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Brief Counseling in Schools: a Solution-Focused Brief Counseling
(SFBC) Approach for School Counselor in Indonesia

)ulawar*an
1% 2+
1. Sc,ool of Ps-c,olog-% .entral .,ina Nor*al /ni0ersit-% 152 1uo-u Street% 2u,an .it-% 3u4ei Pro0ince%
'3&&75% .,ina
2. 6epart*ent of 7uidance and .ounseling% 8acult- of Education Science% State /ni0ersit- of Se*arang%
9a*pus Se:aran 7unungpati 5&225% Se*arang% Indonesia
+E-*ail; *ulawar*an<unnes=-a,oo.co*

Abstract
In order to sol0e t,e pro4le*s on sc,ool setting w,ic, faced 4- students% t,en one of t,e acti0ities perfor*ed 4-
sc,ool counselors is to pro0ide counseling ser0ices to students. Sc,ool counselors spend a considera4le a*ount
of ti*e addressing pro4le*s wit, co*ple> solutions% suc, as poor grades% fig,ts in t,e ,allwa-% drug a4use%
4ull-ing% c,ronic a4sences% and uncooperati0e parents. Sc,ool counselors are e>pected to ,elp re*ed- all of
t,ose pro4le*s. 1i*ited ti*e in t,e sc,ool setting *a:es sc,ool counselors a*ena4le to a new approac,%
especiall- 4ecause of t,e disproportionate counselor-student ratio. ?- loo:ing *an- approac,es t,at counseling
can ta:e wit,% a 4rief for*at ideall- fits t,e sc,ool counseling en0iron*ent. #ne popular approac, to 4rief
t,erap- used in t,e practice of t,erap- or counseling approac,es toda- is t,e Solution-8ocused ?rief .ounseling
(S8?.. Solution-focused 4rief counseling offers t,e uni@ue contri4ution of affir*ing clientsA strengt,s. S8?.
is future-oriented and solution-focused rat,er t,an pro4le*-focused to resol0e current concerns rat,er t,an find
t,e cause of t,e pro4le*. S8?. is considered *ore ti*e-efficient and *ore realistic for a sc,ool setting t,an
ot,er ti*e-intense approac,es. S8?. e*p,asiBes t,e concept of wellness w,ic, students are seen as ,a0ing t,e
resources to sol0e t,eir own pro4le*s. .ounselors feel *ore up4eat as t,e- ,elp students to recogniBe t,eir
strengt,s and resources. 8ocusing on solutions and ac,ie0ing goals can reinforce counselors in feeling t,e- are
doing t,eir Co4 *ore confidentl- and *ore co*petentl-.
Keywords: ?rief counseling% solution focused 4rief counseling approac,% sc,ool counselor

! Introduction
In order to sol0e t,e pro4le*s on sc,ool setting w,ic, faced 4- students% t,en one of t,e acti0ities perfor*ed 4-
sc,ool counselors is to pro0ide counseling ser0ices to students. Sc,ool counselors spend a considera4le a*ount
of ti*e addressing pro4le*s wit, co*ple> solutions% suc, as poor grades% fig,ts in t,e ,allwa-% drug a4use%
4ull-ing% c,ronic a4sences% and uncooperati0e parents. ?ecause of e>pectations of principals% o0erw,el*ing
caseloads (often *ore t,an 5&& students% increased se0erit- of *ental illness in students% and increased sc,ool
0iolence% *an- sc,ool counselors 4eco*e o0erw,el*ed and find t,e- ,a0e little ti*e left to co**it to
counseling students. Sc,ool counselors are e>pected to ,elp re*ed- all of t,ose pro4le*s (?irdsall D )iller%
2&&2.
2it, a great e>pectation and t,e role of t,e counselor ill-defined% it can contri4ute to an at*osp,ere in t,e
sc,ools of *istrust and resent*ent (6a0is D #s4orn% 1555 in ?irdsall D )iller% 2&&2. E,e negati0e sc,ool
cli*ate can 4e a factor in counselorsA feelings of ineffecti0eness as t,eir ti*e is spread so t,in a*ong so *an-
tas:s. E,ese feelings of frustration and li*ited power can ,a0e a negati0e effect on students. 3ow can t,e sc,ool
4e transfor*ed fro* a pro4le*-focused en0iron*ent to an en0iron*ent t,at pro*otes a positi0e at*osp,ereF
3ow can t,e sc,ool counselor contri4ute to t,is transfor*ationF
3ow a4out in IndonesiaF E,eoreticall-% t,e le0el of ,ig, sc,ool counselor ,as percentage of ti*e responsi0e
ser0ice deli0er- (including counseling 15-25G. E,e ti*e gi0en is 0er- li*ited co*pared wit, t,e ot,er two
ser0ices are 4asic ser0ices and indi0idual planning ()inistr- of Education% 2&&7. In addition% t,e sc,ool
counselor in Indonesia ,a0e a responsi4ilit- in pro0iding guidance and counseling ser0ices to students wit, a
ratio of 1;15&. It *eans t,at one counselor to guide learners in 15& sc,ools. In t,e guidelines of ?9 (Bimbingan
dan Konseling/ guidance and counseling Hred noted t,at for*al education% especiall- for counseling ser0ices are
not sc,eduled specificall- 4ecause it is incidental. 2it, so*e of t,e t,ings *entioned are t,e less ti*e spent 4-
t,e counselor to carr- out professional counseling ser0ices to students.
In t,e de0elop*ent of repertoire of counseling approac,es toda-% :nown for an approac, or strateg- t,at 4rief
inter0ention (4rief counseling. In essence% 4rief counseling e*erged as an answer to t,e de*ands of t,e priorit-
ser0ice needs. Idditional practicalit-% effecti0eness and efficienc-% especiall- in ter*s of ti*e constraints and
inter0entions focus on specific inter0entions in order to ac,ie0e t,e desired solution 4- counselee (7ladding%
2&&5J .appuBi and 7ross% 2&&7. ?rief counseling is 4asicall- not a specific approac, or *odel t,at is differentK
special a4out t,e t,eor- and practice of ot,ers% 4ut rat,er descri4e t,e t,erap- or counseling is li*ited in ti*e
(ti*e li*ited w,ic, uses t,e forces% to understand t,e conte>t of t,e pro4le* and focused on t,e present and
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future (1ines% 2&&(. #ne popular approac, to 4rief t,erap- used in t,e practice of t,erap- or counseling
approac,es toda- is t,e Solution-8ocused ?rief .ounseling (Sperr-% 2&1&.

"! Study #$er$iew of Brief Counseling and Solution-Focused Brief Counseling
?rief counseling ,as contri4uted to t,e literature consistentl- since 15!5 w,en Ste0e de S,aBer at t,e )ental
Lesearc, Institute introduced t,e 4asic principles (1ittrell% 155!J )urp,-% 1557. ?rief .ounseling approac,
focuses on successful solutions t,at clients are using alread-% it tends to 4e easier for t,e client to practice and
e>pand. In addition% pro4le*s are not seen as e0idence of an underl-ing pat,olog- (?erg D )iller% 1552% in
?irdsall D )iller% 2&&2. .appuBi and 7ross (2&&7 suggested t,at a 4rief counseling ,a0e c,aracteristics or
traits suc, as (a focus of t,e inter0ention (treat*ent on specific and o40ious t,ingJ (4 ti*e is used effecti0el-J
(c restrictions on destinations and t,erapeutic outco*es clearl- definedJ (d orientation at t,e current ti*e (,ere
D nowJ (e rapid assess*ent and inter0ention in t,e process of integrating assess*entJ (f re0iewing t,e
fre@uenc- of t,erapeutic ad0ances and refused to for* an ineffecti0e inter0ention strateg-J (g colla4oration
4etween t,erapist and client is a 0er- i*portantJ (, fle>i4le and practical in t,e use of inter0entional tec,ni@ues
Solution-focused 4rief counseling (S8?. ,as e*erged in t,e last 15-2& -ears as a for* of 4rief or s,ort-ter*
counseling and as an alternati0e to t,e pro4le*-focused approac,es t,at ,a0e pre0ailed in counseling practice
()etcalf% 1555J )urp,-% 1557J S:lare% 2&&5. Solution-focused 4rief counseling offers t,e uni@ue contri4ution
of affir*ing clientsA strengt,s. S8?. is future-oriented and solution-focused rat,er t,an pro4le*-focused to
resol0e current concerns rat,er t,an find t,e cause of t,e pro4le*. ?ased on t,ese c,aracteristics% t,en t,e S8?E
approac, is included in t,e categor- including 4rief counseling

%! Solution-Focused Brief Counseling Approach in Schools Setting
8ro* t,e *an- approac,es t,at counseling can ta:e% a 4rief for*at ideall- fits t,e sc,ool counseling
en0iron*ent (I*atea%15!5J 3in:le%1553J 9ral%155& in ?irdsall D )iller% 2&&2. 1i*ited ti*e in t,e sc,ool
setting *a:es sc,ool counselors a*ena4le to a new approac,% especiall- 4ecause of t,e disproportionate
counselor-student ratio. )etcalf (1555 adapted solution-focused 4rief counseling (S8?. principles specificall-
for sc,ools. #ne stud- suggested t,at t,e 4rief counseling for*at is 4est suited to Mc,ildrenAs e*otional
regulationM and Msc,ool-related issuesM (1ee% 1557.
.,ildren% especiall- in an earl- de0elop*ental p,ase :nown as concrete operations% ,a0e not de0eloped insig,t
into t,eir actions. 2,en a counselor engages a c,ild to focus on solutions% t,e opportunit- to wor: toget,er on
solutions rat,er t,an pro4le*s 4eco*es *ore positi0e and less puniti0e% and *a- not da*age t,e fragile sense of
de0eloping self. Sc,ool pro4le*s *ig,t reflect deeper issues at ,o*e% 4ut t,e sc,ool counselor ,as li*ited
a4ilit- to wor: wit, t,ese concerns. E,e responsi4ilities under t,e control of t,e sc,ool counselor are to ,elp t,e
c,ild adapt to t,e sc,ool en0iron*ent. 2,en a c,ild feels successful and positi0e in sc,ool% it contri4utes to
acade*ic success and *a- *itigate so*e of t,e concerns at ,o*e.
)urp,- (1557 points out ot,er ad0antages for sc,ool counselors using t,e solution-focused *odel% including an
increase in cooperati0e relations,ips a*ong sc,ool staff *e*4ers% parents% and students. E,ese people feel *ore
positi0e a4out wor:ing toward a resolution rat,er t,an loo:ing at t,e sa*e pro4le* again and again. )urp,-
also recogniBed t,at S8?. is considered *ore ti*e-efficient and *ore realistic for a sc,ool setting t,an are t,e
ot,er often ti*e-intense approac,es. S8?. e*p,asiBes t,e concept of wellness% in w,ic, students are seen as
,a0ing t,e resources to sol0e t,eir own pro4le*s (?erg D )iller% 1552 in )urp,-% 1557.

&! 'esearch results regarding (he )ffecti$eness of the SFBC in School Settings
E,ere are se0eral studies on t,e effecti0eness of S8?. especiall- in sc,ool settings. So*e results of t,ese
studies suc, as;
'.1. E,e results of e0aluations conducted 4- 8ran:lin% )oore and 3opson (2&&! also s,owed t,at S8?E is
effecti0e in dealing wit, c,ildren w,o ,a0e 4e,a0ioral pro4le*s in t,e classroo* or in a sc,ool setting. 8i0e to
se0en counseling sessions are used to ,elp teac,ers to sol0e student 4e,a0ior pro4le*s at sc,ool
'.2. 8ran:lin and Streeter (2&&' in (8ran:lin% )oore% and 3opson% 2&&! also s,ows t,e results of researc, on
t,e presence of students Nattitudes S8?E o4tain *ore satisf-ing and effecti0e t,an t,e attitudes of students fro*
sc,ool attendance is regular or not treated wit, S8?E. 8urt,er*ore% fro* t,e results of t,e stud- also found t,at
t,e o4tained results of a positi0e 4e,a0ior c,ange in students w,o e>perience acade*ic difficulties (8ran:lin D
Streeter% 2&&3J 9rai% 1555J )etcalf% 2&&2J )urp,-% 1557J S:lare% 1557J 2e44% 1555 in 8ran:lin% )oore% and
3opson% 2&&!.
'.3. Ereeper% 6olan% )c.ollu* and Nelson (2&&(;13( t,at S8?E effecti0e in pri*ar- sc,ool students
(ele*entar- sc,ool% Cunior (*iddle-sc,ool and ,ig, sc,ool (3ig, Sc,ool.
'.'. )ulawar*an (2&1& also suggested fro* t,e results of ,is researc, 4- using a *i>ed *et,od design
(e*4edded e>peri*ental indicates t,at appl-ing t,e Solution 8ocused ?rief .ounseling can i*pro0e self-
estee* in ,ig, sc,ool students.

E,e results of t,is stud- ,as seen @uantitati0el- fro* t,e results found t,at t,ere
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are differences in le0els of self-estee* w,en students 4efore getting S8?E inter0ention and after getting S8?E
inter0ention. #n t,e @ualitati0e side 4ased on t,e results of con0ersation anal-sis is found t,at in t,e earl-
sessions of counseling% counselee ,elped t,e* feel *ore co*forta4le and get a *indset or a clearer picture of t,e
pro4le*s t,e- face.

*! Steps of Solution-Focused Brief Counseling Approach
Selig*an (2&&( suggests t,e stages in t,e S8?.. E,e stages are as follows;
5.1. Esta4lis,ing Lelations,ip
?uilding relations,ips is needed to esta4lis, good relations and colla4oration 4etween t,e counselor and t,e
counselee to t,e ac,ie0e*ent of t,e e>pected c,anges. In 4uilding a good relations,ip% t,e counselor s,ows
concern% acceptance% appreciation% and understanding of t,e counselee as uni@ue indi0iduals. #ne wa- to @uic:l-
interact wit, counseling at t,e 4eginning of t,e *eeting is to conduct a neutral topic of con0ersation t,at can
4uild up awareness counselee strengt,s and sources of t,e*sel0es for t,e de0elop*ent of solutions to pro4le*s
t,at it faces. .,ange is a process of interaction 4ecause it is a colla4orati0e relations,ip counselor and counselee
is 0er- i*portant. E,roug, t,is colla4oration counselee counselor can understand t,e world so as to Cointl-
construct a pro4le* t,at can 4e sol0ed since t,e 4eginning of t,e counseling relations,ip.
5.2. Identif-ing a sol0a4le co*plaint
.ounselors use t,e @uestions in suc, a wa- t,at it co**unicates opti*is* and ,ope for c,ange and e*power
t,e counselee. Pro4le*s e>perienced 4- counselee as so*et,ing nor*al and can 4e c,anged. 8or e>a*ple%
counselors as:ed counselees M2,en we tal: a4out -our ,o44-%M 2,at *a:es -ou *eet )r.K )s in t,e counseling
roo* isF MLat,er t,anM 2,at is 4ot,ering -ouF M#r counselor as:sM 2,at will -ou acco*plis,K c,angeF MLat,er
t,anM w,at can I ,elp -ouF S8?. counselors often use scaling @uestions to esta4lis, a 4aseline condition of t,e
counselee and facilitate t,e identification of possi4ilities and progress in counseling.
5.3. Esta4lis,ing goals
.ounselor and counselee colla4orate to deter*ine specific goals% o4ser0a4le% *easura4le and concrete.E,e goal
is 4asicall- to for* one of t,e for*s of t,e following purposes (a c,anging w,at is done in a pro4le*atic
situation% (4 c,ange t,e 0iew or fra*e of *ind a4out t,e situation of t,e pro4le*s encountered% and (c
assessing t,e crac:ed-source% solution% and e>cess-e>cess of t,e counselee. S8?. counselors often use *iracle
@uestions to esta4lis, t,e goals of counseling. E,e @uestions t,at acco*pan- t,e *iracle @uestions allows
counselees i*agine t,at t,e pro4le* is sol0ed% raises ,opes of facilitating t,e discussion of ,ow suc, a *iracle
to ,appen in realit-. Indi0idual response to *iracle @uestions usuall- pro0ide input for counselors wit, a 0ariet-
of solutions t,at can 4e used to ,elp t,e counselee resol0e t,e pro4le*.
5.'. 6esigning and I*ple*enting Inter0ention
Inter0entions designed to pre0ent pro4le* 4e,a0ior patterns 4- s,owing alternati0e wa-s of reacting to pro4le*s.
.ounselors integrate understanding and creati0it- in t,e use of counseling strategies to encourage c,anges
slig,tl-. E,e @uestion t,oug, is often used at t,is stage is to Mc,ange w,at ,as ,appenedF AM 2,at ,as wor:ed in
t,e past w,en -ou sol0e t,e sa*e pro4le* wit, t,is issueF MM 3ow do -ou *a:e it co*e trueF MM 2,at will -ou
do to *a:e it ,appen againF
5.5. Eer*ination% E0aluation and 8ollow-up
E,e counselor uses @uestions scaling tec,ni@ues to deter*ine c,anges in co*parison wit, t,e initial c,ange
counselees counseling. 3a0ing pro4le*s counselees resol0ed satisfactoril- t,en t,e- can ter*inate counseling
process. .ounselor encourage counselees to 4e a counselor for ,i*self and appl- pro4le*-sol0ing s:ills to new
pro4le*s it faces. .ounselors conduct follow-up counseling ser0ices to :eep a4reast of c,anges in t,e counselee.

+! Specific (echni,ues of SFBC
3ere are so*e specific tec,ni@ues of t,e S8?. (.ore-% 2&&5J Selig*an% 2&&(J )acdonald% 2&&(% suc, as;
6.1. Exception-finding questions (Questions discover exception!
Ouestions a4out t,e ti*es w,ic, counselee is free fro* pro4le*s. E,e disco0er- of e>ceptions to ,elp t,e
counselee clarif- t,e conditions c,ange% ,a0e t,e strengt, and a4ilit- to sol0e pro4le*s% pro0ide tangi4le
e0idence of co*pletion and ,elp t,e counselee find ,erself a forgotten power. E.g. M2,en -ou can *anage t,is
pro4le* t,oroug,l-FM M2,en -ou do t,at is different fro* t,at nowFM M1et *e point out ti*es w,en -ou are free
fro* trou4lePM
6.". #iracle questions (Question miracle!
1eading @uestions counselee i*agining w,at would ,appen if a pro4le* e>perienced *agicall- resol0ed. E,is
tec,ni@ue ,elps to clarif- o4Cecti0es and ,ig,lig,t e>ception pro4le* 4- sti*ulating t,e counselee to i*agine a
solution and eli*inate 4arriers in sol0ing pro4le*s and 4uilding e>pectations for c,ange. 8or e>a*ple% t,e
counselee as:ed% MI*agine t,at one nig,t% w,en -ou are sleeping% a *iracle ,appens and all -our pro4le*s
sol0ed. 3ow do -ou :now t,at -our pro4le* is sol0edFM M2,at do -ou do w,en it is de*onstrated t,at sol0ed
-our pro4le* t,oroug,l-FM
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(.3. Scaling @uestions (Ouestion-scale
Ouestions t,at as: t,e counselee *a:e t,e a4stract 4eco*es concrete% o4scure 4eco*es clear 4- @uantif-ing
strengt,s% pro4le*s% circu*stances or c,anges in t,e counselee. Suc, state*ents counselor% M#n a scale ranging
fro* 1 to 1&% w,ere 1 *eans -ou ,a0e no control at all of -our pro4le*s and 1& *eans -ou ,a0e full control
o0er -our pro4le*% t,en t,e range of nu*4ers w,ic, -ou put -ourself in t,at scaleF and M2,at do -ou need so
t,at -ou can go up one nu*4er in t,e scaleFM

-! I.plications of (he I.ple.entation of SFBC to /ractice Counseling in Schools
#0erall% S8?. appears ideall- appropriate for sc,ool settings. )an- adolescents struggle wit, acade*ic
pro4le*s% personal pro4le*s% or 4ot,% as t,e- pass t,roug, 0arious stages of life. In i*portant part of *aturing
is to 4e a4le to pro4le* sol0e. S8?. is an approac, t,at can ,elp students en,ance t,eir self-estee* and 4elief in
t,eir own a4ilities. E,e approac, focuses on studentsQ strengt,s instead of t,eir wea:nesses. #n ot,erwords%
S8?. s,ifts studentsQ t,oug,ts awa- fro* t,eir difficulties and toward t,e power t,at is wit,in eac, of t,e* to
*a:e and i*ple*ent plans t,at can lead to 4rig,ter future. E,roug, relati0el- few sessions in *ost cases%
students see* to gain confidence in t,e*sel0es 4- focusing on solutions rat,er t,an pro4le*s (?ras,er% 2&&5
E0en so% as reported in 1ittrell et al. (1555% sc,ool counselors *ust use caution and 4e et,icall- aware of w,en
S8?EQs use is appropriate. 8or e>a*ple% Stal:er et al. (1555 stated S8?E is not effecti0e for co*ple> or long-
standing pro4le*s. E,e- purported S8?E could e0en 4e ,ar*ful if used inappropriatel-. ?irdsall and )iller
(2&&2 e>plained t,at S8?E s,ould not 4e used wit, serious issues suc, as suicidal tendencies% a4use% and eating
disorders. Ilso% so*e clients *a- 4e a4le to *o0e on wit,out an e>a*ination of t,e past w,ereas ot,ers *a- not.
Idditionall-% sc,ool counselors *ust re*e*4er e0en t,oug, t,e solution-focused process is si*ple% *uc, s:ill
is re@uired to ,elp students set s*all% *eaningful goals. E,us% counselors w,o desire to use t,e solution-focused
approac, s,ould attend wor:s,ops de0oted to furt,er training a4out t,e approac,. E,e- s,ould also 4eco*e
fa*iliar wit, its tec,ni@ues and :nowledgea4le regarding its suita4ilit- for eac, situation.

0! Conclusion
E,e solution-focused 4rief counseling *odel see*s ideall- suited for sc,ools. E,is approac, s,ows pro*ise
4ecause it focuses on studentsA strengt,s and assets rat,er t,an t,eir wea:nesses and onl- a few *eetings are
needed to ,elp students get on t,e rig,t trac:. E,e *odel is relati0el- eas- to *aster% and once sc,ool counselors
c,ange t,e e*p,asis of counseling fro* pro4le*s to solutions% t,e- see t,e students t,e- counsel gain
confidence. .ounselors feel *ore up4eat as t,e- ,elp students to recogniBe t,eir strengt,s and resources.
8ocusing on solutions and ac,ie0ing goals can reinforce counselors in feeling t,e- are doing t,eir Co4 *ore
confidentl- and *ore co*petentl-.

'eference
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counselors. $ounseling and %uman &evelopment' () (2% 1 H 5.
?ras,er% 9 1. 2&&5. Solution-8ocused ?rief E,erap-; #0er0iew and I*plications for Sc,ool .ounselors. *+e
,labama $ounseling ,ssociation -ournal1 3' (2% 21-3&.
.apuBBi% 6.% D 7ross% 6.L. (2&&7. $ounseling and .sc+ot+erap/ *+eories and 0nterventions (1
t+
edition!.
New Jerse-; )errill Prentice 3all
.ore-% 7erald. (2&&5. *+eor and .ractice of $ounseling 2 .sc+ot+erap (3
t+
edition!. ?el*ont% .I;
?roo:sK.ole.
6a0is% E.E.% D #s4orn% .. J. (1555. E,e solution-focused sc,ool; In e>ceptional *odel. NISSP ?ulletin%
!3((&3% '&-'(.
6i:nas. 2&&7. .enataan .endidi4an .rofesional Konselor dan 5aanan Bimbingan dan Konseling dalam -alur
.endidi4an 6ormal. Ja:arta; 6eparte*en Pendidi:an Nasional.
7ladding% Sa*uel% E. (2&&5. $ounseling , $ompre+ensive .rofession/ 7ixt+ edition. New Jerse-; Pearson
Education% Inc
1ee% ).-R. (1557. I stud- of solution focused 4rief fa*il- t,erap-; #utco*es and issues. ,merican -ournal of
6amil *+erap' ")% 3 H 17.
1ines% 6ennis. 2&&(. Brief $ounseling in 7c+ools/ 8or4ing 9it+ :oung .eople fro* 11-1! (2
nd
Edition. 1ondon;
Sage Pu4lication.
1ittrell% J. ).% )alia% J. I.% D $anderwood% ). (1555. Single-session 4rief counseling in a ,ig, sc,ool. Journal
of .ounseling and 6e0elop*ent% 73% '51-'5!.
)etcalf% 1. (1555. .ounseling toward solutions. NR; E,e .enter for Ipplied Lesearc, in Education.
)ulawar*an. (2&1&. .enerapan 7olution-6ocused Brief *+erap (76B*! ;ntu4 #ening4at4an %arga &iri
(7elf-Esteem! 7is9a 7#,/ 7uatu Embedded Experimental &esign. Eesis tida: diter4it:an. )alang; Progra*
PascasarCana /ni0ersitas Negeri )alang
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline
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)urp,-% Jo,n J. (1555. Solution-8ocused ?rief E,erap- in t,e Sc,ool. 6ala* Scott 6. )iller% )ar: I 3u44le
and ?arr- 1. 6uncan (Eds% %andboo4 of 7olution-6ocused Brief *+erap (,al. 1!'-2&'. San 8rancisco; Josse--
4ass Pu4lis,ers.
Stal:er% ..% 1e0ene% J.% D .oad-% N.(1555. Solution-focused 4rief t,erap- - #ne *odel fits allF 6amilies
in7ociet% !&% '(! H '77.
S:lare% 7. ?. (2&&5. ?rief counseling t,at wor:s; I solution focused approac, for sc,ool counselors. E,ousand
#a:s% .I; .orwin Press.
Sperr-% 1en. (2&1&. %ig+l Effective *+erap/ &eveloping Essential $linical $ompetencies in $ounseling and
.sc+ot+erap. New Ror:; Loutledge Ea-lor D 8rancis 7roup
Erepper% Eerr- S.% 6olan% R0onne.% D Nelson% E,orana. (2&&(. Ste0e 6e S,aBer and 8uture of Solution-8ocused
E,erap-. -ournal of #arital and 6amil *+erap' 32 (2% 133-135.



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