Author: SMITH, S.

Source: Journal of Psychiatric & Mental Health Nursing, Volume 17, Number 2, March 2010 , pp. 105-110(6)

Publisher: Wiley-Blackwell

Abstract:

Accessible summary

• Students who participated in a six month training course in SFBT reported significant changes in their relationships with clients.

• They reported increased trust in clients as people, increased confidence in their own professional role, and increased enthusiasm for working with clients.

• Students demonstrated an in-depth knowledge and understanding of solution focused principles and practice, enabling them to own their practice and respond creatively to individual clients.

• It is suggested that substantive training in solution focused brief therapy may help to enhance the professional role and cultural identity of participants, particularly those from a nursing background. Abstract

Solution-focused brief therapy (SFBT) is a therapeutic approach utilized in a wide variety of settings. Its roots are in systemic and family therapy, and the emphasis in practice is on helping clients identify what their life will be like when they no longer have their problem, and how close they are to experiencing that situation now. The literature suggests that SFBT is at least as effective as other forms of psychotherapy. This pilot-study explored the impact of a training course in SFBT on the nurses who took part. Interviews were carried out with participants (n= 8) and narrative accounts were analysed and grouped according to emerging themes. Three major themes were perceived; Trust in clients, Positivity and Confidence, and these were supported by interconnected minor themes relating to the eclectic use of the approach, the use of language within the approach, and the application of SFBT in wider life. It is argued that training in SFBT may have a positive impact on the therapeutic and professional role of nurses, and that further studies are required to explore the impact of SFBT training on the professional and cultural identity of nurses.

Keywords: narratives; nursing role; psychotherapy; teaching/education; therapeutic relationships

Document Type: Research article

DOI: http://dx.doi.org/10.1111/j.1365-2850.2009.01492.x

Publication date: 2010-03-01

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