Solution Focused Brief Therapy: A Systematic Review and Meta‐Summary of Process Research

This article presents a systematic review of the process research on solution‐focused brief therapy (SFBT). We searched published and unpublished studies in English across five databases, five major journals, two book chapters, and four websites to locate studies that investigate why and how SFBT works. Thirty‐three studies that used various research methods were located and included for further analysis using a meta‐summary approach. The findings supported the significance of the co‐construction process within SFBT and the effects of specific types of SFBT techniques. The most empirical support was found for the strength‐oriented techniques in comparison to the other techniques and for the co‐construction of meaning. Current studies require replications with larger samples and experimental designs that study SFBT process in relationship to outcomes.     

Integrating Solution-Focused Brief Therapy for Systemic Posttraumatic Stress Prevention in Paediatrics

Paediatric trauma can leave devastating effects on patients and their families if unattended. Medical family therapy (MedFT) is one approach to address the emotional and relational impact of paediatric trauma and prevent possible posttraumatic stress. The biopsychosocial model is widely practiced in MedFT, yet we argue that adding solution-focused conversations can further enhance practitioner effectiveness and increase client outcome. This article discusses and provides rationale for the use of solution-focused brief therapy (SFBT) through a biopsychosocial lens when treating paediatric intensive care unit (PICU) patients and their families. A fictionalised illustration is provided to guide family therapists in applying SFBT to the PICU population.     

‘Kids’ Skills’ and ‘Mission Possible’ Innovations: Solution-Focused Brief Therapy Models for Working with Children and Adolescents Revised and Expanded

This article explores the ‘Kids’ Skills’ and ‘Mission Possible’ models of solution-focused brief therapy (SFBT) with children and adolescents. Both models are presented, compared, revised, and expanded with further ideas and therapeutic tools in three crucial areas: 1. Future direction, 2. Resources, and 3. Initiation of change (action). Future direction is expanded by preferred future, skill(s), and goal(s). Resources is expanded by ‘small talk,’ progress and confidence scales, exceptions, metaphors, and engagement of supporters. Initiation of change (action) goes beyond practicing the skill to experiments or steps towards the goal. This gives more flexibility to therapists using SFBT with their clients. All this is illustrated with case examples.     

Research as part of everyday practice: A finishing student's experience

Abstract

While social work education has come a long way, some of the most valuable lessons are learnt not in the class but in the field. This article explores the relationship between the practice of research and social work practice through my struggles within my final social work placement. How does one come to terms with the relationship between everyday social work practice and the practice of research? How does one reconcile what many see as a gap between research and the practice of social work? Is it possible to incorporate research into everyday practice? In the end it must be argued that both have comparable underlying goals and follow almost identical processes. In many ways a researcher carries out similar investigations utilising similar skills as those of a social worker. Thus being skilled in research and being able to integrate research into everyday practice will produce a better social worker.     

A Practitioner’s Guide to Sampling in the Age of Evidence-Based Practice: Translation of Research into Practice

Evidence-based practice must include the translation of research into practice, and the social work practitioner is the essential link in that translation. As part of the EBP process, researchers must present findings in a way that is accessible to practitioners and practitioners must view the study as relevant and representative of their clients’ needs. This article provides practitioners with tools to interpret research, specifically the sampling process. Our goal is to support practitioners in bridging the gap between research and practice. We discuss how sampling fits with the translation of research and describe sampling procedures. We conclude with a unique three-step approach for reviewing research that is designed to assist practitioners to translate research into practice.     

The Two Embedded Research Functions of Heuristic Case Practice

Abstract

In social work's formative years, practice, education, training, research and theory building were an integrated whole within the field. However, when educational responsibilities moved to tertiary institutions, research and theory building was also claimed as a primary responsibility by these bodies. Since then, the function of research has been seen from the perspective of tertiary institutions as the post hoc evaluation of intervention effectiveness. The present paper proposes that two distinct types of research remain seamlessly embedded within everyday case practice, namely Interventive research and Modelling research. Interventive research is the information gathering and synthesising process creating a theory of one that guides each intervention. Modelling research is the reflective linking of interventions over a class of cases to build practice wisdom and guide future interventions in similar cases. Such research is not free from experimental control, as has been assumed in the past, but has a number of embedded bias controls that protect the integrity of practice interventions by giving greater reliability and validity than assumed previously.     

Panning for gold: a clinician's guide to using research

The gap between research and clinical practice is one of the key challenges facing family therapy. Clinicians often fail to incorporate research findings into their practice because they do not know how to search, evaluate, or apply research to their clinical work. The purpose of this article is to help clinicians become better consumers of research. This article explores the potential value of research to clinicians, as well as negative beliefs that clinicians may have about research. The article also describes how clinicians can use research to inform their clinical work, as well as potential challenges that can be encountered.     

How Can Curriculum Action Research be Used to Promote Post Qualifying Practice Teaching Award Candidates' Interest in Research Articles?

The General Social Care Council (GSCC) Post Qualifying Practice Teaching Award requires candidates to access and evaluate research as well as local and national polices. However there can be resistance from social workers to accessing and using research despite the recent emphasis on evidence based practice. The author used Curriculum Action Research, whilst undertaking the Post Graduate Certificate in Teaching in Higher Education, as a tool to make manageable changes to her teaching practice, by routinely introducing secondary research articles in every teaching session. This approach encouraged the candidates' learning and enabled their completion of their research assignment on their chosen topic, whilst also supporting or challenging their existing attitudes to the role of research in social work practice.     

Separately Together: Working Reflexively as a Team

Discussions of reflexivity tend to ignore issues of practice, and those addressing practice are likely to presume a sole researcher. In this paper, we respond to the need for attention to reflexive practice in qualitative research teams. Drawing on our experience of working ‘separately together’, we identify reflexivity as an embedded feature of team-based research. We discuss how reflexivity can be used as a collective interpretive resource in the construction of the research subject/object, and we highlight reflexive possibilities unique to team-based research. We include in the article a presentation of the orientations and research practices that supported our reflexive teamwork.     

Some indications for professional development in social work: a study of theoretical interest and attitudes towards research among Icelandic social workers

This study among Icelandic social workers generally showed positive attitudes towards research activity in the field. Most respondents, whereof half were practice teachers, saw the practicum as an important tool for the integration of theoretical application and research activity to practice. Almost all saw research activity as a feasible way to empower social work as a profession. Simultaneously, a relatively small percentage report their own research activity. Besides this discrepancy some interesting differences were found according to number of years after graduation, field employment and experience as practice teachers. It is argued that the theme in focus is a critical indication of professional development and highly relevant for the educational discourse as for future professional development.     

Research Training and Professional Social Work Education: Developing Research‐Minded Practice

The movement towards developing practice more firmly grounded on empirical research has, arguably, been one of the most significant international trends in social work during the past decade. However, in the UK the implications of this trend for pedagogical practices and the design of educational programmes have still to be fully explored. This paper reports on the findings of a repeated cross‐sectional survey of MSW students in Queen's University Belfast which focused on their perceptions of the value of research training to professional practice. The study, conducted over a four year period, explored students' awareness of the relationship between research and practice and their readiness to engage with research training. The findings suggested that the majority of students perceived research training as a valuable component of professional development. However, the study also found a level of scepticism among students about its practical utility along with some resistance towards actively embracing a research agenda. The paper evaluates the significance of these findings for developing research and evidence‐based practice as integral components of the new degrees in social work in the UK and for social work education programmes in other countries aiming to develop research‐minded practice.     

Has Social Work Heeded the Call? Sex Offender Content in Social Work

The relationship between theory, research and practice in the contemporary UK social work curriculum is examined in the context of the New Labour Government's insistence on making explicit the connections between knowledge, research, standards and ‘best practice’ in its regulatory discourse. The argument suggests that far from being obvious, settled or predictable in the way in which this discourse suggests, the relationship between research, theory and practice is highly contentious and certainly unresolved. The article then goes on to look at concepts of theory and research. ‘Theory’ is seen as having evolved with little reference to evidence and ‘research’ is seen as having established a new intellectual hegemony without having engaged with or contributed significantly to the development of practice theory. The article concludes that the trend towards a professional and intellectual fragmentation of the social work discipline needs to be reversed if students are to develop their own ‘research mindedness’.     

Research and theory building functions of heuristic case practice

Existing concepts of reflexive and reflective practice are used in this paper to examine the interventive and modelling research functions embedded in case practice. The sequential steps involved in these embedded research functions are compared to those identified in qualitative research methodology and the two models developed by Norma Lang. This paper integrates the research steps involved in both reflexive and reflective practice into a single model of two loops, one truncated and one extended. The six sequential research steps involved in the truncated cycle of reflexive practice are defined as observing, describing, abstracting, generalising, assimilating and acting. The 10 sequential steps involved in the full reflective cycle are defined as observing, describing, abstracting, generalising, categorising, ordering, contextualising, modelling, accommodating and acting. The practical expression of these steps in the field within the processes of critical incident learning and critical mass learning is then discussed.     

Research and Practice:

In this multiply-authored account, five academicians discuss the connections between their work as clinicians and their clinical qualitative research. Each saw connections between practice and research, and each in her or his own domain of interest has found that practice informs research and research informs practice. This article also introduces three major types of qualitative clinical family research: conversational analysis, recursive frame analysis, and hermeneutic phenomenology.     

Split or Synthesis: The Odd Relationship Between Clinical Practice and Research in Social Work and in Social Work Education

The relationship of practice and research in social work has often been characterized as a ‘split’ in interests and in professional purposes. The same split also appears in social work education. This article examines several issues related to better integrating clinical practice and research in social work and in social work education. The article opens with a historical exploration of the origins of the social work profession as based in differences between practitioners and researchers. Second, differences in the purposes, professional cultures and professional organizations of clinical social workers and social work researchers are examined. Third, the processes and methods of clinical practice and research are systematically compared and contrasted. A chart outlining their similarities and differences is offered. The article closes with several recommendations to improve social work education in both areas that can lead to better integration of clinical practice and research in social work.     

An experiment in helping social work practitioners to design and conduct research

A twelve-week short course, “Understanding Social Work Practice through Research” was conducted for experienced social work practitioners during the Spring of 1982. The course, experimental in character, began with the practice interests of individual course members and used the resources of the class members and the course tutors to help each person to devise a research design suitable to his or her personally declared practice interests. The work was supported by handouts (e.g., “Turning an interest in a practice issue into one or more researchable questions”; “Decisions required when constructing a research design”; etc.) and by worksheets.

Eight persons attended all or most sessions (one dropped out early in the sequence) and all of these completed a research design and indicated an interest in implementing it. Optional follow-up sessions were provided in the form of group support meetings held at four-month intervals and individual consultation as required. In addition to producing a viable research design, members gained increased confidence in themselves as researchers as well as practitioners, clarified their understanding of the relationship between research and practice, and in some cases emerged with a renewed enthusiasm for social work practice.     

What's on Their Minds? The South African Child Welfare Academic Agenda from 2001 to 2010

Social work teaching and research is assumed to impact significantly on practice, readying students for employment and investigating areas relevant to practice. In South Africa, the historic divergence between the academic agenda and population needs is significant. In a context of transformation towards developmental social welfare, this paper investigates the extent to which tertiary education as well as research agendas match what South African child welfare practitioners have identified as priorities in the field. In a study examining trends and drivers in South African child welfare, it was found that the curriculum was largely being informed by the same trends that shaped practice. However, the research agenda differed markedly from the issues concerning practitioners. Also, practitioners thought that new graduates were ill-equipped to deal with practice demands in resource-poor and transforming (post-apartheid) environments. It is recommended that South African academics and practitioners ensure that child welfare curricula, academic enquiry and practice demands overlap more closely in order to better prepare novice social workers and provide leading research. With globalization and the increased need to respond to diverse populations, it becomes critical that social work education is reviewed both in the north and south to ensure its relevance for practice.     

The role of identity-based motivation and solution-focus brief therapy in unifying accounts and financial education in school-related CDA programs

This article focuses on unifying, seemingly at times, disparate aspects of school-related Child Development Account (CDA) programs in order to maximize their effects. Account ownership and financial education are the two key components of school-related CDA programs. Despite this most of the focus by asset theorists and researchers has been on the account ownership side of CDAs. To unify these two components we use identity-based motivation (IBM) theory. Further, we suggest that early experience with money failures and lack of positive role models results in many lower income and minority children entering CDA programs with low financial efficacy. Because of low financial efficacy, we suggest that in order for financial education programs to be successful among lower income and minority children they need to be designed to address this reality. We posit that a way to address the reality of lower income and minority students is to adopt solution-focus brief therapy (SFBT) techniques. These techniques can be used to teach financial education instructors how to build positive financial efficacy beliefs among lower income and minority children.     

Supervision of students in social care education: practice teachers’ views of their role

This paper presents findings from research about how practice teachers in social care education in Ireland view their role, in particular what elements they prioritise and what they see as relatively unimportant. The aim of the research was exploratory, seeking to discover commonalities and differences in how practice teachers saw their role in the supervision of social care students. Q methodology was used to compare the participants’ viewpoints. Twenty practice teachers, from varying practice backgrounds and levels of experience, sorted statements outlining aspects of the practice teacher’s role, during individual interviews. Analysis indicates participants had two ways of conceptualising the role. One focuses within the agency, prioritising students’ awareness of the clients using the social care service and policies as guiding practice. The second encapsulates a broader view of learning beyond the agency, focusing on the practice teacher assisting the student to integrate theory with practice and using reflection as a learning tool. Conclusions are drawn in relation to social care education.     

Research,ideology and practice—a discontinuity

SUMMARY. This paper is concerned essentially with the influence of professional ideology on practice in the field of public child care. In recent years I have become increasingly aware of a discontinuity in the developing theoretical basis for such practice arising from research, and the actual outcomes of such practice as demonstrated by the same research. Whilst acknowledging that there will be an inevitable time lag in implementing some of those research findings, I am concerned that those of us involved in the public care of children, and particularly in the training of the carers, have not yet adjusted our ideological base to take account of the evidence and of certain important principles. By identifying the changing nature of research and examining some of the findings as they relate to factors such as the social context of child care, and the nature of agency policy and practice, I attempt to demonstrate the centrality of concepts such as partnership, consumerism and power sharing. However, I conclude that professional ideologies appear to experience great difficulty in encompassing such concepts