Solution-Focused Counseling in Schools E-Book

John J. Murphy

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch
• Veröffentlichungsjahr: 2015

Seitenzahl: 580

Beschreibung

The third edition of this widely adopted text covers the philosophical foundations and nuts-and-bolts of using solution-focused counseling to help preschool-12 students resolve problems. Dr. Murphy's practical and respectful approach has been successfully applied throughout the world by school counselors, counselors-in-training, psychologists, social workers, teachers, administrators, and clinicians who work with young clients. His empowering techniques help students focus on doing what works as simply and efficiently as possible by using their strengths, resources, wisdom, and feedback. This edition includes new chapters and information on the restrictive influence of problems, strategies for building positive relationships, collecting client feedback to monitor and improve services, and coconstructing solvable problems and reachable goals. Real-life case examples, sample dialog from counseling sessions, discussion and practice exercises, troubleshooting tips, and new and expanded appendixes enhance the book's classroom and clinical utility. A complimentary test manual and PowerPoint slides for instructors' use are available by written request to ACA. *Requests for digital versions from ACA can be found on www.wiley.com. *To purchase print copies, please visit the ACA website *Reproduction requests for material from books published by ACA should be directed to [email protected].

Leseprobe

CONTENTS

Cover

Title Page

Copyright

Dedication

Preface

Acknowledgments

About the Author

Part One: Foundations of Solution-Focused Counseling

Chapter 1: The Problem With Problems: Introduction to Solution-Focused Counseling

Chapter 2: Empirical and Conceptual Foundations

Chapter 3: Therapeutic Influences, Values, and Assumptions

Part Two: Tasks and Techniques of Solution-Focused Counseling

Chapter 4: Building Collaborative Relationships

Chapter 5: Coconstructing Solvable Problems and Practical Goals

Chapter 6: Building on Exceptions

Chapter 7: Building on Student Resources

Chapter 8: Changing the Viewing

Chapter 9: Changing the Doing

Chapter 10: How and When to End Counseling

Part Three: Troubleshooting, Other Applications, and Getting Started

Chapter 11: Troubleshooting When Things Don’t Go as Planned: 10 Tips

Chapter 12: Other Applications of Solution-Focused Practice in Schools

Chapter 13: Putting Solution-Focused Practice Into Immediate Action

References

Appendix A: Client Index

Appendix B: The Dot-Joining Puzzle and Solution

Appendix C: Implementing the Partners for Change Outcome Management System in Schools: Practical Guidelines and Examples

Appendix D: Outcome and Session Rating Scales

Appendix E: Solution Identification Scale and Quick Survey

Appendix F: Letters and Documents That Empower Progress

Appendix G: Tasks of Solution-Focused Counseling

Appendix H: Format for First and Later Sessions

Appendix I: Instructions for Self-Modeling

Appendix J: Items for Solution-Focused Referral Forms

Appendix K: Websites

Index

Technical Support

End User License Agreement

Guide

Cover

Table of Contents

Begin Reading

Part 1

Chapter 1

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Third Edition

Solution-Focused Counseling in Schools

John J. Murphy

American Counseling Association

6101 Stevenson Avenue, Suite 600 • Alexandria, VA 22304 www.counseling.org

Copyright © 2015 by the American Counseling Association. All rights reserved. Printed in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the written permission of the publisher.

10 9 8 7 6 5 4 3 2 1

American Counseling Association

6101 Stevenson Avenue, Suite 600 • Alexandria, VA 22304

Associate Publisher • Carolyn C. Baker

Digital and Print Development Editor • Nancy Driver

Production Manager • Bonny E. Gaston

Copy Editor • Beth Ciha

Cover and text design by Bonny E. Gaston.

Library of Congress Cataloging-in-Publication Data

Murphy, John J. (John Joseph), 1955–

Solution-focused counseling in schools/John J. Murphy.—Third edition.

pages cm

Includes bibliographical references and index.

ISBN 978-1-55620-324-4 (pbk.: alk. paper)

1. Counseling in middle school education—United States—Case studies. 2. Counseling in secondary education—United States—Case studies. 3. Educational counseling—United States—Case studies. 4. Solution-focused therapy—United States—Case studies. 5. Problem-solving therapy—United States—Case studies. I. Title.

LB1620.5.M83 2015

371.4—dc23

2014038870

Dedication

To Deb, Maura, Erin, Tom, and Helen—thanks for everything. It just keeps getting better.

To my late parents, Bob and Mary Murphy, thank you for your steady example and for being solution focused before there was a word for it.

To the students, parents, and teachers I have been privileged to serve, thank you for continuing to teach me how to be useful.

Preface

I spent the first 13 years of my career in one of the most economically depressed school districts in the United States. Students faced multiple challenges inside and outside of school. In the face of overwhelming obstacles, the students and families of this community taught me lessons about courage and resilience that I will never forget. There was Mary, the single mother of three teenagers who worked two extra jobs to pay for her kids’ tutoring because, in her words, “I’ll do whatever it takes to give my kids a better chance than I had to make something of themselves.” And William, who walked his younger sister to and from school every day for 2 years to make sure she was safe. Then there was Lisa, a 20-year-old student with developmental disabilities, who tearfully described a litany of failures and frustrations dating back to kindergarten. Yet there she sat, bent but not broken, determined to graduate from high school in 2 months. These are just three of the many people I have been privileged to serve and learn from. Their stories and lessons are woven into every page of this book.

What’s New in This Edition?

It doesn’t seem like that long ago since the book’s first edition was published almost 20 years ago. Although the goal remains the same—to offer practical and respectful ways to help students resolve problems—the methods continue to evolve based on new research, theoretical developments, and clinical practice. One thing that hasn’t changed is the fact that schools are not set up to accommodate counseling, which means that we as counselors need to adapt our approach to the school setting. This requires flexibility and improvisation on our part, which may involve conducting counseling sessions on the fly whenever and wherever we can—in the lunchroom, on the playground, talking with a parent by phone, or walking alongside a student or teacher in the hallway. It also means approaching every contact as a solution opportunity.

In addition to covering standard solution-focused techniques, such as developing specific goals and building on exceptions, this edition expands the approach even more with new chapters and information in the following areas:

The restrictive influence of problems on people’s thinking, hope, and self-identity

Relationship-building strategies

The collection of systematic client feedback to monitor and improve services

The coconstruction of solvable problems and practical goals

Other applications of solution-focused practice in schools

Discussion and practice exercises at the end of each chapter

New and expanded appendixes

Organization

The book is divided into three parts. Part One begins with a new chapter on the problem with problems, along with a brief example of solution-focused counseling in schools. Chapters 2 and 3 address the empirical, conceptual, and therapeutic foundations of solution-focused counseling. Part Two provides the nuts and bolts of implementing solution-focused counseling in schools—involving students and caregivers by developing collaborative relationships (Chapter 4) and practical goals (Chapter 5), investing in what’s right by building on exceptions (Chapter 6) and building on other student resources (Chapter 7), and inviting something different by changing the viewing (Chapter 8) and doing (Chapter 9). Part Two concludes with a chapter on how and when to end counseling. Part Three rounds out the book with chapters on troubleshooting when things don’t go as planned (Chapter 11), other applications of solution-focused practice in schools (Chapter 12), and putting solution-focused practice into immediate action (Chapter 13).

Style and Terminology

The book’s conversational style is intended to present ideas as clearly as possible. The term clients is used to describe anyone with whom you work to change a school problem, such as students, teachers, parents, school administrators, or others. The word caregiversincludes parents, teachers, and others who supervise or care for students. Counseling refers to any interaction aimed at resolving a problem—individual meetings with students, consultations with teachers and parents, and so on. The word solution generally refers to a desirable change in the problem situation, not necessarily its complete resolution.

Real-World Examples

People seem to learn best through examples, so the book is full of real-life examples and dialogue from counseling sessions involving a wide range of school problems and preschool through secondary students, along with several teachers and parents. Commentary is often included in the dialogues to provide a vivid, first-hand experience of solution-focused counseling from the counselor’s perspective. Unless otherwise noted, the examples and dialogues come from notes and tape recordings of my work with students and caregivers. Confidentiality has been maintained by disguising certain aspects of the situation so that individual students and caregivers are not identifiable. The term counselor is used in the dialogues for the sake of consistency.

Audience and Appeal

The book was written primarily for school counselors, psychologists, social workers, graduate students, and other mental health practitioners who work with young people and school problems. Teachers, parents, and school administrators have also commented on the usefulness of the book in their work. The book has been widely adopted as a text for graduate training programs in school psychology, school counseling, child counseling, social work, and allied professions.

In teaching classes and workshops all over the world, I have met a growing number of school practitioners, students in training, and laypersons who have successfully applied the book’s ideas and techniques. The idea of doing what works as simply and efficiently as possible is a refreshing change from time-consuming counseling approaches that are more cumbersome and impractical for schools. Building solutions from what is right with students—their strengths, resources, wisdom, and feedback—also appeals to people’s desire to empower, energize, and encourage struggling students instead of focusing exclusively on their deficits and weaknesses. The fact that solution-focused counseling accommodates a variety of cultural backgrounds and life experiences is another appealing feature in today’s increasingly diverse world. These are just a few of the reasons why solution-focused counseling is being implemented by a growing number of school practitioners throughout the world. Of course, the only way to know if it has anything to offer you and your clients is to read on and decide for yourself.

Acknowledgments

I remain thankful to the late Insoo Kim Berg and Steve de Shazer, originators of solution-focused brief therapy, who taught me to see the best in clients without denying their pain and problems. The book also bears the influence of my friend and colleague Barry Duncan. What started out as a 1-year postdoctoral experience with Barry in Dayton, Ohio, has grown into many collaborations and a deeply valued friendship. Barry’s passion for putting clients first is an ongoing source of inspiration.

I appreciate the support of the University of Central Arkansas (UCA), the UCA Psychology and Counseling Department, and the ideas and friendship of my colleagues and students. My students, too many to name, have provided valuable proofreading and feedback. Special thanks go to David Young, Diedre Henley, and Deb Murphy for their extensive help with this edition. I am grateful to Carolyn Baker, American Counseling Association associate publisher, for her unwavering support, competence, and friendship over the course of 20 years and three editions of this book. Words cannot express my gratitude for my family—Deb, Erin, Maura, Tom, and Helen. To students and workshop participants throughout the world—and readers of previous editions—thank you for your enthusiastic response to the work. Finally, I am indebted to the students and caregivers I have been privileged to serve, as they continue to teach me what works in helping people change.

About the Author

John J. Murphy, PhD, is a licensed psychologist and professor of psychology and counseling at the University of Central Arkansas. He continues to work with students and caregivers in schools and private practice and conducts training and consultation with state associations, school districts, and other agencies throughout the United States and overseas. Dr. Murphy was a public school teacher and full-time school psychologist before receiving his PhD in school psychology from the University of Cincinnati. He completed postdoctoral training in family therapy with Barry Duncan and has published widely on the topic of collaborative, solution-focused approaches with children, adolescents, and school problems. Dr. Murphy received the American School Counselor Association’s Best Book of the Year award for the 1997 edition of Solution-Focused Counseling in Schools (American Counseling Association) and was named one of the top five school psychologists in the United States by the National Association of School Psychologists. His work has been featured in counseling textbooks, the New York Times bestseller Switch,Fast Company magazine, and the DVD training series Child Therapy With the Experts. Dr. Murphy is a sought-after keynote and workshop speaker who has presented to thousands of mental health professionals, teachers, and parents throughout the world. His workshops are known for their passion, practicality, and commitment to helping people change with dignity.

To invite Dr. Murphy to speak to your group or to offer feedback on the book, contact him at [email protected]. Visit his website (www.drjohnmurphy.com) to learn more about workshop offerings and other aspects of his work.

Part OneFoundations of Solution-Focused Counseling

Chapter 1The Problem With Problems: Introduction to Solution-Focused Counseling

Chapter Objectives

To discuss the restrictive effects of problems on the people who experience them

To describe how solution-focused counseling counteracts the restrictive influence of problems and expands solution opportunities

To introduce solution-focused counseling in schools through a brief scenario involving a student named Alicia

Although the world is full of suffering, it is also full of the overcoming of it.

—Helen Keller

Persistent problems can suck the life out of students and their caregivers. It may seem strange to discuss problems at the beginning of a book about solutions. But if it weren’t for problems, we would not need solutions. This first half of the chapter describes (a) the restrictive influence of serious problems on students and caregivers and (b) how solution-focused counseling counteracts this influence and expands possibilities. The chapter concludes with two counseling scenarios involving a student named Alicia. The first scenario describes a traditional, problem-focused approach to counseling Alicia, whereas the second introduces solution-focused counseling as a practical alternative to traditional approaches.

The Problem With Problems

Problems survive through our cooperation with their requirements.

—Michael White

The problem with problems is that they impact people in ways that extend well beyond the problem itself. The ongoing experience of a serious school problem can lead students to adopt a problem-centered perspective of themselves and their circumstances—a perspective that empowers the problem and restricts solutions. Ironically, this perspective smothers students’ creativity, confidence, and hope at the very time they need them the most. This section examines the restrictive influence of problems and describes how solution-focused counseling invites people to expand their thinking, hope, and self-identity.

Problems Restrict Thinking

Think about a time when you experienced a serious problem and ask yourself whether your thinking was more flexible and creative—or less so—during that time compared to other times in your life. Most people report that their thinking is less creative when they are struggling with a problem. Simply put, the oppressive and overwhelming experience of a serious problem makes it harder to think about new possibilities and solutions. An ongoing school problem can similarly limit the way students and caregivers think about potential solutions.