Other versions by this Author
List Price: $37.29
Buy New
Usually Ships in 5-7 Business Days
$35.43
Rent Textbook
Select for Price
Rent Digital
$28.38*
Used Textbook
We're Sorry
Sold Out
Summary
Solution Focused Brief Therapy: 100 Key Points and Techniquesprovides a concise and jargon-free guide to the thinking and practice of this exciting approach, enabling people to make changes in their lives quickly and effectively. It covers: This history and background to solution focused practice The philosophical underpinnings of the approach Dealing with difficult situations Specific applications to children, adolescents, families, and schools Organisational applications including supervision, coaching and leadership. Frequently asked questions This book is an invaluable resource for all therapists and counsellors, whether in training or practice. It will also be essential for any professional whose job it is to help people make changes in their lives, and will therefore be of interest to social workers, probation officers, psychiatric staff, doctors, and teachers, as well as those working in organisations as coaches and managers.
Author Biography
Harvey Ratner, Evan George, and Chris Iveson founded BRIEF in London in 1989 as an independent training, therapy and consultation agency for the development of solution focused brief therapy.
Table of Contents
| Preface | p. x |
| Background | p. 1 |
| What is Solution Focused Brief Therapy? | p. 3 |
| The origins of Solution Focused Brief Therapy (1): Milton Erickson | p. 6 |
| Origins (2): family therapy and the Brief Therapy Center at the Mental Research Institute in Palo Alto | p. 8 |
| Origins (3): the Brief Family Therapy Center in Milwaukee and the birth of a new approach | p. 10 |
| The Brief Family Therapy Center: the first phase | p. 12 |
| The Brief Family Therapy Center: the second phase | p. 14 |
| Solution Focused Brief Therapy today | p. 16 |
| Philosophical underpinnings: constructivism | p. 18 |
| Philosophical underpinnings: Wittgenstein, language, and social constructionism | p. 19 |
| Assumptions in Solution Focused Brief Therapy | p. 21 |
| The client-therapist relationship | p. 23 |
| The evidence that Solution Focused Brief Therapy works | p. 27 |
| How brief is brief? | p. 29 |
| Summary: the structure of solution focused sessions | p. 31 |
| Features of Solution Focused Interviewing | p. 35 |
| Ideas about therapeutic conversation | p. 37 |
| Choosing the next question | p. 38 |
| Acknowledgement and possibility | p. 40 |
| Compliments | p. 43 |
| Deciding who to meet with | p. 45 |
| Getting Started | p. 47 |
| Problem-free talk | p. 49 |
| Identifying resources | p. 52 |
| Listening with a constructive ear: what the client can do, not what they cannot do | p. 54 |
| Constructive histories | p. 56 |
| Pre-meeting change | p. 58 |
| Establishing a Contract | p. 61 |
| Finding out the client's best hopes from the work | p. 63 |
| The 'contract': a joint project | p. 65 |
| The difference between outcome and process | p. 67 |
| The 'Great Instead' | p. 70 |
| When the client's hope is beyond the therapist's remit | p. 72 |
| When the client has been sent | p. 74 |
| Building a contract with young people | p. 77 |
| When the client says 'don't know' | p. 79 |
| When the client's hopes appear to be unrealistic | p. 81 |
| What is there is a situation of risk? | p. 84 |
| When the practitioner is a gatekeeper to a resource | p. 86 |
| What if we fail to develop a joint project? | p. 89 |
| The Client's Preferred Future | p. 91 |
| Preferred futures: the 'Tomorrow Question' | p. 93 |
| Distant futures | p. 95 |
| The qualities of well-described preferred futures: the client's perspective | p. 96 |
| The qualities of well-described preferred futures: other person perspectives | p. 98 |
| Broadening and detailing | p. 100 |
| When Has it Already Happened? Instances of Success | p. 103 |
| Exceptions | p. 105 |
| Instances of the future already happening | p. 107 |
| Lists | p. 109 |
| No instances, no exceptions | p. 112 |
| Measuring Progress: Using Scale Questions | p. 113 |
| Scale questions: the evaluation of progress | p. 115 |
| Designating the '0' on the scale | p. 117 |
| Different scales | p. 119 |
| Successes in the past | p. 121 |
| What is good enough? | p. 123 |
| Moving up the scale | p. 124 |
| Signs or steps | p. 125 |
| What if the client says they are at '0'? | p. 127 |
| When the client's rating seems unrealistic | p. 129 |
| Coping Questions: When Times are Tough | p. 131 |
| Handling difficult situations, including bereavement | p. 133 |
| Stopping things from getting worse | p. 135 |
| Ending Sessions | p. 137 |
| Thinking pause | p. 139 |
| Acknowledgement and appreciation | p. 141 |
| Making suggestions | p. 143 |
| Making the next appointment | p. 145 |
| Conducting Follow-Up Sessions | p. 147 |
| What is better? | p. 149 |
| Amplifying the progress made | p. 150 |
| Strategy questions | p. 153 |
| Identity questions | p. 155 |
| When the client says things are the same | p. 157 |
| When the client says things are worse | p. 159 |
| Ending The Work | p. 161 |
| Maintaining progress | p. 163 |
| What if there is no progress? | p. 165 |
| Assessment and Safeguarding | p. 167 |
| Assessment | p. 169 |
| Safeguarding | p. 171 |
| Children, Families, Schools, and Groupwork | p. 173 |
| Children | p. 175 |
| Adolescents | p. 177 |
| Family work | p. 179 |
| Scales in family work | p. 181 |
| Couples work | p. 182 |
| In the school | p. 185 |
| Schools: individual work | p. 187 |
| Schools: the WOWW project | p. 190 |
| Groupwork | p. 192 |
| Work with Adults | p. 195 |
| Homelessness | p. 197 |
| Alzheiumer's | p. 199 |
| Learning difficulties | p. 201 |
| Substance misuse | p. 203 |
| Mental health | p. 205 |
| Trauma and abuse | p. 207 |
| Supervision, Coaching, and Organizational Applications | p. 211 |
| Supervision | p. 213 |
| Team supervision | p. 215 |
| Coaching | p. 217 |
| Mentoring | p. 219 |
| Team coaching | p. 222 |
| Leadership | p. 224 |
| Frequently Asked Questions | p. 227 |
| Isn't it just a positive approach? | p. 229 |
| Isn't it just papering over the cracks? | p. 232 |
| It doesn't deal with emotions | p. 234 |
| Isn't it just a strengths-based approach? | p. 237 |
| What account does it take of culture? | p. 239 |
| Isn't it just a form of problem-solving? | p. 241 |
| It's a formulaic approach | p. 243 |
| Can it be used with other approaches? | p. 245 |
| Self-help SFBT | p. 247 |
| References | p. 249 |
| Table of Contents provided by Ingram. All Rights Reserved. |
An electronic version of this book is available through VitalSource.
This book is viewable on PC, Mac, iPhone, iPad, iPod Touch, and most smartphones.
By purchasing, you will be able to view this book online, as well as download it, for the chosen number of days.
Digital License
You are licensing a digital product for a set duration. Durations are set forth in the product description, with "Lifetime" typically meaning five (5) years of online access and permanent download to a supported device. All licenses are non-transferable.
More details can be found here.
A downloadable version of this book is available through the eCampus Reader or compatible Adobe readers.
Applications are available on iOS, Android, PC, Mac, and Windows Mobile platforms.
Please view the compatibility matrix prior to purchase.