SolutionFocusedBriefTherapySolutionFocusedBriefTherapy:100KeyPointsandTechniquesprovidesaconciseandjargon-freeguidetothethinkingandpracticeofthisexcitingapproachwhichenablespeopletomakechangesintheirlivesquicklyandeffectively.Itcovers:

thehistoryandbackgroundtosolutionfocusedpracticethephilosophicalunderpinningsoftheapproachtechniquesandpracticesspecificapplicationstoworkwithchildrenandadolescents(includingschools-basedwork),familiesand

adultshowtodealwithdifficultsituationsorganizationalapplications,includingsupervision,coaching,andleadershipfrequentlyaskedquestions

Thisbookisaninvaluableresourceforalltherapistsandcounsellors,whetherintrainingorpractice.Itwillalsobeessentialforanyprofessionalwhosejobitistohelppeoplemakechangesintheirlives,andwillthereforebeofinteresttosocialworkers,probationofficers,psychiatricstaff,doctors,andteachers,aswellasthoseworkinginorganizationsascoachesandmanagers.

HarveyRatner,EvanGeorge,andChrisIvesonfoundedBRIEFinLondonin1989asanindependenttraining,therapy,coachingandconsultationagencyforthe

developmentofsolutionfocusedbrieftherapy.

100KeyPointsSeriesEditor:WindyDryden

ALSOINTHISSERIES:

CognitiveTherapy:100KeyPointsandTechniquesMichaelNeenanandWindyDryden

RationalEmotiveBehaviourTherapy:100KeyPointsandTechniquesWindyDrydenandMichaelNeenan

FamilyTherapy:100KeyPointsandTechniquesMarkRivettandEddyStreet

TransactionalAnalysis:100KeyPointsandTechniquesMarkWiddowson

Person-CentredTherapy:100KeyPointsPaulWilkins

GestaltTherapy:100KeyPointsandTechniquesDaveMann

IntegrativeTherapy:100KeyPointsandTechniquesMariaGilbertandVanjaOrlans

SolutionFocusedBriefTherapy:100KeyPointsandTechniquesHarveyRatner,EvanGeorgeandChrisIveson

SolutionFocusedBriefTherapy100KeyPointsandTechniques

HarveyRatner,EvanGeorge,andChrisIveson

Firstpublished2012byRoutledge27ChurchRoad,Hove,EastSussexBN32FA

SimultaneouslypublishedintheUSAandCanadabyRoutledge711ThirdAvenue,NewYork,NY10016

RoutledgeisanimprintoftheTaylor&FrancisGroup,anInformabusiness

2012HarveyRatner,EvanGeorge,andChrisIveson

TherightofHarveyRatner,EvanGeorge,andChrisIvesontobeidentifiedasauthorsofthisworkhasbeenassertedbytheabovementionedauthorsinaccordance

withsections77and78oftheCopyright,DesignsandPatentsAct1988.

Allrightsreserved.Nopartofthisbookmaybereprintedorreproducedorutilizedinanyformorbyanyelectronic,mechanical,orothermeans,nowknownorhereafterinvented,includingphotocopyingandrecording,orinanyinformationstorageorretrievalsystem,withoutpermissioninwritingfromthepublishers.

Trademarknotice:Productorcorporatenamesmaybetrademarksorregisteredtrademarks,andareusedonlyforidentificationandexplanationwithoutintenttoinfringe.

BritishLibraryCataloguinginPublicationDataAcataloguerecordforthisbookis

availablefromtheBritishLibrary

LibraryofCongressCataloginginPublicationDataSolutionfocusedbrieftherapy:100keypointsandtechniques/HarveyRatner,EvanGeorge,ChrisIveson.

p.cm.(100keypoints)

ISBN978-0-415-60612-7(hardback)ISBN978-0-415-60613-4

(paperback)1.Solutionfocusedbrieftherapy.I.Ratner,Harvey.II.George,Evan,1951III.Iveson,Chris.

RC489.S65S642012616.89147dc23

2011048157

ISBN:978-0-415-60613-4(hbk)ISBN:978-0-415-60612-7(pbk)ISBN:978-0-203-11656-2(ebk)

TypesetinTimesNewRomanbyRefineCatchLtd.,Bungay,Suffolk

ContentsPreface x

Part1BACKGROUND 1

1WhatisSolutionFocusedBriefTherapy? 3

2TheoriginsofSolutionFocusedBriefTherapy(1):MiltonErickson

6

3

Origins(2):familytherapyandtheBriefTherapyCenterattheMentalResearchInstituteinPaloAlto

8

4Origins(3):theBriefFamilyTherapyCenterinMilwaukeeandthebirthofanewapproach

10

5 TheBriefFamilyTherapyCenter:thefirstphase

12

6 TheBriefFamilyTherapyCenter:thesecondphase 14

7 SolutionFocusedBriefTherapytoday 16

8 Philosophicalunderpinnings:constructivism 18

9Philosophicalunderpinnings:Wittgenstein,language,andsocialconstructionism

19

10 AssumptionsinSolutionFocusedBriefTherapy 21

11 Theclienttherapistrelationship 23

12 TheevidencethatSolutionFocusedBriefTherapyworks 27

13 Howbriefisbrief? 29

14Summary:thestructureofsolutionfocusedsessions 31

Part2FEATURESOFSOLUTIONFOCUSEDINTERVIEWING 35

15 Ideasabouttherapeuticconversation 37

16 Choosingthenextquestion 38

17 Acknowledgementandpossibility 40

18 Compliments 4319 Decidingwhotomeetwith 45

Part3GETTINGSTARTED 4720 Problem-freetalk 4921 Identifyingresources 52

22Listeningwithaconstructiveear:whattheclientcando,notwhattheycannotdo

54

23 Constructivehistories 56

24 Pre-meetingchange 58

Part4ESTABLISHINGACONTRACT 61

25 Findingouttheclientsbesthopesfromthework 63

26 Thecontract:ajointproject 65

27 Thedifferencebetweenoutcomeandprocess 67

28 TheGreatInstead 70

29Whentheclientshopeisbeyondthetherapistsremit 72

30Whentheclienthasbeensent 74

31 Buildingacontractwithyoungpeople 77

32Whentheclientsaysdontknow 79

33Whentheclientshopesappearto 81

beunrealistic

34Whatifthereisasituationofrisk? 84

35Whenthepractitionerisagatekeepertoaresource 86

36Whatifwefailtodevelopajointproject? 89

Part5THECLIENTSPREFERREDFUTURE 91

37 Preferredfutures:theTomorrowQuestion 93

38 Distantfutures 95

39Thequalitiesofwell-describedpreferredfutures:theclientsperspective

96

40Thequalitiesofwell-describedpreferredfutures:otherpersonperspectives

98

41 Broadeninganddetailing 100

Part6WHENHASITALREADYHAPPENED?INSTANCESOFSUCCESS

103

42 Exceptions 105

43 Instancesofthefuturealreadyhappening 107

44 Lists 10945 Noinstances,noexceptions 112

Part7MEASURINGPROGRESS:USINGSCALEQUESTIONS 113

46 Scalequestions:theevaluationofprogress 115

47 Designatingthe0onthescale 11748 Differentscales 11949 Successesinthepast 121

50Whatisgoodenough? 12351Movingupthescale 12452 Signsorsteps 125

53Whatiftheclientsaystheyareat0? 127

54Whentheclientsratingseemsunrealistic 129

Part8COPINGQUESTIONS:WHENTIMESARETOUGH 131

55 Handlingdifficultsituations,includingbereavement 133

56 Stoppingthingsfromgettingworse 135

Part9ENDINGSESSIONS 13757 Thinkingpause 139

58 Acknowledgementand 141

appreciation59Makingsuggestions 14360Makingthenextappointment 145

Part10CONDUCTINGFOLLOW-UPSESSIONS 147

61Whatisbetter? 14962 Amplifyingtheprogressmade 15063 Strategyquestions 15364 Identityquestions 155

65Whentheclientsaysthingsarethesame 157

66Whentheclientsaysthingsareworse 159

Part11ENDINGTHEWORK 16167Maintainingprogress 16368Whatifthereisnoprogress? 165

Part12ASSESSMENTANDSAFEGUARDING 167

69 Assessment 16970 Safeguarding 171

Part13CHILDREN,FAMILIES,SCHOOLS,ANDGROUPWORK 173

71 Children 17572 Adolescents 17773 Familywork 17974 Scalesinfamilywork 18175 Coupleswork 18276 Intheschool 18577 Schools:individualwork 18778 Schools:theWOWWproject 19079 Groupwork 192

Part14WORKWITHADULTS 19580 Homelessness 19781 Alzheimers 19982 Learningdifficulties 20183 Substancemisuse 20384Mentalhealth 205

85 Traumaandabuse 207

Part15SUPERVISION,COACHING,ANDORGANIZATIONALAPPLICATIONS

211

86 Supervision 21387 Teamsupervision 21588 Coaching 21789Mentoring 21990 Teamcoaching 22291 Leadership 224

Part16FREQUENTLYASKEDQUESTIONS 227

92 Isntitjustapositiveapproach? 229

93 Isntitjustpaperingoverthecracks? 232

94 Itdoesntdealwithemotions 234

95 Isntitjustastrengths-basedapproach? 237

96Whataccountdoesittakeofculture? 239

97 Isntitjustaformofproblem-solving? 241

98 Itsaformulaicapproach 243

99 Canitbeusedwithotherapproaches? 245

100 Self-helpSFBT 247References 249

PrefaceAttheendofathirdsessionatBRIEFduringwhichtheclienthadreportedsignificantprogress,thetherapistaskedwhetheranyfurthersessionswouldbenecessary.Theclientrespondedbysaying:

IdontfeelImdependentonthesemeetings,whichisaverygoodsignIthink.IdofeelIvechanged.Ihavetakenawaysomeideasabouthowtoapproachthings.Someoftheworkwevedone:itsverysubtle,itsshiftedthingsandhelpedalot,andyetitseemsquitesimpleinsomeways,whichisreallylovely.Isupposeitprovesthepointthatyouonlyhavetomakesometimesquitesmalladjustments

thatcanhaveaverylargeimpactonthings,whichisnice.Idolikethefactthatwhilethereisthespaceheretodiscussthebackgroundtothings,notgoingoverpastthingsisactuallyquitegoodbecausethatsabitofanindulgence,itsquitenicetotalkaboutthedemonsorwhateverandsometimesthatcanhelptotakeresponsibilityfortheconsequencesofwhatever,soImnotsayingthatthatkindofcounsellingisntvalidIthinkitisbutIalsothinkifsomeonesbeentraumatizedtheycanberelivingthatandthatcanalmostmakeitworseinaway.

TheclientgoesontosayhowdifferenttheactualexperienceisfromitsdescriptiononBRIEFswebsite:agreatdealmoresubtle.

So,inthisbookwewilltrytoboildownSolutionFocusedBriefTherapy(SFBT)in

awaythatwehopewilldojusticetotherichnessofwhatisasubtleandintricateprocess.Thesolutionfocusedapproachis,undoubtedly,aradicalapproach,claimingthatlittleornothingneedstobeknownaboutthepresentingproblem(orwhatcausedit)fortheclienttomakegoodprogress.Yet,attheendoftheday,itsjustaformofconversation.StevedeShazer,oneofthefoundersoftheapproach,wasfondofrepeatingthestoryofwhenareceptionistattheBriefFamilyTherapyCenter(BFTC)inMilwaukeeaskedtowatchasessiontoseewhatitwasallabout.Afterafewminutesshesaidoh,itsalljustabunchoftalk!,andwentbacktoherdeskinthereceptionarea.But,asinthetitleofdeShazerslastbook,wordswereoriginallymagicandabunchoftalkiswhatcreatestheworld

andmakesitgoround.

BRIEFwasestablishedin1989bythethreeauthors,allofwhomarefromsocialworkbackgroundsandareaccreditedfamilytherapists.BRIEFisatherapy,coaching,training,andconsultancycentre(www.brief.org.uk)withthelargesttrainingprogrammeforbrieftherapyintheworld.Inthisbook,wewillillustratethetechniquesandideaswithexamplestakenfromourownpractice,allofwhichare,ofcourse,alteredinsuchaswayastoprotecttheanonymityofclients.WewouldliketoacknowledgethecontributionmadeinrecentyearstoourthinkingbyourformercolleaguesYasminAjmalandGuyShennan.

Awordastowhothisbookisintendedfor.Manyifnotmostoftheapproximately

70,000practitionerswhohaveattendedBRIEFcourseshavenotbeenworkingastherapistsorcounsellors,andyetthesolutionfocusedapproachisimmenselyusefultotheirwork.Aslongasthepractitionersconcernedareworkingtowardschangewiththeirclients,thenthereisaplaceforthetherapeuticskillsoutlinedinthisbook.Therefore,webelievethatnurses,doctors,healthadvisers,teachers,mentors,socialworkers,probationofficers,residentialworkers,fosterparents,managers,andotherswillfindmuchherethatisrelevanttotheireverydaywork,aswellasthoseworkinginmoreobviouschange-orientedwayssuchastherapists,counsellors,andcoaches.

Part1BACKGROUND

1WhatisSolutionFocusedBriefTherapy?SolutionFocusedBriefTherapy(SFBT)isanapproachtoenablingpeopletobuildchangeintheirlivesintheshortestpossibletime.Itbelievesthatchangecomesfromtwoprinciplesources:fromencouragingpeopletodescribetheirpreferredfuturewhattheirliveswillbelikeshouldthetherapybesuccessfulandfromdetailingtheskillsandresourcestheyhavealreadydemonstratedthoseinstancesofsuccessinthepresentandthe

past.Fromthesedescriptions,clientsareabletomakeadjustmentstowhattheydointheirlives.

SFBTisamethodfortalkingwithclients.Itholdstheviewthatthewayclientstalkabouttheirlives,thewordsandthelanguagetheyuse,canhelpthemtomakeusefulchanges,andthereforeSFBTisalanguagefor,asonecommentatorputit,clientsliterallytalkingthemselvesoutoftheirproblems(Miller1997:214).

TheBRIEFteam,knowninitiallyastheBriefTherapyPractice,wasthefirstteamintheUKtopractiseSFBT.Atthattime,inthelate1980s,theapproachseemedradicallydifferent.Theideathatproblemscouldbesolvedevenwhenthetherapistdoesnotknowthespecificsofwhatisbeingcomplainedabout,andthatclients

havegotwhatittakes,seemednaivetomany.Ifweaddtothattheexpectationthatclientswouldonlyneedanaverageofthreetofoursessions,theapproachthatemergedwasaninvitationtoridicule.

However,fromtheperspectiveoftheseconddecadeofthetwenty-firstcentury,manyofthecoretenetsoftheapproachhavelongbeentakenupandadoptedbyothertherapyapproachessuchthatthedistinctivefeaturesoftheapproacharenolongerobvious.IthasevenbeensuggestedthatitiseasiernowtosaywhatSFBTisnotratherthanwhatitis(McKergowandKorman2009).Forexample,whilepractitionersofmostapproachestodaywillsaytheyusefuturefocusedquestionswiththeirclientsandmayevenusetheso-calledMiracleQuestion(regardedbymanyasthemostfamousinventionof

thosewhofirstdevisedthemodel),itisstillusualforpractitionerstosaythattheyregarditasessentialthatclientsbeencouragedtotalkabouttheirproblemsattheoutsetandthatthedevelopmentofaproblemformulationisanessentialpartoftheprocess.Solutionfocusedpractitionersrecognizethatclientsexpecttobeabletotalkabouttheirproblemsintherapybutdonotencouragethemtodosoandoftendeliberatelydiverttheclienttowardssolutiontalk(BerganddeShazer1993).Furthermore,someapproacheswillexpecttoendthesessionwiththetherapistprovidingtheclientwithadviceonwhattheyshoulddonext,oratleastsomesortofhomeworktaskforthemtopractisetosolvetheirproblem.Whilesomesolutionfocusedtherapistswillgivesimpletaskstotheirclients,thesearerarelymorethan

askingaclienttonoticechangesintheirlivesbeforethenextsession.Thereisanalmostcompleteabsencefromtheapproachofgivingadvice.InsooKimBerg,oneofthefoundersoftheapproach,wasfondofadvisingtherapiststoleavenofootprintsintheirclientslives,meaningtointerveneaslittleaspossibleandasbrieflyaspossible.Theinterventionistheinterviewitself,andnothingmore.

Insummary,SFBTisatime-sensitiveapproachtoexploringwithclientshowtheywouldliketheirlivestobeasaresultofthetherapy,andexaminingtheskillsandresourcestheyhaveforgettingthere.Itisnotaboutthetherapistassessingthetypeofproblemtheclienthasand/orprovidingthesolutiontotheclientsproblem.Ithastocomefromtheclient.

Today,itispossibletotalkofbrieftherapyapproaches,approachesbasedonavarietyofmodelsasdiverseaspsycho-dynamicorcognitivebehaviouraltherapy.Theonlyconnectingfactormightseemtobethedeliberateintentiontointervenebrieflyapre-existingapproachhasbeentakenandwaysfoundtodeliveritinamoretime-efficientmanner.

However,therearealsotherapiesoriginallydesignedtobebrief.TheBriefTherapyCenterattheMentalResearchInstitute(MRI)inPaloAlto,Californiawasestablishedin1967withthatexpressaim,andtheirclientsaretoldattheoutsetthattheywillreceiveamaximumoftensessions.TheBriefFamilyTherapyCenter(BFTC)wasestablishedinMilwaukeein1977asanMRIofthemidwest(Nunnallyetal.1985:77),andfromtheir

ownsynthesisoftheworkoftheMRI,theworkofthehypnotherapistMiltonErickson,andfamilytherapymethods,theycametodevelopSFBT.Whiletheydidnotretaintheten-sessionlimitoftheMRI,theynotedfromtheirfollow-upstudiesthatbyitsverynaturesolutionfocusedtherapyisbrief.Subsequently,theystatedthatitisimportanttodefinebrieftherapyintermsotherthantimeconstraintsbecauseacrosstheboardclientstendtostayintherapyforonly6to10sessionsregardlessofthetherapistsplansororientation.Therefore,wedrawadistinctionbetween(a)brieftherapydefinedbytimeconstraintsand(b)brieftherapydefinedasawayofsolvinghumanproblems(deShazeretal.1986:207).Thesolutionfocusedapproachis,therefore,partofaparticularbrieftherapy

traditionwithdistinctivemethodsandphilosophy.

2TheoriginsofSolutionFocusedBriefTherapy(1):MiltonEricksonMiltonEricksonwasapsychiatristandhypnotherapistwhodiedin1980.Ericksonwrotelittleabouthisworkbuthasbeentheinspirationformanytherapistsandschoolsoftherapy:Ericksonianhypnotherapy,neuro-linguisticprogramming(NLP),andmanyaspectsoffamilytherapyallowemuchtoEricksonwhoalwaysclaimedtohavenotheory.

EricksonianstoriesaboundbutthebestcollectionistobefoundinJayHaleysUncommonTherapy(Haley1973).TheextentofhisinfluenceonSFBTcanbeseenindeShazersearlywritings.Forexample,hequotesEricksonassaying,

inrenderinghim[thepatient]aid,thereshouldbefullrespectforandutilizationofwhateverthepatientpresents.Emphasisshouldbeplacedmoreonwhatthepatientdoesinthepresentandwilldointhefuturethanonmereunderstandingofwhysomelong-pasteventoccurred.Thesinequanonofpsychotherapyshouldbethepresentandthefutureadjustmentofthepatient.

(deShazer1985:78)

deShazerwentontodescribeEricksons

crystalballtechnique,whichencouragedclients,underhypnosis,tohallucinatethesuccessfulovercomingoftheirproblems,andthiswasclearlyaprecursortotheMiracleQuestionthatinvitedclientstoimaginelifewithouttheproblem.deShazercommentedthat

theseideasareutilizedtocreateatherapysituationinwhichthepatientcouldrespondeffectivelypsychologicallytodesiredtherapeuticgoalsasactualitiesalreadyachievedAsIseeit,theprinciplesbehindthis[crystalball]techniqueformthefoundationfortherapybasedonsolutionsratherthanproblems.

(deShazer1985:81)

deShazernotedthatEricksonappearedtoapproacheachpatientwithanexpectation

thatchangeisnotonlypossiblebutinevitable(1985:78)andhelinkedthistoBuddhistthought:changeisacontinualprocessandstabilityisonlyanillusion.

Insummary,theelementsofEricksonspracticethatcametomattermosttothedevelopmentofbrieftherapywere:

utilizingwhattheclientbringsnon-normative(i.e.notprescriptiveofwhatpeopleshoulddo)notinterestedintheclientspast,orindevelopinginsightcrystalballtechniquesettingtaskstherapistisresponsibleforsuccessorfailureofthetherapy.

3Origins(2):familytherapyandtheBriefTherapyCenterattheMentalResearchInstituteinPaloAltoTheMentalResearchInstitute(MRI)wasestablishedbypsychiatristandearlyfamilytherapistDonJacksonin1959,andthe

Institutebecamefamousfordevelopingideasandresearchingcommunicationandtherapy.In1967,acentrewassetuptheretopractisebrieftherapy,fromwhichanewschooloffamilytherapystrategicfamilytherapywastoemerge.

Theteamatthecentre,ledbyJohnWeakland,PaulWatzlawick,andDickFisch,wereinterestedinpatternsofcommunication,particularlyaroundproblems,andnotionstodowithhomeostasisthatwerethoughttogaugehowsystemschangeorresistchange.Theirinterestinthepatternsofinteractionaroundtheidentifiedclientledtoanovelviewaboutproblemformation:

Oneofthisgroupsmostinfluentialideaswasthenotionthatproblemsdevelopfromandaremaintainedbythewaythat,under

certaincircumstances,particular,andoftenquitenormal,lifedifficultiesbecomeperceivedandsubsequentlytackled.Guidedbyreason,logic,traditionorcommonsense,variousattemptedsolutionsareapplied(whichcanincludeadenialofthedifficulty)whicheitherhavelittleornoeffector,alternatively,canexacerbatethesituation[]Therapyisfocusedonchangingtheattemptedsolutions,onstoppingorevenreversingtheusualapproach,howeverlogicalorcorrectitappearstobe.

(Cade2007:3940)

UnderEricksonsinfluence,theMRIteammadenoattempttounderstandtheproblemanditsunderlyingcauses.Instead,theyacceptedtheproblematfacevalue,lookingatwhatwashappeningin

thehereandnowaroundtheproblemandseekingtoinfluencetheclient(s)tochangetheirbehaviour.TheydidnotengageinformalhypnoticworkbutstudiedEricksonsuseoflanguagetolearnhowtoframetasksthatwouldinfluencetheclientinthedirectionofchange.Forexample,theywouldoftensuggesttoclientsthattheygoslowinmakingchanges(Weaklandetal.1974),tellingthemthat,forexample,nowmightnotbethetimetoriskmakingchangesthatcould,ifanything,makemattersworse;theparadoxicaleffectwasoftentospurtheclientontomakemorechanges.Theydevelopedthetechniqueknownasreframing,inwhichtheproblemorproblematicbehaviourisgivenasurprisinglydifferentdescriptiontoencouragetheclienttoseeherselfina

differentlight(Watzlawicketal.1974:95).Inanunusualcaseofamanwhohadapronouncedstammerandyetwantedtosucceedasasalesman,hisattemptedsolutiontryingtostammerlesswasexacerbatingthestresshefeltandmakingthingsworse.Theyencouragedhimtoviewhisdisabilityasanadvantage,awayofcapturingtheattentionofwould-becustomerswhoareputoffby

theusualfast,high-pressuresalestalkhewasespeciallyinstructedtomaintainahighlevelofstammering,evenifinthecourseofhiswork,forreasonsquiteunknowntohim,heshouldbegintofeelalittlemoreateaseandthereforelessandlesslikelytostammerspontaneously.

(Watzlawicketal.1974:9495)

TheMRIofferedclientsamaximumoftensessions.Ifclientsmadesufficientprogressinfewerthantheten,theycouldkeeptheremainingsessionsinthebanktodrawonifneededinfuture.Theyreportedexcellentoutcomefiguresfortheirwork(Weaklandetal.1974).

4Origins(3):theBriefFamilyTherapyCenterinMilwaukeeandthebirthofanewapproachThestoryofSFBTstarts,appropriately,withJohnWeaklandattheMRI.Hehadbefriendedayoungtherapistandformersaxophoneplayer,StevedeShazer,whowaslivinginPaloAltoandhaddonesome

workattheMRIitisprobablethatdeShazerdidsometrainingthere.WeaklandintroduceddeShazertoanothertrainee,InsooKimBerg,andthepairmarriedanddecidedtosetupabrieftherapycentreindeShazershometownofMilwaukee.Intime,thepairgatheredaroundthemateamoftalentedanddiversetherapistsandresearchers.Inafootnotetoanarticle,deShazer(1989:227)saidofthetitletheygavetheircentre,whatelsecouldagroupoftherapists,halfbrieftherapistsandhalffamilytherapists,calltheirinstitute?Althoughmanyoftheirearlypaperswerepublishedinthefamilytherapypress,itisclearthatdeShazeridentifiedhimselfasabrieftherapistandthattheinitialworkoftheteamwasveryclosetothatoftheMRI.Intime,thesheercreativityofthegroupledtothe

developmentofnewideas,andtheywerealsoopentowhateverthinkingwasfreshatthetime,suchastheworkofDonNorum,asocialworkerinMilwaukeewhowroteapaper(whichwasrejectedbyFamilyProcessin1979)calledTheFamilyhastheSolution(Norum2000).

Theearlyapproachtheyusedwasorientedtowardsidentifyingthepatternsofbehaviouraroundtheproblem,andworkingouttasksthatcouldbegiventoclientstoinfluencethemtowardschange.Attentionwasalsopaidtowhatwouldconstituteminimalgoalsfortherapy,andtechniquessuchastheaforementionedcrystalballtechniqueofErickson(althoughusedwithouthypnosis)wereseentoraiseexpectationsforafuturewithoutthecomplaint(deShazer1985:84).Akintothefamilytherapytechnique

ofcircularquestioning,theyadoptedotherpersonperspectivequestionsthatinvitetheclienttoseethemselvesasothersseethemandtolookattheimpactoftheirchangedbehaviouronothersandviceversa.TheplaceofEricksonintheirthinkingisevidencedbytheiruseofhisideasaboututilizationtofindwaysofdevelopingcooperationwithclients,anddeShazerproposedthataclientsresistancebeseenastheclientsuniquewayofattemptingtocooperate;in1984,hebroughtthisideatofruitioninapapercalledTheDeathofResistance.

Inthesamepaper,deShazerreferredtoataskthattheteamhaddeveloped:betweennowandthenexttimewemeet,wewouldlikeyoutoobserve,sothatyoucandescribetousnexttime,whathappensinyourfamilythatyouwanttocontinueto

havehappen(deShazer1984:15).Elsewhere(DeJongandBerg2008)welearnthatitwaswhenfacedbyafamilywhohadlisted23differentfamilyproblems,andthetherapyteamdidntknowwheretostart,thattheydecidedtogivethistask.Theresultwasthatthefamilyreturnedtoreportanumberofthingstheyhadnoticedand,moreover,someofthesethingsseemednewtothem,sotheyhadmadeprogressanddidntneedfurthertherapy.Theteambeganexperimentingwithgivingthesametasktootherclients,andfoundthesameresult.Consequently,in1984,theyundertookaresearchstudyinwhichtherapistswereaskedtogivethistask,dubbedTheFirstSessionFormulaTask(FSFT),toeveryclient;theoutcomewasstaggering.Whatwasparticularlyimpressivetotheteam

wasthatitbroketherulethatthetherapeutictaskshouldbeconstructedtofitwiththeclientsspecificproblempresentation.Instead,herewasagenerictaskthatwasbeinggiventoclientsregardlessofthepresentingproblem.WhendeShazerandKimBergpresentedonSFBTforthefirsttimeinLondon(presentationorganizedbyBRIEFin1990),deShazersaidthatitwasoutofthistaskthatthewholeofthesolutionfocusedapproachtobrieftherapywasdeveloped.Itleddirectlytothenotionofexceptionstotherule,which,deShazersuggested,aretimeswhenclientsareovercomingtheirproblemsbuttheseexceptionsfrequentlyslipbyunnoticedbecausethesedifferencesarenotseenasdifferencesthatmakeanydifference:thedifferenceistoosmallortooslow(1985:34).Heexplainedthatthe

FSFTwasoneamongseveraltasksthattheyregardedasskeletonkeys(seeChapter59formoreexamples)thatcouldunlockmanyproblemlocks;therewasnoneedtofindadifferentkeyforeachproblem.

5TheBriefFamilyTherapyCenter:thefirstphaseInhisfirstbookPatternsofBriefFamilyTherapy(1982),deShazerhadinsistedonthecentralityoftheobservingteam,whosejobitwastoassistthetherapist(whoactedasaconductoronbehalfoftheteam)intheconstructionofanappropriatetask,muchaswaspractisedattheMRI.Gradually,ithadbecomeclearthatthetherapistwasnotmerelycollectinginformationfortheobserverstouse.Theinterviewitselfwasseentobetherapeuticandbyhissecond

book(deShazer1985:18)hewassayingateamwasstimulatingbutnotnecessary.

Othertechniqueswerebeingdeveloped,mostnotablytheuseof0(or1)to10ratingscalestoenableclientstodefinethedegreeofprogresstheyweremakingtowardstheirgoals.deShazercreditedclientsintheearly1970swithteachinghimtheuseofthesequestions.Initially,hesawthemasattheirmostusefulwithclientswhowerevagueabouttheirproblems.TheearlierMRIapproachhademphasizedtheneedforthetherapisttobeclearastowhattheproblemwasandhowitwasbeingdealtwith,soclientswhowerevaguemadethisapproachawkward,butwithascaletheclientcouldbegintodefinethingsbyanumber.

InKeys,deShazerreferredtoWilliamof

Ockham,afourteenth-centuryphilosopher,whosaidthatwhatcanbedonewithfewermeansisdoneinvainwithmany(1985:58).Thisprinciple,knownasOckhamsRazor,becameacentralfeatureofthedrivetofindtheminimumrequiredtodoeffectivetherapy.

Inthisinitialphase,19821987,thesolutionfocusedmodelwasbasedprimarilyonfindingexceptionsandhelpingclientstoexpandonthem.ThesolutionfocusedapproachwasformallyannouncedtotheworldinthepagesofFamilyProcessin1986inanarticleentitledBrieftherapy:focusedsolutiondevelopment(deShazeretal.1986),inadeliberatereferencetotheclassicMRIpaperBrieftherapy:focusedproblemresolution,whichhadappearedinthesamejournal12yearspreviously.

Theteamorganizedaprojecttolookatpre-therapychange(Weiner-Davisetal.1987),whichfoundthatwhenclientswereaskedtolookoutforchangesbeforetheirfirstappointment,two-thirdsreportedthatthingshadimproved.Whattheteamlearnedfromthiswasthat,formanyclients,thechangeprocessisalreadyhappening,bothbeforethefirstsessionandduringit.Thetaskofthetherapistwasthereforeonewheresheneededtoassistthechangeprocessratherthantostartit,toamplifywhatwasalreadyhappening.ReferringtoBuddhistthought,deShazersaidthatchangeisconstant,stabilityanillusion.

However,inhisbookBecomingMiracleWorkers(1997),GaleMiller,asociologistwhoobservedtheworkoftheMilwaukeeteamovermanyyears,suggestedthatthis

phaseconstitutedmerelythefirstphaseofthedevelopmentofsolutionfocusedtherapy,sayingthatstrictlyspeakingitwasntactuallysolutionfocused.Hecalleditecosystemicbrieftherapy,sayingitspredominantaimhadbeentodefineexistingpatternsofpathologicalcommunicationandseekappropriatetasksforthefamilytoperformsoastodisruptthosepatterns.ForMiller,theturntoatrulysolutionfocusedorientationcamewiththedevelopmentofwhatwastobecomeknownastheMiracleQuestion,whichallowedclientstotalkabouttheirlivesinnewways.

6TheBriefFamilyTherapyCenter:thesecondphaseSupposeonenightthereisamiracle.Andtheproblemsthatbroughtyouinheretodayaresolved.OK?Thishappenswhileyouresleepingsoyoucantknowitshappened.(client:OK)OK?Thenextday,howwouldyoudiscovertheredbeenamiracle?Whatwouldbedifferentthatwouldtellyouthatamiraclehashappened?

(deShazer1994:114)

VariousstoriesweretoldabouttheoriginoftheMiracleQuestion.WhatisnotindoubtisthatitwasfirstusedbyInsooKimBergintheearly1980sbutitssignificancewasnotappreciatedforsomeyears.Itmeritedonlyacasualreferenceintheclassicpaperof1986,butwithintwoyears,inhisbookClues(1988),deShazerwasheraldingthequestionasthecornerstoneofthesolutionfocusedapproach.

Atfirsttheteamsawthequestionasjustanotherwaytoassistclientsindefiningtheirgoalsfromthetherapy.Graduallytheyrealizedthattheresponsestheyweregettingfromitwerericherthanthosethattheywereaccustomedtoobtain.Clientswereclearlyusingtheirimaginationstopicturethisevent(inthewaythatEricksonhadseenpossiblewithhiscrystalballs

technique)andratherthanusingthequestiontogiveunrealisticanswers,itseemedthatthequestionwasenablingthemtoberealisticandtoevenappeartobehavinganexperienceoftheafter-miraclepicturejustfromtalkingaboutit.

Regularlynoteverytimethequestionisasked,butregularlyandmoreoftenwiththeincreasingexperienceofthetherapist,clientswillbehaveasiftheyareexperiencingwhathappensthedayafterthemiracle.Clientswillaccompanythedescriptionswithbodilymovementsasiftheyweredoingandexperiencingwhattheyaredescribing.

(deShazeretal.2007:40)

Theprocedureforafirstsessionnowbecamethatafteraclienthadbeenasked

whatbroughtthemin,theywerequicklyaskedtosupposethatamiraclehadsolvedthatproblemorproblems.Theywerethenaskedtothinkofthemostrecentoccasiontheycouldrememberwhenthingswerelikethedayafterthemiracleexceptionsorpiecesofthemiracle(deShazer2001).Thentheywereaskedtouseaprogressscaletofigureoutwheretheywereinrelationtotheirgoalsfortherapy;thescalewassubsequentlydescribedasTheMiracleScale(deShazeretal.2007:61).

Theapproachhadthereforecomealongwayfromjustafewyearsbeforewhen,asattheMRI,thetherapistwassupposedtogatherinformationthattheobservingteamwouldusetoconstructahomeworktaskfortheclient.Tasksbecamereducedtoinvitingclientstonoticesignsofthe

miraclehappening,oreventopretendingthatthemiraclehadstartedtohappen!

7SolutionFocusedBriefTherapytodayTheperiodfrom1982to1994,betweendeShazersfirstsingle-authoredbookandhislast,wasaremarkabletimeofcreativityanddevelopmentintheworldofbrieftherapy.Fromthatpointonwards,theteamatBFTCinMilwaukeeeffectivelydisbandedanddeShazergavehistimeincreasinglytophilosophicalinvestigations.HiswifeInsooKimBerg,ontheotherhand,continuedonajourneythathadalreadybegunwithherbookon

workingwithfamilies,FamilyPreservation(1991),andajointworkwithScottMilleronWorkingwiththeProblemDrinker(1992).Whatwasinterestingaboutthesewasthatwhileconceptuallytheydidnottakethemodelanyfurtherforward,theyneverthelessopenedituptoitsuseinallmannerofclientservices,giventhatagenciesareusuallyestablishedtomeetdefinedclientneed.SowhileSFBTisassumedtobeapplicabletoallclientsregardlessoftheirpresentingproblems,practitionersworkinginparticularkindsofsettingsareeagertoknowhowtoapplytheapproachwiththeirclients.Inlateryears,Bergwouldgoontowritebooksrelatingthemodeltochildprotection,tosubstancemisuse,toworkwithchildren,tocoaching,and,atthetimeofherdeath,wasengagedonabook

introducingaradicalapproachtoworkinschools(knownasWOWWseeChapter78).Shewasfamousforworkingtobringtherapyoutfromthetherapyroomandintosoupkitchensandstreetswherecrucialfrontlineworkgoeson.

Inrecentyears,ithasbecomecommontorefertosolutionfocusedpracticeratherthanSFBTwhentheapproachisusedbynon-therapistswithinotherroles,suchascoaching,mentoring,nursing,andsocialwork.Furthermore,differentversionsoftheapproacharenowinevidence,usuallyrelatedtowhetherthepractitionerhasstayedclosetotheoriginalmodelproposedinthemid-1980sbyBFTC,orhastakenonboardnewdevelopmentssuchasthoseinstitutedbyteamslikeBRIEF;itisthereforepossibletorefertodaytosolutionfocusedapproaches.

AtBRIEF,wethinkofourworkasacontinuationofthatofBFTC,inparticulartheapplicationofthephilosophicalprincipleofwhichdeShazerwassofond,namelyOckhamsRazor(wherebyweaimforwhatistheminimumneededtobedoneinanygivensession),aswellastheneedtocheckconsistencyofoutcomesfromtheclientspointofview(ShennanandIveson2011).Accordingly,wehavemadesomeadjustmentstotheearliermodel.Forexample,longbeforehedied,deShazerwasawarethatwewerereducingthecentralityoftheMiracleQuestioninourworkandthatweveryrarelygavehomeworktaskstoclients.Heacceptedourreasonsforthisandwelcomedourattemptstotakethebrieftherapytraditionforward.

Sinceitwasfoundedin1989,BRIEFhas

beenthelargestprovideroftraininginbrieftherapyintheworld,withnearly70,000practitionersattendingcourses.Overtime,SFBThasbecomeanacceptedmethodofpracticeintheUKin2010,theNationalAuditofPsychologicalTherapiesconductedbytheRoyalCollegeofPsychiatristslistedSFBTamongthetherapiesbeingpractised.Britishauthorshavecontributedtothegrowinglibraryofbooksandpapersontheuseoftheapproachinarangeofsettings.TheUnitedKingdomAssociationforSolutionFocusedPractice(www.ukasfp.co.uk)wasestablishedin2003.TherearealsoassociationsinNorthAmericaandinEuropeandAustraliaandNewZealand.SFBTiswellknowninSingaporeandJapanandAlasdairMacdonaldandothersfromtheUKhavedeliveredtrainingin

China.

8Philosophicalunderpinnings:constructivismTheclientisadifferentpersonaftertheMiracleQuestionthantheywerebefore.

(presentationbyStevedeShazertoBRIEFinLondon,1993)

Here,deShazerwasmostlikelyspeakingliterally,becausehewasadoptingaconstructivistposition,onebasedonthephilosophicalviewpointthatrealityisinventedratherthandiscovered;itinvolves

ashiftawayfromobjectivism(deShazer1991:46).Thisviewismostcontroversialinrelationtodiagnosisinmentalhealth.Muchofpsychologicalmedicineuptothecurrenttimehasbeenspentonattemptingtodefineevermorecloselytheconditionsfromwhichpeoplesuffer.Thisisbasedonstructuralistthinkingthatthereisarealityoutthere(forexample,depression)thatcanbedefinedandthentreated.Forpost-structuralistssuchaspractitionersofsolutionfocusedwork,thereistheworrythattalkabout,forexample,depression,objectifiesdepression.Depressionthenbecomesasmuchareality,agiven,fortheclientasisthefacttheyaremaleorfemale,whiteorblack.GaleMillerarguedthatpeopletalkthemselvesintoproblemsandtherapyistheprocessoftalkingclientsoutoftheir

troubles(Miller1997:214).

Itisnotthatwedontconfrontdifficultproblemsinourlives,problemsthatareveryrealandoftenverypainful.Howevertheserealitiesareconstructed;problemsarenotoutthereasrealitiesindependentofus,butcometobewhattheyarebyvirtueofthewaywenegotiatereality.

(Gergen1999:170)

9Philosophicalunderpinnings:Wittgenstein,language,andsocialconstructionismLudwigWittgenstein,amajorphilosophicalinfluence,developedthenotionofalanguagegame,suggestingthatwordstakeondifferentmeaningsdependingonthecontextinwhichtheyareusedandtherulesforusingthem.FollowingWittgenstein,wecanonly

knowwhatawordmeansbyhowtheparticipantsintheconversationuseit(deShazer1991:69).Aproblemfocusedlanguagegameisonesuchgame,usuallyincorporatingnegativeandpast-historyfocusedlanguagethatsuggeststhepermanenceofaproblem.Asolutionfocusedlanguagegame,incontrast,isusuallymorepositive,hopefulandfuturefocused,andsuggeststhetransienceofproblems(deShazeretal.2007:3).Adistinctionwasmadebetweenproblemtalkandsolutiontalk,inthatproblemtalkbelongstotheproblemitselfandisnotpartofthesolution(BerganddeShazer1993:8).Ontheotherhand,asclientandtherapisttalkmoreandmoreaboutthesolutiontheywanttoconstructtogether,theycometobelieveinthetruthorrealityofwhattheyaretalkingabout.Thisisthe

waylanguageworks,naturally(BerganddeShazer1993:9).Thislinguisticapproachhasattractedcriticism,includingthatitisoverlyintellectualanddoesnotpaysufficientattentiontopeoplesemotions,againstwhichdeShazerarguedthatemotionsareapartoflanguageandthereforeclientsarenotpreventedfromtalkingabouttheiremotionsand,inanycase,quotingWittgenstein,aninnerprocessstandsinneedofoutwardcriteria(deShazer1991:74),hencethefocusonbehavioursinsolutiontalk.Afurthercriticismisthatitdoesnotpaysufficientattentiontothesocialandpoliticalcontextsofclientslives,towhichdeShazerarguedthatiftheclientwasntmentioningexternalissues(suchasbadhousing,racism)forthetherapisttodosowastobringtheirownpoliticalagenda

intothetherapyroom(MilleranddeShazer1998).

ThepredominantphilosophicalpositionthatSFBTisclosesttoissocialconstructionism.Constructivismproposesthateachindividualmentallyconstructstheworldofexperiencetheprocessofworldconstructionispsychological;ittakesplaceinthehead.Incontrast,forsocialconstructionistswhatwetaketoberealisanoutcomeofsocialrelationships(Gergen1999:236237).Thismeansthatwhenweconstructtheworldwedosolargelywithcategoriessuppliedbysocialrelationships.Thisexplainstheemphasisinsolutionfocusedtherapyonaskingquestionsabouttheclientsrelationshipswithothersaswellaswiththemselves.Italsoentailspayingparticularattentiontothetherapeuticrelationshipbeing

developed,ensuringacooperativerelationshipwithclients.Ratherthanthetherapisthavingthejobofassessinganddiagnosingtheclientsoastoarriveatthecorrectadviceorprescription,theclientandtherapistworkjointlyontheclientsfuture.AsdeShazerquipped(ascribinghisjoketoJohnWeakland),therapyisabouttwopeopletryingtofindoutwhatthehelloneofthemwants!Thisrequiresthetherapisttoacceptthatwhiletherapistsareexpertsonaskingusefulquestions,theyarenotexpertsonclientslives.Iftheclientistobetrustedtoknowbestwhatshewantsinherlife,thenitfollowsthatonlyshecanjudgetheoutcomeoftherapy:problemsareresolvedwhenclientsevaluationsindicatethatthisisthecase.ThisstancecreatedsomeformidabledistancebetweendeShazerandthe

evidence-basedcommunity,whodistrustclientfeedbackandevaluationasasolesourceofknowledge(Walsh2010:25).

Onefinalpoint:deShazerspost-structuralistviewmeantthathewasagainstthenotionthatatheorycouldbedevelopedthatwouldexplainhowanytherapyworks.Instead,heusedphilosophyasawaytogivelighttodescriptionratherthanexplanation(SimonandNelson2007:156).Justashewouldargue,whenaskedaboutothermodelsoftherapy,thathecouldonlydescribewhathesawhappening(ratherthangiveatheoryaboutit),sohewouldemphasizethatwhentalkingaboutclientsoneshouldonlydescribewhatonehasseenandheard,avoidingallinterpretationandinsoassertinghefollowedWittgenstein.

10AssumptionsinSolutionFocusedBriefTherapyAsdeShazerwasfondofsaying,SFBThasnotheorybase.But,aswehaveseen,therehavebeenstrongphilosophicalinfluencesanditiscertainlytruethatpractitionersshareanumberofassumptionsaboutclientsandtherapy.

1. Allclientsaremotivatedtowardssomething.Clientsdonotlackmotivationanditisthetherapistsjobtouncoverwhattheyaremotivated

towards.2. Itisthetaskoftheworkerto

determinetheclientsuniquewayofattemptingtocooperatewiththeworkandthustodiscoverthebestwaytocooperatewiththeclientswayofattemptingtocooperate.Theideaofresistanceisnotausefulone,impedingthedevelopmentofcooperationbetweentheworkerandtheclient.

3. Attemptingtounderstandthecauseofaproblemisnotanecessaryorparticularlyusefulsteptowardsresolution.Indeed,sometimesdiscussingtheproblemcanbeactivelyunhelpfultoclients.

4. Successfulworkdependsonknowingwhattheclientwantsfromthetherapy.Oncethisisestablished,the

taskoftherapyistofindthequickestwaythere.

5. Howeverfixedtheproblempatternmayappeartobe,therearealwaystimeswhentheclientisdoingsomeofthesolution.Themosteconomicalapproachtotherapyinvolveshelpingtheclientdomoreofwhatalreadyworks.

6. Problemsdonotrepresentunderlyingpathology.Theyarejustthingsthattheclientwantstodowithout.Inmostcases,therefore,itistheclientwhowillbethebestjudgeofwhentheproblemisresolved.

7. Sometimesonlythesmallestofchangesisnecessarytosetinmotionasolutiontotheproblem.Itisnotinvariablynecessarytoseeeveryoneinvolvedintheproblem;infact,itis

notalwaysnecessaryeventoseethepersonwhoissaidtohavetheproblem.

deShazerreferredtothreerules,which,hesaid,formtheunderlyingphilosophyofbrieftherapy(deShazer1989:93):

1. Ifitaintbroke,dontfixit.2. Onceyouknowwhatworks,domore

ofit.3. Ifitdoesntwork,dontdoitagain.

Dosomethingdifferent.

InthelastbooktocarrydeShazersname,othermajortenets(deShazeretal.2007:23)wereadded:

1. Smallstepscanleadtobigchanges.2. Thesolutionisnotnecessarilyrelated

totheproblem.

3. Thelanguageforsolutiondevelopmentisdifferentfromthatneededtodescribeaproblem.

4. Noproblemhappensallthetime;therearealwaysexceptionsthatcanbeutilized.

5. Thefutureisbothcreatedandnegotiable.

11TheclienttherapistrelationshipInClues(1988),deShazer,adaptingaclassificationfromtheMRI,denotedclienttherapistrelationshipsinthreeways:customer,complainant,andvisitor.Thiswasconnectedtotheideathatatherapeuticconversationcanbepunctuatedasbeginningwithacomplaint(1988:88).Sometimespeopleseemtohavenocomplaintsandtheirreasonforbeinginthetherapistsofficeissimplythatsomeonetoldthemtocomeorsomeonebroughtthem(1988:87).Describingtherelationshipwiththispersonasavisitor-

typeindicatestheneedtotreatthemasavisitorandnottoimposetherapyortasksonthem;instead,herecommendedbeingcomplimentary,beingontheirside,andlookingforwhatworksratherthanwhatdoesnt.Complainantdescribesarelationshipwheresomeonerecognizesthereisaproblembutseemsuninterestedorunwillingtodoanythingaboutit.Therulesinapproachingthemaresimilartothevisitor.Itisonlywhensomeoneactuallywantstodosomethingabouttheirproblemthattherelationshipcanbesaidtobeacustomer-type.

By1991deShazersthinkinghadchanged.Inthatyear,BRIEFinviteddeShazerandBergtomakeapresentationunderthetitleofReluctantClients.However,midwaythroughtheevent,deShazerdeclaredthattherewasnosuch

thingasareluctantclient:everyonewasacustomerforsomething,evenifitwastogetsomeoneelseofftheirback.Hehadcometofeelthatthedistinctionsmadejustafewyearsearlierwereadistraction,leadingpractitionersintothinkingtheyhavetoassessthemotivationofclients.Rather,ifwetakeseriouslywhattheclientwantsfrommeetingwithus,evenifitisnottohavetomeetusagain,thenthisisthebasisforacollaborativeworkingrelationship.AttheheartofSFBTiscooperationwithwhattheclientwants.

Inthefollowingexample,thetherapistassumesthattheclienthascometothemeeting(inacounsellingroomwithinalargesecondaryschool)foragoodreason.Thetherapistimplicitlyincludeshisassumptionineveryquestionandeventuallythesameassumptionis

reflectedintheclientsanswers.

Therapist: Jessica,whatareyourbesthopesfromthismeeting?

Jessica:IhavenoideaandtobehonestIhaventgivenitmuchthought.

Therapist:Sothinkingaboutitnow,whatareyourbesthopesfromthismeeting?

Jessica: Idontreallyhaveany.

Therapist:Andifitturnedouttobeusefulwhatdoyouhopeitmightleadto?

Jessica: Idontthinkitwillbeuseful;thesemeetingsneverare.

Therapist: Okay,soitsnotyourideaofagoodidea?Jessica: No,notreally.

Therapist: Yethereyouarehowcome?

Jessica: Ididnthaveanychoice,IwastoldIhadtocome.

Therapist:

ThatshardbecauseImgettingtheideathatyouareaprettystrong-mindedpersonandprobablyliketomakeyourowndecisions.Wouldthatberight?

Jessica: Sometimes.

Therapist:Sohowcomeyoudecidedtocooperateandcomealonghere?

Jessica: LikeIsaid,Ididnthaveachoice.

Therapist: Icantimaginethatyoualwaysdoasyouaretold!Jessica: No.

Howcomeyoudecidedtodo

Therapist: asyouweretoldonthisoccasion?

Jessica: BecauseIllgetexcludedifIdont.

Therapist:Okay,so,ifpossible,youneedtofindawaytostayinschool,atleastfornow?

Jessica: Yes.

Therapist:

Soifthismeetingsomehowhelpsyoutofindawaytostayinschoolthatisrightforyouaswellasrightfortheschool,willthatmeanithasbeenuseful?

Jessica: Isupposeso.

Therapist: Okay.CanIaskyousomequestions?Jessica: Goonthen.

WhetherJessicaactuallyhadagood

reason(inotherwords,wasmotivated)tocometothemeetingorwhetherhermotivationwasconstructedthroughtheconversationalprocessisimpossibletotell.Eitherway,thetherapistsassumptionofmotivationwasanecessaryingredientinhisquestions.

Fromthisposition,variousassumptionsaboutthetherapeuticrelationshipsuggestthemselves:

1. Theproblemissomethingthattheclientwishestochange.Whenclientstalkabouttheirproblems,theworkerwillseektoacknowledgethattheseareindeedareasofdifficultyfortheclientandtovalidatetheirfeelings.If,however,theworkerassumesthattheremaybeunderlyingmeaningstoproblems,itbecomesincreasingly

difficulttokeepcentraltheclientsnarrative,astheworkersexpertknowingbecomesincreasinglydominant.

2. Theworkerwithasolutionfocusedapproachwillhavenogoalotherthanthatformulatedbytheclient.Inastatutorycontext,theworkerwillseektoestablishwhattheclientcanhopetoachievewithintherequirementsofthestatutoryauthoritiesandthelaw.

3. Justastheworkerwillworktowardstheclientsgoal,theworkerwillalsotrusttheclienttoknowwhentheworkisdoneandwhetherornotithasbeenuseful.Clientsalreadybringtotheworkoftherapytheresources,skills,andstrengthsthattheyneedtoresolvetheproblem.Itmaybethattheclientdoesnotknowthisyetand

theworkerthereforewillbeaskingherselfhowshemighttalkwiththeclientsothattheclientnotices.

4. Theworkershouldattempttohavenoviewaboutwhattheclientshould/coulddotoresolvetheproblemthattheybring.Itisthejoboftheworkerandtheclienttogether,throughtheirtalking,toformulatewhatwillbethisclientsuniquewayofresolvingthissituationatthistime,whileallowingspacetoclarifywhatisrightfortheclientinthespecificcontextoftheirvalues,beliefs,andculture.

5. Whatevertheclientdoesweassumetobetheirbestwayofbeinghelpfultothetherapeuticprocess.Whentheworkerreadstheclientsresponseasindicativeofresistance,thisisacue

fortheworkerthattheyarenotlisteninghardenoughtotheclientandprobablyneedtodosomethingdifferent.TherearenowronganswersinSFBTwhatevertheclientsanswermaybe.

6. Theexpertiseofthetherapistliesinhavingaccesstowaysoftalkingwithandthinkingaboutclientsthatareassociatedwiththeclientfindingwaysofresolvingtheproblemthathasbroughtthemtotherapy.Thetherapistsjobistobuildquestionsfromtheclientsanswers,mostoftenincorporatingtheirlastwordsintoanewquestion,whichwillleadtheclienttofurtherself-discovery.Inthissense,theclientsrelationshipwithhimselfismoreimportantthanhisrelationshipwiththetherapist.

12TheevidencethatSolutionFocusedBriefTherapyworksForarelativelyyouthfulapproach,theevidencethatSFBTworkshasbeenaccumulatingveryrapidly.Atthetimeofwriting,Macdonald(2011)pointsto97relevantstudies,twometa-analyses,17randomizedcontrolledtrialsshowingbenefitfromthesolutionfocusedapproach,and9showingbenefitoverandbeyondexistingmethods.Ofthe34

comparisonstudies,Macdonaldstatesthat26favouredasolutionfocus.Macdonaldalsohighlightseffectivenessdataforover4000casesthatsuggestasuccessrateofmorethan60percentwithin35sessions.Thestudiesthathecitesrangeacrosstherapyandcounselling,includingthefieldofoffendingandsubstancemisuse(LindforssandMagnusson1997),domesticviolence(Leeetal.1997),groupworkwithcouplesandparents(Zimmermanetal.1996,1997),workwitholderpeople(SeidelandHedley2008),physicaldifficulties(Cockburnetal.1997),mentalhealth(Eakesetal.1997;Perkins2006),aswellasworkwithchildren(Lee1997)andineducation(Littrelletal.1995;Franklinetal.2008).Thepotentialrangeofapplicationsfortheapproachevidencedbythesestudiesis

impressiveandindeedsofarnoneofthestudiespointtoclearandevidentexclusioncriteria.Demographicdifferencesdonotmakesufficientdifferencetoallowpotentialclientstobeexcludedondemographicgrounds,thenatureoftheproblemdoesnotseemtobesignificant,andnotallstudieshaveevenshownadifferenceonthebasisofchronicity,althoughMacdonaldsstudies(Macdonald1997,2005)doshowadifferenceintheexpecteddirection.

Thusatpresentthestateofknowledgeregardingtheapproachsuggestseffectivenessacrossawiderangeofpresentationsandgoodcomparabilitywithothertreatments.ThiswouldpotentiallyallowethicalpractitionerstoattemptSFBTinallreferrals.However,BeyebachsworkinSalamanca(HerrerodeVega2006)is

alsohelpfulandsupportsthecoresolutionfocusedrule,ifitdoesntwork,dosomethingdifferent,sincehisresearchsuggeststhatifafterthreesessionsthereisnoimprovementachangeofmodelorachangeoftherapistisindicated.

Asregardsthelong-lastingnessofchange,themosthelpfulstudyisthatbyIsebaert(deShazerandIsebaert2003)onhisworkinthefieldofalcoholusefromtheSt.JeanHospitalinBruges,Belgium.Isebaertswork,whichincludesamixtureofout-patient,day-patient,andin-patientinterventionsbasedonSFBTasthecoremodelofintervention,showsapproximately50percentofthesampleabstinentat4yearsandafurther25percentcontrolleddrinking.Thesearequiteoutstandingfiguresandservetochallengetheideathatanybrieftherapyisbyits

natureproductiveintheshorttermonly.

13Howbriefisbrief?Solutionfocusedworkhasbeendeliveredovertheyearsinmanycontextsandhasbeenvariouslypackaged.InschoolsanddoctorssurgeriesaswellasthroughEmployeeAssistanceProgrammes,SFBThasbeenofferedonafixed-termbasis,overfourorsixorinexceptionalcircumstanceseightsessions.Solutionfocusedgroupworkhassimilarlybeenofferedonatime-limitedbasis,andothershaveexperimentedwithsingle-sessionalbeitlengthysessionwork.However,traditionallySFBThasbeenregardedasa

briefratherthanasatime-limitedorshort-termtherapy.AndthedefinitionofbriefdevelopedearlyonbyStevedeShazerremainsthedefinitionthatpractitionersmostoftencite:aslongasittakesandnotonesessionmore(statementmadeduringpresentationorganizedbyBRIEFin1990).Sosolutionfocusedbriefworkisfoundedonaclient-determinedbrevity.Itwillbetheclientwhodecideshowbriefbriefinfactturnsouttobe,sinceitwillbetheclientwhowilldetermineatwhatpointenoughhasbeenachieved.Interestingly,despitegivingtheclientthepowertodecidewhetherornottoreturnformoresessions,thetypicalsolutionfocusedbrieftherapyisshorterthanmanyoftheso-calledshort-term,time-limitedpackages,withMacdonaldpointinginhissummaryoftheresearchfindingstoaverage

interventionsofbetweenthreeandfivesessions.AtBRIEF,clientshaveformanyyearsattended,onaverage,fewerthanfourtimesandrecentlytherehasbeenevidencethatthisfigurehasbeendeclining.

Toexplainthisapparentparadoxanopen-endedofferendinginmarkedlytime-limitedinterventionswehighlightanumberofkeyassumptionsinsolutionfocusedwork:

1. Thereisnoneedforaninitialassessmentstageandworkwiththeclientcanstartatonce.

2. Thetaskisnottoinitiateaprocessofchangebuttohighlightthefactthatchangeisalreadyhappeningmuchoftheworkoftherapywillalreadyhavebeencompletedpriortothefirstmeeting,justthattheclientmaynot

havenoticed.3. Clientsbringwiththemsolution

patternsaswellasproblempatternsandchangeisbasedondoingmoreofthingsthattheclientisalreadydoing.

4. Whatevertheclientisdoingisthebestthattheclientcandointhepresent,andthereforeitisthejobofthetherapisttocollaboratewiththeclientsbestwaysofworking.Thisthoughtenablesthetherapisttoavoidtime-consuming(andexpensive)battleswiththeclientssupposedresistance.

5. Interventionsarebasedontheclientsownbesthopesfortheworkandthereforestayclosetotheclientsmotivationandthinking.

6. Eachsessionistreatedasifitmaybethelast.

7. Thesolutionfocusedapproach,emergingfromthesystemicworld,believesthatachangeinoneelementofasystemorinoneoftherelationshipsbetweenelementswillaffecttheotherelementsandrelationshipswhichtogethercomprisethesystem(deShazer1985:43)andthat,inthenatureofarippleeffect,onlyasmallchangeisnecessarytoinitiatechangeinasystem(1985:17).

8. Solutionfocusedworktendstolongerbetween-sessionintervals,givingtheclientthetimetodosomethingdifferent.Thusafour-sessionpieceofworkmaytakeplaceover10weeksormore.

9. Solutionfocusedpractitionerstendtobelievethatmostclientshavebetter

waystospendtheirtimethantalkingtotherapistsandthereforewillthinkoftherapyasashortinterventioninpeopleslivesthatenablespeopleindistresstoreconnectwiththeirresourcesinsuchawaythattheyareenabledtoagaingetonwiththeirlives.

Solutionfocusedbrieftherapiststhereforebringtotheirworkasetofassumptionsthatmaximizethelikelihoodthattheworkwillbetime-efficient.

14Summary:thestructureofsolutionfocusedsessionsAfirstsolutionfocusedsessionislikelytofollowthepatternofestablishingthehoped-foroutcome,elicitingadescriptionofwhatthisoutcomemightlooklikeandfindingoutwhatfoundationmightalreadybeinplaceonwhichtobuild.Thesethreeareasoffocusarereflectedinthreekeyquestionsfromwhichallothersaredeveloped:

1. Whatareyourbesthopesfromour

meeting(s)?2. Whatwillbedifferentinyourlifeif

thesehopesareachieved?3. Whatisalreadyinplacethatwill

contributetothesehopesbecomingareality?

Asolutionfocusedbrieftherapistwillnotneedtostraybeyondthisframeworkifsheorheistoprovidesuccessfultherapybriefly.

Differenttherapistswillhavetheirownpreferredorderwhenitcomestothesecondandthirdquestionsbutallwillbeginwiththefirstbecausewithoutknowingthedesiredendpoint,itisnotpossibletosteertheconversationintherightdirection.Oncethehoped-foroutcomehasbeenagreed,onetherapistmightchoosetoestablishthefoundation,

whatisalreadyhappeningthatmightprovideafirmplatformfromwhichtosetoffintoabetterfuture.Anothertherapistmightchoosetohavetheclientdescribehisorherpreferredfuturefirstandthenlookbackfromthisvantagepointtoitshistory.Occasionallyinafirstsessionitturnsoutthattheclienthasalreadymadeconsiderableprogress.Onedesperatemotherbroughtherchildonlytoreportthathehadalreadymadeimprovements.Thetherapistbeganbyaskingtheboywhathismothermeant.Thirtyminuteslaterthetherapisthadalistoffortyimprovementsthattheboyandhismotherhadnoticed.Itwasthelastsessionandalltheclientsownwork.

Inthenextsection,webegintheprocessofdescribingthenutsandboltsofsolutionfocusedpractice.Wewillbasethisupon

ourcurrentideasandpracticeatBRIEF,andusecaseexamplesfromourownwork.Wepresentasimplesummarybelowofthemainelementsofoursolutionfocusedpractice.Itisimportanttobearinmindthatthesearenotrulestowhichthetherapisthastoadhere;theyareonlyguidelines.

Thefirstsession

1. Opening.Manytherapistswillwanttobegintheirwork,asinotherapproaches,bygettingtoknowtheclient.Insolutionfocusedpractice,wecallthisstageproblem-freetalk,toindicateaninterestintheperson,nottheproblem.Weregardthisstageasoptional.

2. Contracting.SFBTisaclient-centredapproach,anditisthereforeessentialthatthetherapistdiscoversfromtheoutsetwhattheclientwantstoachievefrommeetingwiththem.Whatareyourbesthopesfromthework?isthequestiondevelopedbyBRIEF(Georgeetal.1999:13).

3. Describingthepreferredfuture.Havingestablishedtheclientshopes

fromthework,thenextstageistoinvitetheclienttodescribehowhewouldknow,ineverydayterms,thathisbesthopeswereachieved.TheTomorrowQuestion,aswecallit,supposeyouachievedyourhopesovernight,whatwouldyoubedoingtomorrow?isthequestionmostusedatBRIEF.

4. Identifyinginstancesofsuccessthatarealreadyoccurring.Oncetheclientspreferredfuturehasbeendescribedindetail,thetherapistwillsearchforsignsofthatfuturealreadyhappeningintheclientslife,whethercurrentlyorintherecentpast;anythingtheyaredoingorhavedonethatfitswiththeachievementoftheirpreferredfuture.Scalingquestionsarefrequentlyusedtoenableclientsto

ratetheirprogress,with10representingtheirpreferredfutureachieved;assumingtheyareabove0(orhavebeenbefore),thisgivesthemthechancetodescribewhattheyarealreadydoingthatisworking,aswellastoascertainwhatmightbesmallsignsofprogressinfuture.

5. Closing.Shortlybeforetheendofthemeeting,thetherapistmighttakeashortbreaktoreflectonwhattheclienthassaidthatisuseful.Thetherapistwillthensummarizethesession,acknowledgingwhattheclienthasbeenstrugglingwithandgivingappreciationforthehopestheyhaveexpressedandanysuccessestheymayalreadyhavehad.Theaimistohighlightwhatevertheclienthassaidthatcouldbeassociatedwiththe

clientmakingfurtherprogress.

Follow-upsessions

Inthesecondandsubsequentsessions,wearefollowingupontheclientsprogresstowardstheirpreferredfutureandthereforetheopeningquestionisusuallyWhatsbettersincewelastmet?

Itisasifthetherapistisstartingatstage4intheschemaabove.Thereisusuallynorequirementtoexplorebesthopesorthepreferredfutureagain.Thetherapistwilloftenrevisitthescaletoascertainprogresstheclienthasmade,andtofindwaystoamplifyandconsolidateit.Whereclientsreportnoprogressorthatthingsareworse,thetherapisthasmanyoptions,includingtheuseofcopingquestionsandlookingforexceptionstotheproblem.

Part2FEATURESOFSOLUTIONFOCUSEDINTERVIEWING

15IdeasabouttherapeuticconversationTherapyisaformofconversationbutaconversationdirectedtowardsapurposeratherthanonetobeenjoyedforitself.InSFBT,theclientalwaysdefinesthepurposeoftherapy.Theconversationisthendirectedtowardsthatend.Thoughafullunderstandingoftheconversationalprocessmightbebeyondus,therearetwosimpleideasthathelpdefineit:

1. Turn-taking.

2. Eachturnfollowingandbuildingonthepreviousturn.

Theturn-takingideaallowseveryonetohaveasayandsoparticipateinshapinganddefiningtheworldwelivein.Itisarulemostoftennoticedwhenitisbroken,forexample,byinterruption.Ifotherstakeourturntoooften,orifforanyotherreasonwedonothaveavoice,webecomemarginalizedanddiminished.Thisistheexperienceofmanyofourclientsandalldisenfranchisedindividualsandgroups.Theequalityofopportunityforeachpersontohaveavoiceispossiblythemostimportantequalityand,inthetherapyroomatleast,thiscanbeaffordedeachclientprovidedthetherapistisdisciplinedenoughtospeakinturn.

Thesecondidea,thateachturnbuildson

whathasgonebeforeisnecessaryforcreativityandfortherapytobeeffective.Eachconversationifthesetwoideasarefollowedwillhelpco-createaconstantlyevolvingviewoftheworld.Thetherapiststaskistoinfluencethisviewintheclientsfavourbycarefulchoiceofquestions.

16ChoosingthenextquestionIneverydayconversations,wedonotusuallypayconsciousattentiontohowwechooseeachofourcontributions;ifwedid,wemightwellsoundfalseandstilted.Professionalconversationsaredifferentandwhatweaskshouldbegovernedbywhatquestionswethinkmightbeusefultotheclientoressentialtothetaskinhand.Aswelistentowhataclientissaying,weneedtoformulateournextquestionsothatitbuildsonwhattheclientissayinginwhatwehopewillbeacreativeandusefulway.Whentheclientsansweris

multifaceted,thechoiceofresponseisnotalwayseasy.Takethefollowingresponsetothequestion,whatareyourbesthopesfromthistherapy?:

Imnotreallysure.Ivesufferedfromdepressionmostofmyadultlifejustasmymotherdid.TherearedayswhenIgiveupandjuststayalldayinbed.Myhusbandsayshesfedupandmosteveningshesdownthepub.IsupposeIjustwanttofeelbetter.

Itiscertainlynotpossibletofollowuponeveryaspectofthisresponse,soachoicehastobemade.Thetherapistsmodelortheorywilllargelydeterminehowthechoiceismade.Modelswiththeoriesofcausationwilllookforcauses:historicaltheoriesmightpickuponthemothersdepression;asystemicmodelmightbe

interestedinthemaritalrelationshipandlookforalinkbetweenthatanddepression;acognitivetherapymightbeinterestedfirstinexploringthethoughtsaboutgivingup.Asolutionfocusedbrieftherapistwouldbelisteningforthatpartoftheclientsresponsethatansweredthequestion,whatareyourhopesfromthistherapy.Thedescriptionofsuchdifficultieswouldaffectthetoneinwhichthenextquestionwasaskedbutthequestionwouldmostcertainlyfollowthehopetofeelbetter,forinstance,Whatmightbethefirstsigntoyouthatyouwerebeginningtofeelbetter?

IthasbeensaidthatthemostcommonlyaskedquestioninSFBTiswhatelse?Traineessometimesjokethatwhenindoubt,askwhatelse!Itistruethatthisquestionisthesimplestmethodfor

invitingtheclienttoaddtotheirdescription.Forexample,iftheclientintheaboveexampleansweredwithIdbegettingoutmoreoften,andthetherapistthenaskedwhatelse?,theclientmightanswerIdcallafriendIhaventspokentoinages.Ontheotherhand,thetherapistcouldhaveaskedwheremightyougoto?andhavefocusedtheconversationforthenextfewminutesonwhereshewentto,whoshemet,whatdifferenceitmadetoher,andsoon,andthenaskedwhatelsewouldtellyouwerebeginningtogetbetter?Thedifferencebetweenthesequestionscanbecharacterized(basedonTohnandOshlag1997)asbroadeninganddetailing1.Bothareusedinsolutionfocusedinterviewing(seeChapter41).

Thewholeofthisbookcouldbeseenasa

systemforchoosingthenextquestion.

Note1ThankstoGuyShennanforhisrephrasingofTohnandOshlagsoriginaldescription.

17AcknowledgementandpossibilityTheimportanceofbeingwheretheclientiscannotbeoverstressed,especiallywithamodelthatlookstothefuture.Beingsolutionfocuseddoesnotmeanbeingproblem-phobic.Itisasimportanttoacknowledgewheretheclientisasitistoexplorethepossibilitiesofwhereheorshemightbe(OHanlonandBeadle1996).Asinanytherapeuticapproach,thetherapistneedstolistencarefullyandwithinteresttoeverythingtheclientchoosestosay.Howthetherapistthenrespondsdependsagreatdealontheparticularapproach.

Havinglistenedcarefullytotheclientsanswer,thetherapistwillchoosewhichofitselementswillformaplatformforthenextquestion.Amodelbasedontracinghistoricalcausesmightfollowaclientsaccountofaproblemwith:Thatmusthavebeenverydifficult,whendiditbegin?Astrengths-basedtherapistmightsay:Thatmusthavebeenverydifficult,howdidyoumanagetohandleit?Inbothexamplestheclientislikelytofeelacknowledgedbutinthelattertherearemoreobviousseedsofpossibility.Paradoxically,withinthesolutionfocusedmodel,thegreaterthehardship,themoremultipleandintractabletheproblemsappear,thegreateristheachievementofmanagingtolivewiththem.Recognizingsurvivalstrengthssuchasperseveranceanddeterminationopensthewaytofuture

possibility:Ifallthisstrugglepaysoffandyoueventuallyturnacorner,whatdoyouthinkthefirstsignmightbe?

Thefollowingexampleisofa5-year-oldboy,Abel,onthevergeofpermanentexclusionfromschool.Hismotherwasseriouslydisabledbymultiplesclerosisandonbaddayshadjustbegunneedingawheelchair.Herprognosiswaspoor.TheworkbeganalonewiththeclassteacherMissBrown,Abelsmotherhavingdeclinedtoattend.MissBrownwasobviouslydistressed,partlybyAbelsextremebehaviourandpossiblyevenmorebythechallengehepresentedtoherviewofhercompetence.Afteralongdescription,thetherapistcommentedonMissBrownsperseveranceandaskedhowshestillmanagedtoteachherclasswhenAbeldemandedsomuchofherattention.

Shesaiditwasverydifficultanditwasbecausetheclasswassufferingthatexclusionwasbeingconsidered.Thoughareferralfortherapywasanecessarystepintheexclusionprocess,thetherapistchosetoseeitmoreconstructivelyandaskedwhatMissBrownsawinAbelthatgaveherhopethattherapymightwork.ShesaidthatwhenAbelsang,hewaslikealittleangelandshecouldseethatbehindthebehaviourtherewasaverylikeableboy.

Havingacknowledgedtheteachersdifficulty,recognizedhercompetence,andlocatedasmallthreadofhope,thetherapistaskedMissBrownhowshewouldknowthatthetherapywashavingapositiveeffect.Shesaidshewouldknowfromthemomenthewalkedinandwithalittlepromptingdescribedhimperformingthemorningritualofalmosteveryinfant

schoolinBritain:sitquietlyonthemat,answerwhenyournameiscalledfortheregister,standquietlyinline,andwalkquietlytoassembly.

Twodayslater,thetherapistmetwithAbelandhismother,Gloria.ShewasevenmoredistressedthanMissBrown,seeingherillnessandimpendingdeathasthecauseofAbelstroublesandespeciallyupsetthatbeingexcludedwouldlosehersonthechanceofaneducationandthereforeblighthislife.Shewasangrywiththeschoolandvowedtofightthemovertheexclusion.Whenasked,Gloriasaidshehadalwaysbeenafighter,hadneededtobe.ShewasevenfightingthewheelchairbecauseshewantedtobeanormalmumforAbel.Andifthefightingpaysoff,howwillyouknowitwasworthit?Tothisquestion,invitingpossibilityinthewakeofstrength

anddetermination,Gloriasaid:Hellcomehomefromschoolhappy.Asinanysolutionfocusedconversation,adescriptionofAbelshappybehaviourgavesubstancetothepossibility.Abel,too,wantedtobehappyatschool.HelikedMissBrownandalsolikedbehavingwellbecauseshewasnicetohim.Thetherapistaskedifheknewhowtobehavewell.Abelnoddedandwithencouragementwentonnotonlytodescribebuttoenactgoodbehaviouratthebeginningoftheday.Withhismumandthetherapisthesatlongestandquietestonthemat,wastheleastfidgetywhileliningup,andwasabletoleadthewayroundthetherapyroomwithoutsayingaword.

Interestingly,AbelsbehaviourchangeddramaticallyatschoolthedayafterthemeetingwithMissBrownandbeforehis

meetingwiththetherapist.ItseemsMissBrownwasalreadyonthevergeofturningthecorner.

18ComplimentsAfeatureofSFBTfromtheverystarthasbeenendingasessionwithaffirmativefeedbacktotheclient.Itisadisciplinedandthoughtfulprocess.Alazyorpatronizingcommentwilldonoharmtotheclientbutitwillcertainlyunderminethecredibilityofthetherapist.Compliments,therefore,needtohavecertaincharacteristics.Theyneedtobehonestandevidence-based,soiftheclientasksthebasisofacomplimentthetherapistcanpointtoaspecificbehaviourdescribedbytheclient.Theyneedtoberelevanttotheclientspurposeforbeingintherapyandtheyneedtorelateto

somethingtheclienthasachieved,preferablywitheffort.Theyalsohavetobegiveninawaythattheclientcanacceptandcanagreewith.Complimentscannotbeusedtopersuadetheclientintoacceptingthetherapistsview,aswhenwemistakenlythinkweoughttopointoutthepositives.Aclientmaysayhelacksconfidenceyetbehaveasifhehasit.Thetherapistwouldnotsay,Ithinkyouhavelotsofconfidencebecauseofyourbehaviourhere.Instead,hemightsay,Howhaveyoufoundawaytoactconfidentlyeventhoughyoudontfeelit?

Finally,acomplimentmusthavenostringsattached;itshouldbeunconditionalandnotbeusedtotrytopressuretheclientintobehaviourthetherapistwouldliketosee.Atypicalconditionalcomplimentsuchasyouhavedonereallywellwiththis

homework,keepitupisunlikelytobetakenseriously,sinceitsoclearlycomesfromthegiversagenda.

Asasolutionfocusedtherapistbecomesmorepractised,manycomplimentswillbebuiltintoquestions:Howdidyoumanagetoturninsuchgoodhomeworkgivenallthedifficultiesyouarefacingatthemoment?isbothaffirmativeandacknowledging.Butthenewsolutionfocusedpractitionerwilldowelltostickwiththeritualofendingeachsessionwithcomplimentsbecausethiswillinfluencehisorherattentionduringthesession.Ifcomplimentshavetobegivenattheend,thetherapisthasnochoicebuttolookforstrengthsandachievementsduringthesession.Thiswillhelpthesessionstayonthesolutionfocusedtrack.

19DecidingwhotomeetwithAsdiscussedinChapter13,SFBTfirstdevelopedwithinthefamilytherapytraditioninwhichsystemstheoryplaysadominantrole.Alegacyofthisearlyconnectionistheassumptionthatchangeinonepartofasystemwhetheritbeafamily,ateam,afriendshipgrouporanorganizationwillleadtochangesinotherpartsofthesystem.ThisrippleeffectofchangewasborneoutbydeShazersearlyresearch,whichshowedthatissuesandrelationshipsnotdiscussedintherapywerestillpositivelyaffectedbytheprocess(de

Shazer1985:147154).ResearchatBRIEF(ShennanandIveson2011)hassupportedthisview,thatwhoattendssessionshasnoobviouscorrelationwithoutcome.Thesamepercentageofclientsreportedimprovement(orlackofit)irrespectiveofwhoattended.Evenattendancebytheidentifiedpatientdoesnotseemtobenecessary.

Ifwhoattendsmakeslittleornodifferencetooutcomethetherapisthasnoknowledgeonwhichtobasearecommendation,sowhenaclientisreferredandwantstoknowwhoshouldattend,asolutionfocusedtherapistislikelytoaskfortheclientsopinion,sincetheclientisthepersonmostknowledgeableaboutthecircumstances.Typically,thetherapistwillsay:

Tobehonest,wedontknowyouwellenoughtomakearecommendation,wejustknowthatsomepeopleliketocomealone,someliketocomewiththewholefamily,somewouldliketocomebutcantaffordtotakeadayoffworkorschoolsowelltrustyourjudgement.Haveathinkaboutitanddecidewhoyouthinkshouldcomeandwellstartfromthere.Wecanalwaysdosomethingdifferentlater.

Clientsappreciatethechancetomakeaninformeddecisionandalsothattherapycanfitintolifesneedslikeearningalivingandgettinganeducation.Andatnopointdoesthetherapisthypothesizenegativereasonsforanypersonsabsence;whoeverattendsaretherightpeopletobethereandwhoeverisabsenthasotherthingstobegettingonwith.

Part3GETTINGSTARTED

20Problem-freetalkProblem-freetalkisasimplepracticewiththreepurposes:

1. Itenablesthetherapist,withinthefirstfewminutesofmeetinganewclient,tomeetthepersonratherthantheproblem.

2. Itallowsthetherapisttochoosetheclientwithwhomsheisgoingtowork.

3. Itbeginstheprocessofresource-gathering,whichwillequipclientandtherapistwiththenecessarymeanstosolvewhateverproblemshavebroughtthemtogether.

Thepracticeinvolvesspendingafewminutesaskingtheclientaboutanyaspectofhislifethatdoesnotinvolvetheproblemsheisbringingtotherapy.ItmightbeginwithTellmeaboutyourself,Haveyoucomefar?,Whatdoyoudo?(Howdoyouspendyourday?wasafavouriteofdeShazer)oranyotherexpressionofinterestintheclientslife.Astheconversationproceeds,theclientcomesintoviewasapersonratherthanthecollectionofproblemsthatoftenmakeupareferral.

Inthefollowingexample,YasminAjmal,aformercolleagueatBRIEF,beginstalkingwithherclientRobertwhohasjustturned9yearsoldandwasreferredbyhisschool.

Whathaveyoubeendoingat

Therapist: schooltoday?Robert: [enthusiastically]Science.Therapist: Isthatsomethingyoulike?Robert: Yes.

Therapist: Tellmewhatyouvebeendoinginscience.

Robert: Wevebeenlearningaboutelectricity.Therapist: Andwhathaveyoulearned?Robert: Howitcanelectricshockyou.Therapist: Oh.

Robert:

Andaboutrubberroundthewiresoitdoesntelectricshockyou.Andwevemadeourowncircuits.

Therapist: Tellmeaboutthatarethesecircuitswithwire?Robert: Yeswithwireandlightsand

motors.Therapist: Thatsoundsveryinteresting.

Robert:

Igotaboxandmadewheelsandlights,twolightsandmotorsandmadetheboxintheshapeofacar.

Therapist: Really!Robert: YesandIputfourmotorsinit.

Therapist: Fourmotors!Whyfour?Wasittomakeitgofaster?Robert: Togiveitmorepower.Therapist: Isee.

Robert:AndIturneditonandthelightscameonanditdroveforward.

Therapist: Really!Anddiditgofast?Robert: Yes.Icouldntcatchit!Therapist: Why,becauseitwasgoingso

fast?

Robert: Yes.Itfelloffthetableintoapotofwaterandbroke.Therapist: Ohdear!Robert: ButIdidntmind.Therapist: Youdidntmind,because?

Robert: BecauseIknewhowtomakeitagain.

ThissequencelastsforlessthanthreeminutesandtheRobertwhocomesintofocusisanenthusiastic,confident,generous,andsociallyskilledboy.Heispolite,cooperative,humorous,articulate,andextremelylikeable,thesortofboyanyteacherwouldbehappytojointheclassandanyparentwouldbepleasedtoseetheirownchildrenplayingwith.ItisthisRobertthatYasminchoosestoworkwithratherthantheRobertdescribedinthereferralletter,whowasaboycloseto

permanentexclusionfromschool.Insubsequentwork,whichextendsoverfoursessions,Yasminkeepsthecompetent,collaborativeRobertbyhersideandtogethertheyfindhisownuniquepathwaytoamorerewardingandsuccessfullifeatschool.

Likemuchinthesolutionfocusedrepertoire,problem-freetalkisadaptedfromordinaryconversationalpracticethatwehavealllearnedfrombirth.Ifwhenwemetnewpeoplesociallyforthefirsttimewebegantoenquireabouttheirproblems,sociallifeonEarthwouldhavebeencutoffatbirth.Socially,webeginconversationsbylookingforcommongroundandlookingforwhatwemightlikeandvalueintheotherperson.Solutionfocusedtherapistshaveadaptedthiscommonpracticeasatherapeutictool.

21IdentifyingresourcesBRIEFsfirstcoursewasorganizedasaseriesoftwo-houreveningsessions.Inthefirstsession,thethemeswereproblem-freetalkandidentifying(andnaming)resources.Thefeedbackatthesecondsessionaweeklaterwasquiteextraordinary.Manyparticipantsreportedsignificantchangesintheirclients,includingintwocasesanapparentresolutionofthepresentingproblem.Theonlydifferencetotheirownbehaviourhadbeentobeginwithproblem-freetalkandalongsidewhateverelsetheydidthey

lookedfortheclientsresources.

Whatemergedfromanalysingthesechangeswasthat,becausethetherapistwasspendingatleastsomeofthetimefocusingontheresourcefulsideoftheirclients,theclientswerebecomingmoreopen.Thiswasleadingtoadifferentqualityintheconversations,whichinturnledtomorerapidchangethanhadbeenexpected.

Althoughstrength-basedapproachesarenowmorecommon,manyprofessionalsstillremainshyofidentifyingtheirclientsresources,claimingthepracticeisover-optimistic,asifseeingaclientsstrengthswillsomehowpreventaclearsightoftheirproblems.Thiswouldbelikeanaccountantnotnotingacompanysassetsincaseitcausedblindnesstoitsdebts.For

thisanaccountantwouldbestruckoff.Witheverytherapeuticapproachthatworks,itworks,intheend,becausetheclienthasbeenhelpedtodrawinsomedifferentwayontheirresources:therapydoesntchangepeople,itenablesthemtodiscovertheirownresourcessotheycanmakethechangesthemselves.Discoveringandattendingtotheclientsresourcesisanessentialelementofsolutionfocusedpractice.

Leidlhadbeencomingfortherapyforovertwoyears.Eventhoughitwasonlyatmonthlyintervals,themeetingshadbecomerepetitiveandwithnoclearendinsight.Thetherapistwasbecomingdespondent(andnodoubtLeidlwas,too)andthenhefoundhimselfbeginningtodreadLeidlsnextvisit.Oneofsolutionfocusedpracticesself-supervisory

proceduresforsituationssuchasthese,whenthetherapistbeginstolosehopefortheclient,istodoaresourceaudit.Fifteenminutesbeforethenextsession,thetherapistsatdownandwrotealistofLeidlsmanyachievementsinlife,notleast,byherownwits,survivingtheHolocaust.Henotedherresourcefulness,determination,perseverance,senseofhumour,resilience,generosity,compassion,honesty,andcapacityforhardwork.Fifteenminuteslater,theLeidlhehaddescribedenteredtheroomforwhatturnedouttobeherpenultimatesession.Sometimes,ifwedonttakethetimetoidentifyandnameaclientsresourceswebegintolosesightofthem,andthiscanbeverybadnewsfortheclient.LuckilyforLeidl,thetherapistredeemedhimselfintimeand,verysoonafterwards,she

declaredherselfcuredofthedepressionthathaddoggedherlifesinceherwartimeescape.

22Listeningwithaconstructiveear:whattheclientcando,notwhattheycannotdoTolistenwithaconstructiveearrequiresanaboutturnfrommosttherapeuticlistening(Lipchik1986)oratleastthosetherapiesbasedonpsychologicaltheories.Thesetheoriesofferexplanationsofhumanbehaviour:theytellushowhumansoperateinorderforustounderstandwhat

isgoingon.Whatissometimesforgottenisthatthesetheoriesareonlymetaphors,usuallytakenfromthephysicalworld.TheyrangefromtheRollsRoyceengineofFreudianpsychoanalysistothesimplebeltandbracesofPavlovianbehaviourism,andastherearenowmorethan400ofthemitissafetosaythatnonerepresentanobjectivetruth.Theyarejustwaysoflookingathumanbehaviour.Thesetheoriesusuallyrequireustoinvestigatethefactstoallowustomakeanassessmentoftheproblemandthendecideontheappropriatetreatment.Todothisweneedtolistenforinformationabouttheproblemandourquestionswillthereforefollowthislistening:Whendiditbegin?,Whatsortofrelationshipsdidyourparentshave?,Haveyoualwaysbeenattractedtothiskindofperson?Thoughdifferent

psychologicaltheorieswillleadtodifferentquestions,theyaremostlyofthegettothebottomofitinvestigativevarietyintendedtodiscoverwhatiswrong.Theyarenotconstructivequestions,onesthatsearchoutthebuildingblocksofnewpossibilities.

Constructivelisteningdoesnotmeanthattheclientsproblemsgounacknowledged.SFBTisnodifferentfromanyothertherapyinthatitseekstostartwithwheretheclientisandnotwherethetherapistwouldlikethemtobe.Thisdoesnotmeanthattheclienthastoretelltheirwholestory,northatthetherapistneedstoseekinformationabouttheproblemstory.Instead,theproblemisusedtoredefineachievement.Asmentionedpreviously,themoreserioustheproblem,thegreatertheclientsachievementincopingwithit.A

questionsuchasthefollowingbothaddressestheproblem(indirectly)anddirectscuriositytowardstheclientsstrengthsandresources:Givenhowdownyouvebeenfeelingthelastfewdays,andgivenhowharditisforyoutousepublictransport,howdidyoufindthewherewithaltokeepyourwordandhonourthisappointment?

Gladyshadleftpsychiatrichospitalveryrecentlyandwasrelatingthetrialsandtribulationsofherreturnhometoahousewithaburstwaterpipe,whichrequiredtheattentionofseveralworkmenoverthecourseofadayandevening.Gladyshadbeenadmittedafteranoverdoseandhadbegunherstorybywonderingifsheshouldntasktobetakenbackontheward.Shefinishedherstorybysayingshewassoupsetby2amwhentheworkwas

finishedthatsheforgottothanktheworkmensoranoutafterthemcalling,Thankyouverymuch,boys.Theydontmakethemlikeyouanymore!Gladysthensmiledandsaid,Heavenknowswhattheneighboursthought!

Thetherapistaskedherhowshekepthersenseofhumouraftersuchadistressingandeven,forherhealth,dangeroustime.Youhavetolaugh,dontyou?wasGladyssresponse.Thetherapistsuggestedthatnoteverybodyisabletodrawonasenseofhumouratsuchdifficultmoments.Intheensuingconversation,Gladysrecountedhowfriendlytheworkmenhadbeen,howtheyhadhadachatandalaughtogether,andhowifshehadbeen40yearsyoungershemighthavebeentempted.BytheendofthesessionGladyswasfeelingjustifiablyproudofthewayshehad

weatheredwhatcouldhavebeenaseriouscrisis.Shealsorealizedthatshehadwokenupthenextdayfeelingmorepositiveaboutlifethanshehadforsometime,sayingassheleft:ThathospitalmusthavedoneabetterjobthanIthought.

23ConstructivehistoriesConstructivelistening,bywhichthesolutionfocusedbrieftherapistusestobuildthenextquestion,directsustothestorybehindthestory.Foreachaccountofhardshipthereisastoryofstruggle,foreachsetbackastoryofperseverance,andforeachmisfortuneastoryofsurvival.Thesolutionfocusedtherapistwilllistencarefullytothespokenstoryandthendirecthisorhertherapeuticcuriositytowardsthenot-yetspokenstory.

Gerardwasreferredwithchronic

depression.Hewas70,ramrodstraight,andhadbeendepressedsincehewasblownupasayoungmanonactiveservice.Thiswasthebeginningofa45-yearstorythattookthebestpartofanhourtorelate.Duringthestorythetherapistaskedonlyeightquestions,eachoneintendedtocreateamoreconstructiveviewofevents.Thequestionsillustratetheuseofaconstructiveear:

1. Howhaveyoumanagedtokeepgoingwhilesufferingdepressionforsolong?

2. Howdidyoumanagetocopewithdivorceontopofyourdepression?

3. Whatdidyouremployerseeinyouthatledthemtogiveyousucharesponsiblejob?

4. Howonearthdidyouovercomeyouralcoholismwhenyouwereinsuch

direstraits?5. Howdidyouovercomeyourdrug

addiction?6. Wheredidyoufindtheconfidenceto

speaktoherletaloneaskherout?7. Howdidsheknowthatbehindthesad

faadewasamanworthmarrying?

BythispointGerardwasdistinctlymoreupbeatandforthefirsttimebegantotalkofthegoodluckinhislifeandhowhewasgivingsomethingbackbydrivingachildrenstrainathislocalpark.Thetherapistsfinalquestionwas:

8.Gerard,answermethis:how,aftersuffering45yearsofdepression,goingthroughapainfuldivorce,losingyourjobasatraineetraindriver,becominganalcoholicandthenadrugaddict,didyounotonly

fallinlovebutendupfulfillingyourchildhoodambitiontobeatraindriver?

Gerardsresponsewas,Itoldyouitwasanunusuallifestory.Thetherapistcouldonlyagree.ThreeweekslaterthereferringcommunitypsychiatricnurserangtosaythatGerardhadaskedtocomeoffhismedicationandwasshowingnosignsofwithdrawal.

24Pre-meetingchangePre-meetingchangeisoneofthegreatsecretsofbrieftherapy.Inthesolutionfocusedfielditwasidentifiedin1987(Weiner-Davisetal.1987)butFreudhadalsorecognizedthephenomenon.WithinFreudstheorysuchearlychangewasseenasapathologicalfailuretofaceuptoproblemsandhedubbeditflightintohealth(Freud1912).Insolutionfocus,itisseenasthesameformofspontaneousrecoverywehaveallexperiencedwhenwehavefoundourselvesatthedoctorsfreeofthesymptomsthatledusthere.

Anyonewithatroubleshootingrolewill

knowofthisphenomenon:aproblemispresented,atimefixedtodealwithit,andbetweenthetwoaresolutionissomehowfound.Theobviousanswerisnotthattheclienthastakenflightintohealthbutrather,oncommittinghimselftothepossibilityofasolution,findshimself,perhapsunconsciously,opentonewanddifferentthoughtsabouttheproblemandisthusmorelikelytofindasolution.Weiner-Davissresearchfoundthat70percentofclientsexperiencesomepositivepre-meetingchangeandthattheidentificationofthischangewasassociatedwithagoodprognosis.Tocapitalizeonthisnaturalprocess,manysolutionfocusedtherapistsasknewclientswhenmakingafirstappointmenttolookoutforanychangesbetweennowandwhenyoucome.

GeorgehadbeenreferredbyhisGP

becauseofhisanxietyanddepression.Hewasoneoftwopartnersinathrivingbusiness.TheinitialfriendshipbetweenthetwohaddeterioratedandGeorgefeltthathewasbeingbullied.Heblamedhimselffornotstandinguptohispartner,thoughthimselfweakandunworthy,andwascontemplatingleavingthebusiness.Hismarriagewasclosetobreakdownandhecouldseenofuture.Hishopefromthetherapywastoregainhisself-respectandconfidenceandthenstanduptohispartner.Intheearlypartofthesession,Georgedescribedthedifferenceconfidenceandself-respectwouldmaketohislifeatworkandhowthiswouldgivehimthestrengthtostanduptohispartner.Whenpressedformoredetail,Georgesaid:likeyesterdaybutwithoutallthepatheticfearandworrythatdragsme

down.Hethenwentontodescribehowfrighteninghefoundbeingassertive,pointingtothisasevenmoreevidenceofhisweakness.ThetherapistthenaskedGeorgetodescribeexactlywhathadtakenplaceyesterday.HispartnerhadbroughtanarmfuloffilesintothemainofficeandinfrontofallthestaffhadberatedGeorgeforhissloppywork,droppedthefilesathisfeet,andtoldhimtodohisjobproperly.ThishadbeenthemostblatantlybullyingincidenttodateandsomethingsnappedinGeorge.Ratherthanpickupthefilesandtakethemmeeklybacktohisofficehecalledtohispartnerinanicytone:Ifyouwouldlikemetolookatthefilesagainbringthemtomyoffice.Leavingthefilesonthefloorheturnedandwenttohisownoffice.Afewminuteslaterhispartner,withoutaword,broughtthe

filesin.

SincethenGeorgehadbeeninanagonyofself-recrimination,beratinghimselfforchallenginghispartnerinpublic,replayingeverymomentwithacriticaleye,thinkingofallthethingshemighthavedonedifferently,andtotallyfailingtonoticethathehadstooduptohispartner.Hewasnowfearfulthatthingswouldgetworsebutwhenaskedhowhispartnerhadbeenthatmorning,hesuddenlyrealizedthathehadbeenveryfriendlyandsuggestedtheygoforadrinksometimelikeintheolddays.

Notallpre-sessionchangesareasdramaticasGeorgesbutmostgounnoticedunlessthetherapistkeepsalookout.Onceitisnoticed,theclientcanimmediatelyberecognizedassomeonewhosolvestheirownproblemsandthetherapististhen

abletotakeevenmoreofthebackseatthatcharacterizessolutionfocusedbrieftherapy.

Part4ESTABLISHINGACONTRACT

25FindingouttheclientsbesthopesfromtheworkWithinthefirstfiveminutesofmostfirstmeetingswithanewclientthesolutionfocusedpractitionerwillasktheclient,Sowhatareyourbesthopesfromourtalkingtogether?(Georgeetal.1999:13).ThissimplequestionimmediatelyhighlightsanumberofthecentralcharacteristicsofSFBT.

First,thequestioninvitestheclientintoaconsiderationofoutcome,ratherthanan

elaborationoftheproblemthathasbroughthimtothemeeting.Ifweasktheclientwhatbringsyouhere?,heismorethanlikelytorespondwithadescriptionoftheproblem.Suchquestionsgenerallyhavetheeffectofdirectingtheclientbacktowardshisfailedpastandproblematicpresent,invitingtheclientintoproblem-talk.Askingabouttheclientsbesthopes,however,invitestheclientintoapicturingofafuturestatetowardswhichheaspirestomakeprogress.Indeed,thesolutionfocusedapproachcanbethoughtofasatowardsapproach,ratherthananawayfromapproach.Solutionfocusedpractitionersmightperhapscomparethemselveswithtaxidrivers.Forexample,ifanewfarejumpsintothebackofthecabandwhenthedriveraskswheretomate?thefaresaysawayfromtheairport,the

journeycouldturnouttobetime-consumingandexpensive.Thetaxi-driverwantstohearCitypleaseandonfollowingupwithwhereexactlyintheCitywillbedelightedtohearNewburyStreet,roundthecornerfromBarbican.Sothebesthopesquestiongentlyaskstheclienttospecifyhiscriteriaforasuccessfultherapeuticjourney:Whatwillittakeforyoutobeabletosaythatcomingherehasbeenusefultoyou?

Inaddition,thisquestionhastheeffectofcentralizingtheclientsperspective.ThecontractinSFBTisnotbasedonthepractitionersperceptionofwhatmayberequiredoronaprocessofassessment,butontheclientsresponsetothebesthopesquestion.Therapistshavetraditionallymadeadistinctionbetweentheconceptsofwantandneed.Theclientstateswhatshe

wantsbutthetherapistdetermineswhatthatclientneedsbasedonaprocessofassessmentleadingtoformulation.Thisdistinctiontendstoconstructahierarchyofknowledge,characteristicallyassumingthatwhattheclientwantsisinsomewayssuperficialwhilethetherapistsformulation,basedonexpertiseandobjectivity(asifthatwerepossible),hasgreatervalidity.Inevitably,thiswayofthinkingcantendtowardsthetrivializationoftheclientsknowledge.Solutionfocusedtherapistsmakenodistinctionbetweenwantandneed.Thesolutionfocusedpractitionerchoosesnottoknowbetter.Whattheclientwantsis,withafewexceptionsthatwewillexplore,theonlylegitimatefoundationfortheworkandquestionswhichthetherapistasksthatarenotconnectedtothebesthopesanswer

areviewedaseitherimpositionalorimpertinent,orindeedboth.

Thebesthopesquestionchallengesclients.Manyhavecomepreparedtotalkabouttheproblemthatisbotheringthembutstateopenlythattheyhavegivenlessthoughttotheirpreferredoutcome.Someassumethattherapyistalkingaboutproblems,andotherswhohavepreviousexperienceoftherapeuticinterventionsstatethattheyhaveneverbeenaskedwhattheywant.Focusingrightfromthebeginningontheclientssuccesscriteriaintroducesacontextofpurposefulnessandpossibilitytothework.Itintroducesaclearsenseofdirection.Withoutadefinedoutcomebrevityisunlikely,sinceafteralltheclientandtherapistmaynotnoticethattheyhavearrived!

26Thecontract:ajointprojectSocanitreallybethatsimple?Thepractitionerasksthebesthopesquestionandwhatevertheclientanswersrepresentsthecontractfortherapy.Forthemostpartitisthatsimpleandsometimesitisnot.HarryKorman,asolutionfocusedtherapistinMalmo,Sweden,spelledoutthreecriteriaforthetherapisttobearinmindduringthenegotiationofthecontract(Korman2004):

1. somethingthattheclientwishestoachieve,which

2. fitswiththepractitionerslegitimateremit,andwhich

3. thepractitionerandclientworkingwelltogethercouldhopetoachieve.

Thestartingpoint,therefore,isindeedsimple.

Therapist: Sowhatareyourbesthopesfromourtalkingtogether?

Client: ImnotsurereallyIvebeenfeelingprettydownrecently.

Therapist: Hmm.Sowhatareyourbesthopesfromcominghere?

Client: Justtofeelbetterbetterinmyself.

Therapist:

Okay.Soifyouwerefeelingbetterinyourself,whatdifferenceareyouhopingthatwouldmake?

Client:

WellIsupposeIdhavethatbitmoreconfidence,IdbelikingmyselfmoreandIdbegettingonwithlifeagainratherthanhidingaway.

Therapist:

Soifatsomepointfollowingourtalkingyoufoundyourselfmoreconfident,likingyourselfmoreandgettingonwithlifeagain,thatwouldtellyouthatthishadbeenofusetoyou?

Client: Yes,definitely.

Heretheprocessisstraightforward.Inanswertothetherapistsquestion,theclientspecifiesthreelifedifferencesthatwillfitwithmosttherapistslegitimateremitandwhichcould,inmostcircumstances,bejudgedperfectlypossibletoachieve.Laterinthissection,

wewillexaminewhatoptionsthetherapistmighthavewhenfacedwithmorechallengingresponsestocontract-seekingquestions.

27ThedifferencebetweenoutcomeandprocessThesolutionfocusedapproachisbothclientcentredandoutcomefocusedandyet,aswehaveseen,thisdoesnotmeanthatthesolutionfocusedpractitionerwillacceptthefirstanswerthattheclientgivestothequestion,Sowhatareyourbesthopesfromourtalkingtogether?Notonlydoesthecontracthavetofitwiththeworkerslegitimateremit,andnotonlydoestheoutcomehavetobepossibleinotherwords,withintheclientsrealmof

influencebutinadditionthesolutionfocusedpractitionerislookingforaresponsethatrepresentsanoutcomeratherthanaprocess.

Imagineforamomentthatwhenaskedthebesthopesquestiontheclientrespondsbysaying,MybesthopefromourtalkingisjusttogetitalloffmychestorMybesthopefromallofthisisjusttounderstand,tounderstandwhyallthishashappened.Whilebothanswersfitwiththecriteriaforajointcontract,neitherrepresentsanin-lifedifference;indeed,bothanswersrelatetothetherapeuticprocessratherthantotheeverydaylifeofday-to-dayexperience.Thesolutionfocusedpractitionerassumesthatclientsarenotmerelycuriousabouthowtheirliveshavedeveloped,donotjustwishtooffloadforthesakeofit,butthattheyharbourthese

wishesforgoodreasons,andtheirreasonsarelife-related.Theclientimaginesthatunderstandingorgettingthingsoffmychestwillmakeanin-lifedifference,thatitwillleadtheclientsomewherethattheywanttogo,anditisthisthatintereststhesolutionfocusedpractitioner,thedesireddestination,ratherthanadescriptionoftheassumedroute.

Thekeyquestionthatwillleadtothedisentanglingofrouteanddestination,processandoutcome,issimplysowhatdifferencewillthatmake?Forexample:

Therapist:

Ifyouweretogetthingsoffyourchest,whatdifferenceareyouhopingthatthatwouldmaketoyou?WellIdjustfeellighter,Id

Client: feelbetter.

Therapist:Andifyouwerefeelinglighterandfeelingbetter,whatareyouhopingthatthatwouldleadto?

Client: Justtohavemoreenergy,morepositivity.

Therapist:

Andifyouwerefeelingthatenergy,thatpositivity,whatmightyounoticeyourselfdoingthatyouarenotdoingatpresent?

Bythetimetheclientrespondstothisquestion,heroutcomewillbefirmlyrootedinanin-lifedifference.

Interestingly,thissameroutedestinationdistinctionisalsothebasisforthesolutionfocusedpractitionersuntanglingof

anothersetofclientresponses,wheretheresponseissospecificthatthechancesoftheclientbeingsuccessfulinthetherapeuticprocessisrestrictedandthewayforwardissotightlyspecifiedthatthereislittlespaceformanoeuvre.

Therapist: Sowhatareyourbesthopesfromourtalkingtogether?

Client:

WellIjusthavetohaveajobIhavebeenoutofworksolongthatitisbeginningtohavearealimpactonmylife.

Therapist: OkaycouldIaskyousomequestionsaboutthat?Client: Sure.

Therapist:

Ifyouhadajob,whatdifferenceareyouimaginingthatthatwouldmaketoyourlife?

Client:WellIdfeelbetteraboutmyselfIdfeellikeausefulmemberofsocietyagain.

Therapist:

Andifyouwerefeelingbetteraboutyourself,andfeelinglikeausefulmemberofsocietyagain,whatdifferenceareyouhopingthatthatwouldmake?

Client:

Well,perhapsso