英文原文
Solution-Focused Supervision: A Go-To Approach - Social Work Today A social work instructor describes supervision techniques for student interns that focus on creating solutions rather than examining problems. See if you can identify the solution-focused techniques in the following vignette between a student intern (S) and her field instructor (FI). S: I just don't understand why these clients don't listen to our advice. It would make both their lives and ours easier. FI: What would be different two months from now if they "listened" in the way you would prefer? S: Their lives would be less chaotic and I wouldn't feel so helpless. FI: So giving them advice is one way you've been trying to help. What other therapeutic options might we consider? S: I was thinking of asking them what they need from me at this point. FI: Good, what else? S: I could ask the grandmother to come to a session. She seems to be the only reasonable person in this family. When she came one time, everyone seemed to be calmer. FI: Well as the saying goes, "if it works, do it again." You mentioned you feel helpless with them. Can you think of a time when you didn't feel helpless with them? S: Yes, when we were doing exercises. FI: So "doing" with them is more comfortable than "talking." Maybe you can describe more of what's going on when you are doing exercises. S: I don't know; they just aren't talking over each other. FI: I wonder if you might think about looking at the context more when things are going right and pointing it out as a form of reinforcement to them and a point of intervention for you. Techniques of Solution-Focused Supervision • Focusing on the Future • Repeating What Works • Generating Options • Semaphore • Doing Something Different • Exception-finding • Hedging This example of a solution-focused approach presents a few of the multiple techniques used in supervision. By the end of this article, you will easily identify these techniques and be able to build more into the script. Background of Solution-Focused Approach The solution-focused approach is a form of brief psychotherapy developed by social workers Insoo Berg and Steve De Shazer in the 1980s (Walsh, 2013). Originally it was used for helping people overcome addictions, but the approach was then applied successfully to other behavioral and emotional disorders. Now its principles are being adopted in the corporate world as a management approach. Ironically, instead of social service administrators borrowing concepts from the management world, the corporate world is now borrowing management concepts from the behavioral science world. Solution-focused approach is considered postmodern in that it is based on the social constructionist premise that people construct their own reality and know the solutions to their problems. The principles that undergird solution-focused approach emphasize competence, strength, and possibilities. The focus is on creating solutions rather than examining problems. What's the difference between problem solving and solution finding? Problem solving is limited to looking at one problem at a time. It looks at the past and the present. Solution finding resolves and prevents problems in the future. Developing a solution is not necessarily dependent on analyzing the problem; a more important aspect is analyzing exceptions to the problem ("exception finding"). Just as clients in solution-focused therapy are viewed as experts on their own situations, in supervision, workers and clinicians are the ones who determine their goals and how to meet them. In general, practitioners of solution-focused approach would adhere to the following principles (Northwest Brief Therapy Training Center; Trenhaile, 2005): • identify what's already working and do more of it; • focus on what's possible rather than on causes of what's wrong; • move from problem solving and strive for finding solutions; and • stop doing what isn't working and do something different. Solution-focused approach is famous for the miracle question: People are asked to imagine that a miracle happened while they were sleeping and the problem with which they were struggling was miraculously resolved. How would the person know the problem was resolved when she awoke? What would be different? This "miracle questioning" is modified in numerous ways in solution-focused supervision (Trenhaile). Solution-Focused Supervision Solution-focused supervision may be one of the easiest and most useful approaches to foster clinical and professional growth. The approach can be used in two ways: as time-specific, over the length of a supervisory relationship, or as session-specific, in any one individual or group supervisory session. Setting goals are important for both the whole supervision process and for just one session. Solution-focused technique questions/statements such as the following can be used to identify goals: • "What will you be doing differently three months from now?" (a fast-forwarding question); • "What about your work would be most productive for us to focus on today?" (for a supervisor setting a session-specific goal); • "I'd like to learn how to be more attentive to nonverbal behaviors." (for a student setting a short-term, session-specific goal); • "What are you doing differently when you are more attuned to nonverbal behaviors?" (a supervisor's response; this technique of highlighting exceptions can lead the social worker to build on what's already working); • "By the end of this semester, I'd like to be more confident using cognitive behavioral therapy." (for a social work student setting a long-term goal); • "What would be the first thing you noticed if you were more confident?" (a solution-focused field instructor might respond to the long-term goal); • "If you woke up tomorrow and by some miracle you were the confident worker/counselor you aspire to be, what would be the first thing you notice?" (a variant on the miracle question). Techniques Used in Solution-Focused Supervision The following are 15 solution-focused supervisory techniques with some illustrative examples (Thomas, 2013). 1. Highlighting successes. Learning from success is crucial, and highlighting what works and building on it can start with questions such as the following: • "What's going well this week?" • "What's the best thing that you did in your work since we last met?" • "Tell me about your cases. In what ways have you been successful?" • "How did you manage to be successful?" • "Despite (______), how did you do it?" 2. Highlighting exceptions. Exception finding is a signature tool of the solution-focused approach. Often, students and new social workers are reluctant to take credit for their good work and will attribute success to anything other than their own efforts. Highlighting exceptions reframes the work to reveal the skills and strengths of workers. Consider this exchange: Student: "Well, my client must have been in a good mood because she was more talkative this week." Supervisor: "It's not just that the client was more willing to talk. You did something to make that possible. What do you think that was?" Helping workers see the context in which success happened is another way to highlight exceptions and successes. Consider this exchange: Supervisor: "I wonder what's different during those times when you find the client is more talkative. What do you notice is happening at those times?" Supervisee: "I did notice she responds to my small talk and joking around. I guess she sees I'm human too." 3. Complimenting. Complimenting is a technique that can be done directly, indirectly, or self-reflectively. Identifying progress is an example of direct complimenting. For example, "You've been able to stay more focused in your sessions instead of concentrating on what to say next." Or, complimenting the social work student on professional skills: "One of your strengths is to always find strengths in your clients." Indirect complimenting involves speculation and engenders critical analysis. Workers are encouraged to find their own strengths. For example, "This client can be so unpredictable. How do you manage to stay calm during his outbursts?" Self-complimenting encourages reflection on the workers' experiences and the meanings of those experiences. Asking questions that probe their change processes, progress toward goals, and moments of pride allows reflections on events that are too often easily dismissed. 4. Scaling. Scaling is a tool used in a number of therapeutic modalities. Scales used in solution-focused supervision are to quantify a perception, a concern, or progress. For example, "On a scale from zero to 10, with zero being 'overwhelmed' and 10 being 'calm,' where were you when the client said she was suicidal?" Or, "You say we've talked this through enough and you feel confident you'd be calmer with the next suicidal client. How confident are you, from a scale of zero to 10, with 10 being 'completely confident'?" Scaling is also used to "scaffold" learning and growth. (Strong, Pyle, & Sutherland, 2009). For example, "On a scale of 0 to 10 with 10 being that you feel most confident to proceed with this case, where would you place yourself?" "What would it take for you to be at a __?" "What would be happening? What would it look like?" 5. Addressing the therapeutic relationship. Questions regarding the client-worker relationship stimulate speculation by worker and build empathy with the client. Some examples are: "What would the client say you could do to be more helpful?" "If I were to ask your client: 'On a scale of zero to 10, how helpful is your worker?' what would he say?" "On a scale of one to 10 how much progress would your client say she has made?" 6. Using silence. Silence allows time for the worker to ponder and consider possible responses. It's particularly useful when the supervisor gets "I don't know" responses from the worker. As in most situations, silence creates conversational pressure with attentive anticipation. It also makes the supervisee more accountable for his/her use of supervision and role models sitting with a client in silence. 7. Hedging. Another example of indirect communication is hedging. Hedging involves the notion of tentativeness. Based in postmodern thinking, using tentative language captures indirect communication, not-knowing, and other practices important to this supervision approach. It helps to facilitate collaborative brainstorming and negotiation. Consider the following exchange: Worker: "I talk a lot during the session because the client doesn't talk at all!" Supervisor: "OK, so talking is one way. I wonder what else you could do the next time the client doesn't talk." Phrases such as, "It seems like ...," "Could it be ...?" "It sounds like ...," "Perhaps ...," "I am not sure ...," or "I wonder ...," and any other questions that are put forth with a tentative tone of voice maintains a not-knowing stance and facilitates collaboration. 8. Using 'suppose.' This technique is related to hedging and is consistent with the solution-focused premise that people can construct their reality. Consider the following questions: • "Suppose the client were to think your therapeutic relationship had improved. What might she notice you were doing differently?" • "Suppose everything worked out perfectly. What would you be doing then that you are not doing now?" • "What do you suppose the client appreciated most about what you did?" 9. Showing faith. This technique assumes that workers are doing the best they can. Assuming people have good intentions and giving the benefit of the doubt is another solution-focused technique. For example, a supervisor might ask: "So it may be that I am not totally seeing this situation from your perspective. You must have a very good reason to (____). Can you tell me what that is?" If the student/worker can't immediately identify a good reason, the question can be posed as "homework" to be discussed the next time. A solution can still be engendered without knowing motivating reasons for behavior. 10. Being future-focused. Focusing on the future is a cornerstone of solution-focused approach. Workers are usually vocal about what they don't want, but not as clear as to what they do want. The solution-focused supervisor will ask questions that identify what is desired in the future. These questions determine more than just not getting what the worker doesn't want which is focused on the past. The supervisor helps staff determine what they want in the future and then helps them decide how they can get it. 11. Metaphor, semaphore, and 'two-by-four.' The use of metaphor is usually fun. Describing one supervisee's reaction to a new restrictive policy at work, a supervisor said: "You're like a horse in the starting gate. I have an image of you chomping at the bit, with someone holding your reins back." In future sessions, when similar frustrations arose, the supervisee made chomping gestures. Semaphore is a signaling system using flags to represent letters. It's a coded message so the application to supervision might be making subtle suggestions or assigning homework to create a process of discovery. Thomas explains semaphore as less ambiguous than metaphor and less direct than instruction. Finally, the reference to using a two-by-four just means that sometimes, direct talk is needed. For example: "The reality is that you are a mandated reporter and there are no ifs, ands, or buts about it." 12. Dilemma talk ("what if ...?"). This technique involves turning situations into dilemmas, thereby creating alternative solutions. Similar to the "what else" question previously discussed, this technique poses "what if" questions. For example: "What if this situation becomes known? There are some moral decisions involved. What are your thoughts?" 13. Promoting self-supervision. As students and workers become more confident, encouraging self-supervision is appropriate. Thomas refers to this approach as an internal check and balance. Questions might be along the lines of: "As you think about this later, consider what you might do next time;" or, "How could you continue to learn from this situation?" 14. Inviting feedback. Since solution-focused supervision is collaborative, we would expect to use the same approach in evaluating our own work in supervision. We can ask for formal feedback by using assessment instruments. There are measurement instruments to evaluate the strength and effectiveness of the supervision alliance overall or according to each supervisory session. We can also informally gauge how the supervision is going by revisiting the goals originally set and just asking. Scaling would also be an effective way to solicit feedback. For example, supervisors could ask variations on these prompts: • "Are we on target?" • "What else could we do?" • "On a 10-point scale, with 10 being the best supervisory and learning experience you had envisioned, where would you place our work together?" • "What would have to happen to have it placed higher on the scale?" 15. Using pragmatism, curiosity, and respect. Questions that get to the practical (pragmatic) aspect of learning would resemble the following: • "What did you get from our supervision today?" • "Did you get any tools today?" Questions that get to the curious aspect of learning would resemble the following: • "Is there another direction we should take? • "Am I missing something?" Questions that address the relationship with respect would resemble the following: • "When do you feel your experience is valued?" • "Can you think of a time when you felt respected in supervision?" • "Has there ever been a time where you felt that I pushed my view over my own?" Final Thoughts Reread the opening vignette. Does it make more sense? Can you identify, apply, and add some solution-focused techniques? Solution-focused supervision is consistent with the strengths-based practice of social work. It's especially effective for work with students and novice workers. As a profession, we've progressed from the problem-solving model to the solution-finding model in both work with clients and practitioners. — Claudia J. Dewane, DEd, LCSW, is an associate professor of social work at Temple University in Philadelphia.
中文翻译
焦点解决督导：首选方法 - 社会工作今日 一位社会工作导师描述了针对学生实习生的督导技巧，这些技巧侧重于创造解决方案而非审视问题。 看看你是否能识别出以下学生实习生（S）与其现场导师（FI）之间小插曲中的焦点解决技巧。 S：我就是不明白为什么这些客户不听我们的建议。这会让他们的生活和我们的生活都更轻松。 FI：如果两个月后他们以你希望的方式“倾听”，会有什么不同？ S：他们的生活会不那么混乱，我也不会感到如此无助。FI：所以给他们建议是你一直在尝试帮助的一种方式。我们还可以考虑哪些其他治疗选择？ S：我在想问问他们此刻需要我做什么。 FI：很好，还有呢？ S：我可以邀请祖母来参加一次会谈。她似乎是这个家庭中唯一理智的人。有一次她来时，每个人都显得更平静。 FI：俗话说得好，“如果有效，就再做一次。”你提到你对他们感到无助。你能想起一个你对他们不感到无助的时刻吗？ S：是的，当我们一起做练习时。 FI：所以“做”比“说”更让你感到舒适。也许你可以多描述一下你们一起做练习时发生了什么。 S：我不知道；他们只是不再互相打断对方说话。 FI：我想你是否可以考虑在事情进展顺利时更多地观察情境，并将其作为一种强化形式指出给他们，同时也是你的干预点。 焦点解决督导技巧 • 聚焦未来 • 重复有效做法 • 生成选项 • 信号 • 做不同的事 • 寻找例外 • 模糊表达 这个焦点解决方法的例子展示了督导中使用的多种技巧中的几种。到本文结束时，你将能轻松识别这些技巧，并能在脚本中构建更多。 焦点解决方法的背景 焦点解决方法是由社会工作者Insoo Berg和Steve De Shazer在20世纪80年代发展的一种简短心理治疗形式（Walsh, 2013）。最初用于帮助人们克服成瘾，但后来该方法成功应用于其他行为和情绪障碍。现在，其原则正被企业界采纳为一种管理方法。讽刺的是，不是社会服务管理者从管理界借用概念，而是企业界现在从行为科学界借用管理概念。 焦点解决方法被认为是后现代的，因为它基于社会建构主义的前提，即人们建构自己的现实并知道问题的解决方案。支撑焦点解决方法的原则强调能力、优势和可能性。重点是创造解决方案而非审视问题。 问题解决和解决方案寻找有什么区别？问题解决仅限于一次看一个问题。它关注过去和现在。解决方案寻找解决并预防未来的问题。开发解决方案不一定依赖于分析问题；更重要的方面是分析问题的例外（“寻找例外”）。 正如焦点解决治疗中的客户被视为自己情况的专家一样，在督导中，工作者和临床医生是决定自己目标及如何实现目标的人。一般来说，焦点解决方法的实践者会遵循以下原则（西北简短治疗培训中心；Trenhaile, 2005）： • 识别已经在起作用的事情并多做； • 关注可能的事情而非错误的原因； • 从问题解决转向努力寻找解决方案；以及 • 停止无效的做法并做不同的事情。 焦点解决方法以奇迹问题而闻名：人们被要求想象在他们睡觉时发生了奇迹，他们正在挣扎的问题奇迹般地解决了。当她醒来时，这个人如何知道问题解决了？会有什么不同？这种“奇迹提问”在焦点解决督导中以多种方式被修改（Trenhaile）。 焦点解决督导 焦点解决督导可能是促进临床和专业成长最简单且最有用的方法之一。该方法可以两种方式使用：作为时间特定的，贯穿整个督导关系期间，或作为会谈特定的，在任何一次个人或团体督导会谈中。 设定目标对整个督导过程和仅一次会谈都很重要。焦点解决技巧问题/陈述，如以下内容，可用于识别目标： • “三个月后你会有什么不同做法？”（一个快进问题）； • “你的工作中哪部分今天最值得我们关注？”（督导者设定会谈特定目标）； • “我想学习如何更关注非语言行为。”（学生设定短期、会谈特定目标）； • “当你更适应非语言行为时，你做了什么不同的事情？”（督导者的回应；这种突出例外的技巧可以引导社会工作者建立在已经在起作用的事情上）； • “到本学期结束时，我想更自信地使用认知行为疗法。”（社会工作学生设定长期目标）； • “如果你更自信，你会首先注意到什么？”（焦点解决现场导师可能回应长期目标）； • “如果你明天醒来，奇迹般地成为你渴望的自信工作者/咨询师，你会首先注意到什么？”（奇迹问题的变体）。 焦点解决督导中使用的技巧 以下是15种焦点解决督导技巧，附有一些示例（Thomas, 2013）。 1. 突出成功。从成功中学习至关重要，突出有效的事情并在此基础上发展可以从以下问题开始： • “这周有什么进展顺利？” • “自从我们上次见面以来，你在工作中做的最好的事情是什么？” • “告诉我你的案例。你在哪些方面取得了成功？” • “你是如何设法成功的？” • “尽管（______），你是怎么做到的？” 2. 突出例外。寻找例外是焦点解决方法的标志性工具。通常，学生和新社会工作者不愿为自己的好工作邀功，会将成功归因于除自己努力之外的任何事物。突出例外重新构建工作，以揭示工作者的技能和优势。考虑以下交流： 学生：“嗯，我的客户这周更健谈，一定是她心情好。” 督导者：“不仅仅是客户更愿意说话。你做了些什么使这成为可能。你认为那是什么？” 帮助工作者看到成功发生的背景是突出例外和成功的另一种方式。考虑以下交流： 督导者：“我想知道在那些你发现客户更健谈的时候有什么不同。你注意到那时发生了什么？” 被督导者：“我确实注意到她回应我的闲聊和开玩笑。我想她看到我也是人。” 3. 赞美。赞美是一种可以直接、间接或自我反思地进行的技巧。识别进展是直接赞美的例子。例如，“你能够在会谈中更专注，而不是专注于接下来要说什么。”或者，赞美社会工作学生的专业技能：“你的优势之一是总能发现客户的优点。” 间接赞美涉及推测并引发批判性分析。鼓励工作者发现自己的优势。例如，“这个客户可能如此不可预测。你是如何在他在爆发时保持冷静的？” 自我赞美鼓励反思工作者的经历及其意义。提出探究他们变化过程、目标进展和自豪时刻的问题，允许反思那些常常被轻易忽视的事件。 4. 量表。量表是多种治疗模式中使用的工具。焦点解决督导中使用的量表用于量化感知、关注点或进展。例如，“在0到10的量表上，0表示‘不知所措’，10表示‘平静’，当客户说她有自杀倾向时，你在哪里？”或者，“你说我们已经充分讨论过，你感觉对下一个有自杀倾向的客户会更平静。从0到10的量表上，10表示‘完全自信’，你有多自信？” 量表也用于“搭建”学习和成长（Strong, Pyle, & Sutherland, 2009）。例如，“在0到10的量表上，10表示你最有信心处理这个案例，你会把自己放在哪里？”“你需要什么才能达到__？”“会发生什么？看起来会怎样？” 5. 处理治疗关系。关于客户-工作者关系的问题激发工作者的推测并建立与客户的共情。一些例子是：“客户会说你还能做什么来更有帮助？”“如果我问你的客户：‘在0到10的量表上，你的工作者有多有帮助？’他会说什么？”“在1到10的量表上，你的客户会说她取得了多少进展？” 6. 使用沉默。沉默让工作者有时间思考和考虑可能的回应。当督导者从工作者那里得到“我不知道”的回应时，它特别有用。在大多数情况下，沉默创造带有专注期待的对话压力。它还使被督导者更负责任地使用督导，并示范与客户静坐沉默。 7. 模糊表达。间接沟通的另一个例子是模糊表达。模糊表达涉及试探性的概念。基于后现代思维，使用试探性语言捕捉间接沟通、不知情以及这种督导方法重要的其他实践。它有助于促进协作头脑风暴和谈判。考虑以下交流：工作者：“我在会谈中说了很多，因为客户根本不说话！”督导者：“好的，所以说话是一种方式。我想知道下次客户不说话时你还能做什么。” 诸如“似乎……”、“可能是……？”、“听起来像……”、“也许……”、“我不确定……”或“我想知道……”等短语，以及任何其他以试探性语气提出的问题，保持不知情的立场并促进协作。 8. 使用‘假设’。这种技巧与模糊表达相关，并与焦点解决的前提一致，即人们可以建构自己的现实。考虑以下问题： • “假设客户认为你的治疗关系有所改善。她可能会注意到你做了什么不同的事情？” • “假设一切完美解决。那时你会做什么你现在没做的事？” • “你认为客户最欣赏你做了什么？” 9. 展示信任。这种技巧假设工作者正在尽力而为。假设人们有良好意图并给予怀疑的好处是另一种焦点解决技巧。例如，督导者可能会问：“所以可能是我没有完全从你的角度看这个情况。你一定有很好的理由（____）。你能告诉我那是什么吗？”如果学生/工作者不能立即识别出好理由，这个问题可以作为“家庭作业”提出，下次讨论。即使不知道行为的动机原因，仍然可以产生解决方案。 10. 聚焦未来。聚焦未来是焦点解决方法的基石。工作者通常大声说出他们不想要什么，但对自己想要什么不那么清楚。焦点解决督导者会提出识别未来期望的问题。这些问题不仅仅是确定工作者不想要什么（这聚焦于过去）。督导者帮助员工确定他们未来想要什么，然后帮助他们决定如何实现。 11. 隐喻、信号和‘二乘四’。隐喻的使用通常很有趣。描述一位被督导者对工作中新限制政策的反应，督导者说：“你就像起跑门里的马。我脑海中浮现你咬着马嚼子，有人拉着你的缰绳。”在未来的会谈中，当类似的挫折出现时，被督导者做出了咬嚼的手势。 信号是一种使用旗帜代表字母的信号系统。它是一种编码信息，因此在督导中的应用可能是提出微妙建议或布置家庭作业以创造发现过程。Thomas解释说，信号比隐喻更少歧义，比指令更不直接。 最后，提到使用二乘四只是意味着有时需要直接谈话。例如：“现实是，你是法定报告人，对此没有如果、而且或但是。” 12. 困境谈话（“如果……？”）。这种技巧涉及将情况转化为困境，从而创造替代解决方案。类似于之前讨论的“还有什么”问题，这种技巧提出“如果”问题。例如：“如果这种情况被知道怎么办？涉及一些道德决定。你的想法是什么？” 13. 促进自我督导。随着学生和工作者变得更自信，鼓励自我督导是合适的。Thomas将这种方法称为内部制衡。问题可能类似于：“当你稍后思考时，考虑下次你可能会做什么；”或者，“你如何继续从这种情况中学习？” 14. 邀请反馈。由于焦点解决督导是协作的，我们期望在评估自己的督导工作时使用相同的方法。我们可以通过使用评估工具要求正式反馈。有测量工具来评估督导联盟的整体强度或每次督导会谈的有效性。我们还可以通过重新审视最初设定的目标并直接询问来非正式地评估督导进展。量表也是征求反馈的有效方式。例如，督导者可以询问以下提示的变体： • “我们在正轨上吗？” • “我们还能做什么？” • “在10分量表上，10表示你设想的最佳督导和学习体验，你会将我们的合作放在哪里？” • “需要发生什么才能将其放在量表的更高位置？” 15. 使用实用主义、好奇心和尊重。触及学习实用方面的问題类似于以下内容： • “你今天从我们的督导中得到了什么？” • “你今天得到了任何工具吗？” 触及学习好奇方面的问題类似于以下内容： • “我们应该采取另一个方向吗？ • “我错过了什么吗？” 处理尊重关系的问題类似于以下内容： • “你什么时候感到你的经验被重视？” • “你能想起一个在督导中感到被尊重的时刻吗？” • “有没有一次你感到我强加了自己的观点？” 最后思考 重读开头的小插曲。它更有意义了吗？你能识别、应用并添加一些焦点解决技巧吗？焦点解决督导与社会工作的优势为本实践一致。它特别适用于与学生和新手工作者的工作。作为一个专业，我们在与客户和从业者的工作中已经从问题解决模式进步到解决方案寻找模式。 — Claudia J. Dewane, DEd, LCSW，是费城天普大学的社会工作副教授。
文章概要
本文介绍了焦点解决督导作为一种以目标为导向的反馈循环方法，强调创造解决方案而非审视问题。文章通过一个学生实习生与督导的对话示例，展示了焦点解决技巧如聚焦未来、重复有效做法、生成选项等。背景部分解释了焦点解决方法起源于20世纪80年代，基于社会建构主义，强调能力、优势和可能性，并对比了问题解决与解决方案寻找的区别。文章详细列出了15种焦点解决督导技巧，包括突出成功、突出例外、赞美、量表、使用沉默、模糊表达、假设、展示信任、聚焦未来、隐喻/信号/直接谈话、困境谈话、促进自我督导、邀请反馈以及使用实用主义、好奇心和尊重。这些技巧共同构成了一个目标导向的反馈循环系统，帮助工作者设定目标、识别进展并持续成长。文章总结指出，焦点解决督导与社会工作的优势为本实践一致，特别适用于学生和新手工作者，促进了从问题解决到解决方案寻找的转变。
高德明老师的评价
用12岁初中生可以听懂的语音来重复翻译的内容： 这篇文章讲的是，当大人们在工作或学习中遇到困难时，有一种特别棒的督导方法，就像玩游戏一样，不是一直盯着问题看，而是想办法找到已经做得很好的地方，然后多做这些好事情。比如，督导老师会问：“这周有什么事情做得特别顺利呀？”或者“如果你变得更厉害，你会先注意到什么变化？”这样，大家就能一起想出更多好主意，变得越来越自信和能干。 焦点解决心理学理论评价： 从焦点解决心理学视角看，这篇文章完美体现了该理论的核心原则。它强调以目标为导向的反馈循环，通过聚焦未来、寻找例外和赞美成功，构建了一个积极的成长框架。文章中的技巧如“突出例外”和“量表”展示了如何将抽象目标转化为可操作步骤，促进工作者的自我效能感。这种督导方法不仅关注问题解决，更注重发掘和强化个体的内在资源，体现了焦点解决心理学对能力、优势和可能性的坚定信念。 在实践上可以应用的领域和可以解决人们的十个问题： 1. 教育领域：帮助教师和学生设定学习目标，通过反馈循环提升教学效果和学习动力。 2. 企业管理：用于员工培训和绩效评估，培养团队协作和创新思维。 3. 心理咨询：辅助咨询师督导，增强临床技能和客户关系处理能力。 4. 社会工作：支持新手工作者应对复杂案例，建立专业自信。 5. 医疗护理：改善医患沟通，提升护理质量和患者满意度。 6. 家庭辅导：帮助家长和孩子设定家庭目标，改善亲子互动。 7. 体育训练：教练使用目标导向反馈，优化运动员表现和心理状态。 8. 社区服务：志愿者培训中应用，增强服务效果和团队凝聚力。 9. 个人发展：个体自我督导，实现职业和人生目标。 10. 跨文化沟通：促进不同背景人群的协作，减少误解并增强理解。 这些应用领域可以解决人们如缺乏自信、目标模糊、沟通障碍、压力管理困难、团队冲突、学习动力不足、职业倦怠、家庭关系紧张、自我怀疑以及适应新环境等问题，通过焦点解决督导的目标导向反馈循环，激发个体的潜能和创造力。