The Effectiveness of a Solution-Focused, Public Alternative School for Dropout Prevention and Retrieval

Franklin, Cynthia; Streeter, Calvin L.; Kim, Johnny S.; Tripodi, Stephen J.

doi:10.1093/cs/29.3.133

Cited by 52 publications

(42 citation statements)

References 19 publications

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“…Based on the research findings, the afore-mentioned treatment has been successful in relation to enhancing the students' home, health, social and total adjustments, but not effective on emotional adjustment. The rationales for the results obtained is that participating in training sessions of SFBT, could turn learning to practice, and be beneficial to the students, a finding consistent with the results of other studies (22,28) and cited researches by increasing communication skills where students' adjustment in experimental group increased relative to the control group who received no treatment.…”

Section: Discussionsupporting

confidence: 85%

“…Students also reported that this method is helpful and increases knowledge and skill (10,22). The systematic review of related literatures found mixed results regarding the outcome measures examined in the individual studies.…”

Section: Introductionmentioning

confidence: 99%

“…The systematic review of related literatures found mixed results regarding the outcome measures examined in the individual studies. Positive outcomes suggested that SFBT can be beneficial in helping students reduce the intensity of their negative feelings, manage their conduct problems, improve academic outcomes like credits earned, and positively impact externalizing behavioral problems and substance use (22)(23)(24). The Franklin et al (2008) (23) study showed that SFBT improved the outcomes of children in a school setting regarding classroom and behavioral problems that could not be resolved by teachers, principals, or school counselors.…”

Section: Introductionmentioning

confidence: 99%

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The Efficiency of Solution-Focused Brief Therapy on Adjustment Problems of Female Students in Amol, Iran

Hosseinpour¹,

Jadidi²,

Mohebbi³

et al. 2015

Int J School Health

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Background: Adjustment and coordination with environment is indispensable to all people. Objectives: The aim of present study was to determine the effectiveness of solution-focused brief therapy in increasing adjustment of high school female students. Materials and Methods: This study was based on an experimental pretest-posttest design including 30 female students of Amol high school in academic year 2011 -2012.The participants were selected by purposive non-convenience sampling methods, randomly assigned to experimental and control groups, who completed the Bell's adjustment questionnaire in pre-test phase. Thirty subjects with scores close to mean were selected and randomly divided into control and experimental groups. Solution-focused brief therapy intervention for experimental group was carried out in 5 sessions followed by performing posttest on the two groups. The data obtained were then analyzed using MANCOVA. Results:The results showed that solution-focused brief therapy (SFBT) was effective in increasing adjustment of the students (P < 0.0006), as well as increasing 3 subscales of adjustment questionnaire comprising home adjustment (P < 0.0006); health adjustment (P < 0.0006); and social adjustment (P < 0.0003); but had no effect on affective adjustment (P < 0.081). Conclusions: Considering the significant effect of SFBT interventions on increasing adjustment in young students, the training of school counselors can be an effective means for youth to achieve their goals and decrease some problems in the community.

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Section: Discussionsupporting

confidence: 85%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Efficiency of Solution-Focused Brief Therapy on Adjustment Problems of Female Students in Amol, Iran

Hosseinpour¹,

Jadidi²,

Mohebbi³

et al. 2015

Int J School Health

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“…De Shazer (1985) determined that SFBPC was effective over a short period and through fewer sessions. It was emphasized that SFBPC was effective for solutions of emotional and behavioral problems of the counselees (Newsome, 2004;Atkinson, 2007;Franklin, Streeter, Kim, & Tripodi, 2007). The theoretical principles of SFBPC are determiners which form coping components of PCB.…”

Section: üNi̇versi̇tepark Bülten • Volume 3 • Issue 1-2 • 2014mentioning

confidence: 99%

The Impact of Solution-Focused Brief Group Psychological Counseling on University Students’ Burnout Levels

İlbay¹,

Akın²

2015

UNIBULLETIN

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“…There is a need -identified in the literature -to understand the phenomenon of a culture of learning in alternative schools and how such a culture is effective in motivating disadvantaged high school students -at risk of dropping out -to persist and graduate (Franklin et al, 2007).…”

Section: Significance Of the Researchmentioning

confidence: 99%

Building an intentional culture of learning from the perspectives of alternative high school educators

Schell¹

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This narrative study explored the culture of learning in three alternative high schools and the best practices that resulted in graduation rates that exceeded the United States national average. The schools were selected because their graduation rates included their disadvantaged students, a population that, in traditional settings, historically lagged behind the national rate. The purpose of the study was to explore and understand the culture of learning in effective alternative high schools and to understand -through the voices, perspectives, and lived experiences of alternative high school educators -what these schools did and how that produced successful academic results for disadvantaged students. In this study, three facets of school culture, were explored, including the nature of the culture; how the culture nurtured confidence and motivation that led to personal, emotional, and academic growth; and what specific best practices were implemented by educators to effect positive outcomes for disadvantaged youth. The findings indicated that the relationships between teachers and students was paramount as a catalyst to establishing trust, student motivation, and achievement. The findings led to four conclusions: 1) nurturing, authentic teacher/student relationships are fundamental to students' personal and academic growth, and are supported by collaborative, interactive teams; 2) trust empowers students to participate in, voice their opinions about, and be responsible for their own learning; 3) personal and relevant learning opportunities increase student engagement and persistence, resulting in positive outcomes, both personal and academic; and 4) the connection between relationshipbuilding, trust, and personal real world learning is synergistic, and together these constructs connote an intentional culture of learning. These findings are relevant today because the literature is scarce on alternative high schools, the voices of their teachers, and the intentionality of their cultures and best practices. How traditional high schools might adapt some of the study's 4 findings to meet the needs of disadvantaged students and of all students is a meaningful topic for future research and discussion.

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The Effectiveness of a Solution-Focused, Public Alternative School for Dropout Prevention and Retrieval

Cited by 52 publications

References 19 publications

The Efficiency of Solution-Focused Brief Therapy on Adjustment Problems of Female Students in Amol, Iran

The Efficiency of Solution-Focused Brief Therapy on Adjustment Problems of Female Students in Amol, Iran

The Impact of Solution-Focused Brief Group Psychological Counseling on University Students’ Burnout Levels

Building an intentional culture of learning from the perspectives of alternative high school educators

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