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Critique of counseling skills
Goals in solution focused therapy
Critique of counseling skills
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Solution Focused Brief Therapy (SFBT) is a form of helping an individual understand what their needs are. Solution-Focused questioning are “questions that are focused on quickly identifying what behaviors have worked in the client’s life, determining where the client wants to be in the future, and helping the client get to his or her desired goals” (Neukrug, 2017, P. 223). I found the video about Solution Focused Brief Therapy interesting. As a provider I see the necessary value in having an individual engage in active participation. The helper was nothing more than a sounding board to understand and interpret the information and relay it back to the individual seeking the help. The first step was asking those evaluative questions. According …show more content…
When I think back on it, SFBT is used by doctors, nurses, police officers, parents, school staff, and businesses. The tool is versatile and affective in allowing an individual seeking help the opportunity to be active participant in their own life, and offers control and sense of pride in accomplishing goals. Many times individuals ask closed ended questions which “can sometimes cause a client to feel defensive, if the helper barrages the client with questions and sets himself or herself apart as the expert” (Neukrug, 2017, P. 89). I had learned in high school to never ask the question why. I was told by a teacher that the “why” question makes a person feel that their choices are wrong and an individual can only answer one way. Another fascinating thing I learned from reading the book is those tentative questions “suggests the helper ins testing the waters” (Neukrug, 2017, P. 91). I never thought about it until I read the chapter, and sure enough the day before my son had told me a story and at the end I asked him if that was true? To my amazement he got a little defensive and thought I didn’t believe him. I apologized immediately and understood that many times what we perceive as harmless banter, wounds another person’s soul. I now realize that because every person’s experiences are different, that means every person’s perceptions are different as well. I might not be as
Formulation of Problem/Needs: The client 's presenting problems are caused by her mother’s emotional verbal abuse. In spite of all, her emotional problems Ana maintains a positive outlook towards her future. Ana demonstrates self-determination as she clearly expresses her current issues. She struggles with overeating because she feels unloved and worthless. Ana is seeking services to overcome the resentment she feels towards her mother. She is requesting help to manage her coping skills and reduce her feelings of depression. According to Ana these feelings started at a young age. Ana’s current challenges are learning to cope with her mother’s verbal abuse. Anna will arrange monthly meetings with her social worker to talk about what methods she’s used to coping with her depression. Ana agrees that she needs to find positive away to communicate with her mother. Ana also stays that she wants to learn to be selfish and break free from the traditional stereotypical life of East LA. Ana would like to begin addressing the following
This method is grounded in the strengths perspective, a perspective in which the worker center’s their sessions around the clients’ abilities, gifts, and strengths (Shulman, 2016). Instead of focusing on what is wrong with the client, the worker highlights what is right with the client building on their strengths instead of emphasizing their deficits: the client already has what they need to get better or solve their problem (Corcoran, 2008). The role of the worker in this model is to help the client recognize their potential, recognize what resources they already have, and discuss what is going well for the client and what they have been able to accomplish already (Shulman, 2016). Techniques commonly used in this model, although they are not exclusive to this model, include an emphasis on pre- and between-session change, exception questions, the miracle question, scaling questions, and coping questions (Shulman, 2016). These questions are used for many reasons: for example, the miracle question is used because “sometimes asking clients to envision a brighter future may help them be clearer on what they want or to see a path to problem-solving.” (Corcoran, 2008, p. 434) while coping questions are used to allow the client to see what they are already accomplishing, rather than what they are transgressing (Corcoran, 2008). All
Seligman, L., & Reichenberg, L. W., (2010). Solution-focused brief therapy. In J. Johnston (Ed.), Theories of counseling and psychotherapy: systems, strategies, and skills.Upper Saddle River, New Jersey: Pearson Education
Although, this session ended with amazing results, I feel as though I need more practice with this type of therapy. I have to continue to practice on allowing the patient to come up with their own solutions. I found it hard not giving advice to my client, because I already knew the situation. However, in the end I found myself very proud, because even though this was not a real therapy session, but the client was able to find a real solution to her problem. This experience is one that teaches the therapist restraint, it allows one to step back and listen. It also gives the client the opportunity to reach a solution themselves without someone giving them the answer to their
Similarly, going along with the prior rebuttal of the importance of differentiating juvenile’s characteristics and actions of that of an adult, science is compiling more evidence of its vitality. Many adults can look back and reminisce about an action he or she did when younger and say, “Wow I cannot believe I did that.” Science has proven the reason behind that is because an adolescent’s brain has not yet fully matured. Tsui states “Studies conclusively established that the brain of an adolescent is not fully developed, particularly in the area of the prefrontal cortex, which is critical to higher order cognitive functioning and impulse control” (645). The facts of scientific research need to be taken into consideration when distinguishing
Even though conceptualization may develop along the time, the lack of a firm formulation from the first session is often a factor for delayed results (Curwen, Ruddell, and Palmer, 2000). As perceived on the video, using the Five Areas Model the therapist offers a useful way of accounting for the maintenance of the client’s anxiety (Williams and Garland, 2002). A discussion of the formulation with the client should had occurred more elaborately, as this is a very important step to promote the client in engaging in the therapeutic process (Dobson and Dobson, 2009). At the end of the video session, the therapist gives a summary of the problem currently being experienced using the Five Areas Model (Williams and Garland, 2002), however, this could have been done with more detail. As a formulation is hypothetical and based on a theory, the therapist should have asked for the client’s feedback on the formulation (Butler, Fennell, and Hackmann, 2008). In the first session, the therapist should have educated the client about her diagnosis, explaining the cognitive model. As viewed on the assessment session video, the therapist elicits expectation of the treatment and most important, instils hope by setting specific goals with the client on the first session (Primary Psychiatry,
Feedback would be implemented by using active and reflective listening, open ended questioning (Miller & Rollnick, 2012). By using the basic motivational interviewing techniques a counselor could elicit information about Ted’s problem areas and concerns. When Ted’s ambivalence has resolved and he has made a commitment to change the Responsibility aspect of the FRAMES technique could be implemented. Responsibility allows a client to see that counseling is a collaborative process but the client is responsible for their own change (Miller & Rollnick, 2012). As a counselor, this is where I would implement treatment planning. Advice would be apart of suggesting AA meetings and strategies for stress management. An integral part of advice giving and treatment options is to make sure that Ted has a variety of options to choose from (menu of options). Empathy is on going process and is one of the most important aspects of the counselor/client
The counselor accomplishes the above by expressing empathy, developing discrepancies, going along with resistance and supporting self-efficacy. Moreover, the counselor guides the client toward a solution that will lead to permanent posi...
Motivational interviewing is an important technique and counseling style that was created by William Miller and Stephen Rollnick in the 1980’s. The brief definition of motivational interviewing (MI) that is provided by Miller and Rollnick in their influential text is “a collaborative conversation style for strengthening a person’s own motivation and commitment to change” (Miller & Rollnick, 2013). Motivational interviewing is considered to be a style that evolved from client-centered therapy. The style is considered to be empathic but requires the counselor to consciously directive so that they may help their client resolve the ambivalence they are experiencing and direct them towards change. The important thing to note is that client autonomy is key to the process (Hettema, Steele, & Miller, 2005). However, despite being able to currently give a definition of MI, one that could be considered a working definition, motivational interviewing is “a living, evolving method” (Miller & Rollnick, 2009). It will continue to evolve as times change and it is implemented in use with other maladaptive behaviors. MI is a relatively new style that it still has the ability to undergo changes to adapt to what purpose it is serving (Miller & Rollnick, 2009).
...p their own solutions to problems. Clients may need some guidance, education, or direction depending on their abilities and how the therapy is going. It is then that I want to be able to help them feel more empowered and recognize that they can make changes with effort on their part.
Effective crisis intervention must follow ethical principles which ensure that client is not placed in further harm also that the decisions and opinions of the client are respected throughout the process and the intervention upholds a rights-based approach. This involves good listening communication skills, observing, understanding, genuineness, respect, acceptance, non-judgment and sensitivity demonstrating empathy, among other support provided by counselor. A number of specific strategies can be used to promote effective listening during crisis intervention. These include using open-ended questions - “what” or “how” questions. They are used to encourage sharing of information from a client about their feelings, thoughts and behaviors, and are particularly useful when exploring problems during a crisis. Closed-ended questions usually begin with action words such as "do", "does", "can", "have", "had", "will", "are", "is" and "was". These questions can be used to gather specific information or to understand the client 's willingness to commit to a particular action. Using close-ended questions that seek specific details and are designed to encourage the client to share information about behaviors (such as the specific actions or behavioral coping strategies used by the client), as well as “yes” or “no” responses. Restating and clarifying what the client has said can help the counselor conducting the crisis intervention to clarify whether he/she has an accurate understanding of what the client intended to say, feel, think and do. Restating can also be used to focus the discussion on a particular topic, event or issue. Owning feelings and using statements that start with “I” in crisis intervention can help to provide direction by being clear about what will
Iveson, C. (2002). Solution-focused brief therapy. Advances in Psychiatric Treatment, 8, 149-157. Retrieved from http://apt.rcpsych.org
Solution Focused Brief Therapy is a unique approach to therapy that neither focuses on the past nor the future but on what is possible now. SFBT is a post modern approach to therapy that became popular in the 1960's and 70s based on the theory that posits small progress can lead to long term change. This approach was created by...creatorsThe clients and the counselor collaborate to establish realistic goals that can be reached in a relatively short period of time. The counselor works to create an environment where clients can be honest. SFBT believe that analyzing problems is not needed in the process of change. Behavior change is seen as an integral part of change in clients therapeutic process. Both the counselor and the client come together to create goals to incite a change in behavior.
Furthermore, my goal is to let client fix their problems on their own through insight and guidance from the therapist. I envision a successful therapeutic process being when a client follows their goals and achieves positive outcomes in their lives. I seek to gain a therapeutic process with my clients by building rapport, trust, and helping them gain insight. When my clients are stuck and need motivation, I plan to remind them about their goals and the positive things that will come with change. If family is important to a client, informing the client about their family and their happiness may help motivate them to continue to
Cormier, S, Nurius, P & Osborn, C 2012, Interviewing and change strategies for helpers: fundamental skills and cognitive behavioural interventions, 7th edn, Brooks Cole, Belmont, California.