Solution Focused Approach Essay

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Solution Focused Approach
The solution focused approach falls under the wide branch of humanism “Its roots are in Systems Theory which posits that individuals who are in frequent contact will unavoidably influence each other.” (Lyons, Ford, & Arthur-Kelly, 2011, p. 25) Unlike many of the other humanist theories the Solution Focused approach does not focus on the individual as a problem but rather as a solution; the belief being that the problem comes from the individual’s interactions. To assess a problem within behaviour the student works with the teacher and their peers to assess the incident that resulted in the misbehaviour. “The Solution-Focused Approach empowers participants to look for strengths, capabilities and resources within themselves
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Students then must decide on a number of small, realistic positive goals for moving forward. For the success of these goals a student may need to continually reassess the initial problem or the realistic outcomes of their goals; continual reflection on progress allows for positive progress management. If the behaviour continues to repeat the student may need to reassess and redirect their solutions. “Problems endure because they have not yet been solved; the attempts at a solution have not worked, so something else needs to be done.” (Porter, 2000, p. 170)
Neo-Adlerian theory has many branches that have developed overtime through examining children exposed to various environments. The basic principles of the theory are that students are a product of their environment and the environments that they wish to belong. “Students who display disruptive behaviour are inappropriately choosing the behaviour as a way of
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As a teacher it is important to figure out the root of the problem by examining the behaviour and then allow the student to uncover the behaviour issue themselves to effect change. Those that want to address the behaviour will do so without much assistance from the teacher however those that rebel or deny will need further encouragement to gain the desire to change probing questions can allow a student to realise that there will be consequences without imposing punishment. For example by asking “do you think it’s a good idea to sit with (friend)?” the teacher implies that they could be removed from their friends but also allows the student to reflect whether this is the cause of the behaviour. It is important to have a number of steps and/or warnings in achieving a positive behavioural outcome; various students will take more steps than others and a teacher has to be

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