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Is Solution-Focused Brief Therapy Evidence-Based? An Update 10 Years Later
Abstract
Nearly ten years ago, Families in Society published an article (Kim, Smock, Trepper, McCollum, & Franklin, 2010) that discussed the empirical status of solution-focused brief therapy (SFBT) and its progress toward being accepted as an evidence-based intervention in the United States. In the last decade, new growth of experimental design studies using SFBT with diverse populations has occurred. The current article provides an update on the evidence-base of SFBT, showing favorable results on emotional, behavioral, and interpersonal issues. Resources for practitioners on SFBT training are also included.
... While university counseling center clinicians may be using a variety of approaches and techniques that focus on addressing client concerns, there are a lack of standardized approaches that have proven effective in specifically targeting the wellness needs of the college student population. Solution-Focused Brief Therapy (SFBT) has demonstrated effectiveness as a brief therapeutic intervention in diverse settings (Kim, Jordan, Franklin, & Froerer, 2019), in groups (Lafountain, Garner, & Eliason, 1996;Zimmerman, Jacobsen, MacIntyre, & Watson, 1996), related to health and wellness (Zhang, Franklin, Currin-McCulloch, Park, & Kim, 2018), and with the college population (Ng et al., 2012;Sari & Yayci, 2013). SFBT was previously found to be effective among college students specifically targeting wellness promotion in a short-term, group format (Beauchemin, 2018). ...
... SFC embraces several basic beliefs that guide practice including: focusing on the person and not the problem, asking questions is more important than providing answers, focusing on the future not the past, and building on the client's strengths and exploring solutions (O' Connell, Palmer, & Williams, 2013). Although SFBT and SFC are well-established modalities with supporting evidence of effectiveness across many presentations (Kim et al., 2019), there is a lack of research related to integrating these techniques into a salutogenic wellness promotion model. This strengths-based, constructionist modality provides an ideal approach to supporting individuals in addressing the subjective and personal nature of wellness and assisting college students in moving toward their optimal wellness. ...
... As hypothesized, using a solution-focused approach focusing on wellness enhancement led to increased wellness and decreased stress across time resulting in measurable support for intervention effectiveness. This is consistent with previous research that indicates the effectiveness of SFBT methods in similar settings (Kim et al., 2019). In addition, upon examination of qualitative findings, emerging themes provide insight into aspects that may be particularly beneficial when implementing wellness group interventions. ...
Research indicates that college students are experiencing mental health challenges of greater severity and frequency. College students present with a variety of wellness-related challenges, resulting in increased demand on campus health resources and service limitations including extended wait lists and increased off-campus referrals. This research study examined the effectiveness of a short-term solution-focused intervention on perceptions of wellness and stress among the college student population. This study utilized a longitudinal, mixed-methods design to assess the impact of a brief (seven-week) intervention on perceived stress and wellness among 52 college students at a large Midwestern University, using the Perceived Stress Scale (PSS) and Five-Factor Wellness Evaluation of Lifestyle (5 F-WEL). Repeated measures analysis of variance (RM-ANOVA) results indicated significant differences across time for perceived stress and wellness (p <.01). To augment quantitative data, a brief, semi-structured interview was completed with 24 study participants post-intervention, and an Applied Thematic Analysis (ATA) was conducted as a means of identifying themes. This study demonstrates the effectiveness of a solution-focused wellness (SFW) approach in changing perceptions of stress and wellness. Findings provide support for a prevention model in which college students are encouraged to proactively engage in lifestyle activities that enhance their wellness.
... Specifically, SFBT uses more positive language to focus on clients' strengths, past successes, and future goals and minimize past failures and problems (Jordan, Froerer, & Bavelas, 2013). Studies have increasingly demonstrated the effectiveness of SFBT in randomized controlled trials (Kim, Jordan, Franklin, & Froerer, 2019;Kim, Smock, Trepper, McCollum, & Franklin, 2010). ...
... While numerous empirical studies have addressed SFBT regarding both process (Franklin et al., 2017) and outcome (Gingerich & Peterson, 2013;Kim & Franklin, 2009;Kim et al., 2010Kim et al., , 2019, empirical evidence concerning the effectiveness of SFC is still limited. ...
... Third, our study adopted only female nurses experiencing burnout as participants; thus, the current findings may not be generalizable to the larger population. Although existing studies have demonstrated the applicability and feasibility of SFBT across different populations and countries (Kim et al., 2019), it could be useful to replicate this study in the general population (e.g., male nurses, students and adults) in China and other countries with different cultures. Even with these limitations, we believe that the present study contributed to the literature by providing objective behavioral indicators of how the SFC process may work and how the effect varies during the course of SFC. ...
... Over the past two decades, SFBT has received strong empirical support with several systematic review and metaanalysis studies supporting its effectiveness across various settings, including but not limited to schools Kim & Franklin, 2009;Park et al., 2020), mental health facilities (Schmit et al., 2016), and healthcare settings (Zhang et al., 2018). In addition, a robust body of literature has supported SFBT's broad cultural applicability meaning that SFBT has been found equally (if not more) effective when being delivered to individuals from other racial/ethnic backgrounds (Kim et al., 2019). For example, a comparative meta-analysis found that SFBT's treatment effect was significantly greater among Chinese students than among students in the United States . ...
... Finally, the AYA age ranges between 15 and 39 years old, whereas the current investigation primarily interviewed 15-26 years old. However, evidence supporting SFBT has been consistent across the age spectrum (Kim et al., 2019), resulting in relatively low concern. ...
Solution-focused brief therapy (SFBT) is an empirically-supported psychotherapeutic intervention in treating mental health issues in the general population. When being delivered to adolescents and young adults (AYAs) diagnosed with cancer, specific techniques and skills of SFBT need to be tailored to meet the unique bio-psycho-social challenges of the AYA cancer population. Using a patient-centered approach, our team interviewed 14 AYAs with cancer who received SFBT for cancer (SFBT-C) to inform the tailoring and refinement of the existing SFBT intervention specifically for the AYA cancer population. Themes emerged within three broad categories that informed the tailoring and refinement of SFBT for AYAs with cancer, i.e., general experiences, strengths, and weaknesses of SFBT-C. AYAs with cancer found SFBT-C overall positively different from other approaches. Strengths include SFBT-C’s collaborative nature, using positive emotion as an important change mechanism, and a good balance between being relevant to cancer and not focusing too much on their cancer. Areas of improvement include assignment flexibility and different strategies to address resistance. The findings of this paper significantly inform the delivery of SFBT-C to AYAs with cancer using patient-centered feedback and input.
... It is based on submitted studies that are judged on their outcomes and the quality and reliability of the results. This is an increasingly important requirement to be recognized as an effective intervention method to secure access to funding for essential programs in behavioral health, child protective services, juvenile justice and educational settings (Kim et al., 2019). SFBT researchers benefit their field by monitoring and reporting a study's fidelity planning, monitoring and evaluation because it strengthens those studies for submission to registries and clearinghouses for evidence-based practices. ...
... Yet, delivering interventions as intended is key to telling the truth when reporting results, and is of importance during pilot studies when new interventions are being developed and tested. The SFBT field continues efforts to be formally identified as an evidence-based practice on national registries and clearinghouses (Kim et al., 2019). Perhaps a comprehensive and transparent approach to fidelity in published in SFBT studies could support these efforts. ...
Solution Focused methods are often interpreted by different practitioners with a degree of flexibility and adaptation to specific practice settings (Lehmann & Patton, 2012). This flexibility is one of the features that makes SFBT a very client-centered approach and has been highlighted as one of the key aspects of successful co-construction of desired outcomes with clients (Franklin et al., 2017). This collaborative approach is possible due to SFBT’s utilization of social constructionist principals in the solution-building process (Blundo & Simon, 2015). While encouraging flexibility of implementation of SFBT, identifying the main tenets of the therapy, including specific techniques and mindsets is helpful to researchers who are interested in determining SFBT’s success in certain clinical and research efforts (Lehmann & Patton; Trepper et al., 2012). To help with this process, members of the Solution Focused Brief Therapy Association (SFBTA) created a treatment manual that outlined these major tenants to serve as a guide and to reach a consensus about how to understand and implement SFBT (Trepper et al.). In publishing their SFBT fidelity instrument, Lehmann and Patton recommended that the field of SFBT focus more seriously on the issues of treatment fidelity in SFBT practice and research. However, continued discussion on the topic has been limited in the peer-reviewed, published SFBT literature. To continue this discussion among SFBT researchers and practitioners, the process for planning, monitoring and reporting fidelity to SFBT in the Solution Focused Wellness for HIV Intervention for women (SFWH) will be presented. The SFWH fidelity monitoring process will be explained in the context of both common SFBT fidelity processes and the latest accepted behavioral intervention research guidelines for the fidelity process.
... The evidence base for SFBT has been growing over the past three decades. Gingerich and Eisengart (2000) As noted by Kim et al. (2019), there has been a welcome increase in well-controlled outcome studies such as randomised controlled trials (RCTs), providing more robust evidence across a range of clinical areas. In an RCT, participants are allocated randomly to either receive an intervention or an alternative, and outcomes are assessed in both groups with efforts made to reduce bias (e.g., people assessing outcomes unaware of treatment allocation). ...
... An effect size indicates how small or large the treatment effect is. Effect sizes may be interpreted as small (0.2), medium (0.5) or large (0.8) (Cohen, 1988 Kim et al., 2019). These positive findings were replicated in the meta-analysis conducted by (Kim et al., 2015), who included nine studies with populations who had mental and behavioural health issues. ...
... 22,36 It is also notable that greater treatment effect sizes of SFBT have been demonstrated among Chinese recipients versus those in North America. 37 Top cited reasons are: 1. SFBT's flexibility in its delivery which destigmatizes mental health; 2. SFBT's cultural compatibility with eastern philosophy; and 3. SFBT's focus on strengths and positive emotions, which is appealing to patients in China. 37 To our knowledge, there exists no study that has directly evaluated SFBT for Chinese AYA cancer patients' psychological distress. ...
... 37 Top cited reasons are: 1. SFBT's flexibility in its delivery which destigmatizes mental health; 2. SFBT's cultural compatibility with eastern philosophy; and 3. SFBT's focus on strengths and positive emotions, which is appealing to patients in China. 37 To our knowledge, there exists no study that has directly evaluated SFBT for Chinese AYA cancer patients' psychological distress. As previously stated, it is reasonable to expect that SFBT is efficacious in reducing psychological distress among AYA patients with cancer in China. ...
Objective: This pilot clinical trial investigated solution-focused brief therapy (SFBT) for psychological distress among adolescent and young adult (AYA) patients with cancer in China.
Methods: Fifty Chinese AYA patients diagnosed with cancer were randomized into the treatment group (SFBT) and control group (active control). Psychological distress was measured by the brief symptom inventory and hope was measured by the Herth-Hope-Index. Treatment effects were analyzed using analysis-of-covariance and between-group small-sample-size corrected Hedges’ g.
Results: The results indicated that SFBT resulted in a significant reduction in the psychological distress and improvement in hope of AYA patients with cancer. Analyses of the 4-week posttreatment score suggest the short-term sustainability of SFBT for psychological distress among AYAs diagnosed with cancer.
Conclusions and Implications. This study has demonstrated that SFBT’s impact is statistically significant and clinically meaningful. The inclusion of positive emotions, i.e., hope, as part of the investigation also highlighted the significance of promoting positive emotions among AYA patients with cancer.
... These results were in line with some studies investigating the effectiveness of solution-focused brief couple therapy on couples' happiness and emotion regulation [24]. The solution-focused brief therapy is a useful approach [30][31][32], the solution-focused brief therapy reduced marital stress among different populations and in a variety of settings, including couple therapy, family therapy, treatment of patients with intellectual deficits, treatment of sexual abuse, and major depressive disorder [33][34][35][36][37]. Couples who were influenced by short-term family training had significant progress in their marital adaptation and satisfaction [38]. ...
Background: Parents of children with intelligence and motor problems, including Down syndrome have to spend more time babysitting resulting in less intimacy with their mates. Solution-focused brief therapy is one of the treatments presented in the field of marital intimacy. This study aimed to investigate the effectiveness of solution-focused counseling on marital intimacy in mothers of children with Down syndrome. Materials and Methods: In this randomized clinical trial study, 72 couples were selected among members of the Asemannili Society (Isfahan-Iran) from 19/01/2021 to 20/04/2021. The control group received an educational pamphlet for four sessions (without homework) every other week while the intervention group attended eight 90-minute online counseling programs once a week. Bagarozi Marital Intimacy Questionnaire was completed at baseline, after intervention (8th week), and follow-up period (12th week) by the women and their spouses. Results: The mean scores of marital intimacy between the two groups at baseline (online: 313.23 ± 70.86, pamphlet: 315.92 ± 41.45) compared to the 12th week (online: 370.13 ± 44.63, pamphlet: 332.42 ± 30.39) were significantly different. The analysis of the variance test with repeated observations showed that the effect of group, and time on the total score of marital intimacy and its other dimensions, were significant (P<0.05) for women.Conclusion: Both online and pamphlet counseling can improve marital intimacy in mothers of children with Down syndrome, but online counseling appears to be more effective. Thus, this method is recommended for improving the marital intimacy of these women.
... Komunikasi interpersonal dalam keluarga sangat penting, karena dengan adanya komunikasi interpersonal dapat mengetahui apa yang diinginkan dan yang tidak diinginkan oleh masing-masing anggota keluarga (Ariani, 2021). Komunikasi yang terjalin baik antar pasangan suami-istri dapat memberikan efek positif pada masalah emosional, perilaku, dan interpersonal (Kim et al., 2019). ...
Interpersonal communication within the family is very important, because with interpersonal communication one can find out what each one wants or does not want, because it can be emotionally, behaviorally, and interpersonally beneficial. The assessment used interviews, observation and the giving of the couple communication satisfaction scale (CCSS). Intervention solution focused therapy (SFT) is given for improve partner communication, which was originally only kept under wraps to become more active and effective. The results of the intervention showed that there was a change in the pattern of communication between partners which tended to be repressed into a more open pattern of communication. Komunikasi interpersonal dalam keluarga sangat penting, karena dengan komunikasi interpersonal seseorang dapat mengetahui apa yang diinginkan atau tidak diinginkan masing-masing, karena dapat bermanfaat secara emosional, perilaku, dan interpersonal. Penilaian menggunakan wawancara, observasi dan pemberian couple communication satisfaction scale (CCSS). Intervention Solution Focused Therapy (SFT) diberikan untuk meningkatkan komunikasi pasangan yang semula hanya dirahasiakan menjadi lebih aktif dan efektif. Hasil intervensi menunjukkan bahwa terjadi perubahan pola komunikasi antar mitra yang cenderung ditekan menjadi pola komunikasi yang lebih terbuka.
... Privileging the experiences of clients and trusting in their inherent ability to develop their own knowledge about how to best address their problems has made the approach amenable to clientcentered research methods (Froerer et al., 2009;Szlyk, 2018). SFBT is a popular case management and counseling method that has been embraced by the fields of social work, marriage and family therapy, counseling, and public health due to its emergent base of outcome studies (Kim, 2008;Kim et al., 2019). SFBT takes a culturally competent approach that values the unique experiences and backgrounds of diverse individuals and communities (Kim, 2013). ...
Women living with HIV experience a gender gap in wellness outcomes in the U.S., and women of color are particularly vulnerable to this gap. To address this, the Solution Focused Wellness for HIV (SFWH) intervention for women was created. In this paper, we report the quantitative results of the most recent SFWH pilot study. The seven-session, group intervention was provided to (N=14) women living with HIV to evaluate it for effectiveness. Results showed the intervention was associated with significant multidimensional wellness improvements between baseline and five-week follow up. Participants’ CD4 and Viral Load counts did not change significantly. To improve access to the intervention and increase retention in HIV care in the community, further adaptations of the SFWH are planned.
... Second, compared to previous studies that did not elaborate the training for clinicians (Cebrià, et al., 2013;Exbrayat, et al., 2017), this current study provided AHBT clinicians mandatory SFBT training prior to treating consumers. Since the development of SFBT in the early 1980s, research on the use of SFBT has increased, resulting in SFBT being recognized as an evidenced-based intervention (Kim, et al., 2019). Third, the AHBT clinics fulfill the demands for a low-cost intervention to prevent suicide. ...
Brief interventions increase access to and engagement with care for people who are discharged presentation to emergency departments or inpatient care due to suicidal behavior. This study was to investigate the effectiveness of the Allied Health Brief Therapies (AHBT) clinic interventions on suicide ideation, health service utilization, negative emotional states, and functioning and well-being in consumers in suicidal crisis. This research was designed as pre-post study. Three AHBT clinics were established to provide brief interventions in Queensland Australia. Repeated measures ANOVA and McNemar’s test were used to measure the impact of the interventions. Sensitivity analysis was conducted to ensure the robustness and appropriate interpretation of the results. Among the 141 consumers who accepted the referral, 106 (75.2%) attended the AHBT sessions, and 35 (24.8%) did not start the interventions. The AHBT clinic interventions reduced consumers’ presence and frequency of suicide ideation, emergency department presentations, and negative emotional states (depression, anxiety, and stress), and increased their functioning and well-being with large effect sizes. Change in the frequency of inpatient admission after the AHBT clinic interventions was statistically non-significant. This study provides evidence that the AHBT clinics can reduce suicidal risk factors, decrease health service utilization, and increase functioning and well-being in consumers in suicidal crisis. Future research should consider the use of a control group to increase confidence in the findings.
... In a review of 251 outcome studies, Neipp and Mark Beyebach (2022) analyzed the practice of SFBT in schools and community services and found that over 20% of the studies they reviewed were in some type of communitybased setting. Kim et al. (2019b) further summarized the results from eight meta-analyses on SFBT and discussed specific examples of how SFBT was practiced in communitybased services. Practice literature and the three independent reviews mentioned here show the feasible use of SFBT as an effective, brief intervention in community-based services. ...
Purpose: Solution-focused brief therapy (SFBT) is practiced by social workers in clinical, community-based services, but no reviews of the outcome research have been completed. Methods: A meta-analysis of randomized studies. Outcome domains included depression, anxiety, behavioral health, health and wellbeing, family functioning, and psychosocial adjustment. Results: Twenty-eight studies with 340 effect sizes were analyzed in meta-regression with robust variation estimation (RVE). Overall, statistically significant and medium treatment effect sizes were found across outcome domains, g = 0.654, 95% CI : 0.386–0.922, p < 0.001. Interventions with 4 or more SFBT techniques across three categories (cooperative language, co-construction, and developing a therapeutic relationship; strengths and resources; and future-focused questions) showed a moderate treatment effect. Implications: SFBT is an effective intervention for depression, behavioral health, family functioning, and psychosocial outcomes when delivered in community-based services.
... Solution-focused brief therapy (SFBT) is a client-centered, strengths-based, future-oriented approach grounded in social constructionism. Evidence for the effectiveness of SFBT is accumulating rapidly (Kim et al., 2019;Martenstyn & Grant, 2021;Zhang et al., 2018). The suitability of the solution-focused (SF) approach for school environments is also strongly supported by research and practical experience (Ajmal & Ratner, 2020;Chen et al., 2018;Gong & Xu, 2015;Kelly et al., 2008). ...
... Solution-focused brief therapy (SFBT) has been widely implemented in the form of personal counseling, group counseling, coaching, and supervision work, and has been successfully adapted for a range of issues, target populations, and clinical sites (Bavelas et al., 2013;Franklin et al., 2012;Hsu et al., 2017;Martenstyn & Grant, 2021). SFBT's evidence-based research indicates that the model is highly effective in short time frames (Kim et al., 2019). Because of SFBT's high efficiency and wide range of applications, recent findings from research in East Asia, including Taiwan, have found that SFBT is easily adaptable to diverse cultural contexts, and results in good counseling outcomes for clients (Chen et al., 2018;Gong & Hsu, 2017;. ...
... Kurnanto (2019), carried out anobservation to look at whether or not the Solution Focused Brief Therapy is viable and might lessen educational procrastination. Kim, Jordan, Franklin, and Froerer (2019), discovered that answer-targeted remedy is viable for each phase of the population. They discovered that it's far fairly viable in coping with troubles of strain in special settings like own circle of relatives and school. ...
Solution Focus Behavioural Therapy (SFBT) is a future-situated, objective-guided way to deal with taking care of human issues. Delaying can make an individual distressing and baffling anyway for some, individual it can present more danger bringing about nervousness, brought down temperament, actual grumblings, and diminished prosperity. The reason for this study is to inspect the adequacy of Solution Focused Brief Treatment on Scholastic Pressure and Procrastination. A fast orderly survey was done utilizing Google researcher, Exploration entryway, Sage, pub, and different sources. After evaluating articles 21% observed that there is a connection between scholastic pressure and tarrying, 17% observed the impacts of stalling on understudies’ scholarly life, 21% observed that understudies experience pressure in their scholarly way of life, 17% of the article inspected tracked down the viability of SFBT, 13% of the articles audited tracked down the adequacy of SFBT on delaying and 8.6% tracked down the viability of SFBT.
... Victims of violence in the DRC and Mali received individual psychological support by lay counselors called agents psychosociaux (APS) who were trained and supervised by the ICRC MHPSS team. As described in a previous publication (11), a short-term solution-oriented approach (11,12) was adopted to empower the beneficiary to reflect upon and resolve his or her specific problems. In addition to offering psychological support, referrals to local service providers were made according to needs and availability. ...
Introduction
Community-level mental health and psychosocial support (MHPSS) was the first type of MHPSS program launched by the International Committee of the Red Cross (ICRC) back in 2004. Standardized beneficiary-level monitoring was put in place in late 2018. This is the first study to explore whether this type of program correlates, as intended, with reduced psychological distress and increased daily functioning.
Methods
Between December 2018 and June 2020, 6,413 victims of violence received MHPSS through 32 community-level projects in the Democratic Republic of the Congo (DRC), Mali and Nigeria. Symptoms of psychological distress (IES-R or DASS21) and daily functioning (ICRC scale) were assessed before and after the intervention and logistical regression models were used to identify predictors of these symptoms.
Findings
Victims of the violence committed by weapon bearers were more likely to show high levels of anxiety prior to MHPSS (aOR 3.51; p < 0.0001). Also, victims of physical violence were more likely to show high levels of stress (aOR 1.49; p < 0.0001), whereas victims who had witnessed physical violence were more like to report high levels of depression (aOR 2.54; p < 0.0001). The most common perpetrators were weapon bearers (76%) and the most common type of violence was rape (46%). Lack of social support stood out as a predictor of both high anxiety (aOR 2.10; p < 0.0001) and post-traumatic stress (aOR 2.04; p < 0.0001) prior to MHPSS. Following MHPSS, the vast majority of beneficiaries reported a reduction in distress on the DASS21 (96.58%) and the IES-R scales (92.70%) as well as an increase of functioning (82.26%). Adherence to group therapy (seven sessions on average) was stronger than adherence to individual therapy (four sessions on average). A linear trend was found between length of treatment and likelihood of reporting reduced symptoms of depression. Having suffered destruction or loss of property or income predicted less improvement of functioning following MHPSS (aOR 0.90; p = 0.044).
Conclusion
Receiving community-level MHPSS is associated with increased wellbeing among the vast majority of beneficiaries. To further enhance the intended health outcomes, it is recommended to increase the length of treatment per beneficiary (30 days minimum) and address, where relevant, the financial consequences of violence. Also, a longitudinal study is recommended to assess longer-term changes in MHPSS symptoms.
... Another factor relevant to discuss here concerning the language of the therapeutic discourse is the content. Different from the traditional/medical model of psychotherapy, Solution Focused Brief Therapy (SFBT) is an evidence-based practice (Kim, Jordan, Franklin, & Froerer, 2019) in which language is the essential component of the therapy. Solution Focused Question creates a solution-focused therapeutic discourse or, in other words, positive therapeutic language. ...
The article focuses on detailing and explaining three research conducted to study the effect of negative and positive therapeutic language on affective experience, neuro-cognitive components, and psychophysiological state. The article also provides evidence from the literature to explain therapeutic questions and their mechanism of action from a neuroscientific perspective. Positive therapeutic language creates positive emotional states that may trigger beneficial changes in the structure and function of the brain, which promote further adaptive thoughts and enduring desirable behavioral changes.
... SFBT overcomes various gaps in the psychotherapy literature alleviating depression among AYA cancer survivors. First, grounded in social constructivism, SFBT practitioners pay little attention to what have caused the problem (the diagnostic model) but focus on co-constructing solutions with the clients by identifying their previous success and/or inner strengths (the strength-based model) (J. S. Kim, Jordan, Franklin, & Froerer, 2019). As a result, SFBT practitioners do not focus on identifying AYA cancer survivors' "irrational" thoughts and correcting them, such as "I have to be fearful of cancer returning for the rest of my life." ...
Purpose
This pilot study evaluates the acceptability and preliminary efficacy of solution-focused brief therapy (SFBT) for depression, anxiety, and hope among adolescent and young adult (AYA) diagnosed with cancer. Method: 10 AYAs with a primary sarcoma diagnosis participated in an open pilot of SFBT for their depression between January and June 2019 delivered by trained social work interns.
Results
All participants completed four planned sessions and reported strong acceptability of SFBT. Statistically significant improvements were observed for pre- and post-treatment scores for depression, anxiety, and levels of hope. These improvements were maintained at 1-month follow up, with significant patterns of difference in study participants’ depression, anxiety, and levels of hope over time.
Conclusions
SFBT is an acceptable intervention approach for depression (and anxiety) among AYAs diagnosed with cancer. SFBT offers a brief, strength-based, and hope-engendering approach to address mental health concerns among young adult diagnosed with cancer.
... Creativity is the ability to create new products or ideas that are valuable and useful (Woodman et al., 1993;Shalley et al., 2016;Qiang et al., 2020;Hou et al., 2021;Zhang et al., 2021). Generally, this ability is reflected in behaviors such as inventing, designing, inventing, creating, and planning (Guilford, 1950) and is characterized by fluency, flexibility, novelty, and refinement (Kupers et al., 2018;Kim et al., 2019;Rao et al., 2021) and is the result of the interaction between capacity, process and environment results (Gu et al., 2021). ...
Purpose: This study explored whether instructional characteristics, learner characteristics, family socioeconomic status, and gender influence creativity in the context of programming education in China.
Methods: A total of 851 upper-secondary-school students in Beijing, China, were surveyed using the Creativity Scale, Programming Learning Scale, Programming Teaching Scale and Family Socioeconomic Status Questionnair e . SPSS (version 22) was used for correlation analysis, t -test and regression analysis.
Results: (1) Teachers’ programming teaching method and management; students’ programming learning approach, attitude, and engagement; gender; and family economic capital were all significantly associated with creativity. (2) There were significant differences between males and females in terms of creativity, programming learning approach and programming learning attitude. (3) Learner attitudes, engagement, and approach, and their family economic capital, were strong predictors of creativity, with the strongest influence of learners’ attitudes to programming learning and weaker influence of family economic capital.
Conclusion: The main factors that influence creativity in the context of programming education are programming teaching method, programming teaching management, programming learning approach, programming learning attitude, programming learning engagement and family economic capital. Among these, learner factors (attitude, engagement, and approach) and family economic capital are the key factors influencing creativity. These findings provide a basis for improving the creativity of Chinese programming learners and inspire teachers to consider learner factors and gender differences as they design and manage their instruction. Furthermore, the influence of family economic capital on the creativity of learners cannot be ignored.
... Originally, SFBT was developed for social work and therapeutical settings where it was shown to be an effective treatment for a range of applications, including behavioral and interpersonal issues (e.g., Gingerich & Peterson, 2013;Kim et al., 2019). SFBT has also been used in nonclinical contexts, such as life coaching, management, education , and sport (Beckmann & Elbe, 2015;Høigaard & Johansen, 2004). ...
Shared leadership is an emergent team phenomenon, emphasizing that it originates from the interaction of all team members. However, previous athlete leadership studies have focused on the individual level, omitting the role of team member interaction. In order to develop shared athlete leadership as an emergent team phenomenon, we utilized a solution-focused brief therapy paradigm, which uses coconstruction to engender change for social systems (e.g., sport teams). Sixty athletes from six sport teams (three in the experimental condition and three in the control condition) participated in a mixed-methods experimental design consisting of parallel quantitative and qualitative data collection along with a combined interpretation of these data. The quantitative results support a difference in development of shared leadership between groups, while the qualitative analysis resulted in four themes that indicate changes in interactional patterns and relational structures within the teams.
... The emphasis on the strengths and resources of clients, and the straightforward nature of the approach, lead to its expansion to a number of intervention contexts beyond psychotherapy and family therapy: social work (Sundman, 1997), child protection (Berg and Kelly, 2000), coaching (Berg and Szabó, 2005), nursing (MCAllister, 2007), organizational consulting (McKergow, 2012), mediation (Bannink, 2007), pastoral work (Kollar, 1997), school counseling (Kelly et al., 2008), or University teaching (Devlin, 2003), among others. Over the last decades, SFBT has amassed considerable evidence of its effectiveness and costefficiency in a variety of contexts (Kim, 2008(Kim, , 2012Bond et al., 2013;Gingerich and Peterson, 2013;Kim et al., , 2019Carr et al., 2016;Gong and Hsu, 2017), demonstrating outcomes equivalent to those of alternative interventions, both at termination (e.g., Creswell et al., 2017) and at follow-up (e.g., Boyer et al., 2015). ...
Solution Focused Brief Therapy (SFBT) developed in parallel to Positive Psychology, as a type of intervention that also emphasizes the strengths and resources of clients. The aim of this study was to examine the development of outcome research on SFBT and to determine whether it is predominantly carried out in Western, Educated, Industrialized, Rich and Democratic (WEIRD) countries. A literature review was conducted using a bibliometric methodology, identifying: (a) authors and countries, (b) time trends, (c) language of publications; (d) and journals; (e) samples on which they were tested; (f) characteristics of interventions; and (g) main study designs. A total of 365 original outcome research articles published in scientific journals on solution-focused interventions were extracted. The results show that outcome research on SFBT has grown steadily over the last three decades. Although it started in WEIRD countries, the number of outcome research publications generated in non-WEIRD countries is now higher. There is little international collaboration and, although English is the main language of publication in WEIRD countries, English, Chinese and Parsi predominate in non-WEIRD countries. Productivity is low and most authors have only published one paper. The journals that have published the most papers have a very diverse visibility. The tested interventions are conducted both in clinical and non-clinical samples; mostly in individual and group format; face-to-face; and not only in the form of psychotherapy, but also as coaching and school interventions. Almost half of the publications are randomized controlled trials. The results confirm the wide applicability of SFBT as a single or main component of psychosocial interventions. They support the claim that solution-focused interventions are not a WEIRD practice, but a global practice.
... Because the solution-focused approach emphasizes client strengths and resilience (De Shazer in Corey) [12], so that in assuming a solution-focused approach following with the characteristics of humility. Kim et al. [13] stated that a solution-focused approach is an alternative school program providing appropriate and effective services in dealing with adolescent problems. ...
Character education is also an important thing to be developed by school counsellors. The humility is one of necessary character that based others virtue. The student’s problems who have low humility tend to have difficulty accepting criticism/information from others, arrogance, sadism, selfishness, and bullying behavior. During the Covid-19 pandemic, the learning system used the internet, including counselling services. This study aims to test an effective approach in increasing the character of humility between mindfulness-based cognitive or solution-focused approach. The group counseling design used is the synchronous for the counselling process and asynchronous to complete the worksheet. This experimental study involved 24 students in each group of 8 students aged 14-17 years. This participant of research is limited. The scale used to measure humility is Elliot's theory of adaptation which is designed using a Likert-scale. There are four aspects, namely openness, self-forgetfulness, accurate self-assessment, and focus on other things with a total of 32 items. The reliability humility scale is 0.901, and CAMM α = 0.790. These results indicate no significant difference in MBCT-SFBT in increasing humility, whereas MBCT-control & SFBT-control have a significant difference. That is, the mindfulness group had an increase in the mean between pretest-posttest and follow-up. This study found that character enhancement can use mindfulness-based cognitive and solution-focused approach. Both of them have the characteristics of character strengths and applicable by school counsellors. This study has few subjects so that the research subjects in further research are to increase the number of studies and make online and non-online comparisons.
... Creativity Kim et al. (2019) consider creativity includes basic cognitive abilities of divergent thinking, and that such abilities can be understood through testing tools or observation. ...
Problem-solving ability is an essential part of daily life. Thus, curiosity and a thirst for knowledge should be cultivated in students to help them develop problem solving and independent thinking skills. Along with positive attitudes and an active disposition, these abilities are needed to solve problems throughout the lifespan and develop -confidence. To achieve educational objectives in the context of globalization, creative ability is necessary for generating competitive advantages. Therefore, creative thinking, critical thinking, and problem-solving ability are important basic competencies needed for future world citizens. Creativity should also be integrated into subject teaching to cultivate students' lifelong learning and a creative attitude toward life. A questionnaire was distributed to 420 students in colleges and universities in Fujian, China. After removing invalid and incomplete responses, 363 copies were found to be valid yielding a response rate of 86%. Findings indicate that the new generation requires high levels of support to develop creativity and integrate diverse subjects such as nature, humanities, and technology. A rich imagination is needed to root creativity in the new generation.
... SFBT therapists help clients achieve change by developing conversations founded on the client's desired outcome and helping the client articulate how life would be different if their desired outcome was present in their life. There is ample evidence to show that focusing on desired outcomes with clients can lead to satisfactory therapeutic results (Kim et al., 2019). ...
A commonly stated critique of Solution Focused Brief Therapy (SFBT) is a lack of attention to the client's emotional experience and the use of emotion as a mechanism for producing meaningful change. We review and define the current research regarding emotion, feeling, and affect and its value and relevance to the clinical application of SFBT. We also provide a brief history of the SFBT model and its documented emphasis on cognitive and behavioral change versus emotional change. In embodying the spirit of this approach for examining what works and doing more of it, we propose a next step of SFBT to more overtly attend to the emotional language of clients and to purposefully create emotional experiences with our clients. We demonstrate this by providing clinical examples for how SFBT practitioners can incorporate and build upon clients' emotional language to create emotionally‐changing experiences to more broadly and effectively co‐create long‐lasting change.
... We live in an era where understanding what we do and understanding why it is effective within therapeutic settings is being emphasized, it is essential to be able to articulate in a meaningful way how SFBT is evidence-based. There is significant research that provides empirical support for SFBT (Kim, 2008;Kim et al., 2019) and there is significant process research that increases our understanding of what happens in sessions that might contribute to the abundance of positive outcome data (Franklin et al., 2017). However, understanding the research that supports the common factors and understanding where the common factors align with SFBT will further broaden the evidence-base of SFBT. ...
The common factors and mechanisms of change have been investigated across many disciplines and in many fields. This study applies the common factors to Solution Focused Brief Therapy (SFBT) through a modified content analysis of the BRIEFER Practice Manual. Seven common factors themes are identified and applied to SFBT. The study concludes with a consideration of how this common factors approach broadens the evidence-base of SFBT and provides suggestions for implementation and application of this common factors approach.
... Because the solution-focused approach emphasizes client strengths and resilience (De Shazer in Corey) [12], so that in assuming a solution-focused approach following with the characteristics of humility. Kim et al. [13] stated that a solution-focused approach is an alternative school program providing appropriate and effective services in dealing with adolescent problems. ...
Character education is also an important thing to be developed by school counsellors. The humility is one of necessary character that based others virtue. The student's problems who have low humility tend to have difficulty accepting criticism/information from others, arrogance, sadism, selfishness, and bullying behavior. During the Covid-19 pandemic, the learning system used the internet, including counselling services. This study aims to test an effective approach in increasing the character of humility between mindfulness-based cognitive or solution-focused approach. The group counseling design used is the synchronous for the counselling process and asynchronous to complete the worksheet. This experimental study involved 24 students in each group of 8 students aged 14-17 years. This participant of research is limited. The scale used to measure humility is Elliot's theory of adaptation which is designed using a Likert-scale. There are four aspects, namely openness, self-forgetfulness, accurate self-assessment, and focus on other things with a total of 32 items. The reliability humility scale is 0.901, and CAMM α = 0.790. These results indicate no significant difference in MBCT-SFBT in increasing humility, whereas MBCT-control & SFBT-control have a significant difference. That is, the mindfulness group had an increase in the mean between pretest-posttest and follow-up. This study found that character enhancement can use mindfulness-based cognitive and solution-focused approach. Both of them have the characteristics of character strengths and applicable by school counsellors. This study has few subjects so that the research subjects in further research are to increase the number of studies and make online and non-online comparisons.
Following a pilot test of the Solution-Focused Wellness for HIV (SFWH) Intervention for Women, we used qualitative research with ( N = 14) participants to understand their experiences of a 6-week client-centered group counseling intervention. We analyzed focus group and interview data to determine intervention feasibility, acceptability, and participant experiences. Our findings included not being defined by HIV diagnosis, solution-finding skills gained from participating in the intervention, supportive aspects of being with other women living with HIV, progressing toward wellness goals, a safe place to openly express feelings, recommending the intervention to other women living with HIV, a positive response to the intervention, and improving access to the intervention. We recommend programmatic adaptations related to transportation and child care provision to improve intervention access that may benefit other health researchers in community-based settings.
Volume 14, Issue 2 of Journal of Indigenous Counseling Psychology
This research explored the effectiveness of solution-focused reflecting team supervision
applied to school guidance and counseling staff
Since the COVID-19 outbreak, children and families in rural communities have been experiencing unprecedented long-term social isolation and insufficient access to mental health services. Prior to the pandemic, access to mental healthcare in rural communities was already inadequate, leading rural populations to be routinely underserved when facing significant social issues and mental health needs. Even though the pandemic has disrupted the traditional delivery of mental healthcare and exacerbated needs, isolated children and families in rural areas can benefit from mental health services through a telemental health approach. This article presents an innovative telemental health practice model that implements solution-focused brief therapy with social work interns in rural university-assisted community schools (UACS). Implications for policies supporting telemental health in rural UACS, social work education, and evaluation are presented.
The solution‐focused approach has much to offer coaching both novice and advanced practitioners. The core solution‐focused principles discussed in this paper can augment and extend all facets of coaching practice. This article outlines the central features of the solution‐focused approach to coaching and extends the utility of those basic features for use and for reflection by novice and more advanced coaching practitioners. Practical models discussed in this article include the ‘solution‐focused cathartic wave’ – a model that tracks the emergence of emotional catharsis during the coaching conversation; the ‘probing for solutions model’ which provides a simple structure for solution‐focused coaching conversations; and also discussion on how a solution‐focused approach can be used in a range of change‐orientated settings.
Objective
This study examines whether parents involved in the child welfare system, due to substance abuse, who receive solution-focused brief therapy (SFBT) counseling experience more hope and positive emotions than those receiving treatment-as-usual counseling services.
Methods
Randomized controlled trial design was used to evaluate the effectiveness of SFBT in primary substance use treatment services for parents (n = 123). Difference-in-Difference (DiD) estimation was used to assess the effect of SFBT intervention on hope, positive emotions, and negative emotions.
Results
DiD analyses showed SFBT parents had slightly worse scores on hope and emotion subscales at baseline and demonstrated slightly greater positive changes on all scales at posttest, though these findings were not statistically different from control group. Positive associations between SFBT and hope sub-scales were found; however, effects were not statistically significant.
Conclusion
SFBT may help increase positive emotions and hope in parents through a solution-building approach, but more research is needed.
Purpose
The author presents a descriptive sociological framework for the communicative interaction between an adult who stutters (AWS) and other communication partners. The author shows that the communicative interaction between an AWS and another interactant is a sociological object that can be evaluated by both parties in real-time, and is impacted by settings, participants, identity, stigmatization, and the type of talk. These elements are consistent with Hymes' SPEAKING model, which was developed to describe speech communication in a social context and can lay the foundation for the development of an ethnography of stuttering. The clinical applications and implications of a sociological framework are discussed and future directions for research are suggested.
Method
This work is a refinement and enhancement of Mancinelli (2018) and Mancinelli (2019) and the research associated with that work. This is a tutorial with a clinical focus designed to introduce the readership to a sociological perspective on communicative interactions in AWS.
Conclusions
Stuttering is an emergent phenomenon embedded within a social interaction, necessitating a deeper understanding of the processes at work during those interactions. A sociological framework can provide a more comprehensive description of the communicative interactions as well as the sociocommunicative lives of people who stutter. The information obtained can inform the formulation of realistic, functional goals based on the daily life of the client. Implications for the development of an ethnography of stuttering are discussed.
Substance use is a prevalent public health issue. Most social workers may encounter substance use in their work with clients and need effective therapeutic strategies for this issue. Since the 1980s, solution-focused brief therapy (SFBT) has been practiced with clients who have substance use problems, and clinical training materials have been developed to help practitioners learn and use SFBT in substance use treatment. Despite the longevity of the use of SFBT in practice, there are no published reviews of outcome studies to guide practitioners using SFBT. This article fills a gap in current literature on SFBT and substance use treatment by reviewing the published studies on SFBT where the focus was on substance use treatment. Five databases were searched to identify eligible studies. Experts and reference lists of relevant studies were also consulted. Nine studies were identified and included in the review. All studies reviewed found promising evidence on SFBT’s effectiveness in improving substance use behaviors and related psychosocial problems. Five of the nine studies reviewed showed that SFBT can change substance use and comorbid mental health and psychosocial problems such as depression, trauma, and school- and work-related behavior problems. The article concludes with a discussion of the study results’ implications for clinical practice and future research.
break-up adjustment, solution-focused brief therapy, solution-focused group counseling, group effects
Solution-focused brief therapy (SFBT) was developed as a form of family therapy. Recently, these features have blurred. This case study explores how Insoo Kim Berg interacts with multiple family members in SFBT. The results indicate that she used a circular procedure to ensure that all the family members were involved in the process. The analysis demonstrates the importance of purposeful use of language and the influence of systems theory in SFBT. SFBT provides a useful framework that enables a family therapist to work together with families to help them make the changes they want with their own strengths and resources.
This meta-analysis synthesized randomized controlled trials of solution focused brief therapy (SFBT) in medical settings for patients’ health-related psychosocial (e.g., depression, psychosocial adjustment to illness), behavioral (e.g., physical activity, nutrition score), and functional health (e.g., BMI, individual strength) outcomes. Medical setting is defined in this study as any healthcare setting that primarily focuses on patients’ physical wellbeing. A comprehensive search strategy across five electronic databases, four academic journals, three professional websites, and reference lists of included articles resulted in a final sample of nine studies for meta-analytic synthesis. Combining outcomes indicated an overall significant effect of SFBT for health-related psychosocial outcomes (d = 0.34, p < .05.) and a nearly significant outcome for health-related behavioral outcomes (d = 0.28, p = .06), but not for functional health outcomes. Results indicated SFBT being an effective intervention for psychosocial outcomes and a promising approach for behavioral outcomes in medical settings.
At-risk behaviours, including substance abuse, suicidal ideation and delinquency, are prevalent amongst teenage youth in high-school settings. Focusing on the academic and emotional needs of their students encourages teachers to have thoughtful interactions and be continually aware of the problems of their students. Evidence-based interventions, such as Solution-Focused Brief Therapy, can guide teacher–student interaction as a method to address truancy, graduation rates and emotional issues. Using grounded theory, the researcher conducted interviews with teachers working at an alternative high school founded in solution-focused communication to understand the process of engaging students with at-risk behaviours and emotional needs in the classroom. Results suggest how teachers foster student independence through an academic culture of social responsibility. Recommendations for staff development and support and the assimilation of school curriculums based in solution-focused approaches are discussed.
In order to assess the effectiveness and the moderators of the effects of solution-focused group therapy (SFGT) in ethnic Chinese school settings, we used a meta-analytic method to synthesize 24 studies from Taiwan and China. The results showed that the overall effect sizes of SFGT’s immediate and follow-up effects were 1.03 and 1.09, respectively, and were positive and large in ethnic Chinese school settings. The overall SFGT immediate effect size was large for all school levels, except for junior high schools (d = .61). The overall SFGT immediate effect size for internalizing behavior problems was 1.06, and for family and relationship problems it was .94. This study offers significant evidence pointing to SFGT’s high degree of effectiveness in ethnic Chinese school settings. Implications for the use of SFGT in school settings and Chinese culture are discussed.
[ Video abstract: https://youtu.be/Immb4BRPeVA ]
Parents Plus (PP) programs are systemic, solution-focused, group-based interventions. They are designed for delivery in clinical and community settings as treatment programs for families with child-focused problems, such as behavioral difficulties, disruptive behavior disorders, and emotional disorders in young people with and without developmental disabilities. PP programs have been developed for families of preschoolers, preadolescent children, and teenagers, as well as for separated or divorced families. Seventeen evaluation studies involving over 1,000 families have shown that PP programs have a significant impact on child behavior problems, goal attainment, and parental satisfaction and stress. The effect size of 0.57 (p < .001) from a meta-analysis of 10 controlled studies for child behavior problems compares favorably with those of meta-analyses of other well-established parent training programs with large evidence bases. In controlled studies, PP programs yielded significant (p < .001) effect sizes for goal attainment (d = 1.51), parental satisfaction (d = 0.78), and parental stress reduction (d = 0.54). PP programs may be facilitated by trained front-line mental health and educational professionals.
We evaluated the effectiveness of solution-focused brief therapy (SFBT) for treating symptoms of internalizing disorders with youth and adults across 26 between-group studies representing the data of 2,968 participants. Separate meta-analytic procedures for studies implementing waitlist/no treatment (n = 1,342) or alternative treatments (n = 1,626) yielded modest effect sizes for SFBT when treating internalizing disorders. Limitations of our findings and implications for counselors are discussed.
The primary aim of this study was to assess the overall effectiveness of solution-focused brief therapy (SFBT) among Chinese populations with mental and behavioral health issues. A random effects meta-analysis of nine eligible studies was conducted on SFBT outcomes in China. SFBT was effective in reducing internalizing problems, with effect sizes ranging from g = 0.49 to 3.22. Results from pooled effect size estimates favoring SFBT (g = 1.26) were large. These results highlight the positive impact SFBT has on Chinese clients with mental health-related problems. Implications for the use of SFBT among ethnic minority populations are discussed.
This article describes the process of having solution-focused brief therapy (SFBT) be evaluated by various federal registries as an evidence-based practice (EBP) intervention. The authors submitted SFBT for evaluation for inclusion on three national EBP registry lists in the United States: the Substance Abuse and Mental Health Services Administration (SAMHSA), What Works Clearinghouse (WWC), and Office of Juvenile Justice and Delinquency Prevention (OJJDP). Results of our submission found SFBT was not reviewed by SAMHSA and WWC because it was not prioritized highly enough for review, but it was rated as "promising" by OJJDP. Implications for practitioners and recommendations regarding the status of SFBT as an EBP model are discussed.
The purpose of this research was to evaluate the effectiveness of the Solution-Based Casework (SBC) model for child welfare practice. Method: Two case review studies were conducted. The first study compared 48 cases from two worker groups differing in degree of training and implementation of the SBC model. The second study compared the outcomes of 100 high-risk cases based on implementation level of the SBC model. Results: These two studies found that SBC can be implemented across cases differing in type of maltreatment, comorbid factors, and other demographic variables. Results indicated that workers were more actively involved in case planning and service acquisition for families when SBC was implemented. Families were significantly more compliant with casework requirements and achieved more case goals and objectives. The model was particularly effective for families with a history of chronic involvement with the child welfare system. Conclusions: This research supports the effectiveness of SBC for promoting the worker–client relationship and goal achievement for complex child welfare cases.
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.
This article describes how concept mapping techniques were applied to evaluate the development of a solution-focused, public
alternative school program. Concept Systems software was used to create 15 cluster maps based on statements generated from
students, teachers, and school staff. In addition, pattern matches were analyzed to examine the degree of consensus between
different groups and represent levels of agreement on the content of cluster maps. The findings appear to support teacher,
administrator, and staff adherence to the solution-focused approach in the alternative school. What students thought was important
in helping them achieve academic success were clusters that centered on relationships and future goals. Teachers, administrators,
and staff also viewed relationships as important, but they rated more concrete aspects of the school and goal-setting as being
more important. Concept mapping appears to be a useful program evaluation methodology for school social workers to consider
and a valuable tool for examining complex problems and solutions within school organizations.
A school-based substance abuse prevention program based on the assumptions of the ASCA National Model[R] was designed to change adolescent females' drug-using behaviors. The program was designed to reduce substance abuse, increase negative attitudes toward drug use, and reduce negative behaviors while increasing positive behaviors, knowledge of the physical symptoms of drug use, student achievement, and self-esteem. Group sessions were based on solution-focused brief therapy and action learning theory and were supplemented by mentorship from community members and peers. Positive outcomes were found on five dependent variables. (Contains 1 table.)
Recent trends in education have drawn attention to students at risk of school failure and dropout in the United States. Alternative schools are one method for preventing the severe and long-lasting consequences of underachievement and dropout. Few research studies have sought the opinions and perceptions of the at-risk students who attend alternative schools through qualitative research methods. This study used qualitative interviews to explore at-risk students’ perspectives about their current alternative school and their former traditional schools. Results indicate that traditional schools are lacking the personal relationships with teachers, schoolwide focus on maturity and responsibility, understanding about social issues, and positive peer relationships that alternative schools often provide. This article offers guidelines to help schools and educators to better support at-risk students.
Examines the social constructionist nature of solution-focused therapy (SFT). SFT's components are illustrated in a first-session conversation between the 1st author as therapist and a 19-yr-old mother who states that she is stressed out and depressed. As the conversation develops, the client's sense of herself changes and the integration of the therapy's components become apparent. A review of outcome research on SFT suggests positive outcomes for diverse clients and presenting problems. Connections between SFT procedures and social constructionist theory are found in (1) the social construction of reality, (2) language as the medium and substance of meaning, (3) client change through construction of new meanings, (4) client as expert, (5) taking a collaborative stance, (6) reflexivity, (7) emphasis on client strengths, and (8) co-construction of solutions. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Dominant practice models for social work were originally developed and intended for work with voluntary clients. The professional literature indicates that use of these models with involuntary clients often alienates rather than engages. This article describes the use of solution-focused interviewing as a way to engage involuntary and mandated clients. A conversation with a court-ordered client is presented and analyzed to demonstrate how practitioners can begin the co-construction of cooperation with mandated clients through adopting a not-knowing posture, focusing on and amplifying what clients want and client strengths and successes, and asking relationship questions to generate possibilities for change specific to the mandated context. The ethical implications of this noncoercive, nonconfrontational approach are addressed, along with its implications for a view of how clients change.
Insufficient evidence exists for a viable choice between long- and short-term psychotherapies in the treatment of psychiatric disorders. The present trial compares the effectiveness of one long-term therapy and two short-term therapies in the treatment of mood and anxiety disorders.
In the Helsinki Psychotherapy Study, 326 out-patients with mood (84.7%) or anxiety disorder (43.6%) were randomly assigned to three treatment groups (long-term psychodynamic psychotherapy, short-term psychodynamic psychotherapy, and solution-focused therapy) and were followed up for 3 years from start of treatment. Primary outcome measures were depressive symptoms measured by self-report Beck Depression Inventory (BDI) and observer-rated Hamilton Depression Rating Scale (HAMD), and anxiety symptoms measured by self-report Symptom Check List Anxiety Scale (SCL-90-Anx) and observer-rated Hamilton Anxiety Rating Scale (HAMA).
A statistically significant reduction of symptoms was noted for BDI (51%), HAMD (36%), SCL-90-Anx (41%) and HAMA (38%) during the 3-year follow-up. Short-term psychodynamic psychotherapy was more effective than long-term psychodynamic psychotherapy during the first year, showing 15-27% lower scores for the four outcome measures. During the second year of follow-up no significant differences were found between the short-term and long-term therapies, and after 3 years of follow-up long-term psychodynamic psychotherapy was more effective with 14-37% lower scores for the outcome variables. No statistically significant differences were found in the effectiveness of the short-term therapies.
Short-term therapies produce benefits more quickly than long-term psychodynamic psychotherapy but in the long run long-term psychodynamic psychotherapy is superior to short-term therapies. However, more research is needed to determine which patients should be given long-term psychotherapy for the treatment of mood or anxiety disorders.
The present study compared solution-focused group therapy (SFGT) with a traditional problem-focused treatment for level 1 substance abusers. Outcome research on the effectiveness of solution-focused group therapy is minimal, especially in treating substance abusers. In the present study, clients were measured before and after treatment to determine therapeutic effectiveness. Clients in the solution-focused group significantly improved on both the Beck Depression Inventory and the Outcome Questionnaire. The clients in the comparison group did not improve significantly on either measure. Therapist skill level and adherence to theoretical models were measured in each group to reduce confounding variables.
This study examined the effectiveness of solution-focused brief therapy (SFBT) on child well-being and family functioning outcomes for child welfare involved parents. A randomized controlled trial design was used to evaluate the effectiveness of SFBT as compared to treatment-as-usual in an outpatient substance abuse treatment center. Mixed linear models tested within and between-group changes using intent-to-treat analysis (N = 180). Hedges’s g effect sizes examined the magnitude of treatment effects. Both conditions reported improvements on the child well-being measures (Behavior Rating Inventory of Executive Function [BRIEF]-Parent Report and Child Behavior Checklist-School Age Form [CBCL-SA]) and family functioning measures (Adult-Adolescent Parenting Inventory [AAPI-2] and Center for Epidemiologic Studies-Depression [CES-D] Short Form) at posttest. While none of the between group analyses were statistically significant on either outcome domains, effect sizes did show improvements in the small to medium range for both groups. SFBT effect sizes for BRIEF subscales ranged from .024 to .267 and for control group ranged from .136 to .363. SFBT effect sizes on CBCL-SA subscales ranged from .059 to .321 and for control group ranged from .101 to .313. SFBT effect sizes on AAPI-2 subscales ranged from .006 to .620 and control group ranged from .023 to .624. SFBT effect sizes on CES-D measure were .428 and for control group were .317. Results show SFBT to be an effective intervention for helping parents around child well-being and family functioning outcomes similar to current empirically-supported therapies. SFBT provides a more strengths-based approach to help families improve family well-being and thus help improve their child’s well-being.
This chapter describes how SFBT has been used in the treatment of substance use and relies on the clinical literature to illustrate interventions. Specific ways to engage clients with substance use will be covered, including the questions to ask in order to promote change. In addition, this chapter will describe a case where SFBT has been used with a client with alcohol use disorder and explain how SFBT may be used in groups to treat substance use. Finally, this chapter will discuss the emerging outcome literature on SFBT with clients who have substance use including studies that assess substance use and trauma.
Solution Focused Brief Therapy in Alternative Schools (SFBT) provides a step-by-step guide for how school social workers and counselors can work with other school professionals to create an effective solution focused dropout prevention program. Along with illustrative cases and detailed explanations, the authors detail the curriculum and day-to-day operations of a solution focused dropout prevention program by drawing on the experiences of a school that uses this approach.
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.
Therapy is frequently miscast as requiring an enormous amount of time and financial commitment, but helpful, goal-oriented therapy can produce positive results after only a few sessions. Solution-focused brief therapy (SFBT) has been gaining momentum as a powerful therapeutic approach since its inception in the 1980s. By focusing on solutions instead of problems, it asks clients to set concrete goals and to draw upon strengths in their lives that can help bring about the desired change for a preferred future. Chapters review the current state of research on SFBT interventions and illustrate its applications-both proven and promising-with a diverse variety of populations, including domestic violence offenders, troubled and runaway youth, students, adults with substance abuse problems, and clients with schizophrenia. This text also includes a treatment manual, strengths-based and fidelity measures, and detailed descriptions on how to best apply SFBT to underscore the strengths, skills, and resources that clients may unknowingly possess.
The solution-focused brief therapy (SFBT) model evolved out of the brief family therapy (BFT) approach between 1978 and 1984, long before the words evidence-based practice became an integral part of the medical and mental health vocabulary. At the beginning, the team at the Brief Family Therapy Center (BFTC) utilized a research approach that relied on clinical observations and client data to discover which therapeutic techniques would most effectively facilitate behavioral change. Only recently has SFBT been studied through the lens of efficacy research and evidence-based practice. This chapter chronicles how the original team members actually used an evidence-based process to develop the model; how the approach evolved from a brief family therapy model to a therapeutic approach that focuses on future solutions; and the specific theory and interventions that made SFBT both similar to and different from other therapies.
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.
I was interested to read the paper on solution-focused brief therapy by Iveson (2002), and the commentary by Gopfert (2002).
Solution-focused brief therapy is a valuable treatment approach within psychiatry, although the outcome research shows that other approaches are needed for some patients.
G
Objective: We review all available controlled outcome studies of solution-focused brief therapy (SFBT) to evaluate evidence of its effectiveness. Method: Forty-three studies were located and key data abstracted on problem, setting, SFBT intervention, design characteristics, and outcomes. Results: Thirty-two (74%) of the studies reported significant positive benefit from SFBT; 10 (23%) reported positive trends. The strongest evidence of effectiveness came in the treatment of depression in adults where four separate studies found SFBT to be comparable to well-established alternative treatments. Three studies examined length of treatment and all found SFBT used fewer sessions than alternative therapies. Conclusion: The studies reviewed provide strong evidence that SFBT is an effective treatment for a wide variety of behavioral and psychological outcomes and, in addition, it may be briefer and therefore less costly than alternative approaches.
Objective: A meta-analysis was conducted to evaluate the effectiveness of solution-focused brief therapy (SFBT). Method: Hierarchical linear modeling software was used to synthesize the primary studies to calculate an overall effect size estimate and test for between-study variability. Results: Solution-focused brief therapy demonstrated small but positive treatment effects favoring SFBT group on the outcome measures (d = 0.13 to 0.26). Only the magnitude of the effect for internalizing behavior problems was statistically significant at the p < .05 level, thereby indicating that the treatment effect for SFBT group is different than the control group. Conclusions: This study allows social workers interested in solution-focused brief therapy to examine the empirical evidence quickly and with more definitive information.
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.
Behavior problems are the most common reason that children and adolescents are referred to treatment. This study presents a rationale for the application of solution-focused therapy to behavior problems and tests this assumption. Children who were referred from the school setting for behavior problems (N = 239) were treated with either solution-focused therapy or “treatment-as-usual” at a school of social work-sponsored mental health clinic. Hypotheses for this quasi-experimental, pretest/posttest design were that treatment engagement would be higher in the solution-focused therapy group and that the solution-focused therapy group children over the “treatment-as-usual” group would show greater improvement according to both parent and child reports. Logistic regression and MANOVA were the data analysis procedures to test hypotheses. Findings were as follows; the solution-focused therapy group had better treatment engagement, but there were no statistically significant differences between groups on perceptions of child behaviors from either parents (Conners Parent Rating Scale) or child reports (Feelings, Attitudes, and Behaviors Scale for Children). An examination of pre-and posttest differences over time for each group indicated similar improvements in treatment according to parent reports. Implications for practice and research are discussed.
Solution-focused brief therapy (SFBT) is a new and increasingly used therapeutic approach that focuses on helping clients construct solutions rather than solve problems. The approach evolved in a clinical context amid many anecdotal reports of success from both therapists and clients, but it has not been subjected to controlled empirical testing until very recently. In this article we critically review all of the controlled outcome studies of SFBT to date (N = 15) to assess the extent to which SFBT has received empirical support. Five studies were well-controlled and all showed positive outcomes—four found SFBT to be better than no treatment or standard institutional services, and one found SFBT to be comparable to a known intervention: Interpersonal Psychotherapy for Depression (IPT). Findings from the remaining 10 studies, which we consider moderately or poorly controlled, were consistent with a hypothesis of SFBT effectiveness. We conclude that the 15 studies provide preliminary support for the efficacy of SFBT but do not permit a definitive conclusion. Our critique highlights areas where methodology in future studies can be strengthened to provide more conclusive evidence of SFBT efficacy.
Children of incarcerated parents are five to six times more likely to go to prison than their peers (Johnston, 1995). Yet, there is a lacuna in the literature that examines the effectiveness of interventions for children with an incarcerated family member. The purpose of the present study is to describe a solution-focused, mutual aid group intervention and to examine the effects of the group on the self-esteem of elementary-age Hispanic children of incarcerated parents when compared to a no-treatment comparison group. Implications for social work practice and research with this vulnerable population are addressed.
The application of solution-focused brief therapy (SFBT) with students and in school settings has grown over the past 10years and has been applied to a number of behavioral and academic problems. This review of the research literature examined the most rigorous outcome studies on SFBT conducted in schools, given its promise within this specific setting and population. In addition, effect size estimates were calculated to further examine the effectiveness, thereby providing more quantitative information for each study. This review found mixed results but SFBT did show promise as a useful approach in working with at-risk students in a school setting, specifically helping students reduce the intensity of their negative feelings, manage their conduct problems, and externalizing behavioral problems.
Session 2: The Evidence Base of Practice. Presenter: Johnny S. Kim, PhD,
University of Texas at Austin (2006) -
"Examining the Effectiveness of Solution-Focused Brief
Therapy: A Meta-Analysis Using Random Effects
Modeling"
The history and meaning of evidence-based practice (EBP) in the health disciplines was described to the Council of University Directors of Clinical Psychology (CUDCP) training programs. Evidence-based practice designates a process of clinical decision-making that integrates research evidence, clinical expertise, and patient preferences and characteristics. Evidence-based practice is a transdisciplinary, idiographic approach that promotes lifelong learning. Empirically supported treatments (ESTs) are an important component of EBP, but EBP cannot be reduced to ESTs. Psychologists need additional skills to act as creators, synthesizers, and consumers of research evidence, who act within their scope of clinical expertise and engage patients in shared decision-making. Training needs are identified in the areas of clinical trial methodology and reporting, systematic reviews, search strategies, measuring patient preferences, and acquisition of clinical skills to perform ESTs.
- Kim J. S.
- Franklin C.
A meta-analysis on the effectiveness of solution-focused brief therapy
- H Gong
- W Xu
Gong, H., & Xu, W. (2015). A meta-analysis on
the effectiveness of solution-focused brief
therapy. Studies of Psychology and Behavior,
13, 799-803.
An evaluation of on-time graduation rates and college enrollment in a solution-focused alternative school for at-risk students
- C Franklin
- C L Streeter
- C Belcuig
- L Webb
- H Szlyk
Franklin, C., Streeter, C. L., Belcuig, C., Webb, L.,
& Szlyk, H. (under review). An evaluation of
on-time graduation rates and college enrollment in a solution-focused alternative school
for at-risk students. Manuscript submitted for
publication.
Barriers to evidencebased counseling practices: A counselor educator training model
- M M Generali
- L L Foss-Kelly
- K Mcnamara
Generali, M. M., Foss-Kelly, L. L., & McNamara,
K. (2011, October 27). Barriers to evidencebased counseling practices: A counselor educator training model. Paper based on a poster
presented at 2011 American Association
of Counselor Education and Supervision
Conference, Nashville, TN.
Substance abuse and recovery through SFBT
- S Reddy
- K Bolton
- C Franklin
- K Gonzales
Solutionfocused brief therapy: A handbook of evidenced-based practice
- E Lipchik
- J Derks
- M Lacourt
- E Nunnally
Lipchik, E., Derks, J., LaCourt, M., & Nunnally,
E. (2012). The evolution of solution-focused
brief therapy. In C. Franklin, T. Trepper, W.
Gingerich, & E. McCollum (Eds.), Solutionfocused brief therapy: A handbook of evidenced-based practice (pp. 3-19). New York,
NY: Oxford University Press.
Solution focused brief therapy with client managing trauma
- S Reddy
- K Bolton
- C Franklin
- K Gonzales
Reddy, S., Bolton, K., Franklin, C., & Gonzales, K.
(2018). Substance abuse and recovery through
SFBT. In A. Froerer, J. von Cziffra-Bergs,
J. S. Kim, & E. Connie (Eds.), Solution
focused brief therapy with client managing
trauma (pp. 118-134). New York, NY: Oxford
University Press.
Available from http://sfbta.org/our-impact Solution Focused Institute of South Africa
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.com/
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from https://solutionfocusedbrieftherapy.com/
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clinical psychology: What it is, why it matters;
what you need to know. Journal of Clinical
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