A Critical Review of Teachers Using Solution-Focused Approaches Supported by Educational Psychologists

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Simmonds, S. 2019. A Critical Review of Teachers Using Solution-Focused Approaches Supported by Educational Psychologists. Educational Psychology Research and Practice. 5 (1), p. 1–8. https://doi.org/10.15123/uel.88734
AuthorsSimmonds, S.
Abstract

This paper offers reflections on teachers using solution-focused approaches in schools, supported by Educational Psychologists (EPs). The paper provides an outline of the development of Solution-Focused Brief Therapy (SFBT), its assumptions and its limitations. Literature describing its application in schools by teachers and the evidence of its effectiveness is reviewed using a Critical Appraisal Skills Programme (CASP) checklist. A discussion about the appropriateness of this tool is also examined, leading to further discussion relating to evidence-based practice and practice-based evidence. The paper concludes that it is very difficult for EPs to judge the strength of the evidence base for solution-focused approaches since this judgement is affected by the epistemological position a person takes.

JournalEducational Psychology Research and Practice
Journal citation5 (1), p. 1–8
ISSN2059-8963
Year2019
PublisherSchool of Psychology, University of East London
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Anyone
Digital Object Identifier (DOI)https://doi.org/10.15123/uel.88734
Publication dates
Online2019
Publication process dates
Deposited18 Sep 2020
Copyright holder© 2019 The Author
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