Brief Therapy for School Problems

Abstract

Large caseloads and other demands make it difficult for school psychologists to meet with students for an extended period of time to resolve school problems. This article describes and illustrates a practical, time-sensitive approach to school-related problems brief therapy. A general overview of brief therapy is presented, followed by a discussion of its key features. Conceptual and technical differences between brief therapy and extended therapy are highlighted. Next, specific aims and tasks of the assessment/intervention process are presented. Two case illustrations are provided to further clarify the approach. Finally, implications and limitations of brief therapy for school problems are discussed.