Solution-Focused Brief Therapy ~ Fall „10 Jack Nowicki, LCSW Page 1 THE UNIVERSITY OF TEXAS AT AUSTIN SCHOOL OF SOCIAL WORK Course Number: SW 393R Instructor’s Name: Jack Nowicki, LCSW Unique Number: 61880 Office Number: SWB 3.130 C Semester: Fall, 2010 Office Phone: E - Mail Nowicki: 659-1465 Nowicki: 892-6888 (LM) [email protected] Meeting Time/Place: M 5:30-8:30 @ Rm 306 SSW Office Hours: Monday @ 5 or by appt. SOLUTION FOCUSED BRIEF THERAPY (SFBT) I. Standardized Course Description This course is designed as a seminar to provide students with a basic understanding in solution-focused brief therapy. The content will include the history of he SFBT approach within the framework of systems and cognitive approaches, research related to the approach with different populations, as well as heavy emphasis on skill development and practice. II. Standardized Course Objectives By the end of the semester, students will be able to: 1. Compare strengths-based and deficit-based approaches to working with clients, including understanding the impact of the ecological and social environments in which diverse families live. 2. Demonstrate understanding of similarities and differences among strengths-based theories and critically assess their theoretical perspectives, value bases, and the role of gender in family dynamics. 3. Integrate and demonstrate the application of procedures, techniques, and methods of SBFT that reflect best practices for problem areas or helping diverse client groups. 4. Understand and integrate research information on the effectiveness of SBFT within an evidence-based framework. 5. Understand and integrate research information of effectiveness of empirically based practice for SBFT on problems frequently seen in practice such as: chemical dependency, child maltreatment, and crisis intervention with youth and families. 6. Demonstrate skill in applying knowledge of the impact of policy and social justice issues to interventions with families of diverse cultures, socioeconomic backgrounds, race/ethnicity, sexual orientation, family structure, national origin, ability, or other manifestation of diversity. 7. Demonstrate skill in applying knowledge concerning multi-level policies and their impact on SBFT interventions with families of diverse culture, socioeconomic background, race, sexual orientation, and ability. 8. Demonstrate skill in using strengths-based theory to assess family problems in the context of the larger community and target systems within and outside the family for change. III. Teaching Methods This class provides opportunities for both theory and skill development. SBFT will be presented through a combination of lectures, demonstrations of the practice interventions of the model, experiential skill-building exercises, and discussions about strategies and skills.Solution-Focused Brief Therapy ~ Fall „10 Jack Nowicki, LCSW Page 2 IV. Safety Policy As part of professional social work education, students may have assignments that involve working in agency settings and/or the community. As such, these assignments may present some risks. Sound choices and caution may lower risks inherent to the profession. It is the student‟s responsibility to be aware of and adhere to policies and practice related to agency and/or community safety. Students should also notify instructors regarding any safety concerns. V. Required Texts: deShazer, S., Dolan, Y., et. al. (2007) More than miracles: The state of the art of solution-focused brief therapy DeJong, P., & Berg, I.K. (2008). Interviewing for solutions, 3rd ed. New York: NY: Brooks/Cole Publishing: Cengage Learning (without the DVD) Required Online Readings: Blackboard https://courses.utexas.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_11_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_150350_1%26url%3D in the documents file. VI. Course Assignments The grade for the course will be based on the student‟s ability to demonstrate knowledge, methods, and philosophy of the strengths-based, solution-focused approach. Class attendance, interaction, and preparation (completing required readings) for participation in discussions and experiential assignments is expected. 1. Short Paper: Your Personal Theory of Change (20% of your grade). Each student will write a 5 to 7 page paper about their own theory of change. We know that our values evolve from childhood based on our family traditions, beliefs, behavior and stories of the family‟s environment and culture. These foundations evolve as we move outward from the family into our community; our schools, churches, and neighborhoods that add their unique values. Our personal experiences and early friendships, jobs, and schooling inform our beliefs and values and as we leave home and enter the world at large, these values are again tested and reformed based on our experiences moving into the world. Write about how all these external inputs synthesize with your thoughts and feelings and beliefs to produce your own “theory” of how people change. This paper will be graded on your expression of thought, self-reflection, critical thinking, and good writing. This is not an academic paper so I don‟t expect you to reference each statement you make. However, if there are major published works that have informed your theory, reference them as you cite their influence. Use APA style 2. Analysis of SFBT with a specific population or presenting problem (30% of your grade). Each student will develop a 10 to 11 page paper that analyses the use of SFBT within an area of interest. For example, using SFBT with gerontological clients (a population) or using SFBT with adolescent substance abuse (a problem). Students use an accepted method of analysis to compare, contrast, and draw a conclusion as to the applicability of using SFBT with their topic of interest (see http://www.writedesignonline.com/organizers/ ) This analysis should concentrate on procedures and treatment techniques, new research related to, and any empirical support for the use of SFBT or specific techniques. Discuss your topic area with the Instructor before choosing your topic area. Considerations in writing your analysis:Solution-Focused Brief Therapy ~ Fall „10 Jack Nowicki, LCSW Page 3 1. The analysis is a formal professional paper. 2. Search beyond the texts and required readings and please don‟t use other