Solution Focused Brief Therapy with Children Who Stutter

Nicholas, Alison

doi:10.1016/j.sbspro.2015.03.261

Cited by 22 publications

(10 citation statements)

References 14 publications

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“…There are many principles and assumptions of the SFA, which have been listed by many researchers (Quick, 2008;Sklare, Sabella, & Petrosko, 2003;Lipchik, 2011;Nicholas, 2014). From the perspective of schools, the most important aspects of SFA is to help students to learn skills concerning how they can manage their own lives.…”

Section: Theoretical Framework Of the Studymentioning

confidence: 99%

Teachers Support of Students’ Social-Emotional and Self-Management Skills Using a Solution-Focused Skillful-Class Method

Niu¹,

Niemi²

2020

EJSBS

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Increasing importance is being attached to support students' learning of social-emotional and self-management skills as they may experience all kinds of difficulties and problems at school. How can teachers support students to learn useful skills to overcome these problems? The purpose of this study is to assess the effectiveness of the Skillful-Class method, which teachers can use in their classrooms to support students learn social-emotional and self-management skills in a supportive and collaborative learning environment. A Skillful-Class project was conducted in 22 Finnish and 18 Chinese primary school classes. Data was collected by pre-and post-questionnaires from autumn 2018 -spring 2019. Qualitative data was collected using a post questionnaire with open-ended questions, interviews, and discussions on webpages, which were reviewed by content analysis. There is clear evidence showing that students' skills improved significantly; further, the relationships among students, teachers, and parents also improved. The students became more supportive of and collaborative with each other. The teachers' responses also show that their work became easier at school when students learned many social-emotional and self-management skills. Based on these findings, we can conclude that the Skillful-Class method is an effective tool for teachers to help students learn skills. Further, it improves the collaboration among teachers, students, and parents, and builds a supportive and collaborative learning community.

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Section: Theoretical Framework Of the Studymentioning

confidence: 99%

Teachers Support of Students’ Social-Emotional and Self-Management Skills Using a Solution-Focused Skillful-Class Method

Niu¹,

Niemi²

2020

EJSBS

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“…The results show that SFBT is effective for reducing somatic difficulties and improving adolescent cognition. Other research conducted by Nicholas (2015) also describes the use of SFBT in stuttering children as effective as a short solution-focused therapy using several techniques, namely Problem Free Talk, Establishing a Goal, Elaborating Best Hopes or Preferred Future, Identifying Exceptions or Instances of Success, Feedback and Closing. SFBT is can be a strategy to build children's confidence.…”

Section: Discussionmentioning

confidence: 99%

Solution-Focused Brief Therapy (SFBT) Based Guidance for Student Academic Hardiness

2021

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The background of the research is the importance of increasing competence for the younger generation as the nation's successor. This competence is related to the ability to face challenges, carry out commitments, and proper control in the midst of globalization which has positive and negative impacts. This capacity development can be developed through guidance interventions based on Solution-Focused Brief Therapy (SFBT). The purpose of this study was to analyzed the description of academic hardiness possessed by high school students in Aceh, and measured the effectiveness of guidance based on Solution-Focused Brief Therapy (SFBT) in developing academic hardiness of high school students in Aceh. This study used a quantitative approach with a quasi-experimental method (non-equivalent control group design). Data were collected using the modified Academic Hardiness Scale (AHS) from Benishek & Lopez based on three aspects of academic hardiness, specifically commitment, challenge, and control. The population of this research is 154 the MAS Imam Syafii students. The research sample consisted of 60 students who were divided into experimental and control groups. Based on the results of the paired samplet-test, there is a significant difference between the pre and post test results of students after being given SFBT-based guidance, but the results of the N-Gain analysis show that SFBT has a low effect in increasing the academic hardiness of MAS Imam Syafii students. To get a significant increase in academic hardiness, SFBT can also be given individually/group.

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“…It is the role of the therapist to ask facilitative questions to support them in doing so. 34,40 Once Jacob's "best hopes" were identified, he was asked to indicate where he was on a 0 to 10 scale (where 10 represents "best hopes" and 0 the opposite of that). Questions were used to elicit what was helping him to be at that point on the scale.…”

Section: Family-based Therapymentioning

confidence: 99%

A Multidimensional Approach for School-Aged Children who Stutter

2022

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Therapy for school-aged children who stutter (CWS) and their parents should be holistic, individualized, and multidimensional, considering the child within their real-life context and using a solution rather than problem-focused approach; highlighting and drawing on the strengths, resources, values; and coping skills that each family brings. Therapy at the Michael Palin Centre draws on a number of psychological approaches, including solution-focused brief therapy, cognitive behavior therapy, acceptance and commitment therapy, and compassion-focused therapy. Aspects of these approaches are discussed in this article to describe the therapeutic intervention for two school-aged CWS (aged 8 and 15 years). The Palin Model (2019) is used to conceptualize the factors that influence stuttering, as well as the different components of therapy that may be relevant for each individual family. The overarching aim of therapy, for children to become competent and effective communicators, whether they stutter or not, is described through a range of practical therapeutic activities, including exploring communication skills, openness and desensitization, exploring thoughts and feelings around stuttering, building confidence, expanding comfort zones, and developing self-efficacy. Qualitative and quantitative outcomes are presented for each clinical case.

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Solution Focused Brief Therapy with Children Who Stutter

Cited by 22 publications

References 14 publications

Teachers Support of Students’ Social-Emotional and Self-Management Skills Using a Solution-Focused Skillful-Class Method

Teachers Support of Students’ Social-Emotional and Self-Management Skills Using a Solution-Focused Skillful-Class Method

Solution-Focused Brief Therapy (SFBT) Based Guidance for Student Academic Hardiness

A Multidimensional Approach for School-Aged Children who Stutter

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