What Is Solution-Focused Brief Therapy

For this hypothetical role-play, the theoretical model that is being used and would continue to be used in future sessions would be solution-focused along with person centered. While initial rapport has been built, the student is distrusting of White people, thus, through a person-centered framework it is essential for the counselor, as a White person, to continue to build rapport and the counseling relationship. The person-centered approach will support rapport building because of its non-directive nature and essential use of communication skills (Henderson & Thompson, 2011). Solution-focused brief therapy (SFBT) strategies were starting to be incorporated into this initial counseling session by looking at a student strength and possible goals
to set up for continued success. SFBT focuses on students’ strengths and allows them to accomplish small goals that can lead to larger changes, which can allow the student to feel successful in creating positive change (Henderson & Thompson, 2011). SFBT can be applied in the school setting by focusing on actions or thoughts that already work for the student, thus, assisting the student to identify specific goals and reach their goals, and focusing on the solution rather than the problem (Henderson & Thompson, 2011). Following this framework, next, steps would include continuing to build rapport; identifying more of the student’s strengths; identifying barriers that the student faces and implementing strategies to overcome barriers, such as helping her family with identifying resources to support essential needs like food; identifying simple goals the student can focus on; and supporting the student’s coping and resiliency strategies so that she can cope with the loss of her father (Henderson & Thompson, 2011).
Self-Reflection
School counselors must be able to self-reflect in order to become more aware and improve their counseling skills.
In addition, being self-aware helps the counselor to provide culturally appropriate and effective services. As a prospective school counselor, this learner has developed an understanding that being self-aware of one’s strengths and challenges can support growth. After completing the track two residency, this learner has discovered strengths as well as challenges. Reflecting on the role-play, some strengths included empathy, validating, summarizing, using minimal encouragers, paraphrasing content, clarifying, and reflecting feelings. However, all of this learner’s communication skills, attending skills, intervening skills, relationship building, and theory application improved from the track one to the track two experience and throughout this course. For example, this learner was able to build rapport and connect with the student more easily by being herself and not overthinking the process. Further, this learner has gained essential practice in utilizing theoretical models during counseling sessions. For instance, during the counseling session with Loye, this learner was able to utilize solution-focused brief therapy strategies such as focusing on strengths and starting to talk about setting goals (Halbur & Halbur, 2015; Henderson & Thompson, 2011). In addition, the learner was able to be more genuine and understand salient aspects of the student’s life in order to build rapport and show that the counselor really did care about the student. Identifying salient aspects of a student’s life can help the counselor to work with diverse students and support their individual needs through culturally competent
strategies.
Some areas for improvement would include continued improvement in a genuine attitude so that students are able to be themselves and share their issues in a safe and supportive environment. Another area for improvement is to not use the word “Yeah” as much because it could be misconstrued as agreement instead of the intended use as a minimal encourager. This self-reflection allows this learner to be aware of and improve these areas for continued growth.
Some of the clinical skills that this leaner will be continuing to focus on is the use of different minimal encouragers, attending to diversity and cultural factors, and continued implementation of theoretical strategies. In order to improve in these areas this learner will continue to practice using them during everyday conversations and during practicum and internship. In addition, this learner will continue to locate professional development opportunities and cultural opportunities so that she is able to stay up-to-date with counseling practices and continue to develop cultural awareness with the students’ diverse cultures that this learner will be working with in the school setting.
Conclusion
Trough the process of transcribing, analyzing, evaluating, and reflecting on the role-pay allowed this school counseling learner the opportunity to gain a deeper awareness of this learner’s counseling skills so that improvements can be made. These improvements will support this learner’s future counseling so that she is better able to provide a culturally and developmentally appropriate counseling program that will effectively support all students’ needs. Through the use of the hypothetical role-play clinical skills and competencies were analyzed and evaluated and showed a good use of these skills. However, there was room for improvement and through continued practice, reflection, feedback, and learning, she will be able to positively advocate for and support students so they can improve their well-being and achievement in the school setting.