A teacher is meeting with two angry parents, who are focusing on

what she and the school are doing wrong. After listening to them, she
responds, “I’d like to ask you some unusual questions that will help me to
understand where to go from here. Suppose the problem is solved, what
will it look like when things are better? What will be signs to you we are
on track? What will I be doing? What will your son be doing? What will
be happening when things are better?
on the history and the causes of the problem, problem offer clues to solutions. Solution-
The solution-focused model began as a and on student deficits that need to be cor- focused questions are used to build upon
form of brief therapy, and it revolutionized rected. In contrast, the solution-focused these exceptions and to elicit parents’ and
the field of counselling. It emphasises how model emphasizes times when the problem students’ strengths and ideas for change.
to use questions to help orient clients to does not occur. These exceptions to the
solutions instead of problems.
The Difference Between Problem-Focused and Solution-Focused Questions*
As this model became well known, school
professionals recognized that it offered
practical, effective tools for solving prob-
lems rapidly and effectively (Durrant, Problem-Focused Questions Solution-Focused Questions
1995; Metcalf, 1995). When used by all
school staff, the solution-focused model • Used to understand the student’s • Framed to encourage the student to
can transform the entire school culture by current perception of the problem think of solutions
creating a more cooperative, positive,
strength-oriented atmosphere. • Focus is on the problem’s past and • Focus is on when the problem is not
present present and on the future
The solution-focused model is different
from traditional problem-focused models. • Used to track problem patterns and • Used to lead to the construction of
It is a solution-building model, and it re- behavioural sequences goals and solutions
quires a shift in the way we think and in
the way we use questions and language.
In problem-solving models, the emphasis is * Adapted from de Shazer & Lipchik, 1986

Reprinted with permission. yA! Magazine. Fall, 2002. pp. 10-12


Solution-Focused
Questions
The solution-focused model uses exception-
finding questions and future-oriented ques-
tions interconnected with scaling questions.
Exception-Finding Questions
Exception-finding questions are used to ex-
plore times, in the past and present, when the
problem is less frequent, or when it is not
there. Student strengths and resources, no
matter how small, are highlighted. By asking
exception-finding questions, “holes” are be-
ing poked in the problem picture. Possibili-
ties and resources begin to emerge.
“When has your son done better in
school?”
“Two months ago, you were handing in
your assignments on time. What helped
you then?”
“How did you manage to show up for
school two days this week? You could
have skipped all five days.”
“If your friends or your parents were
here, what would they say helps you to
do better in school?”
Future-Oriented Questions
Future-oriented questions help the student
and parent to visualize what life will look
like when the problem is solved or when the
situation is improved. Most students and
parents have never thought about this future
picture because they are focused on the prob-
lem picture.
“Suppose the problem is solved, what will
be happening?”
“Suppose school is going better for you,
what will that look like?”
“When math class is going better for you,
what will that look like? What will I be
doing? What will you (your friends, par-
ents) be doing?”
Scaling Questions
Students and parents like scaling questions
because they help to break a problem down
into small pieces. The problem is not so
overwhelming when they look at it on a
scale. Scaling questions are visual and con-
crete tools that can be used in any situation.
Like any tool, they should not be overused or
they will lose their effectiveness.
“On a scale of 1 to 10, 10 means Jeff is
NEW
reading as best as possible and 1 means
the opposite, where would you put him
important book!
today?”
“Jeff, on that same scale, 10 means you
Solving School Problems:
are reading as best as possible and 1 Solution-Focused
means you are not, where would you put Strategies for
yourself today?”
Principals, Teachers
Solution-Focused and Counsellors
Parent-Teacher This book gives school professionals
practical, solution-focused strategies for
Meetings solving problems with students and
parents, rapidly and effectively.
You may wish to use the solution-focused
worksheet (next page) to guide your parent- The solution-focused model is useful for
teacher meetings and to help you remember a wide range of problems and all age
the key points of a solution-focused meeting. groups. No matter what your role, you
When you begin the meeting, be sure to take will learn practical skills to shift from
some time to establish rapport and to high- problem talk to solution talk.
light positives about the student.
Principals will learn how to:
Conclusion ? defuse anger and resistance
? use solution-focused discipline strategies
Be persistent in solution-focused question- ? deal with aggressive and high-risk youth
ing. Try these questions out during a parent-
? deal with bullying problems
teacher meeting. Many teachers have been
amazed with the results. ? do solution-focused team building with
staff
References
Teachers will learn how to:
Durrant, M. (1995). Creative strategies for school problems. ? work with difficult students and parents
New York: W. W. Norton.
Lipchik, E. & de Shazer, S. (1986). The purposeful interview. ? conduct solution-focused parent-teacher
Journal of Strategic and Systemic Therapies, 11 (3), 4-19. interviews
McConkey, N. (2002). Solving School Problems. Solution-
focused strategies for principals, teachers and counsellors. ? resolve student conflicts quickly
Alberta: Solution Talk Press.
? use brief, positive interventions in the
classroom
About the Author
Counsellors will learn how to:
? do single session counselling
Nancy McConkey, M.S.W.,
is a family therapist, profes- ? use solution-focused techniques in groups
sional speaker and leading ? work quickly to promote change
expert in the solution-focused ? work with resistant students
approach. She is the author
of the book, “Solving School
Problems: Solution-Focused
Order copies of this book for
Strategies for Principals,
Teachers and Counsellors”. your library or organization!
Save money on multiple orders.
Nancy has presented hundreds of workshops
to professionals from schools, hospitals, psy-
chiatric facilities, community health clinics, TO ORDER THIS BOOK:
child welfare agencies, substance abuse treat- go to: www.solutiontalk.ab.ca
ment centres and mental health agencies.
She is a sought after keynote speaker, both call toll free: 1-866-304-Talk (8255)
nationally and international for education, e-mail: soltalk@telusplanet.net
health care and counselling conferences.
 Solution-Focused Worksheet for Parent-Teacher Meetings

Student Name: Date:

Parents’ Names:

Present at the Meeting:

1. What is the problem?

Parent(s)
Student
Teacher

2. When has the student been doing better? (exception-finding)

Parent(s)
Student
Teacher

3. Suppose the problems that brought us to this meeting are solved, what will that look like? (future-oriented question)

Parent(s)
Student
Teacher

4. On a scale of 1 to 10, and 10 stands for the problem being solved and 1 means the opposite, where would you put it today?

Parent(s)
Student
Teacher

5. What has helped to get it to that number on the scale?

Parent(s)
Student
Teacher

6. Action plan. What will it look like when it moves up one notch on the scale? What will everyone be doing to help this happen?

Parent(s)
Student
Teacher

Reprinted with permission. yA! Magazine. Fall, 2002. Pp. 10-12

 WORKSHOPS FOR SCHOOL, HEALTH CARE AND HELPING PROFESSIONALS

Brief Solution-Focused Strategies

Why you should attend these workshops
Learn how to use powerful solution-focused strategies for solving problems, rapidly and effectively. The solution-focused approach
is useful for a wide range of problems and with all age groups. No matter what your role, you will learn practical skills for “shifting
from problem talk to solution talk.” TM

Solving School Problems: Solution-Focused Strategies for

Solution-Focused Strategies TM
A one-day introductory workshop. Learn how to:
• Work with difficult parents and students
• Utilize brief, positive interventions in the classroom
• Shift from problems to solutions
• Conduct solution-focused parent-teacher meetings
Audience: Principals, superintendents, teachers, teacher assistants,
family-school liaison workers and counsellors. You can combine
this workshop with Levels 1 and 2.
Health Care Professionals TM
The solution-focused model is useful for a wide range of prob-
lems including working with the elderly, illness, physical dis-
abilities, chronic pain, mental health issues, substance abuse
and other clinical problems. No matter what your role or your
setting, you will benefit from this workshop. Learn how to:
• Do single session counselling
• Work with difficult clients
• Motivate clients to make lifestyle changes
• Generate hope in hopeless situations

The RNABC featured Nancy as a speaker two years in a row. She was a keynote speaker at the National Conference for
Dieticians of Canada. If you are unable to attend the Health Care workshop in Richmond, sign up for any Level I workshop.

Level 1: Solution-Focused Strategies TM Level 2: Working With Difficult

An in-depth workshop for all professionals. Learn how to: Problems TM
• Do single session counselling This workshop expands upon the basics. You will learn how
• Motivate people to make changes to:
• Negotiate concrete, solvable goals • Design solution-focused homework tasks
• Develop brief, positive interventions • Address issues of suicide and violence
• Reduce defensiveness and blame • Deal with setbacks
• Use solution-focused language to create hope • Work with long-term and challenging problems
Audience: Nurses, health care professionals, childcare and youth • Work with involuntary clients
workers, mental health counsellors, child welfare workers, sub- • Apply this model to many problems
stance abuse counsellors, social workers, psychologists, probation Audience: Participants must have taken Level 1 or its equiva-
workers, family therapists and school professionals. lent. You can take Levels 1 and 2 in the same week.

Nancy was a featured speaker at the Special Education Conference, the Saskatchewan Teachers’ Federation Showcase 2001,
and the Assistant Principals’ Conference.
"- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
YES! PUT ME ON THE MAILING LIST
Name: ________________________________________________ Job Title: ___________________________________________
School/Agency: __________________________________ Address: ____________________________________
City: __________________________________ Province: __________________ Postal Code: _____________________________
Phone (W): ( ) Fax: ( ) E-mail: __________________________________

Call us about our On-Site Training, Keynotes & Workshop Schedules

Phone: 1-403-216-TALK (8255) E-mail: soltalk@telusplanet.net
Toll Free: 1-866-30-4TALK Website: www.solutiontalk.ab.ca
Fax: 1-403-949-4493 Workshops are eligible for Continuing Education Units