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Solution-Focused Brief Therapy Outcome Research

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Abstract

This chapter reviews the development of SFBT outcome research chronologically, beginning with the first compilation of outcome studies by the European Brief Therapy Association (EBTA) described by Macdonald. It then discusses the first systematic review of controlled SFBT outcome studies published by Gingerich and Eisengart, followed by the meta-analytic reviews of Stams et al. and Kim. Finally, it reviews several important studies that have appeared since the meta-analyses and concludes with a summary of SFBT outcome research to date.
Reviews of Solution Focused Brief Therapy Outcome Research
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1994 Compilation of Eight Reports
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   
$%0,-.A 1 9.
%038
9B".9@# ,, 
",-.A#0C
   9A@
,/::  !
$%1;9@ 
"' %($)*&+$,-./#0
,--,  9B9-".:@#
 D
08,.
./@/;@  0
<0/ 
0
)=",--:#1  
/9'E"//@#
0",--B#
   F0
()  
0CB< 9/";;@#  0
0(  
 0
) ,--,-;
 9A@08
;,@ 07
 /BA",-#
  05B.@  
 0 
 0
$",--B# 
   
60"1
 #,;0C
9B";;@#  0
   
 $6,--<0
 B0;0
9-";:@#
 0! "G 
 #0 
H0
78  
1 ;.0 
7800000%0

 10C
9/ ,-0?
9.::
1/:@HB4A 0
2000 Qualitative Review of 15 Studies
H
)79:::0 
 
? 
7 ,---0
I
1 

0
 I",# "9#
"B#H"<#H"A#1 "/#
%";# %0
 
",--;#",--.#023
  
%
  !$%&0
 ,---0
 E
 0)7
1 
8>8"%>
+>>,--A#
!5",--.#0
1 0
 <: 
 
0
 
",--B# %
"JK$*&,--/#
  "!%*!%,--;#
   "'*$
",--;#?",--;#08
  0 
 %+ E>
%   E
   ?
!C>7>8=  
/.@ %;
 <@  0
?B:A:@
  0
)7 2 
 3" 0<-A#08
   
D0

2 32 30)7
  2 
32D30
2006 Meta-analytic Review of 21 Studies
8++%+L
9::/ H
D0
 
2?3
 
0$
1  " 
  #"1
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>1 ?4G%0
7?N09:N0A:N0.:
?"!,-..# 0<<<
1=G",--A#"9,PAQ,:#
?0> 1 23
=G4%0
 "9:#N/B0.;O0::,0
8(CL8G
??0
? ,0
  ? 
N0A;O0:,?
?N0,/00"NA0,<O0:A#0!
4%
1 4  23M
? )
7G9:::"N0.;# "N09-#
"NA0;,O0:A#08(CL8
"N0/,#"N09B#"NA0:AO0:A#0!
H  
"N0/:#
R "N0<:#"N09,#"N/0:/O0:A#0?
 1 "
N0/,#  "N0AA#
"N0<-#1 "N099#"N.0.-O0:A#0) 
 "N0A-# 
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) M
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 ,, -
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  0
&! ) 42 
323M8    

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?08
 0$
08
HT".,9#N,-.0/9O0::,N0B.U1 
/A@??0
?"N0B/O0::,#0?

"N0B/O0::,#0?1
"C++8+5+H# 
 "1 #1 "N0,;
O0:A#0?
"N0/,O0::,#0
5 M05 
 !GM+
?
M0
 ?
>  "R 
#  " 1
 #"#
HD00"9::/#
?
  ?
G0
 0
&
?  M+  
 M
2008 Meta-analytic Review of 22 Studies
 9::.
 1?
 ?0
G1? ? 
I1  
  0
1 
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,0  %2H3E
90 H%E
B0  %%E
<0 8%  
%%0
8 
0
&   ?
    
 "$*+9::9#05G",-.9#
 
1  0 
 ?
">,--;# 
  ?0
 "+,--;E+,--;#
? 0
?
 ?0
5
?0
 
 I"#1
 "# "#
  0"59::,E$9::,E%
$*5 9::.E,--;E9::9#
1
0
1 "9#-
?0<B0;<0=
??0,B
?"!,-..#0&
? " #
?".#N,0:.N0B,
?? 
  0
K    
M  
0& % 
?   0
90719::.
  
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?0</,0,.0=
??0
9/?"!,-..#
I",,#N90A,N0:B0
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P!N-A@!
71  "<#
?0A/,09B0=
??0
9/0&? 
I";#N,0;:N0,B0
<0 9::.
  
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P!N-A@!
G"9::.;# 
 ? 0
5?
pO0:A
? ? 0
 ? 
 1  
?1  
  0
=G ?
01 
? 0C
1 ?
 ",-.:
!*&,-.<#0C 
",,.# 
?"0A/#
?",0,.#?
?0H? ",,#
<?B?<
?0K 9-4,.
,, 0>0??
 1 ?
?
?0
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H 
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2
3" 0;A:#0C 
 
?H1  
?01 
 0C/
 0
  
 
 9: 
.%08 9:
??0 
 9<?
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?0 9:
 
 
 0& 
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D
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G 08M+
 1  
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 H%0%
 
0G%H
%0>%G%0
=% 
0

0
1 "9#-
?0<B0;<0=
??0,B
?"!,-..#0&
? " #
?".#N,0:.N0B,
?? 
  0
Recent Studies
  
0% &$!=>"9::.# 
1  1% 
5B., 0F
   
 0C%
+ "+#CV<A09"CV<A#0
  
?0/<+0/,CV<A +
05   
0 
   
  ? 
0 CV<A09
  0
8 %'
 ? "#
  ">>#  
"'>>#%  
1"%*'9::<E%'5W%W
9::.E%''%9::.#0
+$L1E
 
E  
0C<A- B9/
  0
C -0.  ;0A
E>> ,.0A A0;
'>> 9B9 B,0B0 
-1  E>> 
9A1 '>> ,.0

  0
>B 
%0%+ 5+ =
 !%'81581=
 08
 B 
 0>> H%
"00#'>>?
0'>>  
1 
0
>%&%81&%
8F>>
  %%
0&% B E
>> , 
 9B'>> 0
>>?0?
 B  %
%0
%'2
  H% 
    
  3"%'5W%W9::.#0
?>> '>>,
B '>> 9
1>>B0
% 08>>0
Summary
)KX
  H
 0&G 
H

9H
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0"9::/#?
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?"1
  # ?
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0H
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</H07
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 0)
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0 1 )
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  

? %
 0
%H
 %
 0
  F
 H 
 "M#0
  H
0
References
8%0K0*5$0K0"9::B#08 
H   0!
>=9B,BB0
8K00>0>0*KK080",--,#07?
 G2%3 
 0I9;;9-:0
+=0'0",--;#00&0K0
%%"70#$  "(+8
= (0,;: 09B<9A9#0
 !"
#$"%&''()"*  **
  *") 9.A,/0
)0"9::,#0? I
80+660
00",--<#0I8 0(S%I
&0&0(0
00*+K>0",--/#0I!
 0;;"/#B;/B-,0
00*$0+0",--9#0&%88IC
0 !"#"/#BA/B/B0
!080*F0",---#0 
 ? 0$
%$ "#&9;;B,B0
$0",--.#0'%( ")"!*
 "+,0>+ IRR00R0 
"=+<9::-#0
#*" +*,""-! ."%&''')"
C  0
! " -./,,/,9.0
$0=+0*!K0"9:::#0! $8I
8  T! U0
7(KI0
0(0",---#00"" 1" "2 
" " 3 $  06 
(C (
C'80
$&0",--B#78 
%F >1"7
  #04
5I,,9,0
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6,;9/0
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!"'"5,,9/0
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 07 7"8 "99I;,.0
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5(KI70
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 I(N, 0
8" &:.#/B/,B;<0
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 "  06 +C6
8C0
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  I  0 
!"5.6/</.<;<0
!70K0*0"9::B#0?
    
I0( ""
:9;-,:B0
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:69:;9990
$0",--,#>+?&%0(I(S%0
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&0(0
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 0-,9,,9<0
$00' %70(70$80)&0
*&+$0",-./# I 0
$2&(&'3+&&&"
"4""-# *2""%&''&)"Ouderparticipatie in de
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0EK0
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  I8 
0Journal of Family Therapy, 1906(+0(7"
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$?/9/<49/;0
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! " 9I9</9/A0
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%>0*'C0"9::<#08?=" 
 " $D  "
;;#05%I0
%>0'C05W%W0LW%%$0L70'%$080
$$0 $0=!0*5%> 
) 0"9::.#0=?
    
 B 08 """
#5/.-;:B0
%>0'C0'%$080==05>0KW%%80
*5%> ) 0"9::.#07?
  % 
48 10
(="$+  B-A,:/0
)'=0$0*)(070",--/#0 I
0!"  C<4:.:/,9.,<B0
)'$0K0C%K0!08070*K'0+0",--.#0C
I  08 
8 "* "8"":-/B;:0
'$0S0",--;#08 IC
0(":6./B,;0
'$0700"9::<#0="  1" " "
$3  06 +1
8*$6! !! !10
'>0>0$0*+=+00+0"9::B#0 
$  0
)''0*$+0",--;#0  0
7-./.-,:B0
' $0&0*&+00"9:::#08""1  0'I0
)'K0$0$K080*L$0",--A#0
07 +$#
<A,<A.0
'% !00*'70K0"9::<#0 
 ?0)
""  "".$;;/!C5IC 
=!0
'%'00*'%",-;A#0! 
 I2
3M("$ C8 "#:--A,::.0
$$80K0",--<#0  0
,/I<,A<9/0
$80K0",--;#0  40
-9,B99,0
$80K0"9::;#0!1" * "
8""I'0
$0!0"9::,#0? 0
6 +6(S%??
(S%0
$+0K0)%K0>0*+$00"9:::#0= 
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8 "" ,:A,9A0
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780
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=&00)0K0K0$07%80*+L(0"9::/#0J 
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==0",--A#0&08 ""%55
,.B,-90
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= 06 +S%6C
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"9::.#0  ,0
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7( "!"<4.9/<B,<<90
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?**  
* * "Tijdschrift voor
Orthopedagogiek, 44 (2), (0+(1"
@"."."""-#="-8<"%&''A)
  **+
%B>>>*!+
)"Tijdschrift voor gedragstherapie, 3970+16"
="2"."48"-!"%&''0)"
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 0! " :B.:/9<<:0
)>0",--;#0%0
-,A-,;90
)0$0",--B#0!1   " *; 
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+680
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5 *=0
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  
I= 07"8 " &5IB9B0
0&0"9::;#   
%I 0
8 ",."B#I,,9<0
)(0"9::9#0!1"  *(3"
 $$06 +
6C!0
LK080"9::9#0F " $ 1"" 
" "" "" 1' 1,"
G "  ' 11 4 111 H' 1 11
"1 06 +6
)0
& 070"9::,#0 "* 
, $(KI70
& 070*)00"9::A#07
 I8
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8   I
7 2 038 ""%::9:B9,A0
&%>0K050*K%+0+0",-;<#0De pragmatische
aspecten van de menselijke communicatie"/C!:
#*D8< *"
5:2"5."/"-$*"%0136)Change: Principles of
Problem Formation and Problem Resolution"(S%I(0
&00"9::9#0!1" 34"
"*("$  06 +
6'0
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  I8 0! "
 6,99A0
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   I8 0-
,9A,<<0
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... Although the medical model has long been the traditional paradigm underlying rehabilitation pro- grams, there is merit in considering the benefits of a strengths-based approach that: (a) focuses on strengths versus deficits, (b) is collaborative versus hierarchical, (c) builds on resources versus expert opinion, (d) focuses on solutions and competencies versus what needs to be fixed, and (e) focuses on what is working versus what is not. Research has found that strengths-based approaches contribute to a sense of personal empowerment and greater life satisfaction (Hanks, Rapport, Waldron-Perrine, & Millis, 2014), are protective of physical and mental health (Taylor, Kemeny, Reed, Bower, & Gruenewald, 2000), reduce or prevent psychosocial maladjustment in children with chronic physical disorders ( Pless et al., 1994), create a climate of optimism, hope, and possibility (Hopps, Pinderhughes & Shankar, 1995), are associ- ated with academic success, self-determination and life satisfaction (Park & Peterson, 2006), contribute to satisfying relationships with family members and peers (Gingerich, Kim, & MacDonald, 2012), and enhance one's ability to deal with adversity and stress ( Taylor et al., 2000). ...
... The results of two meta-analyses (Kim, 2008;Stams, Dekovic, Buist, & de Vries, 2006) and sys- tematic reviews (Gingerich, Kim, & MacDonald, 2012) indicated that SFBT is an effective approach with children, adolescents and adults, with effect sizes similar to other evidence-based approaches, such as cognitive behavioral therapy. Studies com- paring the length of treatment found SFBT required fewer sessions (average of 10) than alternative ther- apies, lending support to the assertion that SFBT is briefer and less costly ( Knekt et al., 2008). ...
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BACKGROUND: Strengths-based approaches are increasingly utilized in health care, but little is known about their practical application in rehabilitation with families after pediatric acquired brain injury (ABI). OBJECTIVE: To describe a strengths-based model, Solution-Focused Brief Therapy (SFBT) and its clinical application to family intervention for adolescents with ABI. METHODS: A literature review highlights a growing movement towards resilience and strengths-based approaches to family intervention after pediatric ABI. The authors introduce the assumptions, tenets, and clinical application of SFBT, which is a competency-based and resource-based model that focuses on family strengths and successes. A direct comparison is made between the traditional medical model and the solution-focused paradigm. RESULTS: Key elements of SFBT are described, including specific strategies, techniques, and its clinical application in the Brain Injury Family Intervention for Adolescents (BIFI-A). The BIFI-A, designed for adolescents with ABI and their families, is a 12-session manualized intervention that encompasses education about ABI, skill building, and emotional support. CONCLUSIONS: Given the increased interest for research regarding strengths-based approaches in pediatric rehabilitation, the utilization of SFBT with families of adolescents with ABI warrants further attention and investigation. The BIFI-A, with its underpinnings of SFBT, is a promising new family system intervention that also merits further research.
... Although the medical model has long been the traditional paradigm underlying rehabilitation pro- grams, there is merit in considering the benefits of a strengths-based approach that: (a) focuses on strengths versus deficits, (b) is collaborative versus hierarchical, (c) builds on resources versus expert opinion, (d) focuses on solutions and competencies versus what needs to be fixed, and (e) focuses on what is working versus what is not. Research has found that strengths-based approaches contribute to a sense of personal empowerment and greater life satisfaction (Hanks, Rapport, Waldron-Perrine, & Millis, 2014), are protective of physical and mental health (Taylor, Kemeny, Reed, Bower, & Gruenewald, 2000), reduce or prevent psychosocial maladjustment in children with chronic physical disorders ( Pless et al., 1994), create a climate of optimism, hope, and possibility (Hopps, Pinderhughes & Shankar, 1995), are associ- ated with academic success, self-determination and life satisfaction (Park & Peterson, 2006), contribute to satisfying relationships with family members and peers (Gingerich, Kim, & MacDonald, 2012), and enhance one's ability to deal with adversity and stress ( Taylor et al., 2000). ...
... The results of two meta-analyses (Kim, 2008;Stams, Dekovic, Buist, & de Vries, 2006) and sys- tematic reviews (Gingerich, Kim, & MacDonald, 2012) indicated that SFBT is an effective approach with children, adolescents and adults, with effect sizes similar to other evidence-based approaches, such as cognitive behavioral therapy. Studies com- paring the length of treatment found SFBT required fewer sessions (average of 10) than alternative ther- apies, lending support to the assertion that SFBT is briefer and less costly ( Knekt et al., 2008). ...
Article
Full-text available
Background: Strengths-based approaches are increasingly utilized in health care, but little is known about their practical application in rehabilitation with families after pediatric acquired brain injury (ABI). Objective: To describe a strengths-based model, Solution-Focused Brief Therapy (SFBT) and its clinical application to family intervention for adolescents with ABI. Methods: A literature review highlights a growing movement towards resilience and strengths-based approaches to family intervention after pediatric ABI. The authors introduce the assumptions, tenets, and clinical application of SFBT, which is a competency-based and resource-based model that focuses on family strengths and successes. A direct comparison is made between the traditional medical model and the solution-focused paradigm. Results: Key elements of SFBT are described, including specific strategies, techniques, and its clinical application in the Brain Injury Family Intervention for Adolescents (BIFI-A). The BIFI-A, designed for adolescents with ABI and their families, is a 12-session manualized intervention that encompasses education about ABI, skill building, and emotional support. Conclusions: Given the increased interest for research regarding strengths-based approaches in pediatric rehabilitation, the utilization of SFBT with families of adolescents with ABI warrants further attention and investigation. The BIFI-A, with its underpinnings of SFBT, is a promising new family system intervention that also merits further research.
... . Adlerian psychology and psychotherapy situates within this dialogic space in a flexible, integrative manner. In fact, there is ample literature demonstrating that Adlerian therapy resonates with both cognitive constructivist and social constructionist theories and approaches to therapy (e.g., Bitter, 1997;Carlson & Sperry, 1998;Chiari & Nuzzo, 2010;Disque & Bitter, 1998;Guidano & Liotti, 1983;Higgins, 2002;Jones, 1995;Jones & Lyddon, 2003;Kelly, 1955;LaFountain, 1996;LaFountain & Garner, 1998;Mahoney, 1991Mahoney, , 2002Maniacci, 2003;Martin & Sugarman, 1997Master, 1991;Mosak & Maniacci, 1999;Murphy, 1996;R. A. Neimeyer, 2003R. ...
... SFBT has evolved into a structured communication framework utilized across a range of disciplines, focusing on the future, as opposed to the past, and on participant's strengths and abilities, as opposed to their problems and deficits. Outcome studies have shown SFBT to be at least as effective as other forms of psychotherapy, particularly other briefer therapies such as CBT and IPT (Kim 2008, Gingerich et al. 2012, Trepper & Franklin 2012 and to typically achieve successful outcomes in an average of between 2.9 and 10 sessions (Johnson & Shaha 1996, De Jong & Berg 1998, Knekt et al. 2011, Macdonald 2011. ...
Article
WHAT IS KNOWN ON THE SUBJECT?: Solution Focused Brief Therapy (SFBT) is an effective model of brief psychotherapy. Evidence suggests that nurses can be trained to deliver SFBT with only a few days training. It has been argued that SFBT reflects the core values of nursing practice, but no empirical research has been undertaken to validate this assertion. WHAT DOES THIS PAPER ADD TO EXISTING KNOWLEDGE?: This is the first time the impact of such training on nurses' sense of professional and personal identity has been explored. Drawing upon data derived from twenty interviews, this paper explores the key themes reported by nurses in relation to their personal experience of training in SFBT. This paper extends our understanding of the lived experience of mental health nurses and facilitates discussion on the preparation and practice of their role. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Training in SFBT can provide a framework for nurses to empower their clients/patients to take control of their own recovery in a shared and trusting relationship. Training in SFBT can enhance nurses' sense of trust in their clients. Training in solution-focused interactions may provide a framework for many nurses to provide the type of collaborative, patient-led care they aspire to. Abstract: Introduction SFBT is a psychotherapeutic model that aims to 'build solutions' rather than 'solve problems'. It has evolved into a structured communication framework utilized across a range of disciplines, focusing on the future, as opposed to the past, and on participant's strengths and abilities, as opposed to their problems and deficits. There have been no studies exploring the experience of training in SFBT from the perspective of the nurses being trained. Aim This study sought to explore the experience of nurses who had completed a six-month training course in SFBT. Methods Using a qualitative methodology, 20 nurses who had undertaken SFBT training were interviewed at various locations across Scotland. Results Five main themes emerged from analysis of the 20 interviews. Many of the participants reported increased trust in their clients and enhanced role satisfaction. Implications for Practice Training in SFBT provides nurses with an alternative model of practice to the dominant 'medical' and 'psychological' models of contemporary practice. The experiences of the participants in this study suggest that SFBT can be a useful intervention in nursing practice and that nurses can easily incorporate SFBT into their practice.
... This discovery in Chinese literature is similar to what has been found in systematic reviews conducted on SFBT in the United States and Europe. Specifically, more rigorous SFBT outcome studies have emerged over the past decade ( Gingerich, Kim, Stams, & Macdonald, 2012; Kim, 2008). ...
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Solution-focused brief therapy (SFBT) is a strengths-based approach that was developed by American social workers and a team of interdisciplinary colleagues in the early 1980s. This article provides a review of SFBT in mainland China, showing the cross-cultural and transdisciplinary use of SFBT by diverse professionals within China. In particular, this article discusses how SFBT has spread from the United States to China and how the practice of SFBT has grown in mainland China. This is the first article in English to review the Chinese literature and further summarize the use of SFBT in mental health and health care fields within China. Practice implications for the future use of SFBT with Chinese people are also discussed.
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The present study examines the impact of change processes on outcomes in a solution-based thinking and goal-setting intervention for grandparents raising their grandchildren. We found that across the 6 program sessions there was stability and/or increases in the salience of hypothesized change processes, i.e., hopefulness about the future, solution-based thinking, positive thoughts about one's grandchild, multiple indicators of decisional personal goal-setting regarding one's own well-being and grandchild relationship quality. Indicators of change processes were for the most part, related to both post-program outcomes as well as to pre-post program outcome difference scores. Regression analyses suggested that change processes in many cases partially mediated pre-post primary program outcome scores. These data suggest that how grandmother caregivers think about themselves and their grandchildren and their approach to setting personal goals are key change processes explaining the impact of a solution-based, goal-setting intervention on them.
Article
Purpose We previously presented findings from pretherapy solution-focused interviews regarding the therapeutic best hopes of older children who stutter (CWS) and their parents. The current follow-up study explored the same clients' solution-focused reflections 1 year later with respect to their perspectives of what changes had occurred over the course of therapy. Method Seven CWS (11–14 years old) and 12 of their parents, who were interviewed in the original Berquez et al. (2015) study, were interviewed again 1 year after they started therapy. These clients responded to open-ended, solution-focused brief therapy (SFBT)–style questions and rating scales. Their responses were qualitatively and quantitatively analyzed to identify what clients noticed had changed over the course of therapy. Result CWS and their parents reported changes spanning social communication abilities, cognitive-emotional skills, and speech management strategies. While these were consistent with their pretherapy best hopes, CWS and their parents identified additional, unexpected gains beyond the scope of what they originally hoped for at the beginning of therapy, including improvements in adaptive coping, academic experience, parent–child interactions, thoughts and feelings about stuttering, and personal growth. Conclusion SFBT can provide speech-language pathologists a framework for facilitating client reflections on positive signs of change that occur over the therapeutic process.
Article
Objective This study examined the effectiveness of solution-focused brief therapy (SFBT) intervention on substance abuse and trauma-related problems. Methods A randomized controlled trial design was used to evaluate the effectiveness of SFBT in primary substance use treatment services for child welfare involved parents in outpatient treatment for substance use disorders. Mixed linear models were used to test within- and between-group changes using intent-to-treat analysis ( N = 64). Hedges’s g effect sizes were also calculated to examine magnitude of treatment effects. Results Both groups decreased on the Addiction Severity Index-Self-Report and the Trauma Symptom Checklist-40. The between group effect sizes were not statistically significant on either measures, thus SFBT produced similar results as the research supported treatments the control group received. Conclusion Results support the use of SFBT in treating substance use and trauma and provide an alternative approach that is more strengths based and less problem focused.
Article
Solution-focused brief therapy (SFBT) is an evidenced-based, collaborative, strengths-based model developed in the 1980s by Steve de Shazer and Insoo Kim Berg and is now in use as an organizing treatment approach all over the world. This article examines the use of SFBT in family therapy. The history of SFBT, the major tenets as applied to family therapy, and the research in SFBT and SFBT for families are discussed.
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This study evaluated the effectiveness of a solution-focused, alternative school in preventing students from dropping out of high school. A quasi-experimental, pretest-posttest group design was used with 85 students to examine differences in credits earned, attendance, and graduation rates. Follow-up data on students in the experimental group were also obtained to track their postsecondary education decisions. Results showed students in the experimental group earned significantly more credits over time than students from the comparison group. More than half of the experimental group had entered a postgraduate education program after graduating from the solution-focused alternative school (SFAS). Conversely, students in the comparison group had higher attendance and graduation rates, but this outcome was found to be related to the differences in the two programs' attendance and graduation policies.The SFAS appears to show promise as an intervention for reducing dropout rates for at-risk adolescents and enabling them to earn high school credits and graduate from high school over time.
Article
Problem drinking behavior, along with various treatment procedures, is discussed in the context of our society and of the workplace. The technique of solution-focused therapy is described and then applied to a single case. A single subject design was used to evaluate the effectiveness of the solution-focused therapy. The participant attended six sessions of solution focused therapy after initially requesting assistance from the EAP program. Baseline data were collected using archival information and client history self report. Progress was evaluated at one week intervals using the criteria of abstinence as reported by the participant and his spouse, and work attendance as indicated on company attendance records. During the six week period, the rate of work attendance and number of days increased indicating an improvement in problem drinking behavior.
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Orthopedic rehabilitation programs utilizing a multidisciplinary approach invite a greater appreciation for the factors which influence the recovery process. This study evaluated variables associated with the psychosocial adjustment of work hardening program participants when exposed to Solution-Focused psychotherapy. Orthopedic patients receiving workers' compensation were engaged in a work hardening program in which they received either Solution-Focused therapy or the standard rehabilitation protocol. Patients and spouses completed questionnaires designed to evaluate psychosocial coping and adjustment to a medical condition. Patients across all investigated orthopedic categories demonstrated enhanced adjustment to their condition when treatment groups were compared with control groups. It is proposed that Solution-Focused therapy, in conjunction with work hardening protocols, is effective for patients when developing effective coping responses to the stressors associated with orthopedic rehabilitation.
Article
This study evaluated the effectiveness of solution-focused brief therapy with children who have classroom-related behavior problems within a school setting. Five to seven sessions of solution-focused brief therapy services were provided to 67 children, identified by school faculty and staff as needing assistance in solving behavior problems. Teacher in-service training and three to four consultation meetings were also provided. Externalizing and Internalizing scores from both the Youth Self-Report and Teacher Report Forms of the Child Behavior Checklist were used as outcome measures. Outcomes were evaluated by using a pretest/posttest follow-up design with a comparison group. Effect sizes and improved percentage scores were calculated. Findings provide support that solution-focused brief therapy was effective in improving internalizing and externalizing behavior problems.
Article
This article discusses the findings of a descriptive study on solution-focused brief family therapy in a children's mental health facility. Findings indicate a 64.9% success rate for an average of 5.5 therapy sessions over an average of 3.9 months. In addition, findings provide initial support for the applicability of solution-focused brief family therapy to a wide range of families from diverse backgrounds as well as to the practice of working with whoever comes to therapy. The study also introduces thought-provoking theoretical and clinical issues regarding helpful versus unhelpful therapy processes and the influences of problem nature and selected goals on therapy outcomes.
Article
Despite the preliminary studies that support solution-focused brief therapy, limited research has examined the model as a group intervention with students at risk for academic underachievement and school nonattendance. Therefore, the purpose of this study was to evaluate the impact of the model on school attendance and grade point average. Solution-focused brief therapy was evaluated through a quasi-experimental pretest-posttest comparison group design in which 26 students receiving the intervention were compared to 26 students who did not. Compared to students who did not receive the intervention, students in the treatment group increased their grade point average from pretreatment to posttreatment. Conversely, no differences were found between the two groups on attendance. Solution-focused brief therapy shows promise as a group intervention with at-risk students. Moreover, the findings suggest the continued support of the model during a time in which K-12 education emphasizes accountability, hard data, and the bottom line.
Article
Solution-focused therapy has been used with individuals, couples, and groups of individuals, but a search of the relevant literature revealed no information on its use with couples' groups—clinical or nonclinical. The purpose of this study was to develop a solution-focused program for a couples' group and to test its effectiveness. A single-case research design was used with a multiple baseline assessment strategy across subjects. Participants' improvement on measures of marital satisfaction and specific goal achievement was considered in evaluating effectiveness. Investigators inspected the data visually in order to detect individual differences and variation as well as trends and overall patterns of scores over time. Five couples completed the program. Marital satisfaction was measured using the Revised Dyadic Adjustment Scale (RDAS; Busby, Christensen, Crane, & Larson, 1995) and the Kansas Marital Satisfaction Scale (KMS; Schumm, Jurich, & Bollman, 1990). On both measures, seven of the ten participants showed improvement between baseline and intervention scores. Two participants showed little change in scores and one participant recorded a decline in score. A Self-Report Goal Sheet utilizing a 0 to 10 scale was used to record progress toward individual and couple goals. Eight participants reported progress, one reported no change, and one reported a decline on both types of goals. The results of this study lend support to the supposition of positive outcomes from solution-focused couples' group work as well as the value of visual inspection of data from small sample research.
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This article presents solution-focused groups as a promising approach based on the results of a comprehensive study. Included is an overview of the approach with group session descriptions and case illustration.