Systems Theory: The Solution Focused Approach

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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
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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Most management strategies are based on one or more of the management theories in existence, however management theories continual change and adapt with social, cultural and political acceptances; therefore teachers must also adapt and change whilst embracing their own strengths and weaknesses. Management theories fit into three broad categories on the scale of autonomy. Authoritarian theories rely on a strong clear emphasis of rules and consequences teachers using this must be clear communicators and fairly implement the same outline for all students; the teacher is the hierarchy within the classroom. Humanists’ theories rely on the student uncovering their own understanding of the causes for their behaviour and working with the teacher to create solutions; teacher must allow student involvement in discussions and decisions the student and teacher are equal partners in managing behaviours. Mixed theories have clear outlines of guidelines however rely on the student recognising what causes behaviours that break the guidelines and allow the student to implement the change based on their understanding; the teacher is the instigator to implementing ideas of change but does not impose change the student remains in control of their choices and the outcomes of misbehaviours. My own practise sits within the scope of mixed theories allowing students to control their choices and the

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