Solution-Focused Brief Therapy In Schools Test Bank Docx Ch7

CHAPTER 7: SOLUTION-FOCUSED BRIEF THERAPY IN SCHOOLS

Multiple Choice

1. Who is the originator of Solution-Focused Therapy?

1. Morton
2. Frank
3. Ellis
4. deShazer

2. Examinations of the efficacy of SFBT have been conducted primarily with:

1. elders
2. adults
3. children
4. adolescents

3. If a counselor states : "I'd like you to imagine that one night late next week--maybe Thursday, possibly as early as Wednesday, but maybe as late as next weekend on Sunday--a miracle happens in the night while you are asleep, but you don't know that it happens. What will happen the next morning that will give you a clue that the miracle did, indeed, take place” he or she is using:

1. normalizing
2. scaling
3. pre-suppositional language
4. the miracle question

4. If a counselor states : “It is clear to me that you are committed to getting through this rough time because you like school and want to do well. You mentioned many things that you want to accomplish this year. I also want to say that you showed courage in scheduling a time to visit with me about the difficult time you are having now, and the things you want to do this year” this is an example of:

1. compliments
2. scaling
3. pre-suppositional language
4. the miracle question

5. Casting a negatively connoted trait in the frame of a positive attribute is called:

1. normalizing
2. reframing
3. scaling
4. reflecting

6. If a counselor states : "That's one explanation for why you are feeling discouraged. Another explanation might be that your work has been so much harder this year and you have taken on a leadership role” he or she is:

1. normalizing
2. reframing
3. reflecting
4. scaling

7. Typical components of SFBT sessions include:

1. developing rapport
2. describing the problem
3. articulating and visualizing goals
4. activities such as free association

8. SFBT helpers, regardless of their setting, consistently communicate the core conditions of respect, unconditional positive regard, and empathic understanding

1. empathic understanding and respect
2. unconditional positive regard, empathic understanding, and respect
3. respect and unconditional positive regard
4. empathic understanding and unconditional positive regard

9. Therapists working from solution-focused models place __________ emphasis on problems,

1. less
2. more
3. no
4. equal

10. Asking a child the miracle question after the death of a parent:

1. can help develop rapport
2. shows sensitivity
3. is highly recommended
4. is not recommended

11. Professionals who use the SFBT framework are often ___________ when progress is not apparent.

1. transparent
2. not willing to state
3. hesitant to address with the client
4. angry

12. . When a counselor focuses on behaviors and symptoms rather than diagnoses or pessimistic adjectives they are:

1. reflecting
2. relabeling to avoid pathological terms
3. reframing
4. using the miracle question

13. If a counselor states : “Pay attention to what happens during the week when things are going well. I’d like to hear about those times next week” he or she is:

1. using the miracle question
2. assigning a task
3. scaling
4. normalizing

14. Solution Focused Brief Therapy is most similar to:

1. Psychoanalysis
2. Existentialism
3. Logotherapy
4. Individual Psychology

15. Examinations of the efficacy of SFBT have been conducted primarily:

1. In hospital settings
2. In school settings
3. In clinical settings
4. In residential settings

16. The “E” in the acronym EARS stands for:

1. Emotional response
2. Encouragement
3. Elicit what's better
4. Expressive language

17. If a counselors states :"I've talked with students before that encountered difficulties similar to the ones you have described. Usually after two or three months, they've been able to overcome the stress of a new school. That being the case, we focused on how to navigate those first two or three months." This is an example of hat:

1. normalizing
2. scaling
3. pre-suppositional language
4. the miracle question

18. If a counselor states : "I'd like you to think about your experiences in the morning on a 10 point scale. Let's say that 1 means you absolutely cannot stand the idea of going to school. Your dread is so severe you decide to stay in bed. Let's say 10 is a great day when you are enthusiastic about getting to school. You can't wait to get ready. Where do you rate yourself now?" This is an example of what:

1. compliments
2. scaling
3. pre-suppositional language
4. the miracle question

19. “The situation will be resolved! You will solve the problem!”is an example of:

1. pre-suppositional language
2. magical thinking
3. wishful thinking
4. post-suppositional language

20. These encourage student clients and energize them to continue working to overcome current challenges.

1. reflections
2. compliments
3. exceptions
4. breaks

21. A solution-focused professional helper may state "We have talked about many important things this morning. Please give me just a few moments to think about the things you have said, and then perhaps offer some ideas that may be helpful” when he or she is:

1. Visualizing goals
2. Describing the problem
3. Identifying exceptions
4. Taking a break

22. A solution-focused professional helper may ask the miracle question when he or she is trying to:

1. Articulate and visualize goals
2. Describe the problem
3. Identify exceptions
4. Perform a miracle

23. A solution-focused professional helper may ask, "What were you hoping would happen when you asked to meet with me?" when he or she is trying to:

1. Visualize goals
2. Describe the problem
3. Identify exceptions
4. Articulate goals

24. A school counselor might say, “Tell me about a time last week when you did feel successful in one of your classes" when he or she is trying to:

1. Visualize goals
2. Describe the problem
3. Identify exceptions
4. Articulate goals

25. The central philosophy of SFBT can be summarized with three guiding principles including all but which:

1. If it doesn’t work, try again one more time.
2. Once you know what works, do more of it.
3. If it works, don't fix it.
4. If it doesn't work, don't do it again. Do something different.

True/False

1. Solution-focused approaches offer distinct advantages for professional helpers in schools.

2. Solution-focused therapists use language that is negative.

3. Professionals using SFBT almost always ask, "What are your goals for our work together?"

4. Breaks allow professional helpers to ponder and synthesize aspects of these intense and fast moving sessions.

5. Words such as “when” and “will” instead of “if” or “would” help maintain the positive, solution-focused momentum.

6. Research of solution-focused approaches applied to clients representing diverse groups is also limited.

7. By identifying the exceptions, student clients begin to see that the situation is pervasive, constant, or all encompassing.

8. Although it may not be appropriate to step out of a room when working with students, it may be useful to intentionally pause and reflect.

9. SFBT features ambigous language, structure, and interventions.

10. SFBT helpers recognize that empathy does not exist unless students with whom they work experience it.

Short Answer Essay

1. Discuss the role of developing rapport while utilizing SFBT techniques.

• SFBT features precise and intentional language, structure, and interventions. This level of intentionality, however, will be reduced to gimmickry without a strong working alliance, whether the student is in kindergarten or 12th grade.
• In this regard Presbury et al. spoke of "the centrality of the counseling relationship" and emphasized that there are "no magic tricks".
• Skillful SFBT helpers, regardless of their setting, consistently communicate the core conditions of respect, unconditional positive regard, and empathic understanding.
• Because SFBT helpers recognize that empathy does not exist unless students with whom they work experience it, introductions of any form of problem solving are predicated upon a solid relationship and ample opportunity for students to express and explain their concerns. They respond to students' subtle messages when they do not feel understood or sufficiently validated. They recognize invitations to proceed, and they introduce transitions with accurate summarizations.

2. Describe the purpose of breaks in SFBT. Give an example of when and how you may take a break when working with a client.

• Although it may not be appropriate to step out of a room when working with students, it may be useful to intentionally pause and reflect.
• Working from this model and incorporating a break, a professional helper might say, "We have talked about many important things this morning. Please give me just a few moments to think about the things you have said, and then perhaps offer some ideas that may be helpful." Breaks allow professional helpers to ponder and synthesize aspects of these intense and fast moving sessions. They also give students an opportunity to reflect.
• During breaks, solution-focused professional helpers consider exceptions and strengths that will be useful in overcoming challenges and achieving desired outcomes. They are also able to consider recommendations for homework, which is another feature of solution-focused approaches. Typically breaks are near the end of the session, and are followed with crisp comments about strengths, usually called compliments, and an intervention.

3. Discuss the technique of scaling and provide an example.

• Solution-focused professional helpers use a variety of techniques to help clients and students adopt more useful behaviors. For example, they use scaling to gauge the severity of a concern and monitor progress.
• A counselor might say, "I'd like you to think about your experiences in the morning on a 10 point scale. Let's say that 1 means you absolutely cannot stand the idea of going to school. Your dread is so severe you decide to stay in bed. Let's say 10 is a great day when you are enthusiastic about getting to school. You can't wait to get ready. Where do you rate yourself now?"
• After the student responds, the counselor might add, "Let's say that we decide to meet again next week at this time, and when you come in you rate your previous two days just one number higher, only one digit higher. What will be happening so you increase your rating by one number?"
• The scaling question can be revisited each week to monitor progress and enhance anticipation for change. Scaling can also be used in a solution-focused approach to help students identify the problems that are most concerning to them, by asking, “Of the three concerns you mentioned, which would you rank as your first concern?”

4. What is relabeling to avoid pathological terms and why is it important?

• The terminology that students, teachers, parents, school psychologists, and school counselors use may imply severity or immutability. For example, a diagnosis of ADHD may result in perceptions that the student cannot overcome his or her challenges. Referring to specific behaviors associated with ADHD may increase awareness of actions within the student's control.
• Solution-focused professionals might inquire about times when the student is able to attend for several minutes. Similarly, they would refer to transition periods rather than crisis. They would discuss a child who is highly dependent as one who is learning to become self-sufficient. The focus is on behaviors and symptoms rather than diagnoses or pessimistic adjectives. Again, language is used to instill hopefulness and interpret problems in ways that lead to solutions.