Creating Solutions in School Counseling

Presented by | Dr. Eva Gibson, APSU

 I can:
Clear Target ● identify the basic principles of SFBT
● apply solution-focused techniques
to counseling sessions
● integrate solution-focused
techniques into work with teachers
and parents
What are your best hopes from attending
this session?

If attending this session ends up being

useful, how will you know it?

What difference will it make for you and

your students if it turns out to be helpful?
 What do you
remember about SF?
 Solution focused= Strength based

• SF is a STRENGTH based approach

• Let’s start with our own strengths
• On your paper use the letters of your name to
indicate your strengths:
• Education focused
• Vocal
• Advocate

Who are YOU?

 Three “RULES” of implementing SFBT

1. “If it ain’t broke, don’t fix it”

2. “Once you know what works, do more of it”
3. “If it doesn’t work, don’t do it again. Do something
different”
 Five Assumptions of SFBT

1. Focusing on success leads to solutions

2. Every problem has identifiable exceptions
3. Small changes have a ripple effect
4. Clients know themselves best
5. Positive goals are more effective
 Additional Concepts of SFBT

You get more of what you pay attention to

• Reframe problem in positive ways
Avoid problem analysis
• The cause of the problem is not really important
Focus on solutions
• Seek exceptions to the problem
Focus on the present and future
• What are the client’s goals? What do they want to accomplish?
Focus on action rather than insights
• Create an expectation of change
School counseling w/a SF lens
 SFBT Techniques

● Goal identification questions

● Identifying exceptions to the problem (e.g. instances of
success)
● Scaling questions
● Cheerleading/Compliments
● The Miracle question
● Reciprocal relationships questions
● The Message
● EARS (for subsequent sessions)
 Establishing Goals

Assessing the client’s goals

“What can I help you with today?”
“What’s the reason you have come to see me today?”
“What are your best hopes from our meeting?”
“What would you most like to get out of our time together?”

Defining goals
Goals need to be clear, specific, and concrete
Early on, create many small goals
Goals are designed to be obtained quickly
Use scaling to establish progress throughout the counseling process
Reduce or eliminate dissatisfaction – focus on strengths and exceptions to
the problem
 Identifying Exceptions to the Problem

Help clients recognize their strengths by identifying exceptions to the

problem, or ways in which they have handled things successfully in the
past:
• “Tell me about a time you had a similar concern that had a positive
outcome. What were you doing differently then?”
• “Tell me about the times when some of this miracle has already
happened – even just a little bit.”
• “ Tell me about a time when you were (positive/goal statement). What
did you do differently that time?
 SCALING QUESTIONS
Questions to assess the client’s perceptions of the problem:
● “On a scale of 1 to 10, with one being the least and ten being the worst,
how severe is your problem right now?”
● “Now that we have figured out your goal for counseling is ________, where
would you say you are at right now on a scale of 1 to 10, with one being no
where near accomplishing ________ and 10 being complete success in
accomplishing ______?”

Questions to look for exceptions to the problem and identifying

unrecognized solutions:
● “You said that right now you are at a 5 in relation to your goal. Has there ever been a time
when that number was higher?”
● “In terms of your goal, what has been the highest number you have ever been at?”
● “From what you are saying you are now at a 3, and you have been as high as 6. What were
you doing when you were at 6 that you are not doing now?”
 Scaling Questions (cont.)
Identifying progress:
● “When you have moved up one number on the scale, what will you be doing
differently?”

Questions to assess progress (use in subsequent sessions):

● “On a scale of 1 to 10 with one being the worst the problem has ever been and 10 being the
problem is solved, where are you now?”
● “In terms of your problem, where would your teacher/parents/boss say you are at on a scale of 1
to 10, right now?”
● “So you have gone down from a 4 to a 2. What are some things you were doing last time to get
to a 4 that you are not doing now?”
 Cheerleading
& Compliments
After clients have shared their exceptions to the problem, positive ways in which
they have handled similar situations, or instances of success:
● “That’s fantastic that you were able to (insert positive goal related action)!”
● “Really! that must have been a very challenging/difficult situation but it sound like you handled
it really well.”
● “ That’s remarkable that you were could (insert positive goal action) instead of (insert problem
action).”

In response to a scaling statement:

● “You are at a 5? Fantastic! What have you done to get to a 5?”
● “How have you kept yourself at a 2 instead of going down to a 1 or worse?”
● “Wow, you are at a 6! Wonderful. Considering all that you have gone through, how have you
managed to get to a 6?”
The Miracle Question

“If a miracle happened tonight and when you woke up the problem
was solved, what would be the first sign this miracle happened?
What would you be doing differently?”

“If a miracle happened tonight while you are sleeping, what would be
different when you woke up? What would you be doing differently?”

Digging deeper:
“What else would be different after this miracle?”
“Who would notice a difference in you?”
 Miracles can
happen for School
Counselors too!
 Reciprocal Relationship Questions
Use in conjunction with the Miracle question:
● “Who would notice this change?”
● “How would ______________ respond to this difference in you?
● “How would you respond to them differently?

To assess progress:
● “Who might have noticed something is better or different with you today, and what
would they have noticed?”
● “What do you think your friends/parents/teachers would have seen this week that
would tell them some changes were going on with you?”
 The Message

● Written feedback provided to the client at the end of the

session.
● Three important elements:
1. Compliments – at least 3 specific compliments
(highlighting strengths, positive attitudes, constructive
thinking, etc.)
2. Bridge statement – A brief reference to that the client
wants as a result of the session and an introduction to the
task.
3. Task – nonspecific statement asking client to notice and
continue doing what has been working for them between
now and the next session.
 EARS

Used at the second and subsequent follow-up sessions:

Elicit details of what has been better since the initial session.
Amplify the effects of what’s better by using reciprocal
relationship questions.

Reinforce how the client made things better

Start the sequence over again to see what else is better.
 Ideas for working with reluctant clients

1. Ask questions focused on what clients will get out of the experience:
○ “Is what they want for you something you want as well, especially knowing that the hassles between you
two would end?”
○ “If this happened even a little bit, what would it do for you and what effect would have on you and _________?”

2. Taking the client’s side:

○ “So, you are saying ___________ is wrong, and you are right.”
○ “What do you think, if through counseling, we could prove to ____ that they were wrong in sending you
here and you were right all along? Would that be something you’d be interested in?”

3. Empathize with the reluctant client:

○ “I imagine this is not where you want to be right now.”
○ “It must be tough coming here when you think you don’t need to be here.”
 Multiple
applications
 Solution-focused Scheduling

Potential questions:
● When you look at the list of required courses for your freshman year, which ones do you
suggest taking this first semester? Second semester?
● When you think about participating in the marching band this fall and the rigorous
schedule of practicing after school, what courses do you think you could handle?
● When you look over the courses that most colleges expect applicants to have, which
ones do you think would work best for you during your junior year?
● When you think about working , what kinds of jobs interest you?
 SF College Planning

● When you think about your personality and traits, which seems to fit: a junior college
near home or a four-year college away from home?
● When you think of your personality, what size of the college town or city would suit
you best?
● " When you think about college, what majors or careers interest you the most?"
● If you woke up tomorrow and it is five years in the future, what would you be doing
after college graduation that would make you feel good about your accomplishment?
 SF Academics

● What have you found works for you in regard to study habits?
● For those who are taking the ACT or SAT: When you think how you have studied for
class tests before, what did you do that worked?
● What has worked for you in the past when you had to plan on a future project?
● How have you organized yourself in other projects so that you could get the job
done?
● What kind of teaching style fits the way that you learn best?
● What have you found works for you in regard to study habits?
● What do you need your teacher to know about you?
 SF and Crisis Interventions

● Listen and empathize with the student. Refrain from any advice giving or telling the student that things will
be better. Whether this is the case is uncertain, and the student often knows that. Recognize and relate to the
student that the "stuckness" that they feel is due to an attempt to get a resolution. Let the student know that
you notice the efforts.
● Set a goal for the moment. The goal may impossible, such as to bring back someone who has died.
Nevertheless, listen, empathize, and agree that such a goal would make things better. Then ask what the goal
would do for the student. Continue with this inquiry until an achievable goal develops.
○ For example, if a student says that her mother would not have died, ask how her mother being alive
would help. If the student says, "She would be there for me," acknowledge and help the student explore
who else is there, even if only slightly.
● Talk about the exceptions that enabled the student to make it thus far. This understanding gives students
confidence and empowers them to realize that they have made it through other trying times.
● Set strategies based on past successes and exceptions. Only ideas presented by the student should be discussed
as possible solutions or strategies to cope at the moment.
Techniques Review
Using SF techniques with
faculty/staff
Using SF techniques with families
 SF College Discussions with Parents

● Tell me what you have been doing for your daughter to help get her motivated to
apply to each college that she is interested in. Which strategies worked?" If the answer
is few or none, continue.
● When you think about how you have been able to motivate your daughter about
other situations before, what did you do then that worked even slightly? What
would your daughter say worked?
● What would your son say would be the most helpful to him right now as he thinks
about which college to apply to? What will you need to tell yourself so that you can
begin doing some of that, just as an experiment, to see if it helps him to get started?
 Meeting with Families

1. Hear the concern. Ask everyone, especially the student, what they want to talk about that
would be helpful to them.
2. Describe a Preferred Future. After you hear the concerns, help the family focus on what they
want instead of what they don't want. Ask them to tell you how they will know when things
are better. Help them to get specific:
• What will be happening (instead of what will not be happening) that will tell you that
things are better?
• Who will be doing something differently? Who else? Who else? Ask everyone this
question.
• How will these changes be helpful?
• How will they affect your family life?
• What would be a way to begin achieving that on a small scale?
3. Identify exceptions.
After the family defines the goals from the questions in step 3, say to everyone: "I'd like each of
you to think back to a time when a little of this was happening." After they have replied,
continue: "Where else has this happened? In what kind of situation, even out- side the home,
does the goal happen even slightly?" Listen and ask for everyone's responses and write them
down.

4. Use the Scale.

"You have each described some times when the problem was not as much of a problem. Let me
read them to you." Then read each exception and continue: "On a scale of 1 to 10, with a 10
meaning that you have achieved exactly what you wanted in your family and a 1 meaning that
you were nowhere near achieving it, where would you each put yourself? "
"If you were to move up just one place until I see you again, what would you say you could each
do to accomplish that, based on what I just read to you?"
Application
Scenario: Enhancing Classroom Participation and Confidence
• You are a school counselor at an elementary school. Jamie, an 8-year-old third grader, has been referred to
you by his teacher. Jamie is very quiet in class, rarely raises his hand to participate, and often seems
anxious during group activities. Despite this, Jamie shows a lot of interest in the subjects and performs
well on his assignments. His teacher believes he has the potential to be more active in class but lacks the
confidence to do so.

Scenario: Applying Solution-Focused Techniques to Address Behavioral Issues

• You are a school counselor at a middle school. Jake, a 13-year-old seventh grader, has been referred to you
by his math teacher due to frequent disruptions in class. Jake often talks out of turn, distracts other
students, and occasionally refuses to complete assignments. Despite these issues, Jake has a good sense of
humor and shows potential in creative subjects like art and music.

Scenario: Improving Time Management Skills for Academic Success

• You are a school counselor at a high school. Emily, a 17-year-old senior, has been referred to you by her
math teacher. Emily is struggling with managing her time and balancing her schoolwork, extracurricular
activities, and part-time job. As a result, her grades have started to slip, particularly in math. Emily is
motivated to improve but feels overwhelmed and doesn't know where to start.
 Counselor
Concern
• "What can we talk about right now that would be helpful to you? I care about what
you think and what you need from me."
Goal
Observer
• "Tell me what it would look like on a small scale when things get better in the near • Strengths
future. 11
• "What would I see you doing in the future if I watched you that would show us both • Suggestions
that things were better? 11
• If the school client tells you how she does not want things to be different,
acknowledge by saying, "So instead of that, how would you like things to be?"
Exceptions
• "Look back for a minute, and tell me about the times when this has happened on a
small scale. What did you do, or what did your parent, family, teacher, or anyone else
do, that helped things to be better?"
Task Development
• "What do you think you can do for the next day or so based on what we have talked
about today? What could your parent, family, or teacher do to assist you in this?"
Scaling Question
• "On a scale of 1 to 10, with 1 meaning that things are not working and a 10 meaning
that things are perfect, where are you now? Where would you like to be by [insert
the date]?"
Resources
 I can:
Clear Target ● identify the basic principles of SFBT
● apply solution-focused techniques
to counseling sessions
● integrate solution-focused
techniques into work with teachers
and parents
 Dr. Eva M. Gibson
[email protected]
https://drevagibson.weebly.com/
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