Part 1: Solution-Focused Brief Therapy (SFBT):Review the Solution-Focused Brief
Part 1: Solution-Focused Brief Therapy (SFBT):Review the Solution-Focused Brief Therapy Manual located in the topical materials. Identify a specific presenting concern that one of the Vargas family members has identified this week. Create a “transcript” of the session where the therapist uses solution-oriented language to identify a solution to the problem. The transcript should be 500words in length. Use the SFBT Manual transcripts as an example.
Part 2: Narrative Therapy: Identify one member of the Vargas family whose dominant story could use some re-writing. Consider the course of treatment and write a mid-treatment letter to the identified family member. See your book and the Dulwich Center for examples. The letter should be 500words in length.
- http://dulwichcentre.com.au/
- http://www.theinstituteofnarrativetherapy.com/Using%20therapeutic%20documents%20-%20a%20review.pdf
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
RUBRIC
Transcript of the SessionThe transcript does not identify a specific presenting concern of the family member from the session using solution-focused language and does not identify a solution to the problem.The transcript vaguely identifies a specific presenting concern of the family member from the session using solution-focused language and vaguely identifies a solution to the problem.The transcript fully identifies a specific presenting concern of the family member from the session using solution-focused language and fully identifies a solution to the problem.The transcript provides an advanced identification of a specific presenting concern of the family member from the session using solution-focused language and fully identifies a solution to the problem.The transcript provides a comprehensive identification of a specific presenting concern of the family member from the session using solution-focused language and thoroughly identifies a solution to the problem.35.0 %Part 2: Write a Mid-Treatment Letter to the Identified Family MemberThe mid-treatment letter does not identify one member of the family whose dominant story could use some rewriting.The mid-treatment letter vaguely identifies one member of the family whose dominant story could use some rewriting.The mid-treatment letter fully identifies one member of the family whose dominant story could use some rewriting.The mid-treatment letter provides an advanced identification of one member of the family whose dominant story could use some rewriting.The mid-treatment letter provides a comprehensive identification of one member of the family whose dominant story could use some rewriting.8.0 %Technical SkillExecution does not meet the criteria outlined.Execution is sloppy and unprofessional.Execution needs improvement.Execution is of good quality.Execution is flawless. Demonstrates an in-depth, high-level of understanding.8.0 %PresentationThe pieces are not neat or organized, and does not include all required elements.The work is not neat and includes minor flaws or omissions of required elements.The overall appearance is general, and major elements are missing.The overall appearance is generally neat, with a few minor flaws or missing elements.The work is well-presented and includes all required elements. The overall appearance is neat and professional.4.0 %ResearchNo outside sources were used to support the assignment.Few outside sources were used to support the assignment. Limited research is apparent.Research is adequate. Sources are standard in relevance, quality of outside sources, and/or timeliness.Research is timely and relevant, and addresses all of the issues stated in the assignment criteria.Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria.5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use)Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are employed.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied.Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.The writer is clearly in command of standard, written academic English.5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)Sources are not documented.Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors.Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.Sources are documented, as appropriate to assignment and style, and format is mostly correct.Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.100 %Total Weightage
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