Solution-Focused Brief Therapy Burns, K.M., Hulusi, H.M. (2005). Bridging the Gap Between a Learning Support Centre and School: A solution-focused group approach. Educational Psychology in Practice, Vol 21, No. 2, pp. 123 -- 130.

The study undertaken encompasses solution-focused brief therapy (SFBT), which was used in tandem with social skills training in a secondary school environment. In this adjusted version of SFBT, the students, together with the psychologist, form a vision of how their future would appear in school devoid of the issues and problems that they are facing. The therapy assisted the pupils to focus on solutions, and in time their expressions start to change into an empowering form. The pupils are deemed to be specialists over their own life, giving them possession of their formed solutions which increases the chances for effective implementation of these solutions in the long run.

The article can be deemed to be a helpful resource in the topic of bullied children as it covers students who bring out their issues and problems. In comparison with other articles, this particular article took into consideration issues brought forth by the clients, unlike the rest where there was a key focus on a certain issue. The goal of the article is to show the significance of peer support, and the involvement of the teacher, in working towards the enhancement of positive behavior by linking the learning support centre and the extensive school system. The article information does not appear to be biased in any way or manner.

This article would indeed be helpful in the development of a SFBT group for bullied middle school children as the children can be empowered towards more constructive outcomes. The main objective of the study was to institute a center for social as well as emotional learning using SFBT; the participants showed positive outcomes of the group and advancement towards their goals. This implies that this article can be used in the development of a SFBT group in that manner. In addition, the intervention undertaken in the study is group work with students.

Young, S., Holdorf, G. (2003). Using Solution Focused Brief Therapy in Individual Referrals for Bullying. Educational Psychology in Practice, Vol. 19, No. 4.

The main arguments of the article state that SFBT can be employed in an extensive number of ways in schools to assist students make modifications for the better. Through this approach the students benefit a lot further than just the issue at hand. The outcomes from the article show that SFBT is an effective method in Individual Referrals for Bullying. However the authors are quick to point out that the personnel in schools will require training to employ this method.

The article is a useful resource with regards to the specific topic identified as it reveals that SFBT offers another effective approach to help pupils susceptible to bullying in both primary and secondary schools. The goal of this resource is to demonstrate that SFBT for individuals, as well as solution focused support groups, can be considered reliable in terms of effective approaches. These approaches function swiftly when a student is in need of help in the course of a bullying circumstance. The article is not biased or non-objective because the strategies employed do not assume any conclusion about the cause of the problems or take any particular sides. The information can be considered to be reliable. However, it is pointed out that there has been limited research on the success of anti-bullying approaches to assist individual pupils. The information can only be considered reliable on an experimental basis; it can only be recommended once more assessments, such as phone help lines and also old-fashioned counseling have been considered.

This article would be helpful in the development of a SFBT group for bullied middle school children. This is because it demonstrated that SFBT offers another effective approach to help pupils susceptible to bullying in both primary and secondary schools. This article can be used in the development of a SFBT group, as the support group method established within this project is regarded as key strategy in the government's anti-bullying package.

Newsome, W.S. (2015). Solution-Focused Brief Therapy Group work With At-Risk Junior High School Students: Enhancing the Bottom Line. Research on Social Work Practice, Vol. 14 No. 5.

The main arguments of the article are that educational underachievement and student absenteeism are two of the most common contemporary problems facing elementary and secondary public education. It makes an assessment of the impact of the solution-focused brief therapy model on students attending school, and on their grade-point average results. The topics covered are at-risk populations in the school or scholarly...

However, it does consider the impact of SFBT on at-risk populations, which can be considered to be the bullied students. The information cannot be considered to be completely reliable because there is limited research and therefore not much evidence. The article information is not biased, so is objective, because the quasi-experiment used for the evaluation in the study considers an equal number (twenty six) of the students who receive the intervention and those who do not receive the intervention. This shows that the method is not biased or leaning towards any side. The objective of this research study was to assess the impact of the solution-focused brief therapy model on students attending school and the grade point average results.
This article would be helpful in the development of a SFBT group for bullied middle school children only in the sense that it shows the effectiveness of SFBT with regards to at-risk populations, which encompasses the bullied children. However, the article would not be comprehensive in its assistance. This article could be used in the development of a SFBT group as it encompasses the impact of the SFBT model through group work, as it evaluated both students in the treatment, and those who did not receive any intervention.

Newsome, W.S. (2005). The Impact of Solution-Focused Brief Therapy with At-Risk Junior High School Students.

In the past twenty years or so, the term "at-risk" has been a point of fairly extensive focus. For most of the authors previously reviewed, 'at-risk' means the increased probability over base rate that an adolescent would take part in a certain behavior that brings about mental, social, or intellectual impairment. On the other hand, some authors consider this term to refer to extent of exposure to socio-economic and/or environmental issues: poverty, family dysfunction, and also homelessness. Together with the intricacies linked with being at-risk, the term also defines children and youths facing an unclear future in K-12 learning environments. Therefore, the need for discovery of interventions and support services that augment the general school success with at-risk adolescents in K-12 education comes to be of primary importance. In general, K-12 professionals, for instance school social workers, strive to offer the utmost optimal level of growth for at-risk adolescents by concentrating on the advancement, progress, and assessment of interventions. Solution-focused brief therapy (SPBT) has attained attention in taking into account at-risk youths in school surroundings. The topics discussed in this article include solution focused brief therapy and at-risk students, school underachievement, and the outcome research.

The article is a useful resource with subject to the topic being discussed. The information in the article is reliable as it could be applied for bullied children as at-risk populations, and addresses the application of SFBT for better results. The article is not biased as it makes comparison of results from both pre-assessments and post-assessments. The main goal of this resource is to show that SFBT has a positive impact on group of at-risk students in a junior high school.

This article would be helpful in the development of a SFBT group for bullied middle school children. This is because the article studies twenty six high school children and shows that students who take part in SFBT produced better results after the intervention compared to the evaluations made before the assessments. This article could be used in the development of a SFBT group as it encompasses impact of the SFBT model through group work as it evaluated both students in the treatment and those who did not receive any intervention.

Brasher, K.L. (2009). Solution-Focused Brief Therapy: Overview and Implications for School Counselors. The Alabama Counseling Association Journal, Volume 34, Number 2.

The arguments made by the author in the article are that solution-focused brief therapy (SFBT) is a comparatively new method of counseling that has been established to be beneficial in different environments. The approach's effectiveness and limitations in a school setting are examined. The topics covered in the article include questions important to solution focused therapy. Some of these questions include scaling questions, coping questions, 'miracle questions', and task development questions. Another topic covered is that of compliments being employed as instruments for therapy, with the use of solution…