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The effectiveness and utility of solution -focused brief therapy (SFBT) with "at -risk" junior high school students : = A quasi -experimental study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The effectiveness and utility of solution -focused brief therapy (SFBT) with "at -risk" junior high school students :/
Reminder of title:	A quasi -experimental study.
Author:	Newsome, William Sean.
Description:	1 online resource (167 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2695.
Subject:	Social work. -
Online resource:	click for full text (PQDT)
ISBN:	9780493748504

The effectiveness and utility of solution -focused brief therapy (SFBT) with "at -risk" junior high school students : = A quasi -experimental study.
Newsome, William Sean.

The effectiveness and utility of solution -focused brief therapy (SFBT) with "at -risk" junior high school students :A quasi -experimental study. - 1 online resource (167 pages)

Source: Dissertation Abstracts International, Volume: 63-07, Section: A, page: 2695.

Thesis (Ph.D.)--The Ohio State University, 2002.

Includes bibliographical references

Considerable attention has been given to the types of support services school social workers provide to at-risk populations. School social workers across the United States have recognized the importance of interventions that enhance the academic and social success of at-risk populations. As such, solution-focused brief therapy (SFBT) may be well suited to at-risk populations, given the current demands placed on school social workers in providing brief, but yet effective treatment. As a pragmatic shift, SFBT focuses on strengths and solutions rather than deficits and problems (Hoyt, 1994; Berg, 1991; de Shazer, 1985), which may provide choices and options in Corcoran, 1998). Thus, the purpose of this research was to evaluate the utility and effectiveness of SFBT with a population of at-risk junior high school students. A total of 52 subjects participated in the study: 26 in the treatment group and 26 in the comparison group. Treatment consisted of eight sessions of SFBT group counseling. All treatment participants completed assessments at pre-treatment, post-treatment, and at a six-week follow-up. External assessments were gathered and completed by parents and teachers at pre-treatment and post-treatment. In addition, treatment and comparison group participants were assessed on absences and GPA, before and after SFBT. Analyses between the treatment group and comparison group suggest statistical evidence for the utility and effectiveness of SFBT. Compared to pre-treatment assessments, at-risk students' in the treatment group had higher scores on social and academic scales at post-treatment and six-week follow-up. This finding was also revealed on the external assessments parents and teachers completed at pre-treatment and post-treatment. Compared to the comparison group, treatment group participants increased GPA scores between pre-treatment and post-treatment. However, no statistical trends were uncovered between the two groups on absences incurred before and after SFBT. Results are discussed in terms of implications for school social workers addressing at-risk populations as well as recommendations for further research in school systems.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780493748504Subjects--Topical Terms:

1008643
Social work.
Index Terms--Genre/Form:

554714
Electronic books.

The effectiveness and utility of solution -focused brief therapy (SFBT) with "at -risk" junior high school students : = A quasi -experimental study.
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504 $a Includes bibliographical references
520 $a Considerable attention has been given to the types of support services school social workers provide to at-risk populations. School social workers across the United States have recognized the importance of interventions that enhance the academic and social success of at-risk populations. As such, solution-focused brief therapy (SFBT) may be well suited to at-risk populations, given the current demands placed on school social workers in providing brief, but yet effective treatment. As a pragmatic shift, SFBT focuses on strengths and solutions rather than deficits and problems (Hoyt, 1994; Berg, 1991; de Shazer, 1985), which may provide choices and options in Corcoran, 1998). Thus, the purpose of this research was to evaluate the utility and effectiveness of SFBT with a population of at-risk junior high school students. A total of 52 subjects participated in the study: 26 in the treatment group and 26 in the comparison group. Treatment consisted of eight sessions of SFBT group counseling. All treatment participants completed assessments at pre-treatment, post-treatment, and at a six-week follow-up. External assessments were gathered and completed by parents and teachers at pre-treatment and post-treatment. In addition, treatment and comparison group participants were assessed on absences and GPA, before and after SFBT. Analyses between the treatment group and comparison group suggest statistical evidence for the utility and effectiveness of SFBT. Compared to pre-treatment assessments, at-risk students' in the treatment group had higher scores on social and academic scales at post-treatment and six-week follow-up. This finding was also revealed on the external assessments parents and teachers completed at pre-treatment and post-treatment. Compared to the comparison group, treatment group participants increased GPA scores between pre-treatment and post-treatment. However, no statistical trends were uncovered between the two groups on absences incurred before and after SFBT. Results are discussed in terms of implications for school social workers addressing at-risk populations as well as recommendations for further research in school systems.
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