Can Solution Focused Interventions be Delivered by Non-Specialist Practitioners in Schools to Support Pupils with their Behaviour?

Schools are required to deliver early intervention to support pupils' mental health. Solution focused brief therapy (SFBT) and solution focused approaches (SFAs) have been delivered in schools to promote both internalising and externalising pupil outcomes, although it is unclear if they can be effectively delivered by non-specialists.

The Review Paper evaluated the effectiveness of school-based SFBT and SFAs upon child development when delivered by non-psychologists.

Eleven studies were identified which included 936 participants ranging between four and 18 years of age.

A range of outcomes were explored including academic progress, internalising measures such as self-efficacy and externalising measures such as drug use.

The majority of studies displayed small or not practically significant effect sizes, suggesting a limited effect of the impact of SFBT and SFAs when delivered by non-psychologists.

Medium and large effect sizes were found for the outcomes of internalising and externalising behaviour, the credits earned and attendance.

These studies provided expert training, a manualised programme and support based on recorded sessions.

Therefore, tentative support was provided for the delivery of solution focused approaches by non-psychologists when appropriate support is provided.

The Empirical Paper explored the relationship between a solution-focused intervention, a specific positive behaviour and the externalising behaviour of four primary school children.

The intervention took place over four to five sessions, which was delivered by non-specialist school staff with the use of training, supervision and a manual.

This study employed a single case experimental design with multiple baselines.

Visual analysis, Improvement Rate Difference and Tau-U showed a significant increase in a specific positive behaviour for three participants, with two large effect sizes and one medium effect.

A not practically significant to small effect was demonstrated for the fourth pupil.

The Reliable Change Index was calculated for pupils' externalising behaviour, which showed a significant reduction for two of the eight questionnaires collected.

Videos of one session per pupil were analysed to determine the fidelity to the manual and validity of the solution focused conversations.

The implications, limitations and areas for further research are discussed.

This research has provided tentative support for specific outcomes from SFBT and SFAs, when delivered by non-psychologists who are provided with appropriate support.

It has also found that non-specialist school staff practitioners were able to deliver an SFA through applying elements from a manual to have a positive impact on a specific behaviour for three of four participants, while demonstrating aspects of a therapeutic alliance.

There is a need for further high quality research to establish the effectiveness of SFBT and SFAs when delivered by non-specialists which uses consistent intervention and outcome measures.