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Author Herbert, C. ♦ Biggs, Herbert C. ♦ Flett, Ross A.
Source CiteSeerX
Content type Text
File Format PDF
Subject Domain (in DDC) Computer science, information & general works ♦ Data processing & computer science
Subject Keyword Rehabilitation Professional ♦ Solution-focused Brief Therapy ♦ Brief Therapy ♦ Person Cannot ♦ Logical Positivism ♦ Theoretical Underpinnings ♦ Wide Range ♦ Essence Constructivism ♦ Many Case ♦ Everyday Practice ♦ Critical Discussion ♦ Practical Model ♦ Stark Contrast ♦ Conceptual Model ♦ Biggs Flett ♦ True Universal Reality ♦ Several Dimension ♦ Sufficient Observation ♦ Constructivist Epistemology Theory ♦ Rehabilitation Setting ♦ Useful Tool ♦ Relative New-comer ♦ Theoretical Orientation Sfbt
Abstract The rehabilitation professional is expected to be proficient in a wide range of skills and knowledgeable across several dimensions, not the least of which are the conceptual models and in many cases the processes of counselling itself (Biggs & Flett, 1995). There are many theoretical and practical models of counselling available, but I seek today to present a critical discussion of a relative new-comer to the realm of psychotherapeutics, Solution focused brief therapy (SFBT). It is not the purpose of this discourse to convince you that SFBT is the ‘way to go ’ but rather to provide you with knowledge of a potentially useful tool that may be applied in everyday practice. To this end I will cover as best I can in the time allowed, the theoretical underpinnings of the ‘solution-focus’, the phenomenon of brief therapy, the techniques, effectiveness and limitations of SFBT, finally a consideration of the role of such an approach in rehabilitation settings. Deriving a Solution Focused Theoretical Orientation SFBT is based on constructivist epistemology – theory of knowledge that holds that the person cannot have knowledge that is objective or independent of themselves (Neimeyer, 1993). In essence constructivism asserts we construct our own realities and as such cannot hope to know a true universal reality. This is in stark contrast to Empiricism, which ascribes to a logical positivism that states, with sufficient observation and
Educational Role Student ♦ Teacher
Age Range above 22 year
Educational Use Research
Education Level UG and PG ♦ Career/Technical Study