Read e-book online The Power of Groups: Solution-Focused Group Counseling in PDF

Read e-book online The Power of Groups: Solution-Focused Group Counseling in PDF

By Leslie A. Cooley

Research-based and functional, this advisor offers institution pros the speculation and data to evolve solution-focused short counseling for pupil teams on any subject, curriculum, or grade point.

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Read Online or Download The Power of Groups: Solution-Focused Group Counseling in Schools PDF

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Extra resources for The Power of Groups: Solution-Focused Group Counseling in Schools

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Who could argue against noticing student strengths or promoting resiliency by developing alternative programs that let all students experience success outside the classroom? But when trouble is brewing—for example, when students are referred to the office for behavior problems—the inclination is to retreat to the “default model” (or standard way of operating) at the school. ” More creative energy seems to go into the consequences than into the preferred behavior. Even though we know that we are more likely to change behavior with positive strategies than with negative ones, we somehow drift back into consequences without fully investigating the possibility of focusing on what is already working for the student.

If what you are doing isn’t working, at least try something different. It is important to remember to do more of what is already working or has worked in the past. For example, imagine a parent consulting a therapist about a parenting issue that occurs episodically. Every few years, the son goes through an annoying cycle of rude behavior. ” Since the problem went away, the odds are that the strategy worked in the past, and the family just needs to remember to do it again. If what you did worked, do it again.

He waves when he drives by and sometimes says hello. Now he talks to neighbors who greet him when he is out mowing the lawn, something he religiously avoided in the past. All these changes followed a New Year’s resolution to start exercising; changes in one area have a ripple effect on other areas. Our goal is to get that first stone in the water so the ripple can begin. Assumption 6 Even if temporarily confused or uncertain, the student is the expert on the problem. For experienced practitioners contemplating a shift from more traditional models (where the practitioner is the expert) to a solutionfocused approach, this assumption can be difficult to accept.

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