educators and the solution-focused approach: teachers and counselors on the effectiveness of sfbt in...

Educators and the Solution-Focused

Approach:Teachers and Counselors on the Effectiveness of

SFBT in the ClassroomKRIZIA ARIANNE GOZO, PAUL MARVIN LAZARRA, JERICHO MICHAEL S. TOBIASED620 – THE COUNSELING PROCESS: THEORYDR. GEORGE KALLINGALFALL 2016

Introduction:Background Positive Behavioral Interventions and Support, or PBIS, is an ongoing initiative of the Guam Department of Education that places emphasis

on supporting appropriate student behaviors to create positive school environments. It shares many traits with Solution-Focused

Brief Therapy (SFBT, or solution-focused approach), such as its positive orientation, present-focused approach and the use of

encouraging language.

Introduction:Research Question Do teachers and school counselors

perceive the solution-focused approach (SFBT) as an effective tool

in the classroom?

Introduction:Hypothesis

Teachers and counselors perceive the solution-focused approach as an effective

tool in the classroom.

Introduction:Definition(s)

1. Solution-Focused Approach – assumes that all students have some knowledge of what would make their life better and already possess at least the minimum skills necessary to create solutions. This approach is action-oriented and future-focused, where educators guide students to accomplish their goals. Educators are not focused on the present problem(s) and accept a student's reality.

2. The classroom is broken down into three (3) components defined by Rimm-Kaufman et al., 2002:◦ Teacher-Student Relationships – can include teacher sensitivity, support and warmth.◦ Social Competence – refers to a person's ability to get along with other people. A child's social

competence is affected by how well he or she communicates with other children and with adults. ◦ Classroom Problem Behaviors – undesirable behaviors that affect not only the child’s learning,

but also the classroom’s academic, social and emotional climate.

Introduction:Component(s)

Student-Teacher Relationships:◦ Mutual respect◦ Consistent communication◦ Emotionally-safe learning space◦ True equity

Social Competence:◦ Self-regulation◦ Interpersonal knowledge and skills◦ Positive self-identity◦ Cultural competence◦ Acquire social values◦ Planning and decision-making skills

Methods:Materials

Google Forms – online survey used to collect data.◦ Recorded demographics:

◦ Gender,◦ Age,◦ Position;

◦ Survey divided into three (3) sections pertaining to classroom components:◦ Student-Teacher Relationships 4 questions;◦ Social Competence 6 questions;◦ Classroom Problem Behaviors 1 question – TOTAL = 11 questions overall;

◦ Measured responses using a Likert scale:◦ 1 (strongly disagree) to 5 (strongly agree).

SPSS – to analyze data recorded.

Methods:Sample of Survey Question(s)

Student-Teacher Relationships:◦ The Solution-Focused approach increases mutual respect (showing respect to your students and helping

them through their difficulties) in the classroom between teachers and students.

Social Competence:◦ The Solution-Focused approach increases students' capacity for self-regulation (impulse control, delayed

gratification, resisting temptation and peer pressure, reflecting on one's feelings and monitoring themselves).

Classroom Problem Behaviors:◦ The application of the Solution-Focused approach in the classroom reduces classroom problem

behaviors.

Methods:Procedures

1. Send link to survey via e-mail, messenger, etc. to participants.

2. Survey begins with introduction to experiment, the research question and definition(s).

3. Complete Demographics Information Sheet.

4. Complete Survey: Teacher-Student Relationships.

5. Complete Survey: Increasing Social Competency.

6. Complete Survey: Reducing Classroom Behaviors.

Methods:Participants

Demographics 60 Participants

◦ Gender:◦ Male – 68.3% (n =

41)◦ Female – 30% (n =

18)◦ Prefer not to say – 0.7% (n =

1)

30.0%

68.3%

0.7%

Gender

MaleFemalePrefer not to say


Demographics 60 Participants

◦ Age:◦ 18 – 25 (n = 10)◦ 26 – 35 (n = 15)◦ 36 – 45 (n = 16)◦ 46 – 55 (n = 11)◦ 56 – 65 (n = 7)◦ > 65 (n = 1)

16.7%

25.0%

26.7%

18.3%

11.7%1.7%

Age

18 - 2526 - 3536 - 4546 - 5556 - 65> 65


Demographics

60 Participants◦ Position:

◦ Teacher:◦ Elementary School (n = 21)◦ Middle School (n = 3)◦ High School (n = 17)

◦ Counselor:◦ Elementary School (n = 6)◦ Middle School (n = 1)◦ High School (n = 6)

◦ Administration◦ Principal (n = 3)◦ Vice Principal (n = 0)

◦ Other (n = 3)

35.0%

5.0%

28.3%

10.0%

1.7%

10.0%

5.0%5.0%

Position

Elementary School Teacher Middle School Teacher High School TeacherElementay School Counselor Middle School Counselor High School CounselorPrincipal Other

Total:Teachers (n = 41)Counselors (n = 13)Administration/Other (n = 6)


Responses:◦Attrition Rate:

◦ 10.0% (n = 6)◦Used for Analysis:

◦ 90.0% (n = 54)

90.0%

10.0%

Participant Responses

ValidInvalid

Results:Reliability

Survey – Overall: = ⍺ 0.896

Sub-scales: Student-Teacher Relationships = ⍺ 0.868 Social Competence = ⍺ 0.831 Classroom Problem Behaviors: = ⍺ unable to determine

Results:Mean – Overall

Mutual Respect

Consistent Communication

Emotionally-Safe Learning Space

True Equity

Self-Regulation

Interpersonal Knowledge and Skills

Positive Self-Identity

Cultural Competence

Acquire Social Values

Planning and Decision-Making Skills

Classroom Problem Behaviors

0 1 2 3 4 5

3.94

3.89

3.98

3.87

3.67

3.94

3.96

3.94

4.00

3.96

3.69

Mean of Responses (n = 54)

Response Value

Com

pone

nt(s

) of t

he C

lass

room

p = 0.270

p = 0.145

p = 0.515

p = 0.403

p = 0.004

p = 0.327

p = 0.293

p = 0.673

p = 0.603

p = 0.379

p = 0.490

ANALYSIS: Nonparametric Bivariate Correlations

Discussion:Results and Hypothesis

Teachers and counselors perceive the solution-focused approach as an effective

tool in the classroom. Based on the results, the hypothesis was somewhat supported in this study.

◦ While not statistically significant, the data shows a trend that supports a positive relationship between position and effectiveness of the solution-focused approach in the classroom.

Discussion:Limitations and Future Research◦ Uneven number of subjects in each position.

◦ In the future, strive for equal distributions in each position.

◦ Sample size too small for study.◦ Statistical significance is strongly affected by sample size (smaller sample

size, harder to generalize results).◦ In the future, use a larger sample size – try to get more counselors to

participate.

◦ For future research, compare between groups to identify potential effects of position on perceived effectiveness.

Questions? Reference(s):

Rimm-Kaufman, S.E., Early, D.M., Cox, M.J. Saluja, G., Pinata, R.C., Bradley, R.H., et al. (2002). Early behavioral attributes and teachers’ sensitivity as predictors of competent behavior in the kindergarten classroom. Journal of Applied Developmental Psychology, 23, 451-470.

Thank you!