Solution-Focused Counseling in Schools -- Table of Contents -- Preface -- Acknowledgments -- About the Author -- Part One: Foundations of Solution-Focused Counseling -- Chapter 1: The Problem With Problems: Introduction to Solution-Focused Counseling -- The Problem With Problems -- Problems Restrict Thinking -- How Solution-Focused Counseling Expands Thinking -- Problems Restrict Hope -- How Solution-Focused Counseling Expands Hope -- Problems Restrict Self-Identity -- How Solution-Focused Counseling Expands Self-Identity -- A Summary of the Problem With Problems -- Alicia's Story -- Going Nowhere Fast -- Counseling Session 1: Getting Through to Alicia -- Going Nowhere Even Faster -- Counseling Session 2: More of the Same -- More of the Same: A Common Scenario in Schools -- Solution-Focused Counseling: A Practical Alternative to More of the Same -- Alicia Revisited: A Solution-Focused Approach -- The Rest of the Story -- Dropping the Rope Versus Pulling Harder -- Summary and Conclusions -- Discussion and Practice -- Chapter 2: Empirical and Conceptual Foundations -- Core Ingredients of Effective Counseling: The Change Pie -- Client Factors: The Filling -- Relationship Factors: The Crust -- Hope Factors: The Anticipation -- Model/Technique Factors: The Topping -- Summary of Outcome Research: Baking a Pie With All the Ingredients -- Social Constructionism and the Power of Dialogue -- Systems Theory -- Positive Psychology -- Treatment Acceptability -- Cultural Responsiveness -- Empowerment -- The Sociology of Childhood -- Developmental Considerations -- Early Childhood (Ages 4-6) -- Physical Development -- Social Development -- Psychological Development -- Intellectual Development -- Middle Childhood (Ages 7-10) -- Physical Development -- Social Development -- Psychological Development -- Intellectual Development -- Early Adolescence (Ages 11-14).

Physical Development -- Social Development -- Psychological Development -- Intellectual Development -- Mid-Adolescence (Ages 15-18) -- Physical Development -- Social Development -- Psychological Development -- Intellectual Development -- Summary and Conclusions -- Discussion and Practice -- Chapter 3: Therapeutic Influences, Values, and Assumptions -- Milton Erickson -- One Client at a Time -- Efficiency: Focus on Solutions -- The Crystal Ball Technique: Focus on the Future -- Emphasis on Small Change -- Use of Client Resources -- An Example of Erickson's Approach: The Student Who Refused to Read -- Brief Strategic Therapy -- The Problem Process -- Interrupting Ineffective Solutions by Trying Something Different -- Client Position -- An Example of Brief Strategic Therapy: Tripping the Responsibility Trap -- SFBT -- Skeleton Keys -- Formula First Session Task -- The Miracle Question -- Exceptions to the Problem -- Keeping It Simple -- Solution Talk -- An Example of Solution-Focused Therapy: Growing Solutions From Small Seeds of Success -- CDOI Practice -- Giving Clients a Voice in Their Care -- Focusing on Strengths and Resources -- Collecting Client Feedback -- An Example of CDOI Practice: Client Knows Best -- Summary of Therapeutic Foundations -- Core Values and Assumptions of Solution-Focused Counseling in Schools -- Values -- Assumptions -- Summary and Conclusions -- Discussion and Practice -- Part Two: Tasks and Techniques of Solution-Focused Counseling -- Chapter 4: Building Collaborative Relationships -- Adopting the Ambassador Mindset -- Listening -- Brittany: The Benefi ts of Listening and Not Knowing -- Curiosity -- Validation -- Asking Permission -- Asking Change-Focused Questions -- Open Questions -- Social Relationship Questions -- Complimenting -- Using the Language of Change -- The Language of Empowerment.

The Language of Qualification -- The Language of Presupposition -- Accommodating the Client's Position -- Listening for Key Words and Phrases -- Exploring Clients' Opinions -- Exploring Clients' Solutions -- Determining What Clients Want From Us and Our Services -- Scenario 1: The Student Is Not Interested in Changing the Problem -- Scenario 2: The Client Acknowledges the Problem but Looks to Others to Change It -- Summary of Accommodating the Client's Position -- Obtaining Client Feedback on Outcome and Alliance -- Informal Scaling Questions -- Formal Rating Scales -- Summary and Conclusions -- Discussion and Practice -- Chapter 5: Coconstructing Solvable Problems and Practical Goals -- Discussing Problems in Solution-Focused Ways -- Define a Solvable Problem -- Clarify the Role of Environmental Factors -- Explore Previous Solution Attempts -- Clarify the Influence of the Problem -- Summary of Discussing Problems in Solution-Focused Ways -- Coconstructing Practical Goals -- The 5-S Guideline of Goal Development -- Significant -- Specific -- Small -- Start Based -- Self-Manageable -- Summary of Practical Goals -- Scaling -- The Miracle Question -- Summary and Conclusions -- Discussion and Practice -- Chapter 6: Building on Exceptions -- The 5-E Method of Building on Exceptions -- Step 1: Eliciting -- Looking -- Listening -- Asking -- Step 2: Elaborating -- Step 3: Expanding -- Expanding Exceptions to Other Situations -- Expanding Exceptions to a Greater Frequency -- Step 4: Evaluating -- Informal Scaling Questions -- Paper-and-Pencil Methods -- Permanent Products -- Single-Case Evaluation Designs -- Step 5: Empowering -- Giving Credit -- Exploring the Consequences of Change -- Discussing Future Plans -- Preparing for Setbacks -- Requesting Clients' Advice -- Using Letters and Other Documents -- Celebrating Success -- Leaving the Door Open.

Examples of Building on Exceptions -- All I See Is What They're Doing Wrong -- The Monday Morning Exception -- The Test Anxiety Group -- The Exceptional Quarter -- Summary and Conclusions -- Discussion and Practice -- Chapter 7: Building on Student Resources -- The Process of Building on Resources -- Finding Resources -- Look -- Listen -- Ask -- Applying Resources to School Solutions -- Examples of Building on Resources -- Mrs. T, the Sunday School Teacher -- Resilience, Faith, and Francesca -- The Pillow Brigade -- Dorothy's Advice -- Consulting Camus -- Success Stories: A Schoolwide Program for Recognizing Students' Resilience and Resources -- Summary and Conclusions -- Discussion and Practice -- Chapter 8: Changing the Viewing -- The Process of Changing the Viewing -- Choosing a Different View -- Using Content Provided by Theories -- Using Content Provided by Clients -- Presenting a Different View -- Examples of Changing the Viewing -- Standing Up to Stealing -- A Wake-Up Call From the Unconscious -- Giving Them What They Want -- Desperate and Developmental -- Pervert or Protector? -- A Nurturing Solution -- Summary and Conclusions -- Discussion and Practice -- Chapter 9: Changing the Doing -- Strategies for Changing the Doing -- Try the Do Something Different Task -- Observe the Problem -- Invite What You Dread -- Go With the Flow -- Other Strategies for Changing the Doing -- Examples of Changing the Doing -- Take Two -- A Musical Solution -- How Can You Mend a Broken Heart? -- When Less Is More -- To Skip or Not to Skip, That Is the Question -- Summary and Conclusions -- Discussion and Practice -- Chapter 10: How and When to End Counseling -- Approach Every Session as If It Were the Last -- Use Goals as Guidelines -- End Counseling When Clients Are on Track -- Provide a Proper Sendoff -- Ending Counseling With Students Who Do Not Want It To End.

Summary and Conclusions -- Discussion and Practice -- Part Three: Troubleshooting, Other Applications, and Getting Started -- Chapter 11: Troubleshooting When Things Don't Go as Planned: 10 Tips -- 1. What Does the Client Say? -- 2. Is There a Stated Goal? -- 3. Is the Goal Specific and Reasonable? -- 4. Whose Goal Is It? -- 5. Is the Client Apprehensive or Ambivalent About Change? -- 6. Is Counseling Compatible With the Client's Position? -- 7. Is Counseling More of the Same or Something Different? -- 8. Is My View of the Situation and the Client Helping or Hindering Progress? -- 9. Who Else Could Offer a Fresh Perspective? -- 10. Who Else Might Be More Effective With the Client? -- Summary and Conclusions -- Discussion and Practice -- Chapter 12: Other Applications of Solution-Focused Practice in Schools -- Classroom Management and Teaching -- Parent-School Relationships -- Peer Helping Programs -- System-Level Change -- Parent and Teacher Education -- Group Work -- Teacher and Parent Consultation -- Self-Modeling (Video Exceptions) -- Referral Forms -- Summary and Conclusions -- Discussion and Practice -- Chapter 13: Putting Solution-Focused Practice Into Immediate Action -- A Solution-Focused Approach to Becoming Solution Focused: One Step at a Time -- Closing Thoughts -- References -- Appendix A: Client Index -- Appendix B: The Dot-Joining Puzzle and Solution -- Appendix C: Implementing the Partners for Change Outcome Management System in Schools: Practical Guidelines and Examples -- Using the Outcome Rating Scale (ORS) and Session Rating Scale (SRS) to Monitor Client Perceptions of Progress and Alliance -- ORS/CORS -- SRS/CSRS -- Introducing the ORS/CORS at the First Meeting -- Scoring, Discussing, and Connecting the ORS/CORS -- Introducing the SRS/CSRS at the First Meeting -- Discussing SRS/CSRS Results.

Using the ORS/CORS and SRS/CSRS in Subsequent Sessions.