SOLUTION-FOCUSED (S.F.) COUNSELLING AT AN INNER CITY SCHOOL, LONDON UK Reflection, Results and Creativity

Transcription

1 SOLUTION-FOCUSED (S.F.) COUNSELLING AT AN INNER CITY SCHOOL, LONDON UK Reflection, Results and Creativity 1

2 WHAT TO EXPECT 1. General Assumptions of S.F. 2. Embedding S.F. in education: What the scholars say 3. Highbury Grove School, : Reflection and results 4. Embedding Creativity in the S.F. Approach 2

3 1. GENERAL ASSUMPTIONS OF S.F. 3

4 GENERAL ASSUMPTIONS OF SF When we concentrate on successes, beneficial changes will take place Every problem has identifiable exceptions that can be found and transformed into solutions Small changes have a ripple effect that expands into larger changes All clients have what it takes to resolve their difficulties Client s goals are viewed in positive terms, reflecting what clients want to do, rather in negative terms, reflecting the absence of something they don t want to do (Sklare, 2005) 4

5 2. EMBEDDING S.F. IN EDUCATION: What the scholars say 5

6 TRANSFER OF SOLUTION-FOCUSED THERAPEUTIC MODEL TO EDUCATION The model has clear pedagogical connections Pedagogy is an activity, which teacher and pupil engage together S.F. work is a cooperative conversation, that helps motivate the student towards greater self-awareness, resiliency By using a solution-focused approach, the student and teacher/counsellor form a cooperative bond and inevitably, the student will feel valued and supported (Måhlberg & Sjöblom, 2004) 6

7 TENETS OF SOLUTION-FOCUSED EDUCATION, (S.F.E.) Respectful cooperation between teacher and student is more productive than confrontation The student s self-formulated goals are more likely to be achieved than teacher set goals Dialogue can be used as an effective educational tool (Måhlberg & Sjöblom, 2004) 7

8 WHAT THE SCHOLARS SAY "A solution-focused teacher builds solutions jointly with pupils, fostering their individual resources and goals. The teacher focuses particularly on pupils' positive behavior rather than the negative, and supports them through encouragement and positive feedback. One always assumes that change is possible, and keeps looking for the smallest sign from the pupil that success is imminent." (Måhlberg & Sjöblom, 2004) 8

9 Using a solution-focused approach is paramount, especially when dealing with students, because it is consistent with trends in education that emphasize data-based decision making, positive behaviour change, and measurable outcomes (Cooley, 2009) When educators adopt a perspective that a student s desires and goals work towards making exceptions to a problem, the student is not only empowered, but also ready to make change (Davis, Osborne, 2000) 9

10 SF approach accurately mirrors what is the overarching goal in education; teaching students to be curious, explore and discover their own resiliency, while being supported along the way (Metcalfe, 2003) Different from a behaviour modification approach in that a teacher does not simply praise a student when they do well, but also takes a stance of amazement, curiosity and discovery, thereby encouraging the continuance of any small successes (Metcalfe, 2003) The use of SFBC is valuable in school settings as well since school counsellors are responsible for large caseloads of students and rarely see students for long term counseling (Sklare, 2005) 10

11 3. HIGHBURY GROVE SCHOOL, : Reflection and results 11

12 THE HAVEN - RESULTS The first two graphs represent the growth towards positive outcomes in the areas of confidence and anger/behaviour management The two graphs focus on success ranging over 3-7 sessions in The Haven. Colours represent students. All students improved on the 0-10 scaling measurement over time These outcomes are considered soft data since they are the students perception of their own progress from session to session 12

13 GRAPH 1 - CONFIDENCE 13

14 GRAPH 2 - ANGER & BEHAVIOUR MANAGEMENT 14

15 THE HAVEN - RESULTS The next two graphs speak specifically to the effectiveness of having a Life Coach at Highbury Grove School. It is clear from the third graph that all those evaluated were more effective in dealing with challenges after working with the Life Coach. The average scaling increase on effectiveness of working through challenges before and after sessions was The second graph illustrates that most participants thought having a Life Coach position and The Haven at Highbury Grove School was very effective. The average effectiveness rank was 9.38 out of

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17 GRAPH 3 - ABILITY TO DEAL WITH CHALLENGES: PRE & POST COUNSELLING Ranking (out of 10) before after Staff and Students 17

18 GRAPH 4 - FEEDBACK: COUNSELLING & COACHING EFFECTIVENESS Ranking (out of 10) Students & Staff 18

19 THE HAVEN - RESULTS The final six graphs focus on students seen for oneto-one counselling regarding anger/behaviour management. The first three indicate the rate of behaviour incidence per student per month before and after starting one-to-one counselling. While there are spikes, the overall trend speaks to the lowering of behaviour incidents after counselling has started. 19

20 GRAPH 5 - MONTHLY BEHAVIOUR INCIDENTS PER STUDENT BEFORE AND AFTER COUNSELLING Date started one-to-one counselling : BLUE - Oct. 9, 2012 RED - Oct 25, 2012 GREEN - Oct 16, 2012 PURPLE - Oct 11,

21 GRAPH 6 - MONTHLY BEHAVIOUR INCIDENTS PER STUDENT BEFORE AND AFTER COUNSELLING Date started one-toone counselling: BLUE Dec. 14, 2012 PURPLE - Dec. 6, 2012 RED Nov. 29, 2012 GREEN- Dec. 3,

22 GRAPH 7 - MONTHLY BEHAVIOUR INCIDENTS PER STUDENT BEFORE AND AFTER COUNSELLING Date started one-to-one counselling: BLUE Jan. 21, 2013 RED - Jan. 7, 2013 ORANGE - Jan. 23, 2013 GREEN - Jan. 28, 2013 PURPLE - Jan. 24,

23 CONTROL GROUP The last three graphs highlight a control group of students who were referred for anger management; however, did not attend. Those who did not come for sessions failed to gain consistency. On these last three graphs, the big dips downwards are mainly due to school holidays (one week halfterm and end of term). 23

24 GRAPH 8 - CONTROL GROUP 1 BEHAVIOUR INCIDENTS PER MONTH - NO SF INTERVENTION sep oct nov dec jan feb march april 24

25 GRAPH 9 - CONTROL GROUP 2 BEHAVIOUR INCIDENTS PER MONTH - NO SF INTERVENTION sep oct nov dec jan feb march april 25

26 GRAPH 10 - CONTROL GROUP 3 BEHAVIOUR INCIDENTS PER MONTH - NO SF INTERVENTION sep oct nov dec jan feb march april 26

27 4. EMBEDDING CREATIVITY IN THE S.F. APPROACH 27

28 Solution-Focused Brief Therapy in Combination with Fantasy and Creative Language in Working with Children: A Brief Report International Journal of Solution-Focused Practitioners 2013, Vol.1, No. 1, Ciuffardi, Scavelli, Leonardi Case Study: School in Italy, school year psychological support service 64 students, 15 parents, 8 teachers 28

29 In SF: using storytelling and creative language in a school setting helped students to better understand aspects of situation Storytelling allows use of language as a creative process gives children opportunity to see problems from a different point of view I think that the therapist's suggestions, metaphors and reflections have been useful for me to feel better.writing and telling stories to understand better what makes me strong and what, instead, makes me weak 29

30 Fantasies: help students to reach solutions because youth are able to choose to believe that they are able to do what they (and their heroes) imagine and want What would Frodo do? 30

31 CREATIVITY IN MY PRACTICE Putting on your armour and moving up the scale Geshi s story Storytelling your way to the top The use of imagination in scaling There s no room at the inn, Mrs. Worry! 31

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33 WRAPPING UP How was working in the UK helpful to my development? I learned. I was surprised What s different now about going into my new job? 33

34 REFERENCES Cooley, L. (2009). The Power of Groups: Solution-Focused Group Counseling in Schools. Thousand Oaks, CA: Corwin Press. Davis, G and Osborne, C. (2000). The Solution-Focused School Counsellor: Shaping Professional Practice. London, UK: Brunner - Routledge Jones, C.N., Hart, S.R., Jimerson, S.R., Dowdy, E., Earhart, J., Renshaw, T.L., Eklund, K., and Anderson, D. (2009). Solution-focused brief counseling: Guidelines, considerations, and implications for school psychologists. The California School Psychologist, 14, Kim, J.S. (2008). Examining the effectiveness of solution-focused brief therapy: A meta-analysis. Research on Social Work Practice, 18(2), doi: / Mahlberg, K and Sjolblom, M. (2004). Solution-Focused Education for a Happier School. Stockholm: Mareld. Metcalfe, L. (2008). Counselling Toward Solutions: A Practical Solution- Focused Program for Working with Students, Teachers and Parents. San Fransisco, CA: Jossey-Bass Sklare, G.B. (2005). Brief Counselling that Works: A Solution-Focused Approach for School Counsellors and Administrators. Thousand Oaks, CA: Corwin Press. 34

35 THANK YOU! 35