What Is Solution-Focused Brief Therapy

For this hypothetical role-play, the theoretical model that is being used and would continue to be used in future sessions would be solution-focused along with person centered. While initial rapport has been built, the student is distrusting of White people, thus, through a person-centered framework it is essential for the counselor, as a White person, to continue to build rapport and the counseling relationship. The person-centered approach will support rapport building because of its non-directive nature and essential use of communication skills (Henderson & Thompson, 2011). Solution-focused brief therapy (SFBT) strategies were starting to be incorporated into this initial counseling session by looking at a student strength and possible goals
In addition, being self-aware helps the counselor to provide culturally appropriate and effective services. As a prospective school counselor, this learner has developed an understanding that being self-aware of one’s strengths and challenges can support growth. After completing the track two residency, this learner has discovered strengths as well as challenges. Reflecting on the role-play, some strengths included empathy, validating, summarizing, using minimal encouragers, paraphrasing content, clarifying, and reflecting feelings. However, all of this learner’s communication skills, attending skills, intervening skills, relationship building, and theory application improved from the track one to the track two experience and throughout this course. For example, this learner was able to build rapport and connect with the student more easily by being herself and not overthinking the process. Further, this learner has gained essential practice in utilizing theoretical models during counseling sessions. For instance, during the counseling session with Loye, this learner was able to utilize solution-focused brief therapy strategies such as focusing on strengths and starting to talk about setting goals (Halbur & Halbur, 2015; Henderson & Thompson, 2011). In addition, the learner was able to be more genuine and understand salient aspects of the student’s life in order to build rapport and show that the counselor really did care about the student. Identifying salient aspects of a student’s life can help the counselor to work with diverse students and support their individual needs through culturally competent