Advanced Solution-Focused Brief Therapy

Advanced Solution-Focused Brief Therapy
Arlene Brett Gordon, Ph.D., LMFT This product is supported by Florida Department of Children and Families Substance Abuse and Mental Health Program Office funding. Arlene Brett Gordon, Ph.D., LMFT

Arlene Brett Gordon, Ph.D., LMFT
Who am I? Arlene Brett Gordon, Ph.D. Licensed Marriage and Family Therapist AAMFT and State Supervisor Training Solution Focused Brief Therapy (SFBT) since 1993 nationally and internationally Trained by and worked with Insoo Kim Berg from 1992 until her passing in 2007 Currently the director of the Brief Therapy Institute, Department of Family Therapy at Nova Southeastern University in Ft. Lauderdale Adjunct professor training master’s and doctoral students in clinical practice Arlene Brett Gordon, Ph.D., LMFT

Who Are You? Where do you work? What is the focus population? What do you want to learn more about? Arlene Brett Gordon, Ph.D., LMFT

What Needs to Happen? Suppose it is after 3:30 Friday afternoon and you are thinking about the workshop that you have just attended for the past two days. You realize that this was perhaps one of the most useful uses of your valuable time. What would have been accomplished at the Advanced Solution Focused training? Arlene Brett Gordon, Ph.D., LMFT

Solution-Focused Brief Therapy developed by Steve deShazer & Insoo Kim Berg 1. Focus on the client’s strengths and abilities. 2. Find out what is working and do more of it. 3. Clients have the resources for change. 4. Clients generate workable solutions. 5. Change starts small and has a ripple effect. 6. Focus on the future when the problem has been solved. 7. Focus on when the problem is not a problem. Arlene Brett Gordon, Ph.D., LMFT

Becoming a Solution-Focused Practitioner
Learning the basic tools of Solution Focused Brief Therapy is just the beginning… Becoming accomplished at SFBT comes with: Embracing a solution-focused posture Understanding the placement of solution-focused questions Establishing to set a context for each question Exploring circularity: the interactive, relational aspect of each question Creating a continuous flow from question to question, session to session Maintaining a clear and steady focus… on the client’s focus, on your focus Arlene Brett Gordon, Ph.D., LMFT

A Solution-Focused Way of Being
Exercise: Find a partner. Share an example of a time when you demonstrated a solution-focused attitude towards either a family member or co-worker. What was it? How did the “other” respond? How might you define a solution-focused way of being? (Ellen Quick) Arlene Brett Gordon, Ph.D., LMFT

Neutrality: A Solution-Focused Way of Being
Clients are capable and resourceful Recognizing the importance of listening from a place of neutrality Remaining curious Recognizing the presence of exceptions Collaborating to create a shared perspective and language Taking a not-knowing stance Leading from one step behind Arlene Brett Gordon, Ph.D., LMFT

Activity: Maintaining Neutrality in Practice
Form a group of 3 or 4. Together, briefly share times in your practice when it has been a challenge to maintain a solution-focused way of being. Considering the aspects of maintaining a neutral stance: Which components feel most important for staying solution-focused when working with clients? How did you, or might you, use solution-focused tools to a neutral posture? How might utilizing solution-focused attitudes make a difference? Ellen Quick Arlene Brett Gordon, Ph.D., LMFT

Listening-Highlighting-Building
Listen to problem saturated stories Stay with the client and demonstrate empathy for their challenges Acknowledge client’s challenges Train your ears to hear evidence of resources. Highlight positive aspects becoming curious about skills and resources Focus your attention on the times the problem is not a problem Mark them as your reference points Build on identifying the resources “How were you able to do that?” “Who was a resource for you?” “What did you learn about yourself (or each other)?” Arlene Brett Gordon, Ph.D., LMFT

Activity: Solution-Focused Listening (Josee Lamarre in Nelson, 2005)
Person #1 Complain, complain, complain… about how difficult it was to get here this evening, something that happened at home or work….whatever… You have 5 minutes. Person #2 Listen very carefully to Person #1 without saying a word…. Mum! Listen for 5 minutes. Based on what was heard, compliment those things that Person #1 did well. Arlene Brett Gordon, Ph.D., LMFT

Activity: Focus and Circularity
Create teams of 5. One person will act as the client. The others will act as if they are one clinician. The “first” clinician will ask the client a question. In turn, each clinician will ask the client follow-up questions based only on the client’s previous response. Arlene Brett Gordon, Ph.D., LMFT

The Role of Hope “A wish or desire for something accompanied by an expectation of or belief in obtaining it” (Dew & Bickman, 2005, p. 23) “What is your best hope from coming to meet with me?” Client may respond from their problem story, but sf therapists seek what they hope to change “So if therapy was helpful to you, what would be different? How will you know?” Arlene Brett Gordon, Ph.D., LMFT

SFBT Hopeful Tenets Focus on solution-building instead of problem-solving Focus on client’s desired future instead of past or current problems Solution behaviors currently exist for clients Small change leads to larger change Therapist conversation focuses of inviting client to focus on solution-building rather than on diagnosis or problem-solving. (Chenail, Ilic, Levi-Minzi, Wilson & Garcia, 2014) Arlene Brett Gordon, Ph.D., LMFT

Hope in Therapy Talk about preferred future Asking a client about the “best hopes” moves the talk from problem talk to a future when the problem is not longer a problem. “Where to instead of where from” (Iverson, 2014) Hope & Goals Developing a goal leads to an expectation of change Arlene Brett Gordon, Ph.D., LMFT

Hope in Action Therapists Hopeful Requests Client Hope-filled Responses Setting solution-focused goals Looking for past solutions Looking for exceptions Evaluating current status Goals Exceptions Solutions Scaling Taken from Chenail et. al, 2014 Arlene Brett Gordon, Ph.D., LMFT

Hope Recognition Therapist Hope Recognition Client Hope Recognition Complimenting Nudging Providing Feedback Assigning Tasks Exploring Progress Building Sharing progress – reporting success Scaling questions result improvements Acknowledging solutions and exceptions Taken from Chenail et. al, 2014 Arlene Brett Gordon, Ph.D., LMFT

Hope & Expectancy Hope & Goals Developing a goal leads to an expectation of change Expectation of change leads to increased motivation (Reiter, 2011) Expectancy is “the activating energy of hope” (Friedman & Fanger, 1991, p. 34) Expectancy factors: Client’s impact of believing in therapy Instillation of hope Arlene Brett Gordon, Ph.D., LMFT

Problem Talk to Solution Talk
Languages guides the conversation Utilize language that creates a solution-focused conversation Highlight the good choices, no matter how small, the client has made. Reinforce that small change leads to larger change Incorporate the following in your conversation: Safe choices Developing trust Ability to create change Hopefulness Use Scaling Questions Emphasize efforts and positive steps Scale next steps Focus on Exceptions Scale other’s perspective Arlene Brett Gordon, Ph.D., LMFT

Goals Achievable Concrete behavioral terms Small rather than large Salient to the client Perceived by the client of including their hard work The start of something New behaviors (rather than the absence or cessation of existing behavior) Arlene Brett Gordon, Ph.D., LMFT

Going slow is going faster.
Arlene Brett Gordon, Ph.D., LMFT

Building Cooperation with Questions
What Tell me in what ways your are proud of your children? What would you mother say if she saw what a good job you were doing What would be your first step? Who Who can you count of for support? Who will be the first to notice? When When will be the good time to take the first step? What will your children say when they notice things have changed? Arlene Brett Gordon, Ph.D., LMFT

Building Cooperation with Questions
Where Where on the scale will you be when you decide to go back to school? Where will you be when you first notice a difference with you? Where will you be a year from now How How did you manage to take care of your children? How did you know it was time to quit drinking? How did you know this was the right thing to do? Other Useful Beginnings Anything else? What else? You must have a good reason to…? (De Jong & Berg, 1998) Arlene Brett Gordon, Ph.D., LMFT

Solution-Focused Questions
Solution-focused questions are invitations. They are an invitation for clients to teach us how to ask them questions. 2. Solution-focused questions are custom made for each client. 3. Use the responses to the questions to develop rich descriptions to explore their experiences. (Connie, Personal communication, 2014) Exceptions Miracle Questions Scaling Questions Coping Questions Relational Questions Arlene Brett Gordon, Ph.D., LMFT

The Miracle Question de Shazer and Berg: The Miracle Question: Suppose when you go to sleep tonight, a miracle occurs and the problems that brought me here today are solved. Since you are sleeping, you don’t know that a miracle has happened and that your problem is solved. What do you suppose you will notice different the next morning that will tell you there has been a miracle? Arlene Brett Gordon, Ph.D., LMFT

The Miracle Question: The Preferred Future
Clients explore a preferred future: What they would like to see different when the problem no longer is a problem? Is the miracle doable, specific and observable? Is the miracle important to the client? Is the miracle realistic? Is it within the realm of possibility? Is the miracle relational? Does the miracle lead the client to their best hopes? Arlene Brett Gordon, Ph.D., LMFT

Future Focus Consider alternatives to the “Miracle Question” to explore the preferred future. If you woke up tomorrow and your hopes had come true, what would be different? How will you know that things are getting better? If you woke up in the morning and all your problems were solved what would you be doing instead? What will it be like when the problem stops messing up your life? What would you be doing differently? Arlene Brett Gordon, Ph.D., LMFT

Defining a Workable Miracle
Step 1: Consider the mission of your program and, from that perspective, what needs to occur for the problem to be solved. Incorporate the needed change into your miracle question. For example, if you are working to support first time moms… Suppose you went to sleep tonight and, while you were asleep, a miracle occurred and the problem and the challenges with your parents is solved. You wake up next morning and you notice the problem is solved. What would be different? The client/family answers the miracle question based on what she understands to be the solution to the problem. Arlene Brett Gordon, Ph.D., LMFT

Step 2: In this example, the responses might be: My parents would not be angry with me .OR My mom would be more understanding and helpful. OR I would still be able to hang out with my friends. I will still be able to graduate from school. The response reflects how the client would experience the solution to the problem. If answering the miracle question is too challenging for the client: The response may be , “I don’t know,” Consider offering an illusion of choice. Would it be like if your parents talk nicer to you or that your mom is there when you need her? Your friends would be able to come over to your home or that you might have more time in school to be with them? Arlene Brett Gordon, Ph.D., LMFT

Step 3: Begin to discuss what the client can do to bring about the desired change. Ask the client to describe these imagined changes in concrete, specific and achievable terms. Develop the steps to the miracle. Start with the miracle and either work your way down to the initial step or work your way up to the miracle. Your client will guide you. 6. _______________________ 5 . _______________________ 4 . _______________________ 3 . _______________________. 2 . _______________________. 1 . _______________________. Arlene Brett Gordon, Ph.D., LMFT

Building Scales “Imagine a scale of 1 to 10 with 10 meaning that you have reached your goal and 1 meaning the opposite, how close are you to reaching your goal?” Where do you see your self right now? What will tell you that you are one point closer to your goal? Constructing a scale that is relevant to your client: Progress Hopefulness Confidence Commitment Motivation Safety Coping Joy (BRIEF, 2009) Arlene Brett Gordon, Ph.D., LMFT

Multi-Scaling Goals Collaborative Scales Common Goal Student Child Teacher Parent Develop specific scales to address client’s hopes (BRIEF) Unemployed Dream Job School drop out Graduation Wife always drunk Always Sober Feeling deeply depressed Consistently happy Children habitually disrespectful Children perfect Arlene Brett Gordon, Ph.D., LMFT

It’s All About Relationship
Solution-focused conversations provide a safe place to explore possibilities in relationship. Relational questions ask about the experience of important others from the perspective of the client(s). It can be very empowering for clients to perceive the benefit for important others. Arlene Brett Gordon, Ph.D., LMFT

Externally Motivated Clients
May appear resistant. SF does not blame the challenging or reluctant client. “Resistance” lays blame on the client for either their uncertainty or not be ready for the intervention. From the SF perspective, it is the clinician’s responsibility to utilize the tools that will be most useful in engaging the client. It is our responsibility to find ways to join with that client and collaborate on what needs to be different. Arlene Brett Gordon, Ph.D., LMFT

Mandated Perspective Engage the client by aligning yourself from your client’s perspective. What is it like to be this person? What needs to happen to get the system out of their life? What is their miracle? What are the steps to getting there? How would the change be helpful? Have client visualize the future when the problem is solved. Arlene Brett Gordon, Ph.D., LMFT

Solution-Focused Approach to Substance Misuse/Abuse
SFBT is aware of the reality of substance abuse. This collaborative process is guided by the client. Interventions focus on the client’s stated goals and the steps to achieve them. Clients are motivated by their development of a specific, clear vision of life without the problem behavior. Focus incorporates additional life challenges that clients might connect to their substance use and want to address during treatment. Arlene Brett Gordon, Ph.D., LMFT

Solution-Focused Approach to Substance Abuse
Improvement in any area of the client’s life, is likely to have a positive effect on the substance use. Client identifies the necessary changes that need to occur to improve their life. Client envisions a future when the problem is no longer a problem. Client considers the ways these changes will affect the others in the lives (family, school, resources etc.). Explore: What skills already exist? How does this client understand the own strengths and resources. Arlene Brett Gordon, Ph.D., LMFT

Steps to a Collaborative Stance
1. Open clients thinking of new possibilities: How would you like your life to be different? (miracle question) 2. Find out what the client is capable of doing towards reaching their goals. How have you managed to get here today and are able to talk with me about your goals? Have there been times in your life when you were able to accomplish even the tiniest of goals? How were you able to do that? (exceptions) 3. Support the client staying on their success track by focusing on their ability to move forward. How confident are you that you can make these changes happen? It sounds as if you have moved from a 4 to a 5. How were you able to do that? (scaling) Arlene Brett Gordon, Ph.D., LMFT

Focus on the Person, Not the Problem
Tell me about your family. How do you like to spend your time? Who is there for you? What kind of previous treatment was most helpful to you? What is your understanding of what brought you here? Whose idea was it that you come and meet with me? What do you think they expect will come out of this meeting? What do you hope will come out of our meeting together? How will the person who suggested that we meet tell that this meeting was useful? (From Berg & Shafer, 2004) Arlene Brett Gordon, Ph.D., LMFT

Working with Relapse Not an uncommon occurrence with substance misusers Belief client has the potential to change and have a better future. Discuss periods between. So, tell me, how many days were you able to stay clean? How were you able to do that? What might you family say about your ability to stay clean for even one day? What would have to happen for you to be able to do it again? How hopeful are you that you can do it again? Who in your family would be the first to notice that you are on the right track? Focus on the client’s ability to stop…. Not that the client relapsed. Arlene Brett Gordon, Ph.D., LMFT

Sliding Doors The Present The Future Arlene Brett Gordon, Ph.D., LMFT

Post-Traumatic Success
Trauma and Resilience The typical pattern for even the most catastrophic experiences is resolution of symptoms and not the development of PTSD. Only a minority of the victims will go on to develop PTSD and with the passage of time the symptoms will resolve in approximately two-thirds of these” (MacFarlane & Yehuda, 1996 as cited by Bannink) Post-traummatic Success “the ability to survive, recover, and persevere in the face of various obstacles and threats” “coming back” to previous state Resilience is active Nietzsche: “What does not kill me makes me strong.” Cited from Fredrike Bannink at Arlene Brett Gordon, Ph.D., LMFT

Coping with Trauma Difficult for client to recognize the times they are getting through their challenges. It sounds as if you have gone through so much to even be sitting here today, with me. How have you managed to get here today? How have you been getting by? How do you think you have been able to do all of this? The goal is not to challenge your clients, but to remain curious as to how they have managed to this point. Questions may help them recognize the unique skills to cope with their difficult challenges. How has the client prevented things from getting worse? Arlene Brett Gordon, Ph.D., LMFT

Role of Resilience Importance on focusing on resilience, coping strategies and competences as protective factors. Explore with clients the: Importance of caring relationships Sense of love and trust Role of social support Establish doable goals Recognize the ability to reach those goals Maintain a sense of hope towards the future Fredrike Bannink Arlene Brett Gordon, Ph.D., LMFT

Perceptions of Trauma Past and Problem Focused Future and Solution Focused Acknowledging the trauma as an event that influenced their lives Recognizing their ability to respond to the event Expressing how they would like their lives to be different; what they do want Recognizing their existing coping strategies and how they applied them Focus on action, insight may follow Focusing on the trauma and the effects of the experience Seeing self as damaged due to the traumatic experience Expressing what they don’t want Coping as a skill that needs to be learned Focus on insight Arlene Brett Gordon, Ph.D., LMFT

Trauma: Scaling Question
When working with a client who has experienced a traumatic situation, consider using a scale to establish a context for that event. Use a scale to map the trauma and how the client was able to continue on with their lives… Highlight the trauma as a point in time during a lifetime… Birth Abuse Now years Arlene Brett Gordon, Ph.D., LMFT

Questions Inspired by Fredrike Bannink
What/who helped you survive such a difficult situation? What have you learned about yourself from the experience? Who has helped you cope? What tells you that you have been able to cope? What does it mean to you that you have survived this event? What is the first sign that things are getting better? Who in your family notices? How do they let you know? On a scale from 1 to 10, where were you when things were the worst? Where are you now? What is the next step to get ½ of a point higher? What do you think your next steps might be? Arlene Brett Gordon, Ph.D., LMFT

Challenging Cases Activity
Work in pairs. Person #1 talks about a difficult case that he/she has worked with in the past. This case has been successful, according to the client. Person #2 takes notes. What would the client say you did that made a difference? List 5 observations. How did you do that, given the concern of the client? What did you think about or consider that helped you? Reverse roles and do activity again. Discuss how similar your findings were. Linda Metcalf Arlene Brett Gordon, Ph.D., LMFT

Solution-Focused with Couples
For couples that want to improve their relationship: Listen to the problems to understand the context. Move to what they would like to see different. Questions: To initiate a climate for positive change How did you meet? Tell me about your first date? What did you notice about the other during that date? How did you know that he/she was the right one? What do you remember most about your honeymoon? Solution building is a conversation Join with both members of the couple Direct your questions to both members Seek details to bring memories of the past forward Remain curious. On which aspects of their story should you focus? Elliot Connie Arlene Brett Gordon, Ph.D., LMFT

Couple’s Exercise Developing a collaborative picture of the couple’s preferred future: What are you building? What skills do you each need to get there? How will you know that your partner is working to build your collaborative future? When will you know when you have reached your goal? Elliot Connie Arlene Brett Gordon, Ph.D., LMFT

The Multi-Layers of Solution-Focused Supervisor
Solution-focused supervision is isomorphic to solution-focused therapy. Inherent to Solution-Focused Supervision is that it is: 1. interactive. 2. from the place of mutual respect and equality. 3. trusting of the supervisee. 4. conversational, rather than directive. Conversations encourage supervisee to respond with self-affirmative, constructive feedback. Arlene Brett Gordon, Ph.D., LMFT Arlene Brett Gordon, Ph.D., LMFT Families Facing Solutions

Solution-Focused Perspective of Supervisees (Insoo Kim Berg)
Until proven otherwise, we believe that supervisees: Want to do their job well. Want to be proud of the work they do. Want to be helpful to others. Need training to support their work. Need to manifest more solution-building skills (instead of problem solving skills). Need to recognize and utilize their own resources. Want supervisor to treat them with respect. Arlene Brett Gordon, Ph.D., LMFT Arlene Brett Gordon, Ph.D., LMFT Families Facing Solutions

Clinical Supervision: Focus on the Client
SF Supervisor would be curious about: What were you trying to accomplish there? How might that be useful? What might you have done differently? What do you think would be different? Are there times when small parts of the solution are already happening? How committed/hopeful is your client? How might this have influenced your next steps? How the supervisor can be more helpful? Arlene Brett Gordon, Ph.D., LMFT

Solution Focused Questions for Supervisors Solution-Focused questions for supervision are parallel to the questions utilized in Solution Focused Brief Therapy. These questions guide the session’s focus on: what is working goals for the intervention assessing progress toward the goal the next steps to reaching that goal. Solution Focused Questions: Exceptions Miracle Questions Scaling Questions Coping Questions Relational Questions Arlene Brett Gordon, Ph.D., LMFT Arlene Brett Gordon, Ph.D., LMFT Families Facing Solutions

Overriding Questions in SF Supervision
What were you trying to accomplish there? How might that be useful? What might you have done differently? What do you think would be different? How might this have influenced your next steps? (Briggs) Arlene Brett Gordon, Ph.D., LMFT

Multi-Layers of Solution-Focused Supervision in Action
Demonstration of SF supervision with student/clinician Demonstration of reflective practice between two SF supervisors. Arlene Brett Gordon, Ph.D., LMFT

Solution-Focused Group Supervision
Solution Focused Supervision: A Reflective Practice Solution-Focused Group Supervision Build a sense of cohesion. Create an environment for workers to share their experiences and support each other. Use compliments liberally, both in presence of other workers and in private. Have members discuss their successful experiences. Share with the therapist what went well and then offer suggestions to add to what was already done. Point out what parts of a report are useful and then include an “add-on”. Scaling questions help clients and supervisees assess the situation. This demonstrate that solutions are on a continuum. Arlene Brett Gordon, Ph.D., LMFT

Solution Focused Supervision: A Reflective Practice
Activity: Let us consider: Recall a supervisor that has influenced you in a positive way. What did you like about that person as a supervisor? In what ways was she/he helpful to you? Consider some of the things that you learned from the supervisor? Arlene Brett Gordon, Ph.D., LMFT

Reflective Practice: Mirror, Mirror…..
What do I do well? What can I do better? On a scale from to 10, 10 being the best supervisor ever and 1 being the opposite, where am I today? _____ What do I have to do to be one point higher? Arlene Brett Gordon, Ph.D., LMFT Arlene Brett Gordon, Ph.D., LMFT Families Facing Solutions

Solution-Focused Play Therapy
The play therapy tools and questions should be based on the child’s developmental level. Children’s creative and playful habits facilitate successful therapy when SFBT play therapy strategies are utilized. Consider integrating the expressive play therapy strategies of drawing, sand trays, and puppets into the SFBT model. Arlene Brett Gordon, Ph.D., LMFT

The Miracle Question: Ask the child to wave a magic wand and to imagine that the problems is solved. Ask the child to draw their miracle. Use the sand tray and/or puppets to act out their miracle. Scaling Use a strip of paper with 10 faces or with numbers from the range from very sad (1) to very happy (10). Have the child scale based on the visual representations Utilize the sand tray and puppets to assist children in scaling. Arlene Brett Gordon, Ph.D., LMFT

Exceptions: Ask the child to draw or act out the times when pieces of the miracle have already happened. For example, have a child use a puppet to demonstrate how they were able to remain calm when they had to do their schoolwork. Coping Questions In times of crisis or when things have gotten worse utilize play therapy tools to assist the child in demonstrating their coping strategies. How were you so strong? Who helped you? How were you able to know when you were safe? Arlene Brett Gordon, Ph.D., LMFT

Magic Square (Korman in Nelson, 2005)
Problem Box Solution Box Resources Scale Arlene Brett Gordon, Ph.D., LMFT

Positive Planning Guide (Anne Rambo)
The Dream Steps What’s working? How can I do more of that? What’s not working? What can I try that is different? Resources Describe What does it look like? What does it feel like? What does it sound like? What will I hear? What will I be doing? Arlene Brett Gordon, Ph.D., LMFT

Reframing Activity Behavior (Action) Rebellions Description (Reaction) Defiant Reframe: Positive Description Strong willed New Actions: New Tasks Task for a strong-willed child Linda Metcalf Arlene Brett Gordon, Ph.D., LMFT

WOWW: Working On What Works
Developed by Insoo Kim Berg and Lee Shilts as a solution-focused classroom management program in 2003. In the beginning: New River Middle School in Fort Lauderdale, Florida WOWW schools are currently worldwide Solution-focused classrooms Compliments and more compliments: Record what students are doing well in class Sharing with the teacher and students what they are doing well. Arlene Brett Gordon, Ph.D., LMFT

WOWW: Working On What Works
Solution-focused Classrooms Success Scales: Scaling daily to determine what number on a scale from 1 to 10 (perfect), the students would like to achieve that day. Students and teacher collaborate of what that number means in terms of behaviors and accomplishments During the day, teachers and students are reminded of the number and goals for that day. Negotiating Good Goals Teachers and students collaborate to work towards goals Teachers ask questions which shape the answers Goals are realistic, doable “Goals describe a presence of solutions, not an absence of problems.” Arlene Brett Gordon, Ph.D., LMFT

Solution-Focused Schools
Garza Independence High School in Austin, Texas: A Solution-focused High School The School of Merit Primary School in South Africa “What We Can Do” School Each class determines what they want to do during year. Students have individual goals. Problem diagnosis becomes Solution diagnosis Scaling exercise: “What we can do together”. Arlene Brett Gordon, Ph.D., LMFT

References Bannink, Fredrike Berg, I. K. (1994). Family-based services: A solution-focused approach. New York: W. W. Norton. Berg, I. K., & Kelly, S. (2000). Building solutions in child protective services. New York: W. W. Norton. Berg, I.K. & Shilts, L. (2005). Classroom solutions: WOWW coaching. BFTC Press. (SFBTA.org) Chenail, R., Illic, D., Levi-Minzi, M.A., Wilson, J. & Garcia, S.Y. (February 8, 2014). Focusing on Focus in Solution-Focused Brief Therapy. Presented at the Solution-Focused Expo in Orlando, FL. Connie, E. (2013). The solution focused marriage. The Connie Institute, George, E., Iveson, C., Ratner, H., & Shennan, G. (2009). BRIEFER: A solution focused practice manual. Lund, L., Zimmerman, T.S., & Haddock, S. (2002). The theory, structure, and techniques for the inclusion of children in family therapy: A literature review. Journal of Marital and Family Therapy, 28, Nelson, T.S. (Ed.). (2005) Education and training in Solution Focused Brief Therapy. Binghamton, NY: Hawthorn Press. Nims, D.R. (2007). Integrating play therapy techniques into Solution-focused brief therapy. International Journal of Play Therapy, 16(1), 54-68 Quick, E. (2011). Solution-focused attitudes. file:///C:/Users/arlenebg/Downloads/sf_attitudes.pdf Solution Focused Brief Therapy Association (2006). Solution focused therapy treatment manual for working with individuals. Straussner, S.L.A. (Eds.) (2004) Clinical work with substance-abusing clients. Berg & Shafer, Working with mandated substance abusers: Language of solutions. p New York: Hawthorn Press.. Tayler, E.R. (2009). Sandtray and Solution-Focused Therapy. International Journal of Play Therapy,18, Arlene Brett Gordon, Ph.D., LMFT

Thank You Arlene Brett Gordon, Ph.D., LMFT

Advanced Solution-Focused Brief Therapy

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