EBSCO Host Research Data Bases - Essay Example

Part Integrative Research Project on Brief Therapy The of research for this paper was mostly done within the EBSCO Host Research Data bases. The researcher selected the following online databases to cull research materials from, basing from the nature of the topic at hand, which is on psychological therapy: (descriptions lifted from the EBSCO website) Academic Search Premier : This multi-disciplinary database provides full text for more than 4,500 journals, including full text for more than 3,700 peer-reviewed titles. PDF backfiles to 1975 or further are available for well over one hundred journals, and searchable cited references are provided for 1,000 titles PsycINFO: PsycINFO , from the American Psychological Association (APA), contains nearly 2.4 million citations and summaries of scholarly journal articles, book chapters, books, and dissertations, all in psychology and related disciplines, dating as far back as the 1800s. 98 percent of the covered material is peer-reviewed. Journal coverage, which spans 1887 to present, includes international material selected from more than 2,200 periodicals in more than 27 languages. PsycARTICLES : PsycARTICLES, from the American Psychological Association (APA), is a definitive source of full-text, peer-reviewed scholarly and scientific articles in psychology. The database contains more than 100,000 articles from 59 journals - 48 published by the American Psychological Association (APA) and 11 from allied organizations. It includes all journal articles, letters to the editor and errata from each journal. Coverage spans 1894 to present. ERIC : ERIC, the Educational Resource Information Center, contains more than 1,194,000 records and links to more than 100,000 full-text documents from ERIC. The researcher searched for full text materials on Brief Therapy and 536 matches came out. The first three matches that came out spoke of Solution-Focused Brief Therapy (SFBT). On reading the first article, the researcher got interested in this area of Brief therapy and decided to limit research to SFBT. Using the keywords Solution-Focused Brief Therapy, 92 matches came out. The researcher selected articles on the general application of SFBT to younger clients of therapy, and that meant children and youth. The following articles shall be incorporated in the discussion of SFBT: Freeman, S. (2007) “A focused solution to therapy” Primary Heath Care, Vol. 17, No 7 (September 2007) Froeschle, J.G., Smith, R.L. & Ricard, R. (2007) “The Efficacy of a Systematic Substance Abuse Program for Adolescent Females.”, Professional School Counseling;, Vol. 10 Issue 5, p498-505, 8p (June, 2007) Newsome, W.S. (2005) “The Impact of Solution-Focused Brief Therapy with At-Risk Junior High School Students”, Children & School, Vol. 27, No. 2 (April, 2005) Nims, D.R. (2007) “Integrating Play Therapy Techniques Into Solution-Focused Brief Therapy”, International Journal of Play Therapy, Vol. 16, No. 1, 54–68 Smith, I.C.(2005) “Solution-focused brief therapy with people with learning disabilities: a case study” British Journal of Learning Disabilities, 33, 102–105 Upon reading the above-mentioned articles, the researcher got to understand the philosophy and concepts behind Solution-Focused Brief Therapy, and its promising contributions to the field of Brief Therapy. The authors claim that literature on SFBT is growing, as more and more counselors are vouching for its effectiveness as a short-term therapy program. Such claims and the foundations from which it spring forth shall be discussed in further detail in Part 2 of this Integrative Research Project. Part 2: Solution-Focused Brief Therapy More and more people are turning to therapy in dealing with their everyday troubles. From traditional psychotherapies which are known to thoroughly scrutinize every detail of a person’s past, and would usually last for such a long time, the alternative of brief therapies are turning out to be a more attractive option, especially for those whose problems are not as deeply-seated as those needing long-term, intensive therapies. From the name itself, Solution-Focused Brief Therapy (SFBT) would easily attract prospective clients who seek solutions to their woes in abbreviated time. It was developed by Steve de Shazar, Insoo Kim Berg and colleagues at the Brief Family Therapy Centre in Milwaukee in the 1980s. These proponents’ work with their counselees and their interest in brevity in therapy made them realize that people were most often inherently capable and resourceful in ‘doing more of what works’ and discussing how they cope with challenges and exceptions to the problem help them go on with their daily lives (Freeman, 2007). Freeman (2007) defines SFBT’s core principles as “a shift of expertise toward the client (who must be recognised as the expert not only in themselves but also in their resources and ambitions)” and “exploring ways in which the client can do more of what works and stop or reduce doing things which do not.” (p. 32). This humanistic view offers much respect to the client and empowers him to recognize his capabilities, which he might seem to have forgotten due to his immersion in his negativity. The therapist’s role is to help him find alternative ways that work for him based on his capabilities, resources and ambitions. SFBT has been gaining popularity in the past decade in its application in a variety of fields. Solution-focused principles have been applied to management coaching, supervision and education. It has been integrated in systems such as Child Protection. It has been mentioned in key documents and is recognized by the National Institute for Mental Health in England. SFBT has been known for a number of strategies that has been adopted by other brief therapists. These are succinctly described as follows: The Miracle Question: The Miracle question is a hypothetical scenario posted by the therapist to the client to imagine what he thinks will happen if a miracle happened to wipe away his problem as he sleeps at night. What does he expect to notice in the morning when he wakes up? “This introduction is followed by an exercise in respectful curiosity where as much detail as possible is gained about the day after the miracle.” (Freeman, 2007, p. 34) It would help the client focus on a preferred situation and consider what parts of the miracle are already happening. Scaling Question: Scaling questions are asked of the client to rate himself as to where he is on a scale of 1 to 10 in terms of his problem situation and what steps can he take in order to bring himself up to the next levels. This helps the client set his own achievable goals which may not be perfect or ideal, but acceptable at that particular point in time. Problem-free Talk: This is part of the session where time is spent discussing about issues other than the client’s problem. This helps both therapist and client identify client’s resources, strengths and interests that may be useful in helping him overcome his problem (Smith, 2005) Preferred Future: This is how a client describes a future free of his problem at hand, or at least, more manageable to allow him to enjoy life. It focuses on the positive outcomes instead of the absence of a negative situation. Videotalk Description: Client’s preferred future is described in concrete (visual and auditory) details to help both client and therapist focus their attention on observable behavior and other factors that could be changed as part of a solution strategy. (Smith, 2005) Exception Seeking: Both therapist and client work together to investigate occasions in the client’s past when the problem was still non-existent. This exercise helps “identify the factors that impact upon the presence or severity of the problem including pre-existing client-strategies for dealing with the problem, so that these can be employed as part of the intervention” (Smith, 2005, p. 103) SFBT theory does not emphasize the need to understand the original cause of the problem in order to solve it. More time is spent in focusing on the present and future circumstances rather than the past, and on the client’s strengths and resources rather than the problem. It is what makes it stand out from other therapeutic approaches. Such discussions provide the advantage of helping the therapist form better rapport with the client which otherwise may be difficult to establish considering the problematic situation. (Smith, 2005). Giving the client control as to the brevity of the treatment is likewise effective, as most clients aim to get better sooner than later so they are motivated to be cooperative with the therapists’ strategies. The articles culled for this Integrative Research Project show that Solution-Focused Brief Therapy may be applied in a wide variety of situations, even in helping children cope with their own challenges. Nims (2007) has explained how integrating play therapy techniques in SFBT may be effective in children’s expression of their innermost feelings. “In a study by DeJong and Berg (1998), it was reported that 78% of children 12 years old and younger and 89% of children 13–18 years of age made progress toward achieving their goals through this process.” (Nims, 2007, p. 54). When language is adjusted to be age-appropriate, it has proven to be effective, however, due to the cognitive requirements of this approach, it may not be recommendable to children younger than kindergarten level. All the elements of SFBT mentioned above are applied to the children in therapy, with concrete experiences with art, sand tray and puppets. Such materials encourage free expression in children without being threatening to them. Combined with the SFBT strategies, children are helped to envision a preferred future and come up with realistic goals. “The solution message is the final step in the SFBT process. This is a concrete written summary of the session that the child can take home as a visual representation of the child’s efforts toward finding a solution.” (Nims, 2005, p. 63). The sessions are punctuated with a positive atmosphere that aim to elicit positive feelings for the child. Froeschle, Smith & Ricard (2007) used SFBT techniques in developing a program for female adolescents who are substance abusers. The program, named SAM, short for solution, action, mentorship, is “designed to reduce substance abuse, increase negative attitudes toward drug use, and reduce negative behaviors while increasing positive behaviors, knowledge of the physical symptoms of drug use, student achievement, and self-esteem. Group sessions were based on solution-focused brief therapy and action learning theory and were supplemented by mentorship from community members and peers.” (Froeschle, Smith & Ricard, 2007, p. 498). The SFBT strategies incorporated in this program greatly help the girls in the realization that dropping the drug habit will be very beneficial to them, and this eventually becomes a goal they intend to meet. Newsome (2005) reports how schools are using SFBT in addressing the problems of at-risk youths with emphasis on collaborative goal formulation that focuses on client strengths. Problematic youths are taught to shift their focus from despair and deficiency to hope and potential. This is achieved in a nonjudgmental environment that allows for open dialogue using solution-oriented language emphasizing exceptions and potential solutions. (Newsome, 2005). The miracle question allows at-risk youth to imagine a life without the problem and create goals toward such ideal. The therapist’s kind attitude towards the young client and his direct and indirect compliments help the youth focus on his inherent strengths and resources that would assist him in the fulfillment of his goals. With SFBT techniques, at risk youths may begin to co-construct with the therapist or school social workers a reality that focuses on their future success in school in all aspects – academic, social, extra-curricular, etc. SFBT is likewise used in group settings, as it enables the youths to realize that they are not alone in coping with difficult challenges faced by adolescents. It helps if they listen to other members of the group relate what they are dealing with as well as sharing their own experiences in failure. The group realizes that an individual remains to be valuable and worthwhile despite the challenges they face every single day. Group therapy allows group members to form connections to others and increase their commitment to action. People with learning disabilities also benefit from SFBT. The case studied by Smith (2005) proved that a learning-disabled person may learn to cope with his disability by focusing on his ability. Managing their disability is one great feat that is usually desired by such a population. “Further outcome research examining the efficacy of SFBT with people with learning disabilities is needed to provide empirical support for these clinical observations. As many solution-focused techniques need to be adapted for use with people with learning disabilities, research to help identify what elements of the therapy (if any) work well would also be beneficial.” (Smith, 2005). Solution Focused Brief Therapy strategies, proven to elicit responses contributory to the client’s realizations of his own realistic preferences are filled with pearls of wisdom in human thinking and behavior. Each strategy was well-thought through, and creates in the client a sense of ownership and accountability. The therapist’s role is to shake the client to introspect and come up with his own solutions to his problem. However, once the client is discharged from therapy, he is not totally let go, as he is free to consult his therapist for follow-up or plain reporting of how he is progressing so far. SFBT may be likened to Cognitive Behavioral therapy in the sense that a client’s thinking and behavior is modified from negative to positive. Goal-setting is essential to the therapeutic process, and the client is assisted by an understanding therapist who keeps him grounded on his own reality. The fact that SFBT is results-oriented and time-limited makes it attractive to weary souls who need a boost. The therapist upholds a “get right to the core” and “cut to the chase” attitude and balances it with understanding and consideration. More sensitive and fragile clients may take a longer while to adjust to the no-nonsense techniques, but they will appreciate the processes aimed by the SFBT strategies for clients to undergo. SFBT has all the makings of an effective brief therapy. It is bound to help more and more people see the light in their darkened perceptions and bleak future. In doing so, SFBT may contribute much to a better and brighter world ahead. References DeJong, P., & Berg, I. K. (1998). Interviewing for solutions. Pacific Grove: Brooks/Cole. Freeman, S. (2007) “A focused solution to therapy” Primary Heath Care, Vol. 17, No 7 (September 2007) Froeschle, J.G., Smith, R.L. & Ricard, R. (2007) “The Efficacy of a Systematic Substance Abuse Program for Adolescent Females.”, Professional School Counseling;, Vol. 10 Issue 5, p498-505, 8p (June, 2007) Newsome, W.S. (2005) “The Impact of Solution-Focused Brief Therapy with At-Risk Junior High School Students”, Children & School, Vol. 27, No. 2 (April, 2005) Nims, D.R. (2007) “Integrating Play Therapy Techniques Into Solution-Focused Brief Therapy”, International Journal of Play Therapy, Vol. 16, No. 1, 54–68 Smith, I.C.(2005) “Solution-focused brief therapy with people with learning disabilities: a case study” British Journal of Learning Disabilities, 33, 102–105 Read More