1. Differences between the students’ interview with Rosie (chapter one) and Cheryl’s interview with Rosie (chapter two).

·        Cheryl started with _______________questions

·        Cheryl focused on what was different on days when things went  _______________

·        Cheryl ended the interview by helping Rosie see what she was already doing that was  _______________

·        Cheryl used _______________ to get more specific information and help Rosie define what she would consider better

2. Solution-Building Interviewing Activities
   • Solution-building interviews are largely organized around two activities:

                                                               i.      developing well-formed goals within the client’s _______________. Well-formed goals have several characteristics:

1.      Important to the client

2.      Small and _______________

3.      Represent the _______________of something different rather than the end

                                                             ii.       And development of solutions based on exceptions.

1.      Exceptions are the occasions in clients’ lives when their problems could have _______________but did not, or were less severe.

2.      Exceptions provide knowledge of _______________ and strengths that the client already possess but may not have previously recognized.

• The two activities above occur after the client has had the opportunity to _______________ what they would like to see changed as a result of meeting with the interviewer.

3. The Stages of Solution Building

·        Cheryl’s work with Rosie demonstrated that clients can often build solutions without either clients or interviewers understanding or _______________ the nature of the problem.

1.      Describing The Problem – This is similar to what is done in problem solving but much less time is spent focusing on the _______________, with fewer details asked about the nature and severity of the problem, and there is no focus on the probable cause of the problem.

2.      Developing Well-Formed Goals – the client is encouraged to look at what will be different in their lives when their problems are solved instead of doing the _______________that would be done at this stage in the problem solving method.

3.      Exploring for Exceptions – This step, which substitutes for the intervention planning stage in problem-solving, involves asking clients about the times when things were _______________and how they made this happen.

4.      End of Session Feedback – As each solution building meeting concludes, the interviewer generally offers _______________which emphasize what the client is already doing that is useful, and some suggestions, which usually identify and what clients could observe or do to further solve their problems.  The feedback is always focused on what information the client has provided and what they can do or need to do differently to improve their situation.  This is comparable to the _______________ stage in the problem solving process.

5.      Evaluating Client Progress – Clients are frequently asked to use a _______________ to evaluate how they are doing in reaching solutions that are satisfactory to them.  This is followed up by work with clients to examine what remains to be addressed for clients to feel their problems have been adequately solved or they are ready to _______________services.

4. The Client as Expert
   • The problem solving method’s emphasis on actions based on _______________ may lead practitioners to believe or act as though their perceptions are more important in the helping process than those of the client.
   • In solution building, clients are seen as the expert and there is a reliance on using the client’s _______________ to move along the process of solution building.  This may be done through:

                                                               i.      Accepting client’s _______________of their lives  when asking them what they would like to see changed.

                                                             ii.      Clients are asked what would be different in their lives when their problems are solved, and respect the direction in which the client would like to proceed, particularly using their _______________

                                                            iii.      Client’s perceptions are sought and respected, as they are viewed as a sign of client’s _______________ and provide information about outer resources.

• Solution building interviewers strive to view themselves as experts at exploring the client’s frame of reference and identifying the perceptions that clients can use to improve their lives. This decreases client _______________

True or False

1.In Cheryl’s interview with Rosie, Cheryl did not allow Rosie to describe her problems. 

2.The miracle question used by Cheryl was an attempt to assist Rosie to develop a detailed and vivid picture of a more satisfying life.  

3.“Exceptions” may be defined as the problems of clients. 

4.Client resistance is the main impediment to successful solution-building work with clients. 

Multiple Choice

1.The “miracle question” is used mainly to:

a.    develop well-formed goals.

b.    uncover exceptions.

c.     help the client to cope with overwhelming circumstances.

d.    measure client progress.

2.When a client can identify a day in the past when the problem was not as severe, this day is called                in solution-focused terms.

a. an exception

b. a miracle day

c. a coping success

d. None of the above

3.Which is not a stage in solution building?

a. Assessment of client problems

b. Description of client problems

c. Developing well-formed goals

d. Exploring for exceptions

4.Solution-building relies on clients’ frames of reference for definitions of:

a. what they would like different in their lives

b. what will be different in their lives when their problems are solved

c. their inner and outer resources

d. All of the above