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DEVELOPING THE "QUALITATIVE SELF ASSESSMENT PRACTICE STANDARDS"


Background
Some years ago the writer started having graduate students in his SFT course practice their skills in triads (i.e., alternating roles of counselor, client, and observer), tape record the interaction, and write a critique on their "counselor" performance. Later more control over the learning was provided by permitting students to submit for final grading their best interview including having the option of using subjects outside of the class, even friends or family members.
The above approach combined with developing measurable training outcomes, (which were discernable to the students when they critiqued their taped interviews), facilitated the goal of self assessment. The scaling technique used in SFT became the standard in the self assessment process (see Appendix). The following is a brief description of the items that make up the PS.
Rapport Level
In order to emphasis the importance of relationship factors in effective interviewing, the first question students are asked on the PS is related to client-therapist alliance; select and rate the best examples of empathic responses and client validations from their taped interviews. The evidence of the importance of interpersonal skills to client satisfaction and outcomes is substantial.
Problem Solving and Solution-Building
An important distinguishing feature between problem solving and solution building is the amount of interview time spent on each of these paradigms. In the second question of the PS, students are asked to calculate the total amount of time engaged in solution building compared with problem solving. In the writer s SFT graduate course (40 hours duration) and the certificate training program (72 hours) we have set the standard of at least 50% of the total interview time to be solution-building, and both groups have been able to achieve this level. Students in the longer and more intensive certificate program, however, do considerably better with some achieving 80% and more of the interview time doing solution building.
Tools of SFT -the Interventions
How the solution building process is achieved, of course, is by implementing the tools - techniques of SFT. The students are required to demonstrate the employment in the interview of at least 4 out of the 7 listed interventions (see appendix) and rate them on the 10 point scale divided into 4 ranges"acquiring basic skills", "almost there", "meets expectations", and "succeeds expectations". Although in practice (at least so far), this question has not been a problem for students self assessing (or the instructor agreeing with the assessment), further work, however, needs to be done on operationalizing these ranges. It has been clear to all (so far) the difference between students doing well and those needing further work. Where it may become a problem is if/when a student selects "meets expectations", but the instructor indicates "almost there".
Finally, to encourage reading and reflection, students are asked to select some references that they have found helpful and illustrate by applying these new skills to a hypothetical interview situation.
Reference
DeJong, P. & Berg, I. (1998).Interviewing for SolutionsBrooks/Cole.
The writer welcomes feedback on this or related issues.
E-mail rewarner@oise.utoronto.ca
Web page WWWoise.utoronto.ca/~rewarner
Writer Background
Ronald E. Warner, psychologist, is the Course Director of the Solution-Focused Counseling Certificate Program, Faculty of Social Work, University of Toronto; an Adjunct Professor in the Counseling Psychology Program at the OISE/University of Toronto, and an Honorary Research Fellow of the University of Durham (UK).
APPENDIXSOLUTION-FOCUSED QUALITATIVE SELF- ASSESSMENT PRACTICE STANDARDS
LEARNING OBJECTIVE
To increase proficiency in the integration of solution-building skills and demonstrate competency in solution-focused interviewing.
INSTRUCTIONS
PRIOR TO THE MODULE: Complete a solution-focused tape recorded (video or audio) interview of not less than fifteen minutes in length, and complete an assessment report (need not be longer than four or five pages plus title page) based on the criteria listed below.
AT THE MODULE: Much of the time spent at the final workshop, Clinical Case Demonstration Module, will consist of participants presenting their case studies and getting feedback. Participants are advised that their case study presentation needs to be brief, and so should focus their presentation (including playing of excerpts) to addressing three questions what they have learned, what they would do differently in future, and what they would like feedback on. Those wishing to have their report and tape returned, should bring a stamped self addressed envelope
ASSESSMENT CRITERIA
For each of the following questions use this scale indicating your ratings and support this judgment with excerpts from the interview
LOW 1 2 3 4 5 6 7 8 9 10HIGH
Acquiring Basic Skills | Almost There | Meets Expectations | Exceeds Expectations
Problem Statement and First Attempts at Solution-Building Interventions
Describe the presenting concern/problem(s), and your first attempt at defining a goal (what the client wants/ beginning solution-building). Include what you said (and at how many minutes into the interview), how the client responded, and if there is anything that you would do differently next time (e.g., begin solution building earlier or later).
Comparison of Solution Versus Problem Talk
Calculate the amount (minutes) of solution talk versus problem talk on the tape. Generally at least half the total interview time should be solution talk. Calculate the above ratio (percentage) and include this figure in your report.
Rapport Level
On the above scale estimate the overall level of rapport demonstrated in the interview, and illustrate with quotes that support this judgment. You might also include examples of your best empathic responses (and client s responses) and any comments that you made that indicate radical acceptance of your client s world view or perception.
Examples of Solution-Building Interventions
Select at least five of the best examples of the following interventions reporting what you said, and how the client responded. Rate the selected interventions on the above scale in terms of solution-building. Provide an overall (average} rating for the examples selected. Use a recorder with a counter and indicate the number on the tape where each of your selected examples can be located.
1) exploration of client strengths and resources, 2) exception questions,3) outcome questions,4) coping questions,5) scaling questions,6) relationship questions,7) end of session feedback.
Summary Estimate using the above scale the overall level of success in solution building demonstrated in this interview. Include final comments on what you have learned, and what you will do differently to improve your skills in the future.
Helpful References
Indicate 3 readings (books or journal articles) that you have found helpful, and briefly in a sentence or two for each specifically describe how these have improved your understanding of solution-focused interviewing. Illustrate, for each of these readings, how you would respond differently constructing examples of dialogue. Be sure to include an empathic/validation responsefirst before your intervention response to the client s hypothetical statement.

SOLUTION-FOCUSED TRAINING
Ronald E. Warner
OISE/University of Toronto
The development of a new continuing education solution-focused certificate program at the writer s university provided the challenge of how to assess training outcomes. The feedback of students, workshop participants, and others resulted in the development of a brief, practical, one page, evaluation form called the Solution-Focused Qualitative Self Assessment Practice Standards (or PS for short), and is the subject of the present paper (see appendix for the PS). The impetus for the PS, the above mentioned certificate program, now in its second year, consists of six modules; 2 day workshops usually spread over a 6 month period. Students are required to take the Basic Skills module, select four of the elective modules (e.g., Couple/Family, Trauma, Group, Children/Adolescents, Eating Disorders, Suicide Prevention, Chronic Illness Loss and Grief- for a description of these see wwwutoronto.ca/ape and look under Certificate Programs), and complete the Clinical Case Demonstration module. This final module requirement has two objectives; to enhance the integration of skills learned in the previous five modules, and to provide an opportunity to demonstrate competency in solution-focused interviewing (see DeJong & Berg, 1998 for a thorough discussion of the Solution-Focused model. This book is used as the standard text in the writer s graduate course and basic skills workshop, and is highly recommended).