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Solution Focused Brief Therapy in Schools: A 360 Degree View of Research and Practice
Contributor(s): Kelly, Michael S. (Author), Kim, Johnny S. (Author), Franklin, Cynthia (Author)
ISBN: 0195366298     ISBN-13: 9780195366297
Publisher: Oxford University Press, USA
OUR PRICE:   $29.40  
Product Type: Paperback
Published: April 2008
Qty:
Temporarily out of stock - Will ship within 2 to 5 weeks
Additional Information
BISAC Categories:
- Education | Counseling - General
- Social Science | Social Work
Dewey: 371.46
LCCN: 2007052832
Series: Workshop
Physical Information: 0.34" H x 6.14" W x 9.21" (0.51 lbs) 160 pages
 
Descriptions, Reviews, Etc.
Publisher Description:
Since its creation in the 1980s, solution-focused brief therapy (SFBT) has gradually become a common and accepted treatment option for many mental health professionals. With its emphasis on client strengths and short-term treatment, SFBT is well suited to school contexts, given the wide array
of problems and the large caseloads of most school-based practitioners. This book, as part of the Oxford Workshop Series, will give school social workers the tools they need to understand and use SFBT with students, families, teachers, and administrators. In clear language, the authors briefly cover
the history of the development of SFBT, highlighting the pioneering work of Insoo Kim Berg and others that led to the development of the Working on What Works (WOWW) program for middle schools, as well as several treatment manuals produced in collaboration with the European Brief Therapy Association
and North American Brief Therapy Association. Careful not to overstate results from a recent meta-analysis, the authors show where SFBT has been shown to be effective, especially with families and for classroom behavior problems, and how school professionals can incorporate its principles into their
daily practice. Case examples describe in detail how school professionals have used SFBT with a group of students with text anxiety; to create a family health and employment fair in an under resourced school; with grandparents raising their grandchildren; and by coaching teachers to identify and
solve classroom behavior issues with their students. An entire chapter tells the story of the Garza Independence High School in Austin, a solution-focused school designed to engage urban high schooldropouts or students at risk of dropping out to help them finish high school. With 52% of Garza
graduates enrolled in a post-secondary education program, outcomes are promising and similar schools are being developed around the country. Though the authors take care not to overstate the relevance and utility of SFFBT in all situations, they make the techniques involved comprehensive in a way
that practitioners at every skill level will find valuable.