Abstract This chapter introduces the application of solution-focused brief therapy techniques with students identified as at risk for leaving school prematurely. The chapter provides a critique of the term “at risk” and describes the type of students that are commonly considered to fall into this category. It goes on to provide a brief history of the use of solution-focused brief therapy in school settings and the research to support its effectiveness. The chapter outlines the solution-focused brief therapy process including the types of questions and skills used in solution-focused brief therapy. A case demonstrates these skills in action and resources for further learning are provided.

Solution-focused brief therapy (SFBT) can be a culturally adaptive school-based intervention for youth. Despite the evidence that supports the practical use of SFBT with various populations, its effectiveness particularly among East Asian American (EAA) youth outcomes in school settings requires further study. For this systematic review and meta-analysis, we searched U.S. and East Asian studies (e.g., Chinese, Korean, and Japanese) published from 1995 to 2022 and compared the treatment effects of SFBT on youth outcomes. This study looked at results from 110 studies from the U.S., Chinese, and Korean literatures and revealed stronger treatment effects of SFBT in Chinese and Korean studies compared with U.S. studies. The moderation effects of country showed that the overall treatment effect size was greater among Korean studies compared with U.S. studies. Implications for the use of SFBT among EAA youth are discussed.

Purpose: Solution-focused brief therapy (SFBT) is practiced by social workers in clinical, community-based services, but no reviews of the outcome research have been completed. Methods: A meta-analysis of randomized studies. Outcome domains included depression, anxiety, behavioral health, health and wellbeing, family functioning, and psychosocial adjustment. Results: Twenty-eight studies with 340 effect sizes were analyzed in meta-regression with robust variation estimation (RVE). Overall, statistically significant and medium treatment effect sizes were found across outcome domains, g = 0.654, 95% CI : 0.386–0.922, p < 0.001. Interventions with 4 or more SFBT techniques across three categories (cooperative language, co-construction, and developing a therapeutic relationship; strengths and resources; and future-focused questions) showed a moderate treatment effect. Implications: SFBT is an effective intervention for depression, behavioral health, family functioning, and psychosocial outcomes when delivered in community-based services.

Solution-focused brief therapy (SFBT) is an empirically-supported psychotherapeutic intervention in treating mental health issues in the general population. When being delivered to adolescents and young adults (AYAs) diagnosed with cancer, specific techniques and skills of SFBT need to be tailored to meet the unique bio-psycho-social challenges of the AYA cancer population. Using a patient-centered approach, our team interviewed 14 AYAs with cancer who received SFBT for cancer (SFBT-C) to inform the tailoring and refinement of the existing SFBT intervention specifically for the AYA cancer population. Themes emerged within three broad categories that informed the tailoring and refinement of SFBT for AYAs with cancer, i.e., general experiences, strengths, and weaknesses of SFBT-C. AYAs with cancer found SFBT-C overall positively different from other approaches. Strengths include SFBT-C’s collaborative nature, using positive emotion as an important change mechanism, and a good balance between being relevant to cancer and not focusing too much on their cancer. Areas of improvement include assignment flexibility and different strategies to address resistance. The findings of this paper significantly inform the delivery of SFBT-C to AYAs with cancer using patient-centered feedback and input.

Objective: We analyzed the effectiveness of solution-focused brief therapy (SFBT) as a school-based intervention by synthesizing and comparing results from studies conducted in the United States and China. Method: To achieve a rigorous analysis, our search followed the Cochrane guidelines. Fifty studies-containing 246 effect size estimates and 2,921 participants-were included in the review. Data on study and intervention characteristics were extracted using a predefined coding sheet. Analysis involved calculation of Hedges' g effect sizes; we also used robust variance estimation in meta-regression to estimate an overall treatment effect and conduct moderator analyses. Results: Combining both U.S. and Chinese studies, the overall treatment effect size estimate of SFBT for student outcomes was d = 0.176, p < .001. The treatment effect of SFBT for student outcomes was significantly greater compared to waitlist controls (d = 1.690, p < .01) but was not significantly different than treatment as usual (d = 0.140, p < .05) or alternative interventions (d = 0.103, p = .504). Conclusions: These findings add to the body of literature on SFBT's effectiveness for student outcomes. Given empirical evidence from both U.S. and Chinese studies, SFBT demonstrates promise as a mental health intervention for school-based therapists.

Objective This study examines whether parents involved in the child welfare system, due to substance abuse, who receive solution-focused brief therapy (SFBT) counseling experience more hope and positive emotions than those receiving treatment-as-usual counseling services. Methods Randomized controlled trial design was used to evaluate the effectiveness of SFBT in primary substance use treatment services for parents (n = 123). Difference-in-Difference (DiD) estimation was used to assess the effect of SFBT intervention on hope, positive emotions, and negative emotions. Results DiD analyses showed SFBT parents had slightly worse scores on hope and emotion subscales at baseline and demonstrated slightly greater positive changes on all scales at posttest, though these findings were not statistically different from control group. Positive associations between SFBT and hope sub-scales were found; however, effects were not statistically significant. Conclusion SFBT may help increase positive emotions and hope in parents through a solution-building approach, but more research is needed.

Adolescents and young adults (AYAs) diagnosed with cancer are an age-defined population, with studies reporting up to 45% of the population experiencing psychological distress. Although it is essential to screen and monitor for psychological distress throughout AYAs' cancer journeys, many cancer centers fail to effectively implement distress screening protocols largely due to busy clinical workflow and survey fatigue. Recent advances in mobile technology and speech science have enabled flexible and engaging methods to monitor psychological distress. However, patient-centered research focusing on these methods' feasibility and acceptability remains lacking. Therefore, in this project, we aim to evaluate the feasibility and acceptability of an artificial intelligence (AI)-enabled and speech-based mobile application to monitor psychological distress among AYAs diagnosed with cancer. We use a single-arm prospective cohort design with a stratified sampling strategy. We aim to recruit 60 AYAs diagnosed with cancer and to monitor their psychological distress using an AI-enabled speech-based distress monitoring tool over a 6 month period. The primary feasibility endpoint of this study is defined by the number of participants completing four out of six monthly distress assessments, and the acceptability endpoint is defined both quantitatively using the acceptability of intervention measure and qualitatively using semi-structured interviews.

Many fatherhood programs provide curriculum-based peer groups, but the evidence for their effectiveness is limited and prior studies highlight challenges in recruiting and retaining participants. This pilot study aimed to test the effectiveness of a standard fatherhood curriculum enhanced with Solution Focused Brief Therapy (SFBT) using a quasi-experimental design. Study outcomes included father involvement and parenting skills measured immediately post-intervention. A sample of 92 fathers (M age = 35.2) participating in a fatherhood program were recruited to participate in the study. Due to COVID-19, the treatment groups were moved to an online format. Independent samples and paired samples t-test were used to detect group differences and Hedges’s effect sizes were also calculated to examine magnitude of treatment effects. Although the SFBT-enhanced peer group curriculum did not outperform the comparison curriculum, the online version of the SFBT-enhanced curriculum was found to be equivalent to the in-person curriculum. These novel findings suggest that online fatherhood groups may be similarly as effective as in-person groups, which may increase opportunities for access and participation in fatherhood programs.

Objective: Solution-focused brief therapy (SFBT) has shown promise as an effective intervention with substance-abusing adults. This study expands on a preliminary study by Kim et al. (2018) by examining the results from the complete sample on substance abuse and trauma-related problems. Method: Child-welfare-involved parents were randomly assigned to either the SFBT (N = 90) or treatment-as-usual (N = 89) control group. Mixed linear models tested changes using intent-to-treat analysis, and effect sizes examined the magnitude of treatment effects. Results: Both the SFBT and control groups decreased on most of the Addiction Severity Index-SR (ASI-SR) measures and on all Trauma Symptom Checklist-40 (TSC-40) measures, indicating improvements. Between-group effect sizes favored the control group for two ASI-SR subscales—medical status and drug use—and favored SFBT for the TSC-40 subscale measures, although none was statistically significant except for the TSC-40 depression subscale. Conclusions: Further exploration of SFBT as an intervention to treat substance abuse and trauma among parents involved in the child welfare system is warranted.

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Purpose: The increasing need for school-based mental health services has altered teachers’ involvement in mental health services. Methods: This study presents a meta-analysis from a previous systematic review to identify which study characteristics result in effective treatment outcomes. Specific treatment characteristics analyzed in this study include type of intervention, treatment modality, length of treatment, and type of measurement. Effect sizes were coded by internalizing and externalizing disorders, depending on the symptoms the corresponding treatments were intended to address. A final sample size included 9 independent effect sizes of internalizing behaviors and 21 effect sizes of externalizing behaviors. Results: Internalizing disorders, social skill interventions, classroom modalities, and medium treatment length were moderating treatment characteristics. No significant effects were found for externalizing disorders. Conclusions: These results further add to the research on teacher’s role in school-based mental health services and provide important information for social workers who work in schools.

Nearly ten years ago, Families in Society published an article (Kim, Smock, Trepper, McCollum, & Franklin, 2010) that discussed the empirical status of solution-focused brief therapy (SFBT) and its progress toward being accepted as an evidence-based intervention in the United States. In the last decade, new growth of experimental design studies using SFBT with diverse populations has occurred. The current article provides an update on the evidence-base of SFBT, showing favorable results on emotional, behavioral, and interpersonal issues. Resources for practitioners on SFBT training are also included.

This chapter presents an overview on interpersonal violence and how SFBT can be used with clients who have experienced violence as an adult or child. Along with a description of the various forms of interpersonal violence, global information on the prevalence of interpersonal and domestic violence is presented. The impact and consequences of interpersonal violence that many victims, in both heterosexual and homosexual relationships, experience is discussed. A case example where the client was the perpetrator rather than a victim is provided to demonstrate how SFBT approach can be used with clients who are typically forced into more problem-focused or punitive approaches to behavioral change.