Looking Into the Therapy Process Term Paper

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Contextual and Larger System Factors

Role of Collaboration

Steve de Shazer, Insoo Kim Berg, and coworkers came up with the original version of the SFBT (Solution-Focused Brief Therapy) in the year 1982 at Milwaukee, Wisconsin's Brief Family Therapy Center. At first, they employed the approach of problem resolution, which they had become acquainted with at Palo Alto, California's Mental Research Institute during their work with psychotherapist, John Weakland. But upon listening to clients/patients explaining their problems' fine points, they started noticing that clients revealed exceptions as well -- i.e., times when their problem proved to be minimal or even sometimes absent. At this juncture, therapy shifted its emphasis from problem description to two exceptions' specifics. This change of focus ensured migration of therapy to development of a solution, from resolution of the issue. With redefinition of the therapy's focus, a shift was observed in clients' and therapists' individual role expectations, too. Solution focused psychotherapists considered clients to be experts when it came to their own lives and, notably, what will prove helpful to them. Therefore, one can define SFBT as a collaborative and client-focused approach (Simon & Berg, n.d.).

Literature on the medical field has started promoting solution-focused therapy as one of the collaborative counselling methods that is appropriate for a busy client-focused family practice. It has been suggested by family physician supporters that SFT's emphasis on client abilities, resources, and strengths cultivates a counselling environment characterized by optimism and hope. It holds patients responsible for change, by employing inspiring language and acknowledging patients as proficient when it comes to self-care. Thus, the approach has deep regard for clients as individuals, adopting a more equalized method of seeking solutions to problems (Greenberg, Granshorn, & Danilkewich, 2001).

Case Example

Forty-year-old Steven has, as per records, been suffering from psychiatric issues since his early childhood days. He was hospitalized for the very first time at the age of seventeen years, at a state psychiatric facility. Ever since, he has been hospitalized at the same facility several times, and in the mental health wards of community hospitals. His hospital stays have generally been relatively long (between 3 and 8 weeks). As many as four psychiatric assessments have been completed for him by different psychiatrists, representing his last six years' medical history. All evaluating psychiatrists diagnosed the patient as chronic, schizophrenic, and undifferentiated type. In his long years under the supervision of mental healthcare practitioners, Steven has been administered various psychiatric medications, of which several have been reported by him as producing side effects. The patient was referred, in May of 1996, by an outpatient, community facility for mental healthcare, to a Community Counselling unit at Goshen. Throughout his therapy, the client increasingly experienced self-empowerment. Therapy only functioned at affirming the improvement that became progressively more apparent. What might, indeed, prove most valuable to clients is: Collaboration with psychotherapists who have less knowledge and are keen on finding out more on their clients. SFBT therapists have shown increasing interest regarding their clients' resources and strengths. Careful listening powered by this interest and a wish to find out more about clients eventually proves most useful to them (Simon & Berg, n.d.).

Research Measurement

An imperative part in preparing MFT students is to guarantee that they get a portion of the sympathy, mindfulness, and affirmation from educators that they are required to be skilled once they start conveying therapeutic services to their clients. Such display of respect to the educators is likely to give MFT students the chance to watch and learn aptitudes that will be basic to their prosperity as specialists, and the nonattendance of such staff. It would demonstrate that it is liable to leave MFT students less of experts in these basic regions of practice, expanding the anxiety they feel as they make the move from classroom to treatment room (Klick, 2005).

As indicated by a study, a few topics were recognized under the classification of how clinicians and analysts are affected by postmodern theories. The clinician-analyst crevice is apparent in marriage and family treatment; yet postmodern subjective exploration can give courses with which to conquer any hindrance. Initially, clinicians and therapists can gain from each other. Both can give the other better approaches to meeting clients while imparting compassion and sharing stories. Students likewise reported more studies, including methodological pluralism being able to make the family treatment exploration more relevant to clinicians (Hertlein, Shute, and Benson, 2004).

Toward the beginning of every session after the first, I will for the most part get some information about advancement, and what has been exceptional amid the interim.

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Numerous clients will report that there have been some recognizable enhancements. I will help the client portray these progressions in however much detail as could reasonably be expected. Obviously, a few clients will report that things have continued as before or have become more regrettable. This will lead me to investigate how the clients have kept up things without things deteriorating; or, assuming more regrettable, what did the client do to keep things from deteriorating. Whatever the client has done to keep things from declining is then the center and a hotspot for compliments and maybe for an analysis since whatever they did they ought to keep doing (Trepper, et al., n.d.).

Amid the session, more often than not after there has been a considerable measure of discussion on what is better, I will get some information about how they would rate themselves on the advancement (toward solution) scale. Obviously, when the rating is higher than the past session's, I will compliment this advancement and help the client make sense of how they will keep up the change. Sooner or later amid the session -- conceivably toward the starting, maybe later in the session -- I will check, oftentimes by implication, on how the task went. On the off chance that the client did the task, and it "worked" -- that is, it helped them move toward their objectives -- I will supplement the client. In the event that they didn't do their tasks, I for the most part will drop it, or ask what the client improved on (Trepper, et al., n.d.).

Influence of Ethics, law and moral principles/schemas

Family therapists' early writings on the subject of ethics addressed practical issues that surfaced when two or more clients were present at the same time, in therapy. Moral requirements were perceived as transpiring out of the unique needs of other individuals in individual relationship contexts. Evaluation of ethical decisions, which evolve out of cybernetics/systems models, from the conventional Cartesian dualism epistemology, might depict them apparently lacking regard for individual family members' rights. Care ethics concentrates on relationships and situational details. The perspective of care takes into account a decision's actual consequences for concerned parties, impact of the decision on the relationship, altruism-related issues, the particular context, and the need for avoiding hurt. Family therapists' concerns include resolving contradictory principles of professional ethical codes, on the basis of practice models which employ relationships and families as the intervention focus, and individual rights (Newfield, Newfield, Smith, & Sperry, 2000).

Hanley, Albert, and Rothbart (1986) as well as Langdale (1986) offered proof of the potential impact of personal relevance, importance, and difficulty on moral reasoning orientation. Their research works employed justice reasoning frequently in answers to highly conceptual dilemmas procured from the moral interview structure of Kohlberg, compared to answers to standardized, personal problems (Newfield, Newfield, Smith, & Sperry, 2000).

Contextual and Diversity Factors

According to critics, SFTs are not sufficiently mindful of diversity. Concurrently, the method has been employed in several diverse contexts with positive results. If therapists are conscious of diversity-related matters and maintain focus on aspects that clients can change successfully, the approach will likely prove effective (Hepworth, 2006). Clinicians who are unfamiliar with diversity find it difficult to apply any theoretical model, however, and hence, it might be unfair to disapprove of SFBT on this basis (Roberts, 2005).

In talking about socially competent counselling for minority clients, educators alert professionals against stereotyping by advising them that every client is unique and each has an alternate story to tell (Murphy, 2008). The methodologies in Solution-centered Counseling in Schools are receptive to current guidelines and proposals for socially capable practice by: (1) regarding each client as a person with a one of a kind edge of reference; (2) teaming up on the objectives and substance of directing; (3) customizing administrations to clients as opposed to anticipating that they should comply with our inclinations; and (4) acquiring continuous input from clients on the value of administrations, altering our methodology likewise (Murphy, 2008).

In talking about guiding with non-Western individuals, scientists prescribe that therapists urge them to apply their own inside resources and self-restorative instruments since this is a characteristic part of critical thinking in non-Western societies. An investigation of their social foundations and points-of-view on gender roles and families should be further explored, keeping in mind the end goal to pick up a superior comprehension of what each of….....

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