1001 Solution-Focused Questions: Handbook for by Fredrike P. Bannink

By Fredrike P. Bannink

Drawing on approximately 30 years of scientific perform, Bannink compiles solution-focused questions and protocols which are formulated to elicit the client’s services at the issue(s) that introduced her or him to remedy. categorised for normal use and to be used with particular sorts of clients—such as childrens, undefined, and households, and people who have suffered trauma or who may benefit from medication—the questions show how the best use of language is a vital instrument in solution-focused interviewing. workouts and homework feedback invite self-reflection and experimentation with the solution-focused version, whereas case reviews illustrate the model’s effectiveness with a large choice of consumers. 1001 Solution-Focused Questions equips clinicians with a toolbox choked with ready-to-use techniques, so they’re ready to supply help as consumers locate their very own strategy to a greater destiny.

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In effect, distinctiveness of the person, in the social context, calls attention to that person. According to objective selfawareness theory (Duval & Wicklund, 1973), the tendency to attribute causality to self as opposed to environment will be a function of the subject's focus of attention. Any element in the environment that reminds the person of his position as an object in the world will focus attention on the self to the exclusion of other parts of the environment. Thus, a mirror image, the sound of a person's voice will influence inward-turning of attention and, consequently, an increased likelihood of self-attribution of causality.

317-318) Consistent with this, Staples, Schwalbe, and Gecas (1984) report that the degree of supervision and routinization that an individual experiences on the job influences self-perceptions of occupation-related selfefficacy. Another illustration of the influence of personal experiences on selfcognition is a study by Pitts (1978), which reports that in Sherbroook, Quebec, French males who had attended schools in which instruction was in English (in which presumably they were more likely, in fact, to be SELF-REFERENT COGNITION 25 the objects of prejudice) were more likely than those who had attended schools in which instruction was in French to record that they were the object of ethnic prejudice, a self-cognition that may have implications for self-evaluation, since the French who had attended the former schools tended to have lower self-esteem.

Consider, first, the function of the situational context as defining the relevance of personal traits, behaviors, or experiences. The current situation consists, in large measure, of the social relationships in which the person participates and the physical setting for these relationships. These aspects of the situation stimulate the self-awareness of personal identities and other self-relevant perceptions that are appropriate to the situation. In the context of a school building, when interacting with teachers, a person is more likely to conceive of himself in terms of social identity of student (if that identity is indeed part of his repertoire).

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