Solution-focused Supervision Research Articles

The Solution-Focused Supervision Handbook by Dion Sing

The Solution-Focused Supervision Handbook by Dion Sing

Taiwanese High School Counselors’ Experiences in a Solution-Focused Supervision Training Program

Taiwanese High School Counselors’ Experiences in a Solution-Focused Supervision Training Program

Empowering Teachers Through Instructional Supervision: Using Solution Focused Strategies in a Leadership Preparation Program

The purpose of this study was to determine how students in an educational leadership preservice program perceived the effectiveness of solution-focused supervision (SFS) taught in an instructional supervision class. Interviews, observations, and artifacts, and a case study design, were applied to address two primary research questions. Findings revealed the use of solution-focused (SF) strategies produced positive outcomes, but required dramatic paradigm shifts from study participants. Moreover, the researchers found that respondents used a wide range of SF strategies in the clinical cycle exercise. Participants, furthermore, affirmed that SF structures and language promoted reflection, conversation, and empowerment of teachers. These positive dispositions toward solution-focused supervision, however, did not come without difficulties and initial doubt.

Reclaiming Instructional Supervision: Using Solution-Focused Strategies to Promote Teacher Development

To positively affect teacher quality, instructional leaders must engage teachers in ways that support improved practice and seek to empower teachers as creative and knowledgeable risk takers. A collaborative, strengths-based approach that promotes teacher growth, rather than one that conditions teachers to await administrator directive or approval, is warranted. In this conceptual article, we draw from developmental supervision and solution-focused supervision to posit a blended model of instructional supervision that equips aspiring and emerging instructional leaders with strategies to identify and amplify teacher strengths.

Student Perceptions of Sandtray in Solution-Focused Supervision

Sandtray supervision and solution-focused supervision (SFS) are both strengths-based approaches that may be effective in helping counselor trainees reduce their anxiety and develop clinical self-confidence. The purpose of this collective case study was to explore how a group of practicum students with a school counseling emphasis experienced a blending of sandtray and solution-focused supervision (SFS) approaches. Participants described how the blended approach fostered group cohesiveness in their supervision and promoted both personal and professional development. Participants indicated more awareness of the impact of sandtray than the influence of the solution-focused approach in their supervision.

Infusing Postmodernism Into Counseling Supervision: Challenges and Recommendations

In this manuscript, two postmodern approaches to counseling supervision are examined: Narrative supervision and solution-focused supervision. Postmodernism is defined, key themes within the postmodern supervision literature are identified, a brief review and critique of the literature on both supervision approaches is provided, and implications for the practice of supervision and future research/scholarship areas are discussed. Author's Notes The author would like to thank Michaela Ambrosius, John Grady, and William Baker for their assistance with this manuscript. Correspondence addressing this article should be sent to shurtsm@mail.montclair.edu

Not All Who Wander Are Lost: Wandering and Wondering in the Solution-Focused world. an Interview With Frank N. Thomas

Dr. Frank Thomas is Professor of Counseling and Counselor Education at Texas Christian University in Fort Worth (Texas, US). He is also official Archivist for the Solution-Focused Brief Therapy Association. Frank and i have been friends and colleagues for nearly 25 years, co-presented at international conferences and writ­ ten book chapters and professional articles together. I endorsed his latest book, Solution-Focused Supervision: A resource-oriented approach to developing clinical expertise Springer), describing it as "THE most significant Solution-Focused book of the past 10 years." Frank is also an Associate Editor of JSFBT.

Book Review Solution-Focused Supervision by Frank N Thomas

Book Review Solution-Focused Supervision by Frank N Thomas

Group Supervision in Child Protective Service: Utilising the Miracle Question

In the United States, child protective workers often find themselves in an adversarial relationship with families. They usually carry out indirect work monitoring set treatment plans and making referrals to treatment or intervention programmes such as parenting courses and anger management which have limited effectiveness in reducing risk behaviours. In this descriptive study, a group of child protective workers have undergone Solution-Focused training in direct work with families and are receiving Solution-Focused supervision. The use of the miracle question is outlined in detail as an example of how workers can be encouraged to move towards a more positive, hopeful practice.

How Do Child Protection Workers and Teams Change During Solution-Focused Supervision and Training? A Brief Qualitative Report

This paper presents qualitative data on 120 child protection workers in the island of Tenerife, Spain, who participated in solution-focused training and supervision. After 30 hours of training in solution-focused therapy, the workers’ goals and progress during another 30 hours of supervision were recorded on a variation of the “circles of change” technique (Huibers & Visser, 2005). Throughout the process, the majority of the workers’ goals were accomplished, and participants described many changes across three different dimensions: (a) In their direct interaction with families, they started to work in a less paternalistic and more cooperative way, focusing more on shared goals and family resources; (b) within the protection teams, the team mood and atmosphere improved; closer personal bonds developed and more horizontal and transdisciplinary relationships were established; and (c) in the interaction with other workers from larger professional helping systems, coordination and referrals started to focus more on the users’ strengths and goals.

The Use of Sandtray in Solution-Focused Supervision

Counselors-in-training are in a unique position to begin bridging theory with practice. Supervision and strong supervisory relationships allow supervisees to verbalize and explore goals, case conceptualizations, and client relationships. Solution-focused supervision, like solution-focused counseling, maintains that supervisees build upon times of success for insight and goal setting. Likewise, the modality of sandtray in supervision allows for supervisees to freely express and explore personal and professional growth as counselors. In this article, we advocate the interface of solution-focused techniques and the use of sandtray to facilitate and enhance counselor supervision.

Solution-Focused Practice Teaching in Social Work

Summary A social work practice teacher and social work student met to explore their mutual experience of solution-focused supervision. The practice teacher reflects upon the theoretical inspirations that shaped his practice, whilst the student reflects on her experience of being on the receiving end. The exploration follows the course of the placement from beginning to end, drawing on particular examples of solution-focused supervision and other theoretical approaches including adult learning theory and narrative practice to illustrate their impact on both parties. The account adds weight to the importance of ensuring that techniques are sensitively attuned to the emotional climate and timing.

Solution-Focused Supervision

Summary This article discusses the use of solution-focused supervision questions and their perceived effect on a class of counseling practicum students. Rating scales have been used as a tool to evaluate therapist development since the 1960s. In this case study, questions were asked of student therapists from the perspective of the client. Student reports find that the questions were beneficial in helping direct future sessions toward client goals.

The Effects of Solution-Focused Supervision on the Perceived Self-Efficacy of Therapists in Training

Therapist burnout and career changes can be traced to ineffective supervision. Traditional supervision models have been ineffective in developing positive perceived self-efficacy in therapists. Fifty-five supervisors—therapist dyads completed surveys measuring attitudes toward supervision and perceived self-efficacy. Pearson Correlations and Stepwise Multiple Regression demonstrated that supervisors implementing components of a Solution-Focused Supervision model (focus on successes, p = .04, and the therapist's work, p = .01) effectively contributed to therapists' positive perceived self-efficacy (18% of the variance explained). Further delineation of this model, a manual describing its components, and longitudinal studies will help to determine its impact on the profession.

Supervision for Inner Vision: Solution‐Focused Strategies

Supervisors face the daunting challenge of both training and developing counselors. Solution‐focused supervision can help supervisees develop an inner vision of themselves as competent and developing counselors.

Co-Creating a Context for Change in the Supervisory System: The Solution-Focused Supervision Model

The solution-focused model of deShazer (1985; 1988; 1991) has received considerable acceptance as a highly pragmatic and effective model of therapy with a wide range of presenting problems; yet surprisingly little attention has been devoted to this model in the supervision literature. The basic assumptions and therapeutic techniques of the model have important implications for the context of supervision, particularly for co-creating a more collaborative, strength-oriented supervisory relationship. The authors present their solution-focused model, providing supervisory case examples and useful supervisory guidelines for model integration and expansion.

Externalizing the Problem and Internalizing Personal Agency

Externalizing the Problem and Internalizing Personal AgencyKarl TommKarl TommProfessor of Psychiatry, University of Calgary.Search for more papers by this authorPublished Online:May 2016https://doi.org/10.1521/jsst.1989.8.1.54PDF ShareShare onFacebookTwitterLinkedInRedditEmail ToolsAdd to favoritesDownload CitationsTrack Citations About Previous article Next article FiguresReferencesRelatedDetails Cited byCited bySallyann Roth and David Epston1. Classical Article: Developing Externalizing Conversations: An ExerciseOnline publication date: 28 February 2022. Go to citation Crossref Google ScholarDavid Paré and Mishka Lysack2. The Willow and the Oak: From Monologue to Dialogue in the Scaffolding of Therapeutic ConversationsOnline publication date: 6 June 2019. Go to citation Crossref Google ScholarDavid A. Paré, Jeff Bondy and Charu Malhotra3. Performing Respect: Using Enactments in Group Work with Men Who Have AbusedOnline publication date: 28 August 2006. Go to citation Crossref Google ScholarDavid Paré and Mishka Lysack4. The Willow And The Oak: From Monologue To Dialogue In The Scaffolding Of Therapeutic ConversationsOnline publication date: 1 June 2005. Go to citation Crossref Google ScholarMonica Krusky5. Women and Thinness: The Watch on the Eve of the Feast. Therapy with Families Experiencing Troubled EatingOnline publication date: 1 June 2005. Go to citation Crossref Google ScholarJon K. Amundson, Zane Webber and Ken Stewart6. How Narrative Therapy Might Avoid the Same Damn Thing Over and OverOnline publication date: 31 May 2016. Go to citation Crossref Google ScholarThomas D. Carlson and Martin J. Erickson7. Re-Authoring Spiritual Narratives: God in Persons' Relational Identity StoriesOnline publication date: 31 May 2016. Go to citation Crossref Google ScholarWilliam C. Madsen8. Inviting New Stories: Narrative Ideas in Family-Centered ServicesOnline publication date: 31 May 2016. Go to citation Crossref Google ScholarPeter A. Kahle and John M. Robbins9. Re-Authoring Therapeutic Success: Externalizing the Success and Unpacking Marginalized Narratives of CompetenceOnline publication date: 31 May 2016. Go to citation Crossref Google ScholarJill Freedman and Gene Combs10. Gender StoriesOnline publication date: 31 May 2016. Go to citation Crossref Google ScholarMatthew D. Selekman and Thomas C. Todd11. Co-Creating a Context for Change in the Supervisory System: The Solution-Focused Supervision ModelOnline publication date: 31 May 2016. Go to citation Crossref Google ScholarToni Schindler Zimmerman and Sara Dillon Shepherd12. Externalizing the Problem of Bulimia: Conversation, Drawing and Letter Writing in Group TherapyOnline publication date: 31 May 2016. Go to citation Crossref Google Scholar Volume 8Issue 1Mar 1989 Information© 1989 Guilford Publications Inc.PDF download

On Context Replication: The Isomorphic Relationship of Training and Therapy

On Context Replication: The Isomorphic Relationship of Training and TherapyHoward A. Liddle and George W. SabaHoward A. LiddleSearch for more papers by this author and George W. Saba1 Director, Behavioral Sciences Program, Division of Family and Community Medicine, University of California School of Medicine, San Francisco; and Faculty, Mental Research Institute, Palo Alto, CA.2 Director of Training, Midwest Family Resource Associates, Inc., Chicago, Illinois.Search for more papers by this authorPublished Online:May 2016https://doi.org/10.1521/jsst.1983.2.2.3PDF ShareShare onFacebookTwitterLinkedInRedditEmail ToolsAdd to favoritesDownload CitationsTrack Citations About Previous article Next article FiguresReferencesRelatedDetails Cited byCited byMatthew D. Selekman and Thomas C. Todd1. Co-Creating a Context for Change in the Supervisory System: The Solution-Focused Supervision ModelOnline publication date: 31 May 2016. Go to citation Crossref John Weakland, Lynn D. Johnson and Patrick Morrissette2. Brief Strategic Psychotherapy Consultation: The Mental Research Institute ModelOnline publication date: 31 May 2016. Go to citation Crossref Tom Conran and Joyce Love3. Client Voices: Unspeakable Theories and Unknowable ExperiencesOnline publication date: 31 May 2016. Go to citation Crossref Volume 2Issue 2Jun 1983 Information© 1983 Guilford Publications Inc.PDF download