PART 1: THE COUNSELING SETTING
Overview
Solution-focused brief therapy (SFBT) is a short-term therapy that focuses on potential solutions rather than problems. SFBT is a brief therapy that limits the number of counseling sessions to approximately four or five sessions, and the counselor attempts to facilitate the movement of the counselee toward client-focused solutions. The following provides a brief overview of the process of SFBT.
Ron Hawkins’ “Pastoral Counseling Scenario” identifies four stages or parts of a SFBT that integrates a Christian pastoral context. First, the counselor properly prepares the counseling setting (Hawkins 2012a, slides 1-4). An important ingredient of the preparation includes the pre-session package that includes an intake form, informed consent, and ethical guidelines, which establish boundaries and locations that provide a safe environment for all parties (See Appendix A). Second, the counselor assesses his or her relational style (Hawkins 2012b, slides 1-6). Third, over a number of sessions, the counselor uses a four-phase counseling strategy that consists of listening to counselee’s story, discovering a preferred future, collaborating toward a solution, and identifying supportive resources (Hawkins 2012c, slide 4). Specifically, SFBT deploys a counseling strategy that utilizes miracle, exception, coping, and scaling questions, which represent the first four letters of MECStat, which is an acronym for the key ingredients of SFBT (Greenberg, Ganshorn, and Danilkewich 2001, 2291-2292). Furthermore, each session concludes with purposeful feedback and a pragmatic plan of action for the counselee as well as a strategically developed debriefing plan for the counselor (Hawkins 2012d, slides 1-4). The conclusion of each session specifically includes time-out for reflection, affirmation or accolades for reinforcement, and tasks to encourage involvement, which represent the last three letters in the acronym MECStat (Greenberg, Ganshorn, and Danilkewich 2001, 2293). A number of annotated resources support potential feedback and tasking techniques for potential use in the final stage of SFBT (See appendix B).
Rationale
A sound rationale exists to support solution-focused brief therapy (SFBT). The following analysis provides a summary of the strengths and a brief peek into the weaknesses. A list of basic assumptions foundational to SFBT follows the analysis.
SFBT exhibits a number of strengths that support a rationale for utilization. First, it is positive therapy built on hope. Bannink (2007) supports the hopeful assertion by stating, “Happiness is not the result…of right genes or mere chance” (87). Second, SFBT has a broad application. De Shazer and Yvonne Dolan (2007) state that SFBT is “applicable to all problems, and indeed has been applied to a wide range of problems” (13). Third, SFBT is easy to learn and versatile. Terry S. Trepper et al. suggest that SFBT is “deceptively easy to learn” and “many techniques can be integrated into SFBT (Trepper et al. 2006, 134). Fourth, Jacqueline Corcoran and Vijayan Pillai (2009) explain that due to the brief nature of SFBT, it is “a cost-effective method” (240). Finally, although limited, certain empirical evidence supports SFBT. Specifically, Corcoran and Pillai’s (2009) review of numerous SFBT experiments from 1985 to 2006 concludes, “about 50 percent of the studies can be viewed as showing improvement over alternative conditions or no-treatment method” (240). Furthermore, Bannink (2007) explains that numerous pre-post studies have also shown success, but the “studies are not controlled…and hence cannot be considered satisfactory evidence” (90).
Some have expressed potential theological weaknesses of SFBT. For example, regarding SFBT’s focus on solutions, James R. Beck asks, “Does not the Bible contain an equally powerful theme regarding suffering?” (Beck 1998). Although certain theological weaknesses may exist, the overall evidence appears to support a sound rationale for SFBT.
A number of basic assumptions support SFBT. Although not comprehensive, the list below summarizes the primary assumptions of SFBT:
- If it is not broken, do not fix it (De Shazer 2007, 1-2; Kollar 2011, 82).
- Small steps can lead to big changes (De Shazer 2007, 2).
- The solution does not necessarily directly relate to the problem (De Shazer 2007, 2).
- The language for solution development differs from problem analysis (De Shazer 2007, 3).
- No problems happen all the time (De Shazer 2007, 3).
- The future is both created and negotiable (De Shazer 2007, 3).
- God is already active in the counselee (Kollar 2011, 62-67).
- The counselee is the expert and defines goals (Kollar 2011, 72-75).
- The counseling relationship is positional (Kollar 2011, 80-82).
See Appendix C for an annotated list of the basic assumptions identified.
PART 2: THE COUNSELOR’S RELATIONAL STYLE
The overarching goal or purpose for my personal life is to love God and love others (Matthew 22:36-40), where the definition of loving God is placing His will above mine, and the definition of loving others is extending myself for the purpose of facilitating their spiritual growth. According to my “Combining Spiritual Gifts with the 4 DISC Personality Types Profile,” my expected personality profile is D and the personality profile that more accurately reflects the genuine me is C.
The D profile means I tend to believe others expect me to be task-oriented and results-focused rather than nurturing and sharing. One of the 360-degree interviews refers to my natural tendency of being project focused, which supports the D profile. Although my “Interpersonal Communication Skills Test” notes that my assertiveness is a strength, it can also be a weakness. Accordingly, patience and kindness are both skills I need to continue developing.
The C profile more adequately aligns with my genuine self than the D profile. I naturally exhibit confidence in my abilities but also struggle at times with unhealthy thinking. Furthermore, I care about people on an individual basis and prefer to perform work through small groups rather than large groups. Finally, the “Jung Typology Report” identifies my typology as an INTJ, which also aligns with a C profile that exhibits an introverted, yet logically intuitive, natural tendency.
My most prominent personality type is D and my primary spiritual gift tendency is administration/ruling. However, more specifically, I am a C/S/D blend with the combination of administration/ruling, teaching, and prophecy. A natural tendency to be in charge while cautiously moving forward may best summarize my behavioral blend.
To communicate and relate with others more effectively, I should be more friendly and less critical and openly show that I care for others so a misinterpretation of my personality as insensitive does not occur. One of the 360-degree interviews supports this observation by suggesting that I come across unemotional or even sarcastic, which is not uncommon for the C/D personality. Accordingly, I need to be more positive and enthusiastic.
Finally, I need to guard my strengths. Specifically, the “StrengthsFinder 2.0 Report” suggests that my top five themes include achiever, learner, arranger, belief, and strategic. Accordingly, I need to guard my strong work ethic, desire to learn, flexible organizational skills, purposeful core values, and ability to recognize alternative solutions.
Based on my behavioral blend, I need to improve my tendency to be too focused, serious, and insensitive. In addition, I need to worry less and be more outwardly optimistic and encouraging. The following analysis provides an overview of what I will do to check my relational style with each of the four personality types.
Determined doers at times attempt to win at all costs. It will be crucial for my doer personality to disarm and not fight with another doer. Additionally, since challenges and tasks motivate determined doers, I will encourage the doer to look at the presenting problem as a challenge that can be overcome. Furthermore, because of the proclivity for lack of discipline within a D type, I will ask thoughtful questions that may assist the doer in thinking more accurately about what they decide to do by utilizing my spiritual gift tendency of teaching.
Inspirational Influencers are active and excited individuals. They need to think more logically, and I can use my C personality traits to extend empathy and inquiry based on logic in order to assist the influencer. However, since the motivating force behind an influencer is encouragement, it is necessary to extend inquiries in an encouraging and friendly environment. Unfortunately, encouragement is not natural for me, so I will have to focus on being sensitive, recognize the importance of positive words, and check my spiritual gift of prophecy in order to build a solid foundation of trust. Although, according to the “Interpersonal Communication Skills Test,” my listening skills are fairly high, active listening is an area that needs continued development.
The cautious competent types are logical and analytical. It will be paramount for me to be authentic and transparent, as competent types tend to reject any hint of phoniness. According to the “Interpersonal Communication Skills Test,” my emotional management is strong. In other words, I am comfortable feeling vulnerable, thus capitalizing on this strength is crucial. Additionally, I will need to check my D tendency of needing to be right, be aware of any inappropriate pride, and disarm potential critical comments extended by the C type personality. Finally, I may be able to utilize my C style in combination with my gift of teaching to supply logic and stimulation of thought to other C types.
Steady specialists are stable and do not like change. Accordingly, I need to control my D style and carefully create a safe non-threatening environment. Furthermore, it will be crucial for my strong personality to avoid any form of coercion in light of the specialist’s tendency to allow others to take advantage of them. Additionally, utilizing my administration/ruler gift tendency may allow me to cast an enticing vision that will encourage the specialist. Finally, I will need to extend an enormous amount of patience with the specialist who may naturally resist change.
In light of the strengths and weaknesses within my personality profile and spiritual gift tendencies, it is critical to continue my prayer life, immerse myself in God’s Word, and renew my mind on God’s Truth, while allowing the Holy Spirit to transform my life. Specifically, I need to disarm, think before reacting, seek peace, and relax. Furthermore, I need to extend more patience, love, friendliness, and sensitivity to others in order to check my behavioral blend and align my behavior with the overarching goal of loving God and loving others (See Appendix D for my complete relational style action plan).
PART 3: THE COUNSELING STRUCTURE/STRATEGY
Phase 1: Describe the Present Story
The following process recording documents a hypothetical counseling session. Ron Hawkins (2012c) suggests in phase one of solution-focused brief therapy (SFBT) that the aim is to listen well, and the goal is to describe the problem. Additionally, the role of the counselee is to talk, and the role of the counselor is to listen and demonstrate “fit” (slide 5). The assumptions guiding the process in phase one include the ideas that the relationship is positional and that God is already active in the counselee (see Appendix C).
I was working in my office when the phone rang. It was my secretary letting me know that Melissa and Brody were ready to see me. Melissa had called me the day before informing me of her concern for Brody. She did not know what to do and asked if I would talk with him. It had been almost two months since the trial, and Brody was not doing well. Melissa was hoping I could help. I emailed Melissa the pre-session package and asked her have it completed when we met. She explained that would not be a problem.
Melissa handed me the completed pre-session package and introduced me to Brody who took a seat in my conference room. “So, Brody, do you know why we are meeting today?” I asked. “No,” Brody replied. Brody’s shoulders sank, and he was staring down at the table in front of him. “Was it your idea to meet me today?” I continued. “No,” replied Brody shaking his head. Obviously, Brody was in the attending position. Asking questions that acknowledge that it may not have been the counselee’s desire to participate can decrease tension with an individual in the attending position (Kollar 2011, 119). “Brody, since it was not your idea to meet today we don’t have to meet. In fact, we could meet some other time when you decide you would like to meet, just hang out today and talk about whatever, or we don’t have to meet at all. What would you like to do?” I asked gently. “I don’t know,” Brody replied. I could tell Brody appreciated the freedom, but he was not ready to talk. Progressive listening via client-focused questions is crucial to trust building and positive positional movement (Petersen 2007, 101). I gently started again, “Life must be hard right now?” “Yes,” Brody said. “What is most difficult?” I asked with the one-word empathic content Brody offered. “I miss my mom,” Brody replied. “That must be very hard, what do you miss most about her?” Tears came into Brody’s eyes, “Everything…she liked my music.” “So you liked playing your music for your mom?” I empathized. “Yes, it was one of my favorite things to do.” “So music is very important to you?” I continued. “Yes, I love music,” Brody replied. “Do you play an instrument?” “Yes, I play the piano,” explained Brody. “I remember playing the piano when I was younger; my dad wanted me to play.” Brody’s voice rose, “My dad hates my music.”
Assuming God was already active in this obviously challenging area of Brody’s life, I decided to engage the topic of Brody’s dad through additional empathy and inquiry. “So it bothers you that your dad doesn’t like your music?” I asked. “Yes, it’s like he doesn’t care about it at all,” he replied. I continued, “Do you feel that your dad doesn’t care about your music or do you feel that your dad doesn’t care about you?” “Both,” Brody sighed. “That must be very difficult.” “It is,” Brody explained, and then continued, “My dad likes my brother and the kid who killed my mom and sister, but I don’t think he likes me much.” “Have you talked with your dad about how you feel?” I asked. “Not really,” Brody admitted. At this point, my D personality style wanted to tell Brody to face the issues, confront his dad, and start resolving the problem…do something. However, Brody’s S personality style makes confrontation much more challenging and I needed to be patient, gentle, and empathic. “Brody, do you think it will help if you would talk with you dad about the way you feel?” I asked. “Maybe, but I don’t know,” Brody replied.
Although Brody was still not talking much, his one-word answers subsided, and I felt I demonstrated as much “fit” as possible for the first session; thus, I decided to move into supportive feedback (Kollar 2011, 95). I asked Brody if it would be ok if we took a short break to reflect for a few minutes about our discussion. Brody said that would be ok. When I re-entered the conference room, I told Brody how impressed I was with the courage he had shown in sharing the pain of losing his mom and sister as well as the hurt he felt from his dad. “Brody, I also want to congratulate you on recognizing that it might be a good idea to talk with your dad,” I explained. “I realize it may be difficult for you to talk with your dad about your feelings, but I am wondering if this week you might jot down some thoughts that you would like to share with your dad about how you feel. I am not suggesting you share them with your dad but simply make a list, and then maybe you and I can meet next week and discuss it. What do you think…is this something you could do?” “Yes, I could do that,” Brody replied. “Great, I know you can do it. So is next week ok with you?” “Yes, that is fine,” Brody nodded.
Phase 2: Develop the Preferred Solution
Phase two of Ron Hawkins’ (2012c) perspective on solution-focused brief therapy (SFBT) suggests the chief aim is collaborating well, and the goal is goal formation. The role of the counselor is to use inquiry to elicit the counselee’s preferred solution and furnish alternatives if necessary, and the role of the counselee is the development of the goal (slide 6). The assumptions guiding the process in phase two include the ideas that the counselee is the expert who defines the goals, and no problems happen all the time (see Appendix C).
The following week Melissa brought Brody back to my office. I spent some time talking with Brody about his week and he seemed less tense than the previous week. I asked Brody if he had been able to write down some thoughts that he would like to share with his dad. “No,” Brody replied, “I just could not get myself to do it.” “I understand that the assignment was challenging,” I replied. “Yes, it was challenging, but music is not as challenging, so instead, I wrote a song,” Brody smiled softly. “You wrote a song about your dad?” I asked, showing excitement. “Yes, I like writing songs so I thought I would write down what I wanted to say to my dad in a poem. It’s not finished though,” Brody explained. “Wow, Brody that is incredible. I would love to hear some of the thoughts you wrote in your poem,” I replied with excitement. Brody spent a few minutes explaining that he wanted to tell his dad that he felt invisible. Specifically, he felt he could not live up to his dad’s expectations because he liked music instead of the things his dad liked, and he felt that his dad thought Justin was more like the real son. Although it is not easy for my personality blend to encourage, I knew this was a moment that it was crucial to overcome my weakness. Accordingly, I praised Brody for having the courage to share those difficult areas of his life and then smiled while congratulating him on completing the assignment with such thoughtful insight. At this point, I felt I had built rapport and Brody had effectively moved from the attending to the willing position.
Based on the level of rapport built with Brody, I decided it was time to move toward goal formation by utilizing solution-focused questions that allow Brody, as the expert, to define the goals. “Brody I would like to play the a little game with you,” I started. “What’s the game?” Brody replied. “It is where you use your imagination to see a miracle…would you like to try it?” I asked. “Sure, I like using my imagination. It’s how I write songs,” Brody explained. I asked Brody to imagine a miracle happening after he goes to sleep and while he is asleep the challenges with his dad totally disappear. “Brody if this miracle occurred, how will you know it happened?” I asked (Kollar 2011, 184-185). “That is easy. My dad would notice I was alive; because right now I feel invisible,” Brody responded with a conversational tone that proved he felt more comfortable with the discussion. “Brody, you are very good at this game!” I smiled and continued, “Brody, on a scale from one to ten where one is when you feel invisible, and ten is the day after the miracle, what was your score last week when we met for the first time?” (Kollar 2011, 185-186) “That is easy, a zero!” Brody exclaimed. “What about now, what is the score?” Brody thought for a few minutes and then began, “I am not sure. My dad has not noticed me this week, but I don’t feel quite as invisible I guess – so maybe a two.” “A two, that is amazing! How did you do that?” I excitedly asked. “I don’t know. I guess just writing the lyrics of the song and thinking about what I wanted to say to my dad helped a little,” Brody decided.
Once Brody determined that his preferred solution was visibility, it was time to facilitate movement through additional inquiry by focusing on exceptions and the SFBT assumption that no problems happen all the time. “Brody, now that you have defined your miracle I would like to ask another question. Is that ok?” I inquired. “Sure, that is fine with me,” Brody replied. I noticed my encouraging words and relaxed and friendly demeanor continued to put Brody’s S personality type at ease. “Have you ever experienced a time with your dad where you felt like you weren’t invisible?” I asked (Kollar 2011, 188). “I don’t know. It has been a while, but last year before the accident, my dad took me to a major league baseball game. It was just the two of us. I am not a gigantic baseball fan, but I didn’t feel invisible” Brody smiled. “I bet you had a great time,” I replied. “Yes, I did.”
I reminded Brody of the break that we took last week, and Brody agreed that he did not have a problem with a break. When I returned from the break, I reminded Brody of how impressed I was that he wrote a song expressing his thoughts about his dad, and I informed him that he did a terrific job with the miracle game and authentically sharing a time when he felt close to his dad. Now it was time to move into tasking. “Brody, this week your assignment is going to take some courage, but I know you can do it,” I started. Brody looked skeptical as his eyes looked away from me down to the table. In an effort to prompt Brody to do something, I explained, “The assignment pertains to talking with your…” (Cloud 2004, 97). Brody interrupted, “I can’t talk to my dad; I don’t like conflict.” “I understand Brody, and that is perfectly normal, but have you ever told your dad how much you enjoyed the baseball game that you attended?” I inquired. “No,” Brody replied. “This week do you think you could tell your dad how much you enjoyed attending the baseball game with him?” I asked. “Oh, ok, I think I could do that,” Brody sighed in relief. “Wonderful. I enjoyed talking with you today Brody. Are we on for next week?” I asked. “Yes, I will be here,” Brody nodded.
Phase 3: Define the Path for Successful Change
Phase three of Ron Hawkins’ perspective on solution-focused brief therapy (SFBT) suggests the chief aim is executing well; the goal is vision clarification, the role of the counselor and counselee is to participate with each other in describing and developing a strategy to pursue a preferred future (Hawkins 2012c, slide 7). The assumptions guiding the process in phase three include the ideas that small steps can lead to big changes, and the solution does not necessarily directly relate to the problem (see Appendix C).
Brody was already at the conference room table when I received word that Melissa dropped him off. I spent some time asking Brody about his week and his music. He seemed more relaxed and comfortable with the now familiar setting. “Brody,” I started, “last week we discussed the possibility of talking with your dad. Were you able to discuss the baseball game with him?” “Yes.” I could tell by the look on Brody’s face that good news was coming. “I told my dad that I enjoyed spending time with him at the baseball game, and he told me that maybe we could do it again this summer,” Brody smiled broadly. “Wow! That is incredible Brody. How did you do that?” I asked inquisitively (Kollar 2011, 117-119). “I don’t know. Dad and I were just sitting at the counter eating a snack, and I brought it up, and then he said maybe we could go again,” Brody explained sounding surprised. “That is great Brody. Do you remember the one to ten scale we discussed last week?” I asked. “Yes.” “If one is invisibility and ten is your goal of complete visibility, where would you say you are today?” I inquired. “I don’t know, maybe a five,” Brody replied. “That is awesome Brody; you are making great progress. I am so proud of you” (Kollar 2011, 142-146).
The vision was now in clear focus. It was time to continue with Brody strategically. Kollar suggests additional goal clarification occurs via “small, specific, action-oriented, reasonable, positive, contextual, interpersonal, interactional, and pragmatic terms” (Kollar 2011, 123). “Brody, so far you have done a great job creating a list of things that you want to share with your dad by writing a song, and then you also told your dad this week how much you enjoyed spending time with him at the baseball game. You are like an ant!” I chuckled. What do you mean an ant?” Brody asked with confusion. “Ants simply move one piece of sand at a time and keep at it until they have lots of little mounds and trails built for their community – small steps can lead to big changes,” I explained (Cloud 2004, 121). “I never thought of it like that,” replied Brody. “So, what is the next piece of sand for you to move?” I asked. “I would like to talk with my dad about the other things on my list, but…my dad will probably get mad at me or just ignore me,” Brody replied honestly. “Are you saying that if you tell your dad how much you enjoy him and want to be with him that he will get mad?” I asked. “No, I’m saying that if I tell my dad that he should like my music then he will just ignore me or may get mad or something,” Brody explained. “Ok, I understand, but you may be missing some very good news. Although your dad may be the problem, I’m not sure he directly relates to the solution?” I replied. “I don’t understand,” Brody said inquisitively. “I think you can take responsibility for telling your dad how much you enjoy him and want to be with him without accusing your dad of being a problem,” I said (Cloud 2004, 175-181). “Wow,” Brody replied, “I’ve never thought of it like that. I simply tell my dad how much I enjoy being with him as I did last week, and then tell him my feelings without blaming him for being the problem?” “That is exactly right. You don’t enjoy confrontation, and I don’t blame you for that,” I smiled. “However, you are an extremely friendly and likable person, so simply tell your dad how much you care for him, and then explain how you feel. There is no reason to accuse your dad of anything or create a conflict.” “Ok. I think I can do that – is it time for our break now?” Brody smiled knowing he beat me to the punch.
After I had returned from the break, I explained to Brody that his maturity was beyond his years. In addition, I once again complimented him on discussing the baseball game with his dad and reinforced his natural, friendly demeanor. “Brody you probably already know what your assignment is for the week?” I smiled. “Yes, I am going to continue letting my dad know how important he is to me, and also tell him at least one thing on my list regarding how I am feeling, without blaming or accusing him,” Brody explained. “That is perfect. It is great that God has given you an intuitive sense that blaming or accusing creates conflict and does not work. This is quite a strength you’ve been given,” I replied. “Don’t worry – the less conflict the better!” Brody laughed.
Phase 4: Determine the Partners for Success
Ron Hawkins’ (2012c) perspective on solution-focused brief therapy (SFBT) suggests the chief aim of phase four is connecting community well, and the goal is promoting and supporting change. The role of the counselee is to commit to a community of accountability, and the role of the counselor is to reinforce commitment through supportive feedback and resource alignment (slide 8). The assumption guiding the process in phase four includes the idea that the future is both created and negotiable (see Appendix C).
Brody was now comfortable enough to come into my office unattended by Melissa. He made himself at home in the conference room at our appointed time. We discussed his week and his excitement about spending time with his brother the following weekend. I then asked Brody if he had a chance to talk with his father about one of the things on his list. “Yes,” replied Brody, “and you are not going to believe what happened!” “Brody, I would love to know!” I replied on the edge of my seat. “I told my dad how important he was to me and how I enjoyed spending time with him, and then I told him that sometimes when he spends time with Justin I feel like maybe he doesn’t value me as much as Justin. I explained I wasn’t trying to blame him for my feelings, but sometimes when he is with Justin I feel invisible.” “Then what happened?” I asked. “First he told me that he was sorry and didn’t want me to feel invisible, and then the next day he told me that he was going to plan a fishing trip this summer for just the two of us! I couldn’t believe it,” Brody exclaimed. “That’s amazing Brody. I am so proud of you for taking responsibility and talking with your dad in such a mature way,” I replied enthusiastically while giving Brody a high-five. “So now, Brody, on a scale of one to ten where one is invisible and, ten is completely visible…” “I think I’m at an eight or nine,” Brody interrupted. “That’s awesome Brody. You have proven that you can create an amazing impact on your future.”
Brody had made incredible progress over our four sessions, and now it was time to support his ongoing change. “Brody, I noticed that you haven’t been too active in the church’s highschool youth ministry. I am wondering if this might be a good time for you to get involved.” I said. “I’m not very comfortable with big groups of people,” Brody replied, “I feel a little out of place.” “That makes perfect sense. I was thinking about a friend of mine, Michael, who is in college and has been a very helpful mentor for some of the highschool students at church. I think you would like him. I would like to introduce you to him if that is ok with you?” I asked. “That sounds good, I think I would like that better than a big group,” Brody explained. “That is great; I will have Michael contact you this week. Now, in the meantime, what is your plan to continue the incredible progress you have made?” I asked. “I think I know what to do. This is how I remember what to do: I ‘care’ then I ‘share’ then I don’t ‘dare’ – impugn.” Brody beamed. “Impugn – where did you come up with that word?” I asked. “It was a vocabulary word in my English class at school,” Brody laughed. I laughed too, and then I prayed for Brody, his family, and his future.
PART 4: THE COUNSELING SUMMATION
Supportive feedback is an integral part of solution-focused brief therapy in Hawkins’ counseling scenario. Specifically, the Supportive Feedback Technique includes a time-out, accolades, and tasks at the end of the counseling sessions (Greenberg, Ganshorn, and Danilkewich 2001, 2293). It reminds the counselor to encourage the counselee, especially when counselors like me are not natural encouragers. Furthermore, in phase one, the tasking portion of the Supportive Feedback Technique helped Brody organize and document his thoughts, which gave Brody the psychological space to consider his options. In phase two, Brody’s task taught him to affirm his relationship with his father through loving confrontation by doing something different. The task in phase three allowed Brody to communicate a more direct concern with his father, while simultaneously taking personal responsibility and maintaining a loving posture. Finally, in phase four, supportive feedback promoted and supported Brody’s change. The supportive feedback technique is critical in maintaining client movement regardless of the counselee’s progress between sessions.
By utilizing the GRACE acronym, the development of a reflective praxis of my performance is possible. GRACE stands for Goal Formulation, Resource Assessment, Actualizing the Pastoral Counseling Scenario, Cultivating Commitment to Action, and the Experience of Demonstrating Fit (Hawkins 2012d, slide 3). The most difficult areas for me were Resource Assessment and the Experience of Demonstrating Fit. My C/D personality type continually wanted to encourage Brody to do something. However, at times, what he needed was encouragement and support to demonstrate fit. Furthermore, it was challenging to determine the way to support Brody with the proper resources for his personality type since Brody is quite different from me. Alternatively, the Goal Formulation and Cultivating Commitment to Action felt more natural to my relational style. Finally, it is critical for me to respond in obedience to the Holy Spirit’s promptings to encourage and support individuals.
Strategic Pastoral Counseling: A Short-Term Structured Model
David Soper, Ph.D., is a close friend who has been a Christian psychologist for more than twenty years. I contacted David and reviewed the discussion with Brody. David was able to shed light on a few areas of inquiry that may be helpful with adolescents who have experienced traumatic loss. However, more importantly, we determined to collaborate on a more systematic approach to debriefing, which includes a checklist for counselors. Specifically, the checklist provides guidance to the mentor regarding topics to discuss with the counselor including motivation, effectiveness, role clarification, temptations, ethical issues, spiritual disciplines, personal relationships, and energy levels. As the mentor discusses each area, he makes notes on the checklist and identifies a risk factor for each area. The mentor uses a scale of one to ten to assess risk, where one is the lowest risk and ten is the highest risk. If the risk in any area is above five, the mentor and counselor agree to take appropriate steps to mitigate the identified risk in the life of the counselor.
