Brief Counseling that Works, G.B. Sklare

Sklare, G.B. (2005). Brief counseling that works: A solution-focused approach for school counselors and administrators (2nd ed.). Thousand Oaks, CA: Corwin Press.

INTRODUCTION

Three Basic Rules

1. "If it ain't broke, don't fix it." D/n make issues out of things that are not issues for clients.
2. "Once you know what works, do more of it." Once you find an intervention that has worked, have the client repeat it. And you can usually find something that works, e.g., students who struggle w/ being tardy are not tardy all the time (9).
3. "If it doesn't work, don't do it again. Do something different." Different than "If at first you don't succeed, try, try again." Clients have a tendency to keep trying old coping strategies even if they haven't worked (10).

Basic Assumptions

1. "[W]hen we concentrate on success, beneficial changes will take place."
2. "[E]very problem has identifiable exceptions that can be found and transformed into solutions" (11). 
3. "[S]mall changes have a ripple effect that expands into larger changes." 
4. "[A]ll clients have what it takes to resolve their difficulties" (12).
5. "[C]lient's goals are viewed in positive terms, reflecting what clients want to do, rather than in negative terms, reflecting the absence of something they don't want to do" (13)

Supplemental Concepts

1. "Avoid Problem Analysis." Instead of focusing on why something is having angry outbursts, focus on times they weren't having outbursts.
2. "Be Efficient with Your Interventions." We want to get clients out of counseling as soon as possible.
3. "Focus on the Present and the Future." Encourage clients to see themselves doing their desired behaviors (14), 
4. "Focus on Actions Rather than Insights." Contrary to the Freudian tradition, it is not necessary for clients to know why they are sad, etc., in order for them to change (16).

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SETTING GOALS (FIRST MEETING)

1) Small talk, explain the process. The counselor says: 

I want to let you know how this is going to work. I am going to ask you a lot of questions, and some of them are going to sound kind of crazy and will be tough to answer. Some of the answers you give I'm going to write down on my notepad and I'm going to use these notes to write you a message. At the end of our meeting, I will take a few minutes to review the notes and take some time to put my thoughts together about what we have discussed so I can write you a message. When I finish, I will tell you what I was thinking about you and read the message to you. I will make a copy of the message so you can take one with you and I can keep one. What do you think about this? (20)

2) Elicit and Develop Goal. 

Elicit goal. Counselor asks: "What's the reason you have come to see me?" or "What will have to happen as a result of your coming here that will tell you that you no longer need to see me?" or "How will you know when counseling is no longer needed?" (20-21).

Develop goal. When asked about their goal, students will respond in one of four ways: (1) positive goal, (2) negative goal, (3) harmful goal, (4) "I don't know." goal.

Positive Goals state behaviors that can be observed and measured, e.g., "I would like to learn how to get along better w/ other kids," "I want to be able to get my teacher off my back so I don't have to come back to this stupid place again." Most positive goals "lack the concrete, specific behavioral details that can indicate when students are on track for reaching them" (21).  Counselor must elicit descriptions of specific things students will be doing when they are moving in the right direction--e.g., 

• "What would the other kids in your class say you were doing that would show them that you're getting along better with them?" or, "If you were getting along better w/ the other kids, what would you notice that you were doing to make it so?" (21)
• "Tell me what you would be doing that would convince you that you're able to express your feelings to your parents," or, "When your parents observe you expressing your feelings to them, what would they say you would be doing that you're not doing now?" (22)

Negative Goals generally involve students saying they want (a) to stop doing something or (b) someone else to stop doing something. "Negative goals are difficult, if not impossible, to attain" (22), so counselor must ask student to identify the specific behaviors that will be substituted, e.g., asking, "If you weren't doing _______, then what would you be doing instead/differently/in place of/rather than, or what would you start doing?" (23). Examples: 

• C: So instead of losing your temper, what would you be doing? S: I would stay calm. (Positive goal) C: Remaining calm is what you want. And what would you be doing that would tell you that you are calm? (Detailing the specifics of goal) (23)
• C: So what would you be doing rather than being late to class? S: I would go to class on time. (Positive goal) C: Therefore, making sure you're in your classroom on time is your goal. What would you start doing that would indicate you were on the right track to getting on class on time? (Detailing the specifics of goal) (23)

When students say (b) they want someone else to stop doing something, help them "reframe their goals into positively stated goals that give the client the responsibility." Rebuttals to these negative goals: "How can I help you with this?" "How is this a problem for you?" "What difference does that make to you?" "That seems really important to you. What's the reason for that?" "If they did change, what would that do for you?" (24). Examples:

• C: So if your parents didn't interfere w/ your choice of friends, what would that do for you? S: Then I would be more comfortable talking to my parents about the things I'm doing. C: So becoming comfortable talking to your parents about what's going on w/ you is what you would like to happen? S: Yeah. C: So when you become a little more comfortable talking to them, what would you be doing that's different from what you're doing now? (24)
• C: What can I do to help you with this problem (being ignored in class)? S: You can tell my teacher how I'm feeling ignored when I want to contribute. C: So you would like her to know that you want to be more involved in class and you're looking for ways to make her aware of this. (Positive goal.) S: Yes, I would tell her but I'm uncomfortable. C: You're saying that if you were more comfortable, you would let her know on your own, and I'm wondering what you would be doing that would show you that you are just a little more comfortable. (25)

"I Don't Know" Goals. Respond by asking if questions--e.g., C: What's your goal? S: I don't know. C: If you did know... (27)

3) Miracle Question. The miracle question helps establish "well-defined, realistic, and achievable goal[s]." It is also helps client to focus "on what life would look like if students were reaching their goals," and consequently it "magnifies and exposes minute glimpses of solutions not apparent when viewing the total puzzle" (27). The question:

Suppose when you go to sleep tonight, a miracle occurs, and b/c you are sleeping you don't know it happens. The miracle solves the problem that brought you here. When you wake up in the morning, what clues will you see that lead you to discover that this miracle has taken place? What will you notice you will be doing differently? (28)

 Other variations: "Picture yourself six months from now and the problem that brought you here has been solved. What would be different about you that would tell you that we no longer need to meet?" (28). 

Non-Specific Answers. Ask things like: How would an outsider know you had changed? What would you be doing differently? What would I see you doing? (29).

"I Want Others to Be Different" Miracles. Must explain reciprocity--the change in your behavior can cause change in another's behavior. Example--student's miracle is that teacher starts treating him fairly >>

C: So suppose the miracle did occur, and the teacher was now treating you fairly like the other kids, what would that look like? S: He would call on me when I raise my hand. C: So if he called on you when you raised your hand, what would you start doing differently? S: I wouldn't talk in class w/o permission. C: So what would you be doing instead? S: I would sit in my seat and look at the teacher, or be writing down what he says with my lips sealed. C: What do you think he will do when he sees you acting this way? S: He will probably treat me like the other kids.(32)

"What Else" Questions. "What else will happen after this miracle has occurred?"

Example: Student's miracle is that mom would trust her to go out with friends. C asks, "What would she say you would be doing for her to [trust you]?" S: "I'd have to build her trust back up in me. I'd have to take it one day at a time, and I would have to prove to her that I don't run no more and just prove to her that I can be trusted and not be doing stuff behind her back." C wants the S to get at more details, so asks, "How would she know that? What would she say would be the first thing she would notice about you that would tell her you could now be trusted?" Later: "What else would your mother notice after the miracle?...How would she know that? What would she tell me had changed?" (36). Later S: " I wouldn't roll my eyes and not argue..." C: "So, instead of rolling your eyes and give your little voice, you'd be doing what?" (37).

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DISCOVERING & CONSTRUCTING SOLUTIONS (FIRST MEETING)

4) Exceptions

4a) "[L]ook for instances when small pieces of students' miracles have already happened." Two types of exceptions: "(a) instances when some segments of students' goals are being attained and (b) situations when the students' problems are less severe or are absent altogether" (41).

When you ask this question, imply that parts of the miracle have already happened, e.g., "Tell me about sometimes when," "I would like to know when," "The last time some part of" 43). Asking the student about these exceptions helps clients "remember how" they made the miracle happen in the past. "After noting instance of achievement, the process continues by detailing the behavioral specifics of the exception" (43).

4b) Mindmapping. Help students develop a mindmap, a guide "showing them paths to their goal." Do this by helping them "discover how they took these steps toward their miracles" (44). Questions to help develop mindmaps:

• How did you manage to do that?
• What was different about this (or that) time?
• What did you do to make it work for you then?
• How do you account for these changes?
• That's so different. What brought that about in you?
• What kind of different thoughts were you having then?
• How did you do that? (45)

When students say, "I don't know," it might pay off to keep "rephrasing the question" (45). When students try to credit their success to someone else, use "I bet you've heard that before"--e.g., "C: Example: Tell me about a time when you were tempted not to do your schoolwork, but you did it anyway. How did you do it? How did you manage to make it happen?. S: My teacher told me that I had better do my work or I won't amount to anything...C: You know, I bet you've heard that before from your teacher, van't you? S: Yeah! C: And you still didn't do your work? S: Yeah! C: So today was different. What made it different for you?" (45-46).

4c) Cheerleading. You want to "reinforce successful attempts and encourage repeated efforts." Works best if you use the word because and state why you're complimenting them--e.g., "Wow! How did you manage to do...because that showed courage," "That's amazing that you could...because that shows you mature you are" (47). 

5) Scaling Question. Ask student on a scale of 0 to 10 how close they are to reaching their goal. Asking what they need to do to go up a point encourages them to think of specific actions they can take (49).

6) "Identifying and Overcoming Obstacles to Success." "This helps students to be realistic about the hard work before them" (51). E.g., "Your plan sounds great. However, we both know that sometimes, something or some people may get in the way of your accomplishing what you intend to do. How do you think that could happen in your situation?" (52). 

7) Conclusion w/ Message. Messages "serve as a positive reinforcement for what has occurred in the interview by reminding students of their resources and strengths and providing a homework assignment that enables students to keep on track toward accomplishing their goals" (53). Messages contain three parts (a) compliments, (b) bridging statement, (c) task

(a) Each message should contain at least three compliments, "each referring to specific behavior exhibited by the student" (56). (b) Bridging statement connects compliments and tasks--e.g., "Because you realize...the benefits of (making friends), it would be helpful to..." (57). (c) Tasks are nonspecific--this "conveys the clear signal that students are trusted to complete the homework in ways that work best for them. When students can identify exceptions, "assign them to (a) do more of the behavior that brought their...exceptions, (b) notice and continue to do what has been working for them." When students d/n know their goals or won't take responsibility for the problem, "assign them to (a) observe the times when things are better, (b) notice when exceptions are happening" (58).

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SUBSEQUENT SESSIONS

"A sequence known as EARS guides the second and subsequent sessions":

Elicit what's better;
Amplify the effects of what's better;
Reinforce how these changes were brought about; and
Start over again, discovering additional successes. (85)

After EARS, ask a scaling question to see how far student has progressed. Then decide if more sessions are needed. Always end session with a message (85).

Eliciting. "What's better or different since the last time we met?" Students might say things are different but not better >> explore differences and "pay careful attention to signs of any improvement even remotely connected to students' goals," e.g., "Were things bad every minute of every day all week?" "Tell me about the times that things were not quite as bad as other times?" (86). Persistence in asking for exceptions might make the difference (87).

If they say things are worse, "help students recognize the coping skills that keep their situations from being even worse than they are. This builds on the assumption that things could be worse and that students are using their resources to keep things from deteriorating even further." Ask: "How come things aren't worse than they are?" (88).

Amplifying. Investigate "the ripple effect as changes in students' behaviors prompt change in others. Elaborating on the reciprocity evoked by their efforts empowers students to recognize the impact of their actions, which in turn reinforces students to take on further challenges that may not have been attempted otherwise" (88).

Reinforcing. Or cheerleading. As you cheerlead, students develop more mindmaps "to help them w/ future situations" (89).

Scaling. After EARS, ask the scaling question again.

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WORKING WITH RELUCTANT/MANDATED STUDENTS

Appeal to their self-interest--e.g., point out that counseling, the changes that might result from counseling, might get the "referring party" "off their backs" (97). 

You can become the student's ally if you take their side, agreeing that they might not need to be in counseling, e.g., "What do you think if, through counseling, we could prove to them that they were wrong in sending you here and you were right all along?" "What would they tell me you were doing that would show that they were wrong about your ability to control your temper and that you were right?" Student then described "what turned into a goal for controlling her anger" (100). 

THE 20-MINUTE SESSION

Scaling. Start by asking students to rate how things are on a scale of 0-100, 0 being "the saddest they could ever be" and 100 "the happiest they could possible be, except when receiving a gift" (b/c that depends on external circumstances) (110). 

Determine the Highest Rating Achieved. Ask what is the highest score they have ever achieved. If the highest is higher than current score >> ask exceptions questions, e.g., "From what you're saying, you are now at 56, and you have been as high as 75. What was going on w/ you when you were at 75? How is that different from what is going on right now?" If the current score is the highest ever >> ask what is their lowest ever, thus determining "how students have improved to where they are now," helping them "chart how they have used their resources to achieve their highest rating," e.g., "What did you do to move yourself up to where you are now? How did you make that happen for yourself?" (112). 

Ask how they can get their score higher. How can they get back to their high score, or, "You're the highest you have ever been, and you know what you have done to get there. When you are a little bit higher, what will you be doing then that you are not doing now?" (113). 

Message and Task.