Solution Focused Brief Therapy

Ken Murray, LCSW, ACSW

Primary Reference: Walter, J. and Peller, J. (1992) Becoming Solution Focused in Brief Therapy. Brunner. New York
Ken Murray, Department of Social Work, murrayk@apsu.edu, 931-980-9496

Why SFBT?
Not problem focused
Doesnt care about the cause (it isnt the medical model)

Assumes each session is the first and last

Gets high payoff tasks in focus

Places client as a participant in solution finding

Rather than a recipient of therapy

The Steps
Find out what the client wants Look for what is working and do more of that Do something different if nothing is working
Ken Murray, Department of Social Work, murrayk@apsu.edu, 931-980-9496

Assumptions
Positive focus facilitates change in the desired direction
Focus on solution focused talk rather than problem oriented talk

Exceptions suggest solutions

Exceptions to every problem can be created by therapist

Nothing is always the same

Change is always occurring

Small change is generative

Small changes lead to larger change

Cooperation is inevitable
Clients show us how they think change occurs. As we understand them, cooperation is inevitable

Focused on what clients want to achieve through therapy rather than on the problem(s) that made them seek help
Ken Murray, Department of Social Work, murrayk@apsu.edu, 931-980-9496

Assumptions (cont.)
People are resourceful
People have all the need to solve their problems

Meaning and experience are interactionally constructed

We derive meaning from our experiences and inform our world through our meaning

Meaning is in the response

The meaning of the message is the response you receive

The client is the expert

Its their lifethey know it best

deShazer (1985) states: Change is so much a part of living that clients cannot prevent themselves from changing.
Ken Murray, Department of Social Work, murrayk@apsu.edu, 931-980-9496

Rules of Thumb
If it works, dont fix it If everything you are doing isnt working, do something different Keep it simple Approach each session as if its the only one There is no failure, only feedback

Ken Murray, Department of Social Work, murrayk@apsu.edu, 931-980-9496

Getting Started
Goal statement.
What is your goal in coming here

Scaling questions
On a scale of 1-10, where are you now? Where would you like to be- realistically

Exception questions
Is there a time when you dont feel horrible? Can you tell me about a time when you behaved differently than what youre describing?

Hypothetical questions (Miracle Question)

So, if you left here today, acting more secure, what would that look like? If a miracle happened tonight

Ken Murray, Department of Social Work, murrayk@apsu.edu, 931-980-9496

Positive feedback
Cheerleading
How did you decide to do that? How do you explain that? That is really great!

Compliments
Positive climate Highlight recent changing Alleviate fear of judgment Alleviate fear of change Compliments to normalize Compliments as responsibility enhancers Compliments to support different points of view

Ken Murray, Department of Social Work, murrayk@apsu.edu, 931-980-9496

Message part of feedback

Educational Normalizing Alternative meanings Rationale for a task

Ken Murray, Department of Social Work, murrayk@apsu.edu, 931-980-9496

Problem Solving (Im the expert)

Assess solutions: Symptom patterns (frequency, severity, duration, impact, etc.) History and trauma (viewed as predictive of psychopathology) Evaluate (psychopathology): Assign meanings to behaviors Hypothesis about causality Symptom classification Diagnosis Prognosis Key assumptions: Patterns are stable over time Pathology impairs choice, control, and personal development Clients are impaired and need intervention Planning: Determine what client needs Design interventions to match problems
Ken Murray, Department of Social Work, murrayk@apsu.edu, 931-980-9496

Role of helper: Expert on what's wrong and what to do to correct what's wrong Prescriptive and directive Hierarchical relationship Certainty in perceptions Helper's actions: Empathize, support, reframe, clarify, interpret, educate, advise, direct, assign, encourage catharsis Resources for work: Professional theories and knowledge Skills and resources of the professional

Solution Building (Client the expert)

Assess solutions: Client's desired outcomes (goals) Social context and construction of client's meanings Client's frame of reference Evaluate (resources for change): What the client is motivated to do What works for each unique client Exceptions to problems Skills and capabilities Coping resources Key assumptions: Change is constant and inevitable Possibilities for choice, control, & development are always open Clients are capable experts on own lives Planning: Encourage using what already works Discuss client's possible next steps Role of helper: Expert on helping access & apply client competence toward self-defined goals Dialogic and co-constructive Collaborative partnership Curiosity re: possibilities Helper's actions: Accommodate, validate, normalize Questions that invite self-direction Between session suggestions Resources for work: Strengths, abilities, creativity, ideas and skills of both client & professional

Ken Murray, Department of Social Work, murrayk@apsu.edu, 931-980-9496

Initial Session Questions

WHAT DOES HE WANT TO HAVE HAPPEN? (WHICH HELL ALLOW YOU TO HELP HIM ACCOMPLISH) WHAT DOES WHAT SHE WANTS LOOK LIKE? WHAT DIFFERENCE WOULD GETTING WHAT SHE WANTS MAKE?

WHAT NEEDS TO HAPPEN? (FOR HIM TO GET WHAT HE WANTS)

SUGGESTION OPTIONS (Between Sessions): THINK ABOUT WHAT YOU WANT INSTEAD OF THE PROBLEM PAY ATTENTION TO WHAT YOU WANT TO CONTINUE NOTICE WHEN THINGS ARE BETTER

Ken Murray, Department of Social Work, murrayk@apsu.edu, 931-980-9496

SFBT Question and Conversation Types

Phase I: Goaling & Contracting Conversations Identifying Goals What do you want to be different? How will you/others know when it is different? How will you/others know when to stop therapy? What difference will achieving the goal make in your life? Clarifying Expectations and Roles How might I help you with your problem? How did you hope I might help you resolve your problem? Phase II: Exceptions Conversations Searching for Exceptions When doesn't the problem occur or is it less? When in the past has it not occurred or was it less? Imagine in the future the problem being solved or less: what are you/others doing differently when it is solved or less? Amplifying Personal Agency What did you do differently when the problem was less? What will you be doing differently when it is solved? What difference does/will that make?

Ken Murray, Department of Social Work, murrayk@apsu.edu, 931-980-9496

SFBT Questions and Conversation Types

Phase III: Encouraging Conversations Initiating Change by Partializing What will be a small sign you are heading toward your goal? (or in the direction you want to go)? What is the easiest, smallest step you can take toward your goal? Identifying Resources for Change What will you need to do to take a small step toward your goal? What will you need to do to increase exceptions/decrease problems?

Phase IV: Change Maintaining Conversations Staying on Track a. What will you need to do to keep the changes going? b. How will you know when it is time to get back on track? (or that you are starting to slide)? c. What will you need to do to get back on track? Ask at each stage: Systemic questions: "What would (other) say regarding (_____)? Projected influence: "What difference will that make?"

Ken Murray, Department of Social Work, murrayk@apsu.edu, 931-980-9496