V+codes

=**MRI Approach**=

=**Solution Focused Approach**=

Haley, T. (2000). Solution-Focused counseling with a sexual abuse survivor. //Guidance & Counseling//, //15//(4), 18. Retrieved from Academic Search Complete database.** Article synopsis ** **:** This is a case study (single case) utilizing SFBT. Participant developed better coping skills and showed signs of recovery. Self-report informal indicators were also used. No information is provided regarding trustworthiness or rigor of the study. M.T.B.
 * [|Solution-Focused counseling with a sexual abuse survivor]

**Article synopsis ** : This is a quantitative study about the efficacy of a structured group therapy intervention in reducing the negative consequences of sexual abuse. Treatment protocol was based on SFBT and Ericsonian interventions. Participants improved in daily functioning and positive recovery behaviors. M.T.B.
 * [|Treatment effects with an adolescent abuse survivor's group]
 * Kruczek, T., & Vitanza, S. (1999). Treatment effects with an adolescent abuse survivor's group. //Child Abuse & Neglect//, //23//(5), 477-485. Retrieved from Academic Search Complete database.
 * Greene, G., Lee, M. (1996). Client strengths and crisis interventions: A solution-focused approach. //Journal of Loss and Trauma, 3910,// 43-63.
 * Article synopsis :** Coming soon from B.M.


 * Gray, S., & Barry, U. (2000). Using the solution-focused brief therapy model with bereavement groups in rural communities: Resiliency at its best. //Hospice Journal, 15(3),//13-30.
 * Article synopsis :** This article presents SFBT and its application to grief issues. Group therapy structured in the Solution-Focused model emphasizes goal setting and working with strengths and assets. B.M. (link not available for article)

Abstract: (from the chapter) The relationship between child and parents provides the building blocks for a child's lifelong development. When it is well built, the relationship provides a sturdy foundation and resiliency for future challenges. Even so, a child may run up against situations in which confusion and misunderstandings overwhelm his or her coping abilities, especially when the parents are also showing confusion. When this confusion grows into anxiety and interferes with the child's willingness to attend school, the school counselor may be brought in as a first line of intervention. This chapter discusses the use of solution-oriented brief counseling (SOBC) in helping children in crisis, with special attention to those aspects of SOBC that make it especially compatible with play therapy. The efficacy of this combined approach is demonstrated in a detailed case example. The case presented in this chapter involves a youngster who initially seemed to cope with her mother's serious illness, but whose situation later developed into a crisis following the deaths of other extended family members. These experiences escalated into high anxiety and school avoidance before the problem was brought to light and intervention was sought at school. Because of the child's age, play therapy was the preferred mode of relating. A solution-oriented intervention model was incorporated to empower the youngster to cope and to move forward both at home and at school. GS
 * **Griffith, S. C. (2007). School-based play therapy and solution-oriented brief counseling for children in crisis: Case of Melinda, age 6. In N. Webb-Boyd (Ed.),** //**Play therapy with children in crisis: Individual, group, and family treatment**// **(pp.322-342). New York, NY: Guilford Press.**

Journal of Systemic Therapies, 26, pp. 25-41.
 * [[file:An integrated, systemic approach to couples therapy.pdf]]
 * Zola, M.F. (2007). Beyond infidelity-related impasse: An integrated, systemic approach to couples therapy.
 * Article synopsis :** This article discusses how solution-focused therapists can use a systemic, contextualized approach to helping couples move out of the troublesome feedback loops that develop when one partner has been unfaithful. The emphasis is on collaboratively building solutions and helping the couple move into their preferred future. L. L.

Seedall, R.B. (2009). Enhancing the change process in Solution-Focused Brief Therapy by utilizing couple enactments. The American Journal of Family Therapy, 37 pp. 99-113.
 * [[file:Enhancing the change process in Solution-Focused Brief Therapy.pdf]]
 * Article synopsis :** This article describes the power of dyadic interaction in Solution-Focused Therapy and the way therapists can use this power to help couples develop new interaction patterns and mutual understanding. Enactments are defined in this article as therapist-coached interactions between partners, and the author discusses several ways to use them effectively. L. L.


 * Smith, D. C., & Hall, J. A. (2008). Strengths-oriented family therapy for adolescents with substance abuse problems. //Social Work//, //53//(2), 185-188.
 * Article Synopsis **:The Strengths-Oriented Family Therapy (SOFT) program incorporates solution-focused language and techniques in working with adolescents with substance abuse issues. Strengths and resources are discovered as families discuss how they have coped with the substance abuse. The mental health professional uses these strengths and resources to suggest treatment options for the adolescent, providing the family their choice in the solution plan. Adolescents participate in family therapy and multifamily group sessions. Adolescents who participated in the SOFT program were found to report lower frequency in substance abuse and substance abuse related problems. -- MTA


 * McCollum, E. E., Trepper, T. S., & Smock, S. (2003). Solution-focused group therapy for substance abuse: Extending competency-based models. //Journal of Family Psychology//, //14//(4), 27-42.
 * Article Synopsis **: This article addresses the benefits of using solution-focused therapy in place of motivational interviewing in group therapy for substance abuse. Similar to motivation interviewing, solution-focused therapy focuses on instilling hope, support, and empowerment among group members. Group facilitators use solution-focused techniques to ask group members what has improved since the last session and elaborate on these changes. Group facilitators then collaborate with group members to develop a homework plan to work toward their goals. A solution-focused case study is included in the article, providing examples of how solution-focused interventions are used in group therapy.--MTA


 * Mott, S., & Gysin, T. (year). Post-modern ideas in substance abuse treatment. //Journal of Social Work Practice in the Addictions//, //3//(3), 3-19.
 * Article Synopsis **: Authors in this article address how post-modern therapy is used with substance abuse clients at a long term residential and day treatment center. The article addresses the shift from problem-focused models to strength-based treatment. Whereas the problem-focused practitioners tend to view the client as an addiction who is resistant, the solution-focused practitioner sees the individual as resourceful and capable of change. The case scenario provides an example of how solution-focused interventions including a reflecting team are used. Focusing on solutions instead of problems resulted in positive changes among clients and staff members at the residential center. --MTA

This article is a good example of a controlled treatment outcome study where SFT was used on kids with behavioral problems and compared to a "treatment-as-usual" comparison group. The researchers were hoping that SFT would be proven more effective, but they didn't find any differences in child and parent reports of treatment efficacy between the two groups. What they did find, was that the children in the SFT groups were much more engaged in therapy and had a stronger therapeutic alliance with the therapist than the control group. L L
 *  Corcoran, J. (2006).      A Comparison Group Study of Solution-Focused Therapy versus “Treatment-as-Usual” for Behavior Problems in Children. //Journal of Social Service Research,// 33, pp.69-81//.[[file:sft child.pdf]]//

=**Narrative Therapy Approach**=

Beaudoin, M. (2005). Agency and choice in the face of trauma: A Narrative Therapy Map. //Journal of Systemic Therapies // <span style="border-collapse: collapse; font-family: 'Comic Sans MS',cursive; line-height: normal;">, <span style="border-collapse: collapse; font-family: arial,sans-serif; line-height: normal;">//<span style="font-family: 'Comic Sans MS',cursive;">24 // <span style="border-collapse: collapse; font-family: 'Comic Sans MS',cursive; line-height: normal;">(4), 32-50. Retrieved from Academic Search Complete database. <span style="border-collapse: collapse; font-family: arial,sans-serif; line-height: normal;">**<span style="font-family: 'Comic Sans MS',cursive;">Article synopsis: ** <span style="border-collapse: collapse; font-family: 'Comic Sans MS',cursive; line-height: normal;"> This article presents a model for guiding conversations with people who have suffered severe trauma. The model is illustrated with the transcript of a therapy session. M.T.B. <span style="border-collapse: collapse; font-family: 'Comic Sans MS',cursive; line-height: normal;">Anderson, K., & Hiersteiner, C. (2008). Recovering from childhood sexual abuse: Is a “storybook ending” possible?. <span style="border-collapse: collapse; font-family: arial,sans-serif; line-height: normal;">//<span style="font-family: 'Comic Sans MS',cursive;">American Journal of Family Therapy // <span style="border-collapse: collapse; font-family: 'Comic Sans MS',cursive; line-height: normal;">, <span style="border-collapse: collapse; font-family: arial,sans-serif; line-height: normal;">//<span style="font-family: 'Comic Sans MS',cursive;">36 // <span style="border-collapse: collapse; font-family: 'Comic Sans MS',cursive; line-height: normal;">(5), 413-424.
 * Agency and choice in the face of trauma: A Narrative Therapy Map.
 * Recovering from childhood sexual abuse: Is a "storybook ending" possible?
 * Article synopsis:** This is a qualitative study using grounded theory method of inquiry. Social construction and narrative theories are utilized to inform the study. Participants were 25 females and 2 males who attended adult survivor support groups <span style="border-collapse: collapse; font-family: arial,sans-serif; line-height: normal;">. M.T.B.
 * Neimeyer, R. (1999). Narrative strategies in grief therapy. //Journal of Constructivist Psychology, (12),// 65-85. Retrieved from Worldcat database.
 * <span style="font-family: 'Comic Sans MS',cursive;">Article synopsis :** Coming soon from B.M.


 * Bacon, V. (2007). What potential might narrative therapy have to assist indigenous Australians reduce substance abuse? //Australian Aboriginal Studies//, //2007//(1), 71-82.
 * Article Synopsis**: This article provides information about what narrative therapy is and the potential benefits of using this approach with substance abuse cases. The use of stories among the Aboriginal community is traditional; they pass on knowledge from generation to generation through ‘Learning Circles.’ Potential benefits of using the narrative approach with Aboriginal individuals include not blaming the person for the problem and the opportunity for the person to re-author their stories. Narrative therapy may also include outsiders to listen to the stories told by the Aboriginal community and contribute to their stories by reflecting about what they have heard. These messages create links among Aboriginal communities and others in the world. --MTA


 * Gilbert, M. C., & Beidler, A. E. (2001). Using the narrative approach in groups for chemically dependent mothers. //Social Work with Groups//, //24//(3/4), 101-115.
 * Article Synopsis:** Authors discuss the use of stories as treatment intervention with mothers who are chemically dependent and in group therapy. Co-leaders explore the influence of substance abuse on the women's lives, exploring the emptiness they have experienced. Women in this treatment group are asked to tell about their struggles, express their feelings, and learn about addictions. Co-leaders initiate the storytelling by telling the group about their role at the residential facility. As group members participate in twelve-step meetings, they prepare for their story telling by writing and sometimes illustrating. Each member shares her “experience, strength, and hope” story by the end of the second month. Co-leaders use puppets in their story telling to discuss addition and community issues. Parables are used to discuss issues like honesty, spirituality, and relapse. The women are asked to tell a story about their families to help them prepare to return to her life outside. The final story is told at graduation, where the group member tells her story and then the therapist highlights the group member’s personal experience going through the treatment process. –MTA


 * Moreira, P., Beutler, L. E., & Gonçalves, Óscar F. (2008). Narrative change in psychotherapy: Differences between good and bad outcome cases in cognitive, narrative, and prescriptive therapies. //Journal of Clinical Psychology//, //64//(10), 1181-1194
 * Article Synopsis**: This study investigated the relationship between the patient’s therapeutic narratives and therapeutic outcomes. The six participants in the study were treated with cognitive therapy, narrative therapy, or prescriptive therapy for co-morbid depression and substance abuse. Eighteen narratives were reviewed for this study, one from the initial, middle, and final phrase of treatment. Results indicated that there was a higher level of change for those participants who reported good outcomes compared to those who indicated poor results. However, results did not reveal significant differences between the treatment groups. -- MTA

<span style="border-collapse: collapse; color: #231f20; font-family: Arial; font-size: small; line-height: normal;">**<span style="font-family: 'Comic Sans MS',cursive;">Article synopsis: **This is a short article that does a good job of comparing how narrative or systemic therapy practice differs from traditional practice when working with children with behavioral problems. The different assumptions are discussed as well as the idea of having the parents join the reflecting team that interacts with their child in therapy. The change in viewpoint for both parent and child is beneficial. LL
 * Barbosa de Oliviera, A.S.(2003). An 'appropriated unusual' reflecting team: Inviting parents to be on the team. //Journal of Family Psychotherapy, 14,// 85-88. [[file:RT narrative.pdf]]

=**Collaborative Therapy Approach**=

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px; line-height: 21px;">**<span style="display: block; font-family: 'Comic Sans MS',cursive; font-size: 17px; text-align: center;">Back **