Summary Children's Solution Work - Solution Focused Therapy (6464CA09Y)
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Course
Solution Focused Therapy (6464CA09Y)
Institution
Universiteit Leiden (UL)
Book
Children\'s Solution Work
My summary of the book 'Children's Solution Work' by Insoo Kim Berg and Therese Steiner for 2024. I made this by myself and the exam will be in English, hence the English written summary. So it's available for both English & Dutch spoken students.
Samenvatting Children's Solution Work for Solution Focused Therapy
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Universiteit Leiden (UL)
Psychologie
Solution Focused Therapy (6464CA09Y)
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Children’s Solution Work Book Summary
Chapter 1
Because even the most difficult problems have exceptions (times when the problem could’ve
happened but didn’t), we have to believe that there is no causal relationship between
problems and solutions.
Having “success” within SFBT= having achieved the client’s stated goal
By paying attention to the skills and abilities children or adults already have, the therapist can
uncover and build on them, rather than try to make up for the child’s deficits.
- Therapist’s role= make the child’s strengths, competencies & abilities more evident to
the child and to involved adults
Relationship with the children is viewed as short-term and transitional.
Difficulty with the problem-solving approach= relatively simple problems involve human
factors that differ from child to child, parent to parent etc.
Possible steps in treatment:
1. A lengthy investigation of the problems by learning the detailed history of the onset of
symptoms, any family history with similar problems, and a detailed description of the
problematic symptoms
2. Speculate on the root causes of the problem, thus making sense of where the
problem may have originated, and what might be the immediate and long-term causal
factors
3. Finding a proper solution to the problem
4. Professionals prescribe what the solutions to the client’s problems might be
= medical or scientific model
SFBT steps
- Assessment of possible solutions (the outcome that the client expects and desires)
- During this phase, the therapist can learn a great deal about the client’s
talents and skills and how the individual came to develop them
- The therapist learns how to use those abilities to arrive at solutions
- The therapist begins learning how to assist the client in repeating past & present
successes until the desired level of satisfaction is reached
A “not-knowing” posture= viewing clients as experts of their own situations and solutions
to their difficulties
- So asking what the client’s view of solutions might be as well as ways to implement
the procedures.
,Chapter 2
Working with children requires different ways of observing and listening
- A.k.a. listen to them to learn how unique each child is and how each one makes
sense of the world in a unique way
Basic points you need to know about working with kids=
- Kids are still learning language skills, so adults working with them must have
knowledge in communicating with kids that are not dependent on linguistic skills only
- It’s essential to have knowledge of a “normal” / “average” child’s developmental
milestones
- Always work with parents and caregivers (=most important person in child’s life)
- Need to know how to work with the network of adults in child’s life
- You may need to be a translator on behalf of the child to help bridge the gap between
the child & responsible adult(s)
- Working with kids sometimes requires us to take a leadership role, and we may need
to make decisions that will affect the child
- Not only find out what might be a useful process to reach the solution, but also help to
implement the solutions
- Working with kids may require traveling to other settings for meetings (schools etc.)
- Working with kids requires us to be flexible and willing to spend more hours on the
phone, in meetings and on visits (length of treatment may become more extended
that with adults and demand more varied skills, like networking with professionals)
Parents should play an important role in the treatment of the child, regardless of the setting
or the nature of the program.
- From beginning to end, the parent should be included and informed about the
progress the child is making, and should become a part of the treatment process
- We believe all parents have good will toward their child and want their child’s life to be
better than what they currently have or had in their own childhood
Chapter 3
Usual topics that are addressed in an initial meeting between the client and the therapist:
1. What does the client want as a desirable outcome of contact with the therapist?
2. What reasonable explanation tells both client and therapist that these goals can be
achieved?
3. What has the client achieved toward this desirable state of solution, even a small
step?
4. What small step needs to be taken to move forward toward the goal?
5. How close has the client moved toward the goal?
Looking for exceptions within problems is critical to building further solutions.
, Scaling questions (scale 1-10) can be used, bc kids respond well to communicating with
numbers
- however, they’re not designed to measure a normative standard or to describe a bell
curve indicating the “norm” or “abnormal” state, rather it is an internally accessed,
subjective way to register a variety of concerns(e.g. how angry or frustrated a child
feels)
E.g. miracle question: “When you wake up tomorrow morning, you will notice smth different
about you and it will make you wonder, was there a miracle during the night. Suppose this
happens to you, how would you be able to tell that a miracle happened and the problem is
solved?”
E.g. coping questions: “How do you suppose you have coped with so many difficult situations
you are just describing?”, “Most people would have given up a long time ago. What keeps
you going?”, “What is it about you that got through trying circumstances without giving up
hope?”
- What the client considers an insignificant success is magnified into smth meaningful
You can insert a “thinking break” toward the end of the 1st session and after, you can give
the some feedback about what we heard that might be useful to the child and the parents
- Taking some time out at the end of an interview with clients to think and reflect on the
just-completed session serves a very useful purpose
During this time of thinking, the therapist’s focus is on reviewing the answers to the
questions=
1. What stands out about this meeting? About the parent/child?
2. What useful info did I hear/observe about this child & parent?
3. What are the child and parents capable of doing that I can build on?
4. What do the child and the parent want from this contact?
5. What other resources does the child need from his/her environment?
6. What unique info or impression about this child or family did I notice that could
become a building block toward their goals?
Outline that can be used to provide feedback to the client:
1. Compliment: point out positive observations, such as the mother’s attentiveness
toward her child, the child’s listening to the mother, etc.
2. Bridging statement: offer some explanations for what the next step might be and a
rationale for the suggestions that you will offer
3. Suggestions for tasks: these generally fall into 2 categories; (a) do more of what
works, which is the majority of time, or (b) do smth different, which we offer only under
extreme circumstances
The next sessions:
- Stay the steady course of moving toward the goals and not falling back into the deficit
view of clients
- 3 categories of client’s responses when asked how they’re doing=
1. Better
- “Wh” questions (what, when, where, who, how, but not why) that generate
detailed info about successes:
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