'Therapy' to a 'School-based, Skills Approach' There is an increasing amount of research to show that SFBT is effective for children and young people in the school setting (Franklin et al 2001) and within the solution focused group setting (LaFountain, R. M and Garner, N. E. (1996)). Consequently, this programme for young people is intended to be delivered as a small group/whole-class intervention, providing facilitators with a tried and tested framework and set of resources to use with young people. The idea is not to simply target those regarded as exhibiting behavioural/other problems such as low self-esteem or anxiety, but to target all young people in order to prevent the escalation of any problems and to provide them with a range of SFBT strategies and techniques.
Summary of contents The publication is structured as follows: * Introduction. * PowerPoint presentation and notes. * Training session materials. * Session 1 Introduction and Ground Rules. * Session 2 Problem-free Talk, the Miracle Question and Target Setting - Interviews. * Session 3 Defining a Preferred Future - talking about how the client would like things to be. * Session 4 Looking for Positives - what is working now and finding exceptions. * Session 5 Scaling to Reach your Goals and Confidence Scales. * Session 6 Problem-solving and Looking Ahead - what would happen if? * Session 7 Magic Me - my miracle self, visualising future success and planning for success. * Session 8 Running a Session - skills practice and evaluation. Appendices 1. Information Sheet for Students. 2. Letter to Parents/Carers. 3. Information Sheet for Parents/Carers. 4. Mental Health Fact Sheet. 5. Referral Routes to Specialist Agencies. 6. Directory of National Mental Health Services. 7. Sample Mental Health and Wellbeing Policy. The Structure of the Student/Group Sessions Each of the sessions is designed to be delivered in a 45-60 minute period and provides facilitator notes for ease of delivery. Apart from Session 1, which mainly focuses on introducing the topic of solution focused approaches, the session structure is generally as follows: * Introduction and aims. * Icebreaker activity with activity page. * Scenario/vignette. * Practice time. * Activity page. * Plenary. The facilitators can choose to adapt resources to fit the individual group's needs and requirements and also allow additional time for more complex strategies or concepts which they may find more motivating. Additional supporting materials The student programme is further supported by appendices including fact sheets, letters to parents and information on referral routes to specialist agencies. We feel very strongly that this resource provides young people with the opportunity to develop a range of self-reflection and problem-solving skills that will contribute towards the prevention of more problematic mental health problems in future. They are introduced to concepts, skills and strategies that can be utilised throughout both adolescence and their adult lives.