The Effect of Solution‐Focused Versus Problem‐Focused Questions: A Replication

In therapeutic conversations, questions can be considered as interventions in their own right. This study is a cross‐cultural replication of Grant (Journal of Systemic Therapies, 2012, 31, 2, 21) study on the effects of different types of questions on various clinically relevant variables. A total of 204 students of a Spanish university described a real‐life problem that they wanted to solve and were then randomly assigned to either a solution‐focused or a problem‐focused questions condition. Before and after answering the questions, they completed a set of measures that assessed positive and negative affect, self‐efficacy, and goal attainment. Solution‐focused questions produced a significantly greater increase in self‐efficacy, goal approach, and action steps than problem‐focused questions, and a significantly greater decrease in negative affect, providing further empirical support to solution‐focused practices.     

Theory and Practice of Systemic‐Dialogical Therapy

Systemic‐dialogical therapy originates from an evolution of Milan systemic therapy, through a reflection on Bakhtinian dialogue and on power and knowledge dynamics in therapeutic sessions. The model considers both emergent patterns in human interaction and the dialogical nature of human exchanges in which emotions play a relevant part. Such theoretical considerations prompted the creation of specific practices, such as emotional micro‐hypothesising, considering heteroglossia in the session, dialogue with the context, finding one's place in the relational network, and fostering relational responsibility in both therapist and clients. The practice of systemic‐dialogical therapy is illustrated by a clinical case study.     

Fundamentals of Theory and Practice Revisited: Boszormenyi‐Nagy and Contextual Therapy: An Overview

This paper provides an overview of the work of Ivan Boszormenyi‐Nagy, the originator of Contextual Therapy. The initial form of Contextual Therapy is surveyed, but closer attention is paid to more recent developments in the theory and practice. Several critiques of Contextual Therapy are introduced. The paper includes a detailed example of a first session conducted according to Boszormenyi‐Nagy's principles.     

The Ability Explorer: Translating Super's Ability‐Related Theory Propositions Into Practice

One half of D. Super's (D. Super, M. Savickas, & C. Super, 1996) theoretical propositions that relate to abilities have been operationalized into a psychometric instrument, the Ability Explorer (T. Harrington & J. Harrington, 1996). Interpretations illustrate how D. Super's career development theoretical concepts can be implemented in career counseling.     

Prescreening,In‐Depth Exploration,and Choice: From Decision Theory to Career Counseling Practice

The authors present a 3‐stage model—Prescreening, In‐depth exploration, and Choice (PIC)—aimed at increasing the quality of the career decision‐making process and its outcome. PIC provides a framework for a dynamic and interactive process that emphasizes the role of career counselors as decision counselors, whose aim is to facilitate an active decision‐making process. The proposed model offers the advantages of systematic, analytical processing, while remaining compatible with individuals' natural way of thinking. The authors outline the implementation of PIC, discuss the role of intuition in decision making, and compare the PIC with the person‐environment fit approach.     

Time,Space and Gender: Understanding ‘Problem’ Behaviour in Young Children

The following article reports on a small‐scale, exploratory study of aggressive and ‘problem’ behaviour in pre‐school children. This project was conceived in the wider context of anxieties about childhood and New Labour’s policy focus on ‘anti‐social’ behaviour in children. Based on interviews with nursery staff and parents in addition to participant observation undertaken in nursery playrooms, this article examines the relevance of time, space and gender for understanding problem behaviour in young children. Taking a social constructionist perspective and drawing on Foucault's ideas in particular, it examines the social processes which regulate and normalise behaviour in young children. © 2006 The Author(s) Journal compilation © 2006 National Children's Bureau.     

Regrounding Youth Cultural Theory (in Post‐Socialist Youth Cultural Practice)

This article considers how the study of youth cultural practice in Eastern Europe informs theoretical and empirical debate about youth culture. It charts the trajectory of academic writing on East European youth cultures and suggests the region’s state socialist past (which made social inequalities relatively insignificant at a time when, elsewhere, youth cultural studies were dominated by class‐based readings) combined with the explosion of inequality in the post‐socialist period (by which time class‐resistant post‐subcultural theories led anglophone academic discussion), makes it an interesting vantage point from which to reconsider academic paradigms. Drawing on empirical examples of youth cultural practice in (post)‐socialist Eastern Europe, it argues for a perspective that integrates structural and cultural factors shaping young people’s lives. It suggests moving forward western theoretical debates – often stymied in arguments over nomenclature (‘subculture’, ‘postsubculture’, ‘neo‐tribe’) – by shifting the focus of study from ‘form’ (‘subculture’ etc.) to ‘substance’ (concrete cultural practices) and attending to everyday communicative, musical, sporting, educational, informal economy, and territorial practices. Since such practices are embedded in the ‘whole’ rather than ‘subcultural’ lives of young people, this renders visible how cultural practices are enabled and constrained by the same social divisions and inequalities that structure society at large.     

The “Homeless Problem” and the Double Consciousness*

The purpose of this article was to identify manifestations of a social discourse that construct those who are homeless as an existential problem. Based on 4 years of ethnographic data and grounded theory analysis, we illustrate the nature of exclusionary social practices that emerge from discourse on the “homeless problem” as well as the conflicting identities experienced by those who are homeless. Herein we frame the data using DuBois concept of “double consciousness.” Our findings indicate that those who are homeless mix together discourses of value and legitimacy with self‐applied stigmas and self‐denigrating political perspectives in ways that directly mirror DuBois’ notion of the conflicting nature of African and American identities around the end of the nineteenth century. We illustrate identity problems that manifest in the contemporary conflict between being both “homeless” and “American.”     

Solving Current Social Challenges: Engaging Undergraduates in Policy Practice

This article explores an innovation in teaching policy practice at the undergraduate level. It analyzes an experiential learning model that uses current social challenges as a compelling way to generate student learning about policy practice. Over the course of the semester, students examine antecedents, current issues, and potential solutions to a contemporary social issue through a series of assignments that build knowledge and skills and link the topic to larger social policy concerns. Using quantitative and qualitative evidence from seven semesters, the article explores benefits and challenges of this approach to teaching, and derives lessons for social work education.     

Editor's Introduction: Contemporary Theory and Sociological Practice

Sociological Practice -     

Coordinating Theory,Evidence, and Practice:

Concern about the harmful effects of industrial toxins has resulted in growing numbers of citizens fighting against toxic exposure in their communities. This paper describes key concepts derived from theories used to examine collective action in response to the threat of toxic exposure. These concepts are defined, synthesized into a theoretical framework, and illustrated. The framework provides an organizing perspective that social workers can use to respond to the problem of toxic exposure. The framework is one step toward advancing theory and research for organizing communities to respond to toxic exposure and other social problems when collective action is a viable response.