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Solution Focused Brief Therapy How Do People Change From the Advanced Solution Focused Brief Training in Sydney Presented by Michael Durrant Change happens by people experiencing themselves as competent and successful. Clients are stuck in a view of themselves as incompetent, not responsible, victims or powerless. This might be seen in terms of learned helplessness (Seligman). A view of self as hopeless, helpless or beyond caring tends to become self-fulfilling. There is ample research that a positive outcome is related to an increase in clients optimism about their situation and that optimism is related to the development of goals. Change comes not from understanding why I got to where I am but from seeing myself differently and seeing the possibility of change. Seeing oneself (or situation) differently can be a result of Experiencing oneself acting differently, Recognising times one is already acting differently, and/or Constructing a picture of what different behaviour can be like. Thus, our work with clients seeks to maximise opportunities for experiencing or noticing success and difference. Two Questions ask them Often!! How did you do that? How did that make a difference? What else? (What else was different? What else did you do on that day? Etc ) 2
What is Solution Focused Brief Therapy? Solution Focused Brief Therapy is a model that focuses on competence rather than deficits, strengths rather than weaknesses, possibilities rather than limitations. In essence it focuses on WHAT WORKS. Assumptions of Solutions Focused Therapy Clients have the resources and strengths to resolve complaints (problems). Problems do not indicate an underlying pathology It is not necessary to know the cause or functions of the complaint to resolve it. It is more important to know what gets in the way of the client finding or noticing solutions and what will be different when the problem is solved, than what caused the problem. People generally want things to get better and are not resistant to change. Change is constant and, in fact, inevitable. The counsellor s role is to identify, facilitate and amplify change. Counselling is about starting virtuous or benevolent cycles. Solutions are constructed interactively. The best changes are identified by the client not the counsellor. Every problem dominated pattern contains examples of exceptions, which give hints toward solutions. Focus on what is possible and changeable rather than impossible and intractable. If it works, don t fix it. In fact do more of it. If it is not working, do something different and experiment. If it works a little, build on it. 3
Goal Setting SOLUTION FOCUSED GOALING CONVERSATIONS Helping Develop and Refine Well-Defined Goals Following are some characteristics of "well-defined" goals: 1. Relevant to the client (motivated to achieve). What difference willthis make in your life? 2. As specific as possible (observable and measurable). How willyou know when you have achieved your goal? 3. Small rather than large (increases likelihood of success). What will be a small sign that you have accomplished your goal? 4. Presence rather than absence of something (observable). What willyou be doing differently when "the problem" no longer occurs? 5. Start rather than end of something (positive, outcome focused). What will be a step on the path toward what you want to have happen? 6. Within the clients' control (achievable). What will need to happen for you to achieve your goal? 7. Perceived of as challenging (but possible). How ready are you to take this next step? Reasons We Get Stuck During Goal Development With Challenged & Challenging Clients Ø Goals are not the client's Ø Goals are not specific and concrete Ø Goals are stated as the absence of something Ø Goals focus on something the client cannot control Ø Goals are too large Ø Goals focus on ending something Ø Goals don't interest or motivate the client 4
Setting the Agenda. Ø What brought you here today? Ø What is your goal in coming here? Ø What would it be helpful for us to talk about? Ø If talking to me now turns out to make things better for you, what will be different for you? Ø What would tomorrow be like for you if even in some small way talking to me makes things a bit better? Ø How will you know when things are better? Ø What will tell you? Ø What will be happening? Goals need to be positively framed rather then the absence of a behaviour or feeling. What would you be doing or feeling when you are less depressed? Goals should be concrete and observable, i.e. what things people say and do and be described on process form. Goals should be in the Client s control ü What will you be doing differently? Start with small and attainable goals the basic assumption is that small changes lead to additional changes. ü What will be a sign that things are continuing in the right direction? Some clients respond with Utopian or unrealistic first signs. ü Whilst that might be an ultimate end goal, what would be a first small step? Would it be? Generalised goals like more self esteem, and feeling happier are only starting points ü What will you be doing differently when you have more self-esteem? 5
Write down a goal that you want to work on Human Connections Exercise: Goal Setting REMEMBER: Goals should be Something that s important to you. Specific. Realistic and achievable. Involve hard work! Does the goal express the presence of something rather than the absence of something? For example, I will stop self- harming becomes I will deal with distress in a different way from self- harming. On a scale of 1 to 10, please rate how close you are to achieving this goal where 1 is far away, and 10 is I have achieved it. 0 1 2 3 4 5 6 7 8 9 10 What is your first step in moving one step further up this scale? What strengths and resources do you need to achieve this goal? Who else is involved in helping you achieve this goal? How will they help? What could some of the obstacles be that may get in the way of you achieving this goal? How could you tackle these? 6
COPYRIGHT NOTICE Please note: all materials in this handout are protected by copyright. If you wish to use any of this material with clients/parents you need to acknowledge the source as follows: Source: www.humanconnections.com.au ABOUT HUMAN CONNECTIONS Human Connections is an Australian business based in Sydney, committed to connecting people in schools, families and the workplace. With qualifications and university degrees in both education and counselling Rocky brings great experience both as a teacher, Year Coordinator, therapist and life coach. As director of Human Connections, Rocky Biasi is a classroom management and interpersonal skills specialist with a practical approach to behaviour management. With over 15 years experience as a counselor, teacher and Year Coordinator to every year group from Yr 7 12, Rocky has a wealth of experience both practical and theoretical that can help teachers and schools work toward becoming more effective and efficient in their roles. His extensive training and research from the field of Peak Performance Psychology equips him to consult with teachers and clients about how to move from where they are to where they want to be. Rocky has successfully conducted presentations to thousands of clients. In particular, he has focused on the transition into senior school. His focus on emotion and stress management, motivation and peak performance brings to clients the latest techniques used by successful corporate and sporting people around the world. Clients will participate and experience techniques in energy psychology, Neuro-Linguistic programming, selfhypnosis and meditation. What we do: Go to www.humanconnections.com.au to find out more. 1. Peak Performance Student Sessions: These student sessions are mostly targeted to Year 7 (Big Fish into Little Fish Workshop) 10, 11 and 12 students. The focus is on motivation, goals and emotion management techniques. The information pack has further details. However, the sessions are between 90 minutes and a whole day workshop. In addition, we hold study skills days with Prue Salter from ELES where the group is split in half and each spends half a day with a presenter. 2. Parent Evenings: The parent evenings were born from the overwhelming feedback by students that a major part of their pressure was from their parents. The session runs for 60 minutes and is titled, Helping your child through senior school and the HSC. 3. Counselling: Rocky Biasi from Human Connections is a clinical Member of the Counsellors and Psychotherapists Association of NSW and runs a private practice. In addition, Rocky offers counselling to teachers and clients in a variety of schools. 4. Professional Development and Mentoring: Human Connections conducts a range of professional development workshops, including The Accidental Counsellor, Teaching Toward Success - Helping Clients Reach their Academic Potential and Conscious Classroom Management. 7