A Study on the Applied Experiences of Solution-Focused Brief Therapy for Counselors

• Main Authors: Meng, Chian, 孟謙
• Other Authors: Hung, Li-Chu
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/50991900412629759885

碩士 === 國立臺北教育大學 === 心理與諮商學系碩士班 === 100 === The purpose of this study is to explore the counselors’ experiences in their application of SFBT. Adopting a qualitative research method, the author has done semi-structured in-depth interviews with ten counselors of different years of learning SFBT, and then arranges, generalizes, and analyzes what is acquired. The main results are as follows: I.The reasons why counselors choose to sign in an SFBT training are : (1) that they are influenced by the SFBT theories, (2) that they are curious about the SFBT training, (3) that the sites for training are convenient, (4) that the instructors are appealing, (5) that their personal career development needs this training, (6) that the training agrees with their personality qualities. Their learning methods can be divided into two categories, i.e. seeking assistance from outside and using intrinsic resources. II.The experiences the counselors have mainly concern theory acquisition and practical applications. (1) Theory acquisition includes the following dimensions: (a) What perceptions about SFBT the interviewees develop after they are trained: They perceive that SFBT is capable of bringing their intrinsic functions into full play, helping clients achieve their expected goals, valuing the co-operative relationship between counselors and clients. SFBT, which unfolds its belief and respect toward life, is a dynamic and capacious school in counseling. (b) What feelings about SFBT the interviewees have after they are trained: They realize that SFBT emphasizes cognitive logics, involves delicate content, and that it is practical, positive, and goal-oriented. Therefore, it is a school rich in energy, warmth, and love. (c) How interviewees are influenced by SFBT after they are trained: They improve their ability in positively promoting clients’ self-help and also, with the help of SFBT, learn to have their counseling structured. Hence, they begin to comb through their own life experiences from a positive perspective. (d) What they are confused about when they receive training: What confuse them includes the outlook of SFBT on human nature and changes, use of languages, and interfusion with other theories in counseling. (2) The practical applications include the following dimensions: The arenas, occasions, techniques and methods in practice have been figured out. The interviewees report they encounter puzzles in application techniques, disagreements with supervisors, and communication with professionals in other fields. They also express the lack of resources in the SFBT teaching. They feel worried what would happen if their personal qualities do not match the basic characteristics of SFBT. III.In the process of learning and applying SFBT, cases of conversion happen to counselors, in which they need to attribute the cases and respond to them once they encounter difficulties. The attributions they make are: (1) the special properties or limitations of the theories themselves, (2) the limitations of the interviewees, (3) the differences among environments and professionals, and (4) the limitations of the clients themselves. Moreover, the strategies counselors use in dealing with difficulties include (1) seeking more resources to improve their acquisition of SFBT, (2) repeated practice and exploration of the essence of SFBT, (3) directly expressing their difficulties and seek for dialogues with professionals. IV.Based on the results of this research, five symptoms in learning SFBT become explicit: (1) What features SFBT also confuses learners. (2) The theoretical backgrounds of SFBT need to be replenished. (3) Learners do hold some basic concepts toward the therapeutic and modifying process. (4) Learners’ attributions of difficulties tend to be the type focused on people. (5) Universality exists in the ways learners respond to difficulties. Finally, on the basis of the findings in this study, the author makes suggestions to the professionals, scholars, and learners of SFBT respectively.