educators and the solution-focused approach: teachers and counselors on the effectiveness of sfbt in...
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Educators and the Solution-Focused
Approach:Teachers and Counselors on the Effectiveness of
SFBT in the ClassroomKRIZIA ARIANNE GOZO, PAUL MARVIN LAZARRA, JERICHO MICHAEL S. TOBIASED620 – THE COUNSELING PROCESS: THEORYDR. GEORGE KALLINGALFALL 2016
Introduction:Background Positive Behavioral Interventions and Support, or PBIS, is an ongoing initiative of the Guam Department of Education that places emphasis
on supporting appropriate student behaviors to create positive school environments. It shares many traits with Solution-Focused
Brief Therapy (SFBT, or solution-focused approach), such as its positive orientation, present-focused approach and the use of
encouraging language.
Introduction:Research Question Do teachers and school counselors
perceive the solution-focused approach (SFBT) as an effective tool
in the classroom?
Introduction:Hypothesis
Teachers and counselors perceive the solution-focused approach as an effective
tool in the classroom.
Introduction:Definition(s)
1. Solution-Focused Approach – assumes that all students have some knowledge of what would make their life better and already possess at least the minimum skills necessary to create solutions. This approach is action-oriented and future-focused, where educators guide students to accomplish their goals. Educators are not focused on the present problem(s) and accept a student's reality.
2. The classroom is broken down into three (3) components defined by Rimm-Kaufman et al., 2002:◦ Teacher-Student Relationships – can include teacher sensitivity, support and warmth.◦ Social Competence – refers to a person's ability to get along with other people. A child's social
competence is affected by how well he or she communicates with other children and with adults. ◦ Classroom Problem Behaviors – undesirable behaviors that affect not only the child’s learning,
but also the classroom’s academic, social and emotional climate.
Introduction:Component(s)
Student-Teacher Relationships:◦ Mutual respect◦ Consistent communication◦ Emotionally-safe learning space◦ True equity
Social Competence:◦ Self-regulation◦ Interpersonal knowledge and skills◦ Positive self-identity◦ Cultural competence◦ Acquire social values◦ Planning and decision-making skills
Methods:Materials
Google Forms – online survey used to collect data.◦ Recorded demographics:
◦ Gender,◦ Age,◦ Position;
◦ Survey divided into three (3) sections pertaining to classroom components:◦ Student-Teacher Relationships 4 questions;◦ Social Competence 6 questions;◦ Classroom Problem Behaviors 1 question – TOTAL = 11 questions overall;
◦ Measured responses using a Likert scale:◦ 1 (strongly disagree) to 5 (strongly agree).
SPSS – to analyze data recorded.
Methods:Sample of Survey Question(s)
Student-Teacher Relationships:◦ The Solution-Focused approach increases mutual respect (showing respect to your students and helping
them through their difficulties) in the classroom between teachers and students.
Social Competence:◦ The Solution-Focused approach increases students' capacity for self-regulation (impulse control, delayed
gratification, resisting temptation and peer pressure, reflecting on one's feelings and monitoring themselves).
Classroom Problem Behaviors:◦ The application of the Solution-Focused approach in the classroom reduces classroom problem
behaviors.
Methods:Procedures
1. Send link to survey via e-mail, messenger, etc. to participants.
2. Survey begins with introduction to experiment, the research question and definition(s).
3. Complete Demographics Information Sheet.
4. Complete Survey: Teacher-Student Relationships.
5. Complete Survey: Increasing Social Competency.
6. Complete Survey: Reducing Classroom Behaviors.
Methods:Participants
Demographics 60 Participants
◦ Gender:◦ Male – 68.3% (n =
41)◦ Female – 30% (n =
18)◦ Prefer not to say – 0.7% (n =
1)
30.0%
68.3%
0.7%
Gender
MaleFemalePrefer not to say
Methods:Participants
Demographics 60 Participants
◦ Age:◦ 18 – 25 (n = 10)◦ 26 – 35 (n = 15)◦ 36 – 45 (n = 16)◦ 46 – 55 (n = 11)◦ 56 – 65 (n = 7)◦ > 65 (n = 1)
16.7%
25.0%
26.7%
18.3%
11.7%1.7%
Age
18 - 2526 - 3536 - 4546 - 5556 - 65> 65
Methods:Participants
Demographics
60 Participants◦ Position:
◦ Teacher:◦ Elementary School (n = 21)◦ Middle School (n = 3)◦ High School (n = 17)
◦ Counselor:◦ Elementary School (n = 6)◦ Middle School (n = 1)◦ High School (n = 6)
◦ Administration◦ Principal (n = 3)◦ Vice Principal (n = 0)
◦ Other (n = 3)
35.0%
5.0%
28.3%
10.0%
1.7%
10.0%
5.0%5.0%
Position
Elementary School Teacher Middle School Teacher High School TeacherElementay School Counselor Middle School Counselor High School CounselorPrincipal Other
Total:Teachers (n = 41)Counselors (n = 13)Administration/Other (n = 6)
Methods:Participants
Responses:◦Attrition Rate:
◦ 10.0% (n = 6)◦Used for Analysis:
◦ 90.0% (n = 54)
90.0%
10.0%
Participant Responses
ValidInvalid
Results:Reliability
Survey – Overall: = ⍺ 0.896
Sub-scales: Student-Teacher Relationships = ⍺ 0.868 Social Competence = ⍺ 0.831 Classroom Problem Behaviors: = ⍺ unable to determine
Results:Mean – Overall
Mutual Respect
Consistent Communication
Emotionally-Safe Learning Space
True Equity
Self-Regulation
Interpersonal Knowledge and Skills
Positive Self-Identity
Cultural Competence
Acquire Social Values
Planning and Decision-Making Skills
Classroom Problem Behaviors
0 1 2 3 4 5
3.94
3.89
3.98
3.87
3.67
3.94
3.96
3.94
4.00
3.96
3.69
Mean of Responses (n = 54)
Response Value
Com
pone
nt(s
) of t
he C
lass
room
p = 0.270
p = 0.145
p = 0.515
p = 0.403
p = 0.004
p = 0.327
p = 0.293
p = 0.673
p = 0.603
p = 0.379
p = 0.490
ANALYSIS: Nonparametric Bivariate Correlations
Discussion:Results and Hypothesis
Teachers and counselors perceive the solution-focused approach as an effective
tool in the classroom. Based on the results, the hypothesis was somewhat supported in this study.
◦ While not statistically significant, the data shows a trend that supports a positive relationship between position and effectiveness of the solution-focused approach in the classroom.
Discussion:Limitations and Future Research◦ Uneven number of subjects in each position.
◦ In the future, strive for equal distributions in each position.
◦ Sample size too small for study.◦ Statistical significance is strongly affected by sample size (smaller sample
size, harder to generalize results).◦ In the future, use a larger sample size – try to get more counselors to
participate.
◦ For future research, compare between groups to identify potential effects of position on perceived effectiveness.
Questions? Reference(s):
Rimm-Kaufman, S.E., Early, D.M., Cox, M.J. Saluja, G., Pinata, R.C., Bradley, R.H., et al. (2002). Early behavioral attributes and teachers’ sensitivity as predictors of competent behavior in the kindergarten classroom. Journal of Applied Developmental Psychology, 23, 451-470.
Thank you!