The Effectiveness of Solution-Focused Brief Therapy with Key Stage 3 Pupils

Solution-focused brief therapy (SFBT) is a therapeutic approach that has grown in popularity over the past two decades for a diverse range of professionals, particularly educational psychologists (EPs) (Kim, 2008).

The extensive use of SFBT by UK EPs was highlighted by Stobie, Boyle and Woolfson (2005) who found that 97% of EPs surveyed used SFBT with individuals in their practice. However, there has been a dearth of research reporting on EPs delivery of SFBT in schools.

The purpose of the present study was to explore the effectiveness of SFBT delivered by an EP with pupils at Key Stage 3 of the National Curriculum.

The SFBT intervention was delivered to six participants (three male and three female) in a mainstream secondary school who were at School Action or School Action Plus of the SEN Code of Practice (DfES, 2001) for social, emotional and behavioural difficulties.

A single case experimental design found that the intervention improved the participants' behaviour on the two targets set according to self-completed daily rating scales.

The Percentage Exceeding the Median (PEM) (Ma, 2006) approach found the effect to be moderately to highly effective in Phase 2 of the intervention for all participants.

SFBT also produced a wider change in aspects of the participants' behaviour and emotions, according to participant-completed standardised measures the Strengths and Difficulties Questionnaire (SDQ) and the Pupil Attitude to Self and School (PASS).

The research indicates EPs can successfully implement a SFBT intervention in a mainstream secondary school, and that this intervention can result in improvement on specific behaviour targets in addition to wider change.