations.
027. TH 14: Ah, okay, okay.
028. CL 14: I seem to be very analytical.
029. TH 15: Okay. So, what would you do instead of analyzing
then, when you get to that point?

32. Opening 4
029. TH 15: Okay. So, what would you do
instead of analyzing then, when you get to
that point?
030. CL 15: I'd just, you know, throw it up to the
wind and not worry about it.
031. TH 16: And say, oh well, that's life. That's
what you would say?
032. CL 16: Right.
033. TH 17: Oh well, that's how it goes.
034. CL 17: Yeah.
035. TH 18: And just may be able to move on
with your life.
036. CL 18: Right, and not think that, that it's
going to be the end of the world, you know.
Tomorrow's a new day.
037. TH 19: Okay.
038. CL 19: I sometimes look at a situation and
study it too much and think that my whole world
revolves around the decision that I make or how I
react. When, in essence, it doesn't.

33. Gallery 4:
Instead of Analyzing, Robin
Will Throw it Up to the Wind.
• F1: 030: CL 15: I’d throw it up to the wind and
not worry.
• F2: 036: CL 18: Tomorrow’s a new day.
• F3: 038: CL 19: I look at a situation and study
it too much.
• F4: 039: TH 20: What would people around
you notice different if you are able to let
things blow into the wind and then go on
with your life?

34. Opening 5
039. TH 20: All right. So suppose you
are able to do that, [CL Mhm]
suppose you are able to do that. [CL
Mhm] What would people around
you notice different about Robin
that would let them know, "Ah, she
is able to let things blow into the
wind and then go on with her life?"
040. CL 20: They would probably say
that I'm finally growing up. (laughter)
041. TH 21: Okay, okay.
042. CL 21: Um, they'd say that I was
more easy going, [TH Easy going],
um, not stressed out. Um, uh, more
fun to be around.
043. TH 22: More fun to be around,
okay, okay.

35. Relationship Question
039. TH 20: All right. So suppose you are able to do that, [CL Mhm]
suppose you are able to do that. [CL Mhm] What would people
around you notice different about Robin that would let them know,
"Ah, she is able to let things blow into the wind and then go on
with her life?"
Lexical Choice
suppose
able to do that
notice different
that would let them know

36. Gallery 5:
When People Notice That Robin is
Different They See Her Growing Up.
• F1: 040: CL 20: They would say I’m
growing up.
• F2: 042: CL 21: I’m more easy going,
not stressed out, more fun to be around.
• F3: 049: TH 25: What would he
(husband) notice different about you?

37. Gallery 1:
Help Robin realize she is normal

38. Wing 1: Helping Robin

39. The Galleries of Wing 1

40. Wing 2: Robin, self-control,
and picking battles

41. Wing 3: Robin’s work toward
enhancing emotions

42. Larger Context of Wing 2

43. Larger Context of Wing 3

44. Findings
• Berg’s SFBT questions serve as interventions.
• Consistent recursive patterns were noted.
• SFBT questions are not neutral but are direct.

45. Discussion
• The accuracy of Berg’s application of solution-focused
techniques is confirmed.
• These findings can assist other researchers.
• This study demonstrates how one can evaluate a session.
• It is this type of process research that SFBT needs.

46. Questions and Feedback

47. References
Allyn & Bacon (Producer). (2000). Psychotherapy with the experts: Solution focused
therapy with Insoo Kim Berg [Video]. (Available from Allyn & Bacon
Professional, 160 Gould Street, Needham Heights, MA 02494-2310)
Bavelas, J. B., McGee, D., Philips, B., & Routledge, R. (2000). Microanalysis of
communication on psychotherapy. Human Systems: The Journal of Systemic
Consultation & Management, 11(1), 47-66.
Berg, I. K., & De Jong, P. (1996). Solution-building conversations: Co-constructing a
sense of competence with clients. Families in Society, 77(6), 376-392.
Chenail, R. J. (1990/1991). Bradford Keeney’s cybernetic project and the creation of
recursive frame analysis. The Qualitative Report, 1(2&3). Retrieved May 12, 2006,
from http://www.nova.edu./sss/QR/QR1-23/Keeney.html
Chenail, R. J. (1995). Recursive frame analysis. The Qualitative Report, 2(2). Retrieved
May 12, 2006, from http://www.nova.edu/sss/QR/QR1-2/rfa.html
Chenail, R. J., & Duffy, M. (2009). Utilizing Microsoftｮ Office to produce and present recursive frame analysis findings. The Weekly Qualitative Report,
2(20), 117-132. Retrieved from http://www.nova.edu/ssss/QR/WQR/rfa.pdf
De Jong, P., & Berg, I. K. (2002). Interviewing for solutions. Pacific Grove, CA:
Brooks/Cole.
de Shazer, S., Berg, I. K., Lipchik, E., Nunnally, E., Molnar, A., Gingerich, W., et al. (1986). Brief therapy: Focused solution development. Family
Process, 25, 207-222.
de Shazer, S., Dolan, Y., Korman, H., Trepper, T., McCollum, E., & Berg, I. K. (2007).
More than miracles: The state of the art of solution-focused brief therapy. New York: The Haworth Press.
Keeney, B. P. (1990). Improvisational therapy: A practical guide for creative clinical
strategies. New York: The Guilford Press.
Lipchik, E. (2002). Beyond technique in solution-focused therapy. New York: The
Guilford Press.
McGee, D., Del Vento, A., & Bavelas, J. B. (2005). An interactional model of questions as
therapeutic interventions. Journal of Marital and Family Therapy, 31(4), 371-384.

48. Paper Reference
• Cotton, J. (2010). Question utilization in solution-focused
brief therapy: A recursive frame analysis of Insoo Kim Berg’s
solution talk. The Qualitative Report, 15(1), 18-36.
http://www.nova.edu/ssss/QR/QR15-1/cotton.pdf