Solution-focused brief therapy: Impacts on academic and emotional difficulties

Journal of Educational Research

Volumn 103, Issue 5, 2010, Pages 309-326

  Daki, Julia ^a   Savage, Robert S ^a  

^a MCGILL UNIVERSITY   (Canada)

Author keywords

disabilities; dyslexia; reading

Indexed keywords

EID: 77953993056     PISSN: 00220671     EISSN: None     Source Type: Journal    
DOI: 10.1080/00220670903383127     Document Type: Article

References (107)

1. Aarnoutse, C., & Schellings, G. (2003). Learning reading strategies by triggering reading motivation. Educational Studies, 29, 387-409.
2. Al Otaiba, S., & Fuchs, D. (2002). Characteristics of children who fail to respond to early literacy intervention:Areview of the literature. Remedial and Special Education, 23, 300-316.
3. American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.
4. Andreassen, A. B., Knivsberg, A. M., & Niemi, P. (2006). Resistant readers 8 months later: Energizing the students' learning milieu by targeted counseling. Dyslexia, 12, 115-133.
5. Baker, L. (2003). The role of parents in motivating struggling readers. Reading and Writing Quarterly, 19, 87-106.
6. Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D. Pearson (Ed.), Handbook of reading research (pp. 354-394). New York: Longman.
7. Baker, L., & Wigfield, A. (1999). Dimensions of children's motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34, 452-477.
8. Bateson, G. (1972). Steps to an ecology of mind. Northwale, NJ: Jason Aronson.
9. Berent, I., & Perfetti, C. A. (1995). A rose is a reez: The two cycles model of phonology assembly in reading English. Psychological Review, 102, 146-184.
10. Burton, S. (2004). Self-esteem groups for secondary pupils with dyslexia. Educational Psychology in Practice, 20, 55-73.
11. Byrne, B. M., & Schneider, B. H. (1988). Perceived Competence Scale for Children: Testing for factorial validity and invariance across age and ability. Applied Measurement in Education, 1, 171-187.
12. Campbell, J. R., Hombo, C. M., & Mazzeo, J. (2000). NAEP 1999 trends in academic progress: Three decades of student performance (NCES 2000-469). Washington, DC: U.S. Department of Education's Office of Educational Research and Improvement.
13. Chapman, J. W., & Tunmer, W. E. (1997). A longitudinal study of beginning reading achievement and reading self-concept. British Journal of Educational Psychology, 67, 279-291.
14. Chapman, J. W., & Tunmer, W. E. (2003). Reading difficulties, readingrelated self-perceptions, and strategies for overcoming negative selfbeliefs. Reading and Writing Quarterly, 19, 5-24.
15. Chapman, J.W., Tunmer,W. E., & Prochnow, J. E. (2000). Early readingrelated skills and performance, reading self-concept, and the development of academic self-concept: A longitudinal study. Journal of Educational Psychology, 92, 703-708.
16. Children's Educational Services, Inc. (1987). Test of Reading Fluency. Minneapolis MN: Author.
17. Clark-Carter, D. (1997). Doing quantitative psychological research: From design to report. Hove, UK: Psychology Press.
18. Cleary, T. J., & Zimmerman, B. J. (2004). Self-regulation empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41, 531-550.
19. Cohen, J. (1988). Statistical power analysis for the behavioural sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
20. Corcoran, J. (2006). A comparison group study of solution-focused therapy versus "treatment-as-usual" for behavior problems in children. Journal of Social Science Research, 33, 69-80.
21. Corcoran, J., & Pillai, V. (2007). A review of the research on solutionfocused therapy. British Journal of Social Work, 10, 1-9.
22. Cox, K. E., & Guthrie, J. T. (2001). Motivational and cognitive contributions to students' amount of reading. Contemporary Educational Psychology, 26, 116-131.
23. Cresswell, J. W., & Piano-Clark, V. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
24. Csikszentmihalyi, M. (1975). Beyond boredom and anxiety: The experience of play in work and games. San Francisco: Jossey-Bass.
25. Daane, M. C., Campbell, J. R., Grigg, W. S., Goodman,M. J.,&Oranje, A. (2005). Fourth grade students reading aloud: NAEP 2002 special study of oral reading (NCES 2006-469). Washington, DC: U.S. Department of Education. Institute of Education Sciences, National Center for Educational Statistics.
26. De Shazer, S. (1991). Putting difference to work. New York:W. W. Norton.
27. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behaviour. New York: Plenum.
28. Denton, C. A., Fletcher, J. M., Anthony, J. L., & Francis, D. J. (2006). An evaluation of intensive intervention for students with persistent reading difficulties. Journal of Leaning Disabilities, 39, 447-466.
29. Dyson, L. L. (1996). The experience of families of children with learning disabilities: Parental stress, family functioning and sibling self-concept. Journal of Learning Disabilities, 29, 280-286.
30. Elbaum, B., & Vaughn, S. (2001). School-based interventions to enhance the self-concept of students with learning disabilities: A meta-analysis. Elementary School Journal, 101, 303-329.
31. Franklin, C., Biever, J. L., Moore, K. C., Clemons, D., & Scamardo, M. (2001). Effectiveness of solution-focused therapy with children in a school setting. Research on Social Work Practice, 11, 411-434.
32. Franklin, S., Streeter, C. L., Kim, J. S., & Tripodi, S. J. (2007). The effectiveness of a solution-focused, public alternative school for dropout prevention and retrieval. Children and Schools, 29, 133-144.
33. Galbraith, A., & Alexander, J. (2005). Literacy, self-esteem and locus of control. Support for Learning, 20, 28-36.
34. Gergen, K. J. (1985). The social constructionist movement in modern psychology. American Psychologist, 40, 266-275.
35. Gersten, R., Fuchs, L. S., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and queasyexperimental research in special education. Exceptional Children, 71, 149-164.
36. Gingerich,W. J., & Eisengart, S. (2000). Solution-focused brief therapy: A review of the outcome research. Family Process, 39, 477-498.
37. Golinkoff, R. (1975). A comparison of reading comprehension processes in good and poor comprehenders. Reading Research Quarterly, 11, 623-659.
38. Good, R. H., Simmons, D., & Kame'enui, E. J. (2002). The importance and decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third-grade high stakes outcomes. Scientific Studies of Reading, 5, 257-288.
39. Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.
40. Greaney, V., & Hegarty, M. (1987). Correlates of leisure-time reading. Journal of Research in Reading, 10, 3-27.
41. Gresham, F. M., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incident disabilities. The Council for Exceptional Children, 67, 331-344.
42. Guthrie, J. T., McGough, K., & Wigfield, A. (1994). Measuring reading activity: An inventory (Instructional Resource 4). Athens, GA: National Reading Research Center.
43. Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies in Reading, 3, 231-257.
44. Guthrie, J. T.,Wigfield, A., & VonSecker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92, 331-341.
45. Hagley, J. F. (1987). The Suffolk Reading Scale. Windsor, Ontario, Canada: NFER-Nelson.
46. Hallahan, D. P.,&Kauffman, J.M. (1997). Exceptional learners: Introduction to special education. Boston: Allyn & Bacon.
47. Harter, S. (1979). Manual: Perceived Competence Scale for Children. Denver, CO: University of Denver.
48. Hinshaw, S. P. (1992). Academic underachievement, attention deficits, and aggression: Comorbidity and implications for intervention. Journal of Consulting and Clinical Psychology, 60, 893-903.
49. Hobday, A., & Ollier, K. (2005). Creative therapy with children and adolescents. Atascadero, CA: Impact.
50. Holmes, G. R., & Sprenkle, L. T. (1996). Group intervention in schools. Journal of Child and Adolescent Group Therapy, 6, 203-223.
51. Hoyle, R. H. (1999). Statistical strategies for small sample research. Thousand Oaks, CA: Sage.
52. Humphrey, N. (2003). Facilitating a positive sense of self in pupils with dyslexia: The role of teachers and peers. Support for Learning, 18, 130-136.
53. Hynes, A., & Hynes-Berry, M. (1994). Bibilio/poetry therapy: The interactive process: A handbook. St. Cloud, MN: North Star Press.
54. Kaminski, R. A., & Good, R. H., III. (1996). Toward a technology for assessing basic early literacy skills. School Psychology Review, 25, 215-227.
55. Kavale, K. A., & Forness, S. R. (1996). Social skill deficits and learning disabilities: A meta-analysis. Journal of Learning Disabilities, 29, 226-237.
56. Kelly, G. A. (1955). The psychology of personal constructs. NewYork: W. W. Norton.
57. Littrell, J. M., Malia, J. A., & Vanderwood, M. (1995). Single-session brief counseling in a high school. Journal of Counseling and Development, 73, 451-458.
58. Manset-Williamson, J.,&Nelson, J.M. (2005). Balanced, strategic reading instruction for upper-elementary andmiddle school studentswith reading disabilities: A comparative study of two approaches. Learning Disability Quarterly, 28, 59-74.
59. Massimini, F., Csikszentmihalyi, M., & Delle Fave, A. (1988). Flow and biocultural evolution. In M. Csikszentmihalyi & I. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 60-84). Cambridge, MA: Cambridge University Press.
60. Mather, N., & Woodcock, R. W. (2001). Woodcock-Johnson III Tests of Achievement: Examiner's manual standard and extended batteries. Itasca, IL: Riverside.
61. McQuillan, J., & Conde, G. (1996). The conditions of flow in reading: Two studies of optimal experience. Reading Psychology: An International Quarterly, 17, 109-135.
62. Metcalf, L. (1995). Counseling toward solutions: A practical solution focused program for working with students, teachers and parents. New York: Simon & Schuster.
63. Miller, S. D., Hubble, M. A., & Duncan, B. L. (Eds.). (1996). Handbook of solution-focused brief therapy. San Francisco: Jossey-Bass.
64. Miranda, A., Villaescusa, M. I., & Vidal-Abarca, E. (1997). Is attribution retraining necessary? Use of self-regulation procedures for enhancing the reading comprehension strategies of children with learning disabilities. Journal of Learning Disabilities, 30, 503-512.
65. Morgan, P. L., & Fuchs, D. (2007). Is there a bidirectional relationship between children's reading skills and reading motivation? Exceptional Children, 73, 165-183.
66. Muris, P., Meesters, C., & Fijen, P. (2003). The self-perception profile for children. Further evidence for its factor structure, reliability and validity. Personality and Individual Differences, 35, 1791-1802.
67. O'Hanlon,W. H. (1987). Taproots: Underlying principles of Milton Erikson's therapy and hypnosis. New York:W. W. Norton.
68. Osenton, T., & Chang, J. (1999). Solution-oriented classroom management: A proactive application with young children. Journal of Systemic Therapies, 18, 65-75.
69. Pearl, R. A. (1982). LD children's attributions for success and failure: A replication with a labeled LD sample. Learning Disability Quarterly, 5, 173-176.
70. Pellitteri, J., Dealy, M., Fasano, C., & Kugler, J. (2006). Emotionally intelligent interventions for students with reading disabilities. Reading and Writing Quarterly, 22, 155-171.
71. Perfetti, C. A. (1992). The representation problem in reading acquisition. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition, (pp.145-174). Hillsdale, NJ: Erlbaum.
72. Polychroni, F., Koukoura, K., & Anagnostou, I. (2006). Academic selfconcept, reading attitudes and approaches to learning of children with dyslexia: Do they differ from their peers? European Journal of Special Needs Education, 21, 425-430.
73. Pope, A. W., Michale, S. M., & Craighead, W. E. (1988). Self-esteem enhancement with children and adolescents. Oxford, UK: Pergamon Press.
74. Prout, H. T., Marcal, S. D., & Marcal, D. C. (1992). A meta-analysis of self-reported personality characteristics of children and adolescents with learning disabilities. Journal of Psychoeducational Assessment, 10, 59-64.
75. Quirk, M. P., & Schwanenflugel, P. J. (2004). Do supplemental remedial reading programs address the motivational issues of struggling readers? An analysis of five popular programs. Reading Research and Instruction, 43, 1-19.
76. Raven, J., Raven, J. C.,&Court, J. H. (1998). Manual for Raven's progressive matrices and vocabulary scales. Oxford, UK: Oxford Psychologists Press.
77. Renick,M. J., & Harter, S. (1988). Self-perception profile for learning disabled students. Denver, CO: University of Denver.
78. Reynolds, C. R., & Kamphaus, R. W. (1992). Behaviour assessment system for children. Circle Pines, MN: American Guidance Service.
79. Reynolds, C. R., & Kamphaus, R. W. (2004). Behaviour assessment system for children (2nd ed.). Circle Pines, MN: American Guidance Service.
80. Rhodes, J.,&Ajmal, Y. (1995). Solution thinking in schools: Behaviour, reading and organization. London: BT Press.
81. Savage, R. S. (2001). The "simple view" of reading: Some evidence and possible implications. Educational Psychology in Practice, 17, 17-33.
82. Savage, R. S., Abrami, P., Hipps, G., & Deault, L. (2009). A randomized control evaluation of the ABRACADABRA web-based literacy intervention in grade 1. Journal of Educational Psychology, 101, 590-604.
83. Savage, R., Carless, S., & Stuart, M. (2003). The effects of rime- and phoneme-based teaching delivered by learning support assistants. Journal of Research in Reading, 26, 211-233.
84. Schnitzer, G., Andries, C., & Lebeer, J. (2007). Usefulness of cognitive intervention programs for socioemotional and behaviour problems in children with learning disabilities. Journal of Research in Special Education Needs, 7, 161-171.
85. Sharry, J. J. (1999). Toward solution groupwork: Brief solution-focused ideas in group parent training. Journal of Systemic Therapies, 18, 77-91.
86. Shechtman, Z., Gilat, I., Fos, L., & Flasher, A. (1996). Brief group therapy with low-achieving elementary school children. Journal of Counseling Psychology, 43, 376-382.
87. Shechtman, Z., & Katz, E. (2007). Therapeutic bonding in group as an explanatory variable of progress in the social competence of students with learning disabilities. Group Dynamics: Theory, Research and Practice, 11, 117-128.
88. Shechtman, Z., & Pastor, R. (2005). Cognitive-behavioural and humanistic group treatment for children with learning disabilities: A comparison of outcomes and process. Journal of Counseling Psychology, 52, 322-336.
89. Sideridis, G. D. (2003). On the origins of helpless behavior of students with learning disabilities: Avoidance motivation? International Journal of Educational Research, 39, 497-517.
90. Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
91. Statistics Canada. (2001). Detailed highest level of schooling, age groups and sex for population 15 years and over, for Canada, provinces, territories, census metropolitan areas and census agglomerations, 2001 census-20% sample data. Retrieved July 10, 2008, from http://www12.statcan.ca/ english/census01/products/standard/themes/List Products.cfm?Temporal=2001%APATH= 3%THEME=51%FREE=0
92. Stobie, I., Boyle, J., & Woolfson, L. (2005). Solution-focused approaches in the practice of UK educational psychologists: A study of the nature of their application and evidence of their effectiveness. School Psychology International, 26, 5-28.
93. Stone, W. L., & La Greca, A. M. (1990). The social status of children with leaning disabilities: A re-examination. Journal of Learning Disabilities, 23, 32-37.
94. Thompson, R., & Litrell, J. (1998). Brief counseling for students with learning disabilities. Professional School Counseling, 2, 60-67.
95. Torgesen, J. K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research and Practice, 15, 55-64.
96. Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40, 7-26.
97. Torgesen, J. K. (2005). Recent discoveries on remedial interventions for children with dyslexia. In M. J. Snowling &C. Hulme (Eds.), The science of reading: A handbook (pp. 521-537). Oxford, UK: Blackwell.
98. Toro, P. A., Weissberg, R. P., Guare, J., & Liebenstein, N. L. (1990). A comparison of children with and without learning disabilities on social problem solving skill, school behaviour and family background. Journal of Learning Disabilities, 23, 115-120.
99. Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Chen, R., Pratt, A., et al. (1996). Cognitive profiles of difficult-to-remediate and easily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 631-638.
100. Wanzek, J., Vaughn, S., Kim, A.-H., Cavanaugh, C. L. (2006). The effects of reading interventions on social outcomes for elementary students with reading difficulties: A synthesis. Reading and Writing Quarterly, 22, 121-138.
101. Watkins, M. W.,&Coffey, D. Y. (2004). Readingmotivation: Multidimensional and indeterminate. Journal of Educational Psychology, 96, 110-118.
102. Wechsler, D. (2003). Wechsler Intelligence Scale for Children (4th ed.). San Antonio, TX: Psychological Corporation.
103. White, M., & Epston, D. (1990). Narrative means to therapeutic ends. New York:W.W. Norton.
104. Wigfield, A., & Guthrie, J. T. (1995). Dimensions of children's motivation for reading:An initial study.Athens, GA: National Reading Research Center.
105. Wigfield,A.,&Guthrie, J. T. (1997). Relations of children'smotivation for reading to the amount and breadth of their reading. Journal of Educational Psychology, 89, 420-432.
106. Winters, C. A. (1977). Learning disabilities, crime, delinquency, and special education placement. Adolescence, 32, 451-462.
107. Woodcock, R. W.,McGrew, K. S.,&Mather, N. (2001). Woodcock- Johnson III Tests of Achievement. Itasca, IL: Riverside Publishing.