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dc.contributor.authorCunanan, Elnoraen_US
dc.date.accessioned2014-03-14T20:42:07Z
dc.date.available2014-03-14T20:42:07Z
dc.date.issued2003-07-24en_US
dc.identifier.otheretd-07282003-160500en_US
dc.identifier.urihttp://hdl.handle.net/10919/34219
dc.description.abstractWith its growing popularity in the field, Solution Focused Brief Therapy (SFBT) training workshops are becoming more prevalent in the family therapy training field. Because SFBT represents an innovative approach to therapy, does teaching this model demand innovative ways to train its students or are the same methods used in teaching other models of family therapy sufficient? To begin to address this question, it would be important to know how trainees experience SFBT training as it currently exists. This study qualitatively examined the process that trainees experienced when learning SFBT. Fifteen individuals responded to an email questionnaire, with 7 of those individuals participating in follow-up telephone interviews. In summary, being able to practice using a solution focused approach with clients and receiving supervision on those sessions from a supervisor who used a solution focused framework in giving feedback were factors identified as being most helpful in facilitating the learning process. The study also examined how the participants merged their existing beliefs about people and the therapeutic process with the assumptions inherent to SFBT. Finally, the study examined distinct moments, defined as moments after which the trainee knew that SFBT was a model they could use effectively with their clients. The distinct moments provided a picture of how the training and learning came together in practice for the participants.en_US
dc.publisherVirginia Techen_US
dc.relation.haspartthesis7.28.03.pdfen_US
dc.rightsI hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Virginia Tech or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report.en_US
dc.subjecttrainee perspectiveen_US
dc.subjectfamily therapy trainingen_US
dc.subjectSolution Focused Brief Therapyen_US
dc.titleWhat Works When Learning Solution Focused Brief Therapy: A Qualitative Study of Trainees' Experiencesen_US
dc.typeThesisen_US
dc.contributor.departmentHuman Developmenten_US
dc.description.degreeMaster of Scienceen_US
thesis.degree.nameMaster of Scienceen_US
thesis.degree.levelmastersen_US
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen_US
thesis.degree.disciplineHuman Developmenten_US
dc.contributor.committeechairMcCollum, Eric E.en_US
dc.contributor.committeememberStith, Sandra M.en_US
dc.contributor.committeememberRosen, Karen H.en_US
dc.identifier.sourceurlhttp://scholar.lib.vt.edu/theses/available/etd-07282003-160500/en_US
dc.date.sdate2003-07-28en_US
dc.date.rdate2003-08-06
dc.date.adate2003-08-06en_US


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