Foundations of Solution-Focused Brief Therapy Solution-focused brief therapy was developed by Steve de Shazer and Insoo Kim Berg

at the Brief Family Therapy Center in Milwaukee, Wisconsin (Daki & Savage, 2010). One of the key foundations of solution-focused brief therapy is the idea that individuals already have the skills necessary to solve their own problems with a goal-oriented approach. The focus isnt on the problem and things that havent gone well previously. The focus is on what successes theyve experienced in the past and what skills and relationships that individual has available to them to solve the issue they are currently presented with. The use of such purposeful and goal-oriented questions gives participants a feeling of being stuck and not sick, and promotes a likelihood of change. Therefore, emphasis in solution-focused brief therapy isn't aligned with dysfunction and pathology but rather placed in a context that focuses on impending possibilities (Newsome, 2004). Issues affecting underachievement in schools Grade Point Average A study by Newsome (2004) found an increase in the grade point average of the of participants who received solution-focused brief therapy compared to those who received no therapy. Recent estimates of academic performance have found that only 25% to 30% of students in fourth and eighth grade are performing at or above proficiency in reading and math achievement (Newsome, 2004). School Attendance

Along with the issue of academic underachievement, principals across the United States report student nonattendance as a major concern in K-12, public education. Studies have found that approximately 33% of students are absent each day in urban elementary and secondary schools (Newsome, 2004). Not much research has been done looking at the effectiveness of solution-focused brief therapy on school attendance. However, some studies have been done to look at the effectiveness of cognitive-behavior therapy (CBT) on school attendance. This therapy combines behavioral techniques with direct work on the childs perceptions and anxiety-provoking thoughts. The aim is to challenge these perceptions and support the child in reframing her or his thoughts more positively. A number of studies on CBT as an intervention with non-attenders have been published, and while there is some evidence of success, more well-designed empirical studies are needed to confirm the effectiveness of CBT as an intervention (Pellegrini, 2007). Attitude Towards School Franklin and Streeter (2004) compared attitudes of students who attended a school where staff was trained in solution-focused brief therapy techniques with those of students attending a more traditional school. The students attending the solution-focused school rated school satisfaction and teacher supports as assets, whereas the students from a traditional school ranks them as risk factors. Many minority populations fall into the at-risk category of school aged children for a variety of reasons. The less acculturated a minority student feels, the less likely they are to feel a connection to the teachers and staff at their school. Hispanic teens as a whole appear to be subjected to greater school-related stress than white teens, and feel less connected to the school

environment. Both Hispanic boys and girls are three times more likely to drop out of high school than white or African American teens (Kaplan, Turner, & Badger, 2007). Future Academic Plans A study by Zhou (2002) found that at-risk children who were involved in after-school activities in their neighborhoods tend to do better in school, be more ambitious and articulate about their college plans and future careers.

Success of Solution-focused brief therapy Solution-focused brief therapy has seen success in the areas of social interactions and internal issues such as self-esteem. Specific populations that have seen success with this form of therapy include Hispanic children of incarcerated parents, students who exhibit bullying behavior, adolescent girls who have experienced childhood sexual abuse and been diagnosed with depression, oppositional defiant disorder, and posttraumatic stress disorder and as a social skills group designed to enhance self esteem (Newsome, 2004). There is a lack of substantial, quantitative research in terms of the success of SolutionFocused Brief Therapy in schools. Often times this is due in part to no pre-test/post-test measures and the variety of presenting issues that clients address in therapy make it difficult to form a standard measure of evaluation (Daki & Savage, 2010). Franklin and Streeter (2004) compared attitudes of students who attended a school where staff was trained in solution-focused brief therapy techniques with those of students attending a

more traditional school. The students attending the solution-focused school rated school satisfaction and teacher supports as assets, whereas the students from a traditional school ranks them as risk factors.