Solution-focused Practice A Toolkit For Working With .
NSPCC 2014 Registered charity England and Wales 216401 Scotland SCO37717Solution-focused practiceA toolkit for workingwith childrenand young people
Solution-focused practice:An NSPCC toolkit for working with children and young people2Tool: XxxxxContentsPage 4IntroductionPage 6Explaining thesolution-focusedapproach to childrenPage 16Problem-free talkPage 25Establishing whatis wanted: thedestination of the work(best hopes)Page 38Describing what iswanted in detail:the preferred futurePage 49Working toward thepreferred future:instances, exceptions andscaling questionsPage 62The solution teamPage 70Building on successPage 79Planning and workingtoward endingsPage 88Further resourcesPage 90Appendix: tools to usewith children and youngpeople
Solution-focused practice:An NSPCC toolkit for working with children and young people3Tool: XxxxxAcknowledgmentsThis toolkit was compiled, edited and steered through the publication process by LouiseBazalgette, Maria Emilsson, Sharon Breslin, Alex Modder, Meriel Clunas, Ali Brown and NeilAnderson. We would like to thank the many NSPCC practitioners and managers for sharingtheir inspirational stories and practice materials, and for advising us on the content andpresentation of this toolkit. Without your contributions, this toolkit could not exist.We are grateful for the support with project management and staff consultation providedby Julia Mayes, Liana Sanzone and Gillian McElroy. We are also grateful for the advice andguidance of Charlotte Akinola, Alex Stevenson, Victoria Clarke and Helen Walters.We would like to thank Guy Shennan for the many hours of training in solution-focusedpractice he has provided to NSPCC staff and for his very valuable role in shaping this toolkit.Finally, and most importantly, we would like to thank the many children and young people whohave worked with us through the Face to Face service. It is your resourcefulness and creativitythat has provided the inspiration for this toolkit.
Solution-focused practice:An NSPCC toolkit for working with children and young people4Tool: XxxxxIntroductionSolution-focused practice with childrenSolution-focused practice was originally developedin the United States in the 1980s and 1990s by agroup of people including Steve de Shazer and InsooKim Berg (Shennan, 2014). From the beginning, thisapproach has been used with children and youngpeople as well as adults, and a variety of books havebeen written about its specific use with children(for example, Berg and Steiner, 2003; Milner andBateman, 2011).The approach of solution-focused brief therapydistinguishes itself from other more traditionalforms of interventions because the change that issought is located in an imagined future. The task ofsolving problems is approached by seeking to movetowards what is wanted instead of trying to moveaway from an unwanted problem.In offering this support, the practitioner makes theassumption that the child or young person is theexpert on their own life. In asking useful questions,the process enables the person to begin movingtowards the future they want and to learn from theirown existing skills, strategies and ideas of whatcould be done differently. Although the principle issimple, the delivery of the approach is often felt tobe far from easy: “Solution-focused interviewingis not an easy process; it is one in which therapistshave to search as hard for the questions as theirclients have to search for their answers.” (Ratner etal, 2012, p109)This task of working with children and young peopleusing a solution-focused approach can requireinnovative means to channel communicationand pose the questions that are at the core ofsolution-focused brief therapy. It is the challengesexperienced by NSPCC practitioners in usingsolution-focused practice with children and youngpeople, and the creative solutions that they havedevised that has led to the development of this toolkit.NSPCC’s Face to Face serviceThe NSPCC’s Face to Face service has been deliveredin 18 locations in the UK. The service is offered tochildren and young people in care and those onthe edge of care who wish to receive support andcan identify something that they wish to changein their life. Trained NSPCC practitioners work withthe children and young people using a solutionfocused approach, to identify how the child can makepositive changes in their life to achieve their wishes.Practitioners delivering the Face to Face servicereceived introductory training in using solutionfocused practice.The Face to Face service is being evaluated and linksto published evaluation reports can be found in theresources section at the end of this toolkit.A toolkit for working with children and young peopleThis toolkit was first developed by NSPCCpractitioners to support themselves and theircolleagues in conducting solution-focused work withchildren and young people aged five to 19.The NSPCC has been using solution-focusedpractice with children and young people in our Faceto Face service since September 2011. Through thiswork our practitioners have developed a wealth ofknowledge in communicating different aspects ofthe solution-focused approach to children of varyingages, interests and needs. We have decided todevelop and publish this toolkit so that others usingsolution-focused practice with children can benefitfrom the collective experience and creativity of ourpractitioners and the children they have workedwith. The toolkit presents ideas for worksheets andactivities that NSPCC practitioners have found to behelpful in working with children and young people.We do not intend this toolkit to be prescriptive or
Solution-focused practice:An NSPCC toolkit for working with children and young people5Tool: Xxxxx (continued)Introductionlimiting in any way. Each child will have differentneeds and interests; therefore, you will want to tailoryour practice and any ideas in this toolkit to makethem relevant and useful to the individual. Inevitably,the best ideas will come directly from the youngperson – many of the case examples provided showhow young people have brought their own ideasinto this work. However, we do hope that the ideasset out in this toolkit will provide inspiration foractivities that you may wish to use, adapt or devisefor the children and young people that you workwith.NSPCC practitioners have often found it helpfulto come to sessions of the Face to Face serviceprepared with worksheets and activities to helpyoung people to get started on their solutionfocused journey (some examples of these areshared in this toolkit). However, while worksheetscan be helpful, you may find that they areunnecessary.Who this toolkit is forThis toolkit has been developed to help people whohave already received training in using a solutionfocused approach with children and young people.It provides practical materials and resources thatcan be used specifically with children and youngpeople.You will find brief introductions at the start of eachsection of the toolkit to refresh your memory ondifferent aspects of the solution-focused approach.However, for a fuller discussion we suggest that youconsult other texts, such as Berg and Steiner, 2003;Milner and Bateman, 2011; Ratner et al, 2012; andShennan, 2014 (full publication details are providedin the resources section).Things to consider Every child and young person is different andwill have different needs and interests. You may/will want to modify your approachdepending on the age, ethnicity anddevelopmental stage of the child, as well astaking into account their individual learningstyle, emotional literacy and any learningdifficulties or disabilities. Is the child particularlycreative or active, or do they prefer readingand writing? Berg and Steiner (2003, p13–14) emphasise the importance of “learningchildren’s ways”. The section in this toolkit called ‘problem-freetalk’ includes activities that can be used to helpthe solution-focused practitioner get to knowthe child and what is important to them. Do not let the activities you choose be restrictedby the child’s age. Some teenagers will enjoydrawing exercises or using a sand tray, whilesome younger children will be very confidentabout expressing their opinions verbally. The role of the child’s existing support networkis important in facilitating and reinforcing thework taking place within your sessions withthem. In this toolkit, we refer to the child’ssupport network as the ‘solution team’. Come to sessions prepared with a back-upoption, as your planned approach may notalways work. Tailor your approaches as you go, to keep themrelevant to the individual and the work itself as itprogresses. Bring the child’s earlier work to subsequentsessions so that you can refer back to it andchart progress.
6Solution-focused practice:An NSPCC toolkit for working with children and young people1Explaining thesolution-focusedapproach to children
7Explaining the solution-focused approach to childrenSolution-focused practice:An NSPCC toolkit for working with children and young peopleExplainingTool: Xxxxxthe solution-focusedapproach to childrenWhat is the solution-focused approach?“It seems quite clear that one cannot solve theproblem with the same kind of thinking that hascreated the problem”.(Berg and de Shazer, 1993, p9).The solution-focused approach poses questions tochildren to help them to:identify what they want from the work, understandwhat is within their capacity,explore what they are doing to move towards this.The process will identify instances when the desiredoutcome is already happening and how the childcan do more of what is working. Their previousexperiences of help may have been more ‘problemfocused’, leading them to expect a particularapproach. Therefore, it can be useful to explainthe solution-focused approach and how it can beexperienced as ‘different’. This will help the child togain some understanding of the process so as notto be left sitting ‘on guard’ when different questionsare being used.Things to considerIt is probably best to avoid a lengthy introduction,which may risk the child losing interest. The bestway to explain the approach may be to show it tothe child in action, by actually starting the work.Shennan suggests asking the child or young personwhether they would like an explanation of the work,or whether they would just like to get started (2014,p144–5).The aim of this toolkit is to provide a variety ofexercises, games and activities that can help keepthe child interested and engaged in the work ateach step of the way.Tools to use with children and young people toexplain the solution focused approach ‘My journey’ overview: explanation ‘My journey’ overview: tool Ladders and tool bags: explanation Ladders and tool bags: tool Jamie’s story cartoon: tool
8Explaining the solution-focused approach to childrenSolution-focused practice:An NSPCC toolkit for working with children and young peopleTool: ‘MyXxxxxjourney’ overview The solution focused journey:You start by identifying your hopes for the workYou think about what achieving your hopeswould look likeYou think about what you are already doingto move towards your hopesYou think about what it would look like if youmoved just one or two steps closer towardreaching your hopesAs you go, you learn more about your strengthsand what you are capable of.What can Ido differentlyto help meget to mygoal?My hopesWhat amI alreadydoing well?
9Explaining the solution-focused approach to childrenSolution-focused practice:An NSPCC toolkit for working with children and young peopleTool: Ladders and tool bagsInstruction:This tool could be used at several stages of thesolution-focused process (for example, problemfree talk or moving toward the preferred future). If you use this tool as part of problem-free talk,the aim is to identify strengths rather thandefining the child’s hopes.The tool bags represent the skills and strengthsthe child knows about himself/herself. Explain to the child that everyone has strengths,and that you will help them to think about theirs. The child rolls dice and if they land on a tool bag,they describe one or more of their strengths (andcan draw/write it on the bag). Then they canmove up the ladder! 7131181019426359
10Explaining the solution-focused approach to childrenTool: Jamie's storyHere is Jamie.He is being bulliedand wants somehelp to feel better.He decides to givethe Face to Faceservice a try Welcome JamieTake a seat,Let's talkSolution-focused practice:An NSPCC toolkit for working with children and young people
11Explaining the solution-focused approach to childrenSolution-focused practice:An NSPCC toolkit for working with children and young peopleTool: Jamie's story (continued)I’m feeling leftout and angry Well I like drawing,skateboarding andscience fiction!Urmm I don’tknow perhapsfeeling less angryand less sad.So to begin with tellme about yourself What do you likedoing? What areyou good at?Sounds reallyhard Jamie – I’msorry about that Okay and what areyour best hopes fromcoming to thesemeetings with me?Okay
12Explaining the solution-focused approach to childrenSolution-focused practice:An NSPCC toolkit for working with children and young peopleTool: Jamie's story (continued)I’d have friends andI’d feel happierSo how would youknow that coming herewould be helpful?Imagine a time machinethat can take you intothe future Like the Tardis?Okay great, so you’dlike to have friends andfeel happier. So if thesemeetings helped with that,that would be good?
13Explaining the solution-focused approach to childrenSolution-focused practice:An NSPCC toolkit for working with children and young peopleTool: Jamie's story (continued)I’d wake up full ofenergy! I’d whistlemy favourite tunein the shower. I’dfeel HAPPY!Yes! Imagine it took you intotomorrow, but this is a specialtime machine. When you stepout of it you find that you’refeeling more happy in yourself.What would you notice andhow would you know that thischange had happened?I’d wake up full ofenergy! I’d whistlemy favourite tune inthe shower. I’d feelHAPPY!My carer she’llsmile at me cos I’msmiling at herAnd who willnotice? And howwill they be withyou?Great! What elsecan be different?I’ll be picked forfootball duringbreakI’ll walk to schoolwith some mates.I’ll invite my bestfriend over afterschool
14Explaining the solution-focused approach to childrenSolution-focused practice:An NSPCC toolkit for working with children and young peopleTool: Jamie's story (continued)012345I don’t know maybe abouta 3 Well, I playwith Johnny.6789Good! Now I want you to imagine ascale from 0 to 10. 10 is this futureyou’ve just imagined and 0 is as badas things get. What point would yousay you’re at now?3! What are youalready doing, tomake you at 3rather than 0?I try to join inat football.Sometimesif I’ve had abad day I talkto my carer.Okay. Whatelse?How did youdo that?Great. Whatelse?I just asked.What differencedid it makedoing that?It made mefeel happy.10
15Explaining the solution-focused approach to childrenSolution-focused practice:An NSPCC toolkit for working with children and young peopleTool: Jamie's story (continued)And who willnotice?Okay. What will tellyou when you’re onepoint higher?When I’m at 4 I’llsmile a bit more Dunno. Probablymy carer and mymates.I reckon they’llprobably smile!Okay!And how do youthink they willrespond whenthey see yousmiling?Great. So –do you wantto arrange tomeet again?
Solution-focused practice:An NSPCC toolkit for working with children and young people162Problem-free talk
17Problem-free talkSolution-focused practice:An NSPCC toolkit for working with children and young peopleTool: Xxxxx talkProblem-freeIntroductionWhen you first meet the child or young person, it willbe important to learn some things from them; theirinterests, skills and strengths. This information willhelp you to plan future sessions and select suitabletools and activities that fit the child’s interests.Please note that where we refer to ‘problem-freetalk’ this is not just limited to verbal discussion, itcould be other forms of interaction like drawing,play-acting or other activities.Engaging in problem-free talk provides a positivestart to the solution-focused process. Invitingthe child to describe their likes and strengthswill communicate to them that there is more tothem than just the problem. This way you and thechild will be reminded of the resourceful personwho has abilities and skills. At this point you havethe opportunity to re-frame the child’s thinkingaround their strengths, so that they can startto see themselves in a different, more positiveway. Building these positive references supportsthe child to begin considering other possibilitiesand to become hopeful that change is possible.As a practitioner you can also use problem-freetalk to show that you are choosing to work witha resourceful and capable child who has lots ofpositive qualities, rather than perceiving the child asdifficult and troublesome.With younger children it may take some timeto help them identify their hopes for this work.Playing a game or carrying out a ‘getting to knowyou’ activity may help you to learn what is importantto them. These activities may also help you tofind out about their ‘solution team’ – this is thepeople in their life who can offer them support andencouragement.You could offer the child or young person avariety of games or exercises for them to choosefrom. Examples of these might be the ‘ladders andtool bags’ game or some of the exercises set out inthis section of the toolkit.Things to considePlease bear in mind that it is the aim of problemfree talk to help the child to discover positive thingsabout themselves. However, if a child needs tounburden themselves, they may need some tospend some time talking about problems at theoutset of a session, to get this off their chest. Yourrole as a practitioner will be to listen to them andacknowledge what they tell you, while listening outfor ways that you can draw the conversationtowards solutions. For example, you may say, “Thatsounds difficult, how did you cope with thatsituation?” Other things to consider at the outset of thework include:What does the child or young person like?Are they particularly active, creative orimaginative?Do they enjoy role playing or drawing or listeningto and telling stories?If the child is shy, would it be helpful to havesome activities that do not require a lot of directeye contact?If a child is struggling to identify their strengths,it may be useful to draw on third party reports, bysaying, “What would a friend say about you?”Tools to use with children and young people forproblem-free talk: My likes and strengths: explanationMy likes and strengths: toolStrengths cards: explanationStrengths cards: toolMy strengths shield: explanationMy strengths shield: toolLadders and tool bags: explanationLadders and tool bags: tool Activities to use with children and youngpeople for problem-free talk:Strengths exercises: explanationOutdoor activities: explanation
18Problem-free talkSolution-focused practice:An NSPCC toolkit for working with children and young peopleSome examples of problem-free talk fromNSPCC’s Face to Face serviceShe was a nine-year-old girl, living withextended family members because she’dexperienced neglect from her mum anddad due to their substance misuse. She washaving issues with angry behaviour, smashingthings and throwing things, and both schooland her carers were struggling with herbehaviour. She also wanted to improve herbehaviour.During the problem-free talk, I found out thatshe really liked the film Frozen. So for the nextsession I did some little cut outs using thecharacters from the film and used the idea ofthem to help develop the sessions. In thinkingabout strengths she could use, if she wasstuck I would say “I wonder which charactercould help?” So she’d pick one up from thegroup and hold the character to her mouthand she’d whisper to the figure. Then she’d tellme what the character had said to her. So shewas finding solutions with the figures. Thatwas really helpful.One girl who was referred to the Face to Faceservice was described in the referral as lyingand manipulative. She also had a negativeview of herself. So the beginning of the workwas about re-framing why she was there andwhy she wanted to do the work. I asked herwhat was good about her, so that I could getto know the positive, resourceful person I wasgoing to be working with. We spent the firstpart of the work reframing a positive identityfor her around her interests and what she wasgood at.We used some ‘getting to know you’ cards,which is like making up a quiz about eachother. So, you’d pick a card and ask a question.Some of the questions are quite fun, like,“What’s your favourite pizza topping?”, andsome of them are a bit more serious, like, “Inthe future, I would like to ” and then there aremore difficult questions. As a practitioner, yougo through the cards beforehand and takeout the ones that don’t suit that particularpiece of work, and it’s a nice way of building apicture of them as a person.
19Problem-free talkI was working with a teenage boy who wasvery quiet and shy. He struggled to open upand talk during his first session. I spottedthat he had the name of a band on his bagand when I asked him about it, he told methat he was into rap music. So I asked him torecommend a song I should listen to.I went away and listened to it on YouTube andwrote out the song lyrics. Then I took the lyricsto our next session and we talked about them.I asked him why those lyrics were meaningfulto him and it was a way into talking about hisfamily. Through that conversation he was ableto identify his best hopes.Solution-focused practice:An NSPCC toolkit for working with children and young peopleLola aged 15, was living in a children’s homeat the time we started work together. Shehad previously experienced some instabilityin care following the breakdown of a fostercare placement. She had learning difficultiesand was attending a school for children withspecial needs.Lola’s aim was to move into a foster careplacement and have a calm, relaxed home lifewith her foster family. She loved shopping.So one of our sessions involved us walkingaround the shops and doing the solutionfocused work verbally while we walked. Therewas a strong element of problem-free talk.While we were walking around the shops, Iwas able to say how well behaved she was,how calm, how well she spoke to the shopassistant, those kind of things. So we pointedout lots of examples of her strengths, whichwe could then build into the work.
20Problem-free talkSolution-focused practice:An NSPCC toolkit for working with children and young peopleTool: My likes and strengthsAsk the child to draw on and around the imageto make it look like them. Then ask the child:What do you like?What are you good at?What does it take to be good at that?What are your strengths?What are you most proud of?Encourage the child to add drawings anddescriptions to their picture. Alternatively the child oryoung person could make a collage using magazinecuttings or other images.
21Problem-free talkSolution-focused practice:An NSPCC toolkit for working with children and young peopleTool: Strength cardsStrengths cards can be a helpful way to engagechildren and young people to explore their ownstrengths. Please see the resources section forwebsite links to sets of strengths cards that can bepurchased.You might ask the child to select from thestrengths cards: Which of these words are most like you? Pick a card that describes you Which card would your friend choose for you?If a child is struggling to identify strengths usingthe above questions, remind the child of the activitythey like and connect the strength to that activity.You could also create your own set of personalisedstrengths cards with the young person, usingimages and words that are relevant to them.You could discuss relevant strengths andappropriate accompanying images together andcreate the child’s own set of cards. Each timethe child identifies a strength, ask them to giveexamples of how they have used it. Strengths couldbe represented by superheroes or any image orcharacter that is meaningful to the child. You mightask the child “Which superhero are you most like?”You could keep adding to the child’s pack ofstrengths cards as you continue the work with themand they identify more strengths that they are using.Strengths descriptors might include the followingbut this is not a definitive list: curious, funny, kind,thoughtful, caring, fun, strong, brave, protective,friendly, honest, helpful, independent, sociable, fair,patient, confident, creative, generous, tolerant.FFRRIIEENNDDLLYYSome examples of strengths cards, which you cancustomise, are included in the tool in the appendix.KKIINNDDEEWIISSWBAVVEERABR
22Problem-free talkSolution-focused practice:An NSPCC toolkit for working with children and young peopleTool: My strengths shieldSupport the child/young person to reflect on someof the actions/changes that they have implementedthat they feel have been positive for them.Encourage them to link this with attributes andqualities they see in themselves:If this is difficult it can be useful to ask them toimagine a friend having accomplished what theyhave done and to try to describe what that saysabout the person, what skills do they have, whatstrengths etc. Work together to create a ‘Personal shield or crest’that will represent the positive attributes andstrategies they have identified. Provide a rangeof craft materials to allow for decoration andvisualising resources within the person and skills/strategies that they have used to help themselvesWhat did it take to do that?What was it that helped you to do that?YOUEWERDKINYOWHE ER ULP EFUL
23Problem-free talkSolution-focused practice:An NSPCC toolkit for working with children and young peopleActivity: Drawing and writing exercisesDrawingAsk the child or young person to draw: Himself/ herself doing something skilful:Imagine you are looking in through a window atyourself doing something skilful. Draw what youcan see!Special camera: Imagine there is a specialcamera that can take photos of all of the thingsyou can do. Draw the pictures this camera wouldbe able to take.Writing games/ exercisesAsk the child to think of a strength they have andthen play hangman with the child to guess thestrength!Suggest that the young person writes a mind mapor spider diagram of things they like to do and thingsthey like about themself.2ND
24Problem-free talkSolution-focused practice:An NSPCC toolkit for working with children and young peopleActivity: Outdoor activitiesThis might be a good approach for children andyoung people who are very active, enjoy sportsor find it easier to talk while they are moving orotherwise occupied.Using sports and games to identify strengthsYou will need access to a football and football goalor equivalent equipment for another sport, likebasketball or tennis.The child scores a goal/ hits a ball over the net: For each point they score, ask the child toname one of their strengths or another positiveattributeOr (for follow-on sessions), after each point askthe child to explain what has been better sincelast weekThere could be equivalents for dance or athletics, orwhatever the child is interested in.Other examplesOther activities that could be used to engagechildren in conversation about their strengths/positive things about them might include: HopscotchActing out scenarios in a sand trayUsing photographs or magazine imagesWalking outside
25Solution-focused practice:An NSPCC toolkit for working with children and young people3Establishing what iswanted: the destinationof the work
26Establishing what is wantedSolution-focused practice:An NSPCC toolkit for working with children and young peopleEstablishing what is wanted:the destination of the workIntroductionThe process of establishing what the child oryoung person wants from your work with themis also known as finding out their ‘best hopes’ orestablishing a contract with them (Shennan, 2014).This is an essential part of the process as the childor young person’s best hopes will become the focusfor your subsequent work with them.There may be times when other agencies, carers orfamily members will make suggestions in relationto the focus of the work. Although this can beconsidered, the contracting must be with the childor young person. Therefore, it is the child’s besthope that should be the focus throughout.When asking children about their best hopes,NSPCC practitioners have experienced a varietyof answers, ranging from a shrug of the shouldersto “I dunno” to “Feel better about myself” to “Stopbeing so angry” to “Wanting to move back to mum”,to name but a few. The challenge is to formulate abest hope that is achievable for the child, so that thework can progress toward this.Some children may readily be able to identify whatthey want from the work, but others may need somehelp to identify what is important to them, and whatthey would like to focus on during their time withyou (the solution-focused practitioner).To keep the work in a solution-focused mindset,it is important that the child’s best hopes arephrased in positive terms, for example “I’d like tohave more friends” rather than “I want to feel lesslonely”.Things to considerA variety of questions can be used, together withtools and resources, to ask the child or youngperson what they would like to achieve through yourwork together. These might include: Harry Korman (2004), cited in Ratner et al (2012,p65), has given some clear guidance on criteria thatthe child or young person’s ‘best hopes’ need tomeet as part of the solution-focused process.T
using a solution-focused approach can require innovative means to channel communication and pose the questions that are at the core of solution-focused brief therapy. It is the challenges experienced by NSPCC practitioners in using solution-focused practice with children an
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Solution focused brief therapy aims to get the client to imagine change, to imagine the future. The Miracle Question is instant therapy. The Miracle Question focuses your mind on exactly how to achieve what you want. Focusing on your future goals is the essence of Solution Focused Therapy. Solution focused therapy ignores what is past, what has happened, the history of the problem. Solution .
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The case examples illustrate how solution-focused therapy is used in the family practice setting. OBJECTIVES After completing this module, you will: 1. have a clear understanding of the basic concepts of solution-focused therapy (SFT). 2. be able to conduct SFT in daily practice. 3. understand the difference between problem-focused, symptom-based
person-centered counseling with solution-focused brief therapy as a concrete, functional method to address student counseling needs within the school setting. Keywords: Rogerian, person-centered, solution-focused brief therapy, school counseling . 3 Person-Centered Counseling and Solution-Focused Brief Therapy: An Integrative Model for School Counselors In finding a word to describe school .
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