The evidence-based practice of solution-focused brief therapy (SFBT) zeros in on the therapeutic relationship and the clinician’s way of being. When providing services to individuals from a low SES, counselors may find it helpful to use a strengths-based therapeutic approach. The game of musical chairs transformed into a collaborative and touching experience as the students identified common ground and connected on deeper levels of understanding and empathy. Then, other students began to share similar stories without prompting. The student was experiencing fear about not having enough food to eat during this time. A student identified a “sad” emotion and explained that their father recently had lost his job. As a school counselor, she infused the identification of various emotions into a game of musical chairs, and what transpired was completely unexpected. Johnson shares an anecdote that highlights the powerful act of providing a safe, therapeutic space for students to identify and voice their emotions openly with peers. Johnson recalls that if a student acted out, one of her first questions would be, “Did you have breakfast this morning?” Learned behavior concerns, inattention, difficulty with emotion regulation (anger), sadness and loss of hope are often the result of a lack of resources. It is also vital to assess an individual’s behaviors, emotions and reactions through a holistic, biopsychosocial approach rather than focusing only on the school context.
She emphasized the importance of working collaboratively with other school staff members to build a team and a foundation for connecting these students and their families to resources. At the core of Johnson’s work was the intent to ensure that every child’s basic needs were met while they were at school.
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Many of the students were on free or reduced lunch plans because their families’ financial resources were severely limited. Glenda Johnson (one of the co-authors of this article) worked as a school counselor and an advocate in a school system in which the majority of students came from low socioeconomic status (SES) backgrounds.
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School counselors and licensed professional counselors have a moral and ethical obligation to address these matters, with the intention of removing barriers and cultivating a safe space for clients in both the therapeutic relationship and the environment beyond our office walls. Often, the answer is “no.” Concerns such as clean drinking water, access to hygiene products and finding adequate shelter affect an inordinate number of individuals in the United States. Therefore, they often go unnoticed - they are woven into our everyday lives and ways of being in the world.įor others, questions such as “Will I eat today?” or “Will I have a safe and warm place to sleep tonight?” are asked daily. What is impossible for you to live without? For many of us, our basic needs are continually met. Take a moment to think about what the basic needs of your own life are. Solution-focused brief therapy and low socioeconomic status Thus, counselors must alter their application of evidence-based practice techniques. Multicultural counseling experts Derald Wing Sue and David Sue maintain that the dynamics of oppression shift the influence of the therapeutic relationship. Specifically, the unique development of the therapeutic relationship between oppressed clients and privileged clinicians must be understood and addressed.
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It is critical that all counselors, especially those working with client populations that are oppressed, have both an overview of evidence-based practices and specific techniques related to these approaches in their clinical toolboxes to help them provide the best counseling services possible.Ĭounselors are frequently required to use evidence-based practices and need to know how to use them effectively in counseling clients who are oppressed. However, certain approaches have been empirically verified for use with a variety of clientele.
Therapy must always be tailored to the individual there is no one-size-fits-all model.
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