Develop and Implement an Action Plan

Tasks or homework assignments are also used in solution-focused therapy but in different ways than in other crisis intervention models. As mentioned

earlier, solution-focused therapy assumes clients are already doing to some extent or are capable of doing whatever is needed for problem resolution and goal attainment. Therefore, tasks in solution-focused therapy involve the client identifying solutions and/or doing more of them (Walter & Peller, 1992). Tasks are based on thoughts, feelings, and behaviors that the client has used in the past or is using in the present (Molnar & de Shazer, 1987). The following are some commonly used solution-focused tasks.

Formula First Session Task

Between now and next the time we meet, we[I] would like you to observe, so that you can describe to us[me] next time, what happens in your [pick

one: family, life, marriage, relationship] that you want to continue to have

happen. (de Shazer, 1985, p. 137)

Clients in crisis situations often feel that nothing is going right for them and that they are losing control of their lives. This task helps refocus clients’ attention to something they are doing well rather than problems or failures. This change of focus can lead to clients realizing that there still is something working in their lives, and thus they can have some sense of control of their life situation (Berg, 1994).

The name of this task comes from its successful use at the end of the first session with a wide variety of clients regardless of presenting problem (de Shazer et al., 1986). The formula first session task is especially useful with clients who present vaguely defined problems and are not responsive to the clinician’s attempt to define them more concretely and specifically. In one follow-up survey on the use of the formula first session task, 89% of clients reported at the next session that they noticed things they wanted to continue, and 92% of these clients said that at least one was something “new or differ- ent” (de Shazer et al., 1986, p. 217).

Keep Track of Current Successes

Identify the ways you are able to keep doing (behaviors which are exceptions to the problem behavior). (Molnar & de Shazer, 1987, p. 356)

or

Pay attention to and keep track of what you do to overcome the tempta- tion or urge to . . . (perform the symptom or some behavior associated with the problem). (Berg & Gallagher, 1991, p. 101; Molnar & de Shazer, 1987, p. 356)

The purpose of this task is to help clients focus on what skills and abilities they have and use them to improve their situation. The more specific and detailed the clients are in making these descriptions, the more likely they are

in anchoring such behaviors into their behavioral repertoire. Furthermore, the more they notice the connections between their behavior and positive outcomes, the more likely they are to have a sense of control over their problematic situation.

Prediction Task

Oftentimes the client experiences the problem as outside her or his control. The client is able to identify exceptions but believes that she or he has no control over these occurrences. In the prediction task the client is asked to predict or rate something, e.g., “First thing each morning rate the possibility of (an exception behavior) happening before noon” (Molnar & de Shazer, 1987, p. 356). The purpose of this task is to help clients realize that the exception behaviors may be much more within their control than they think. By asking a client to keep a careful record of what he or she predicted and how the day actually turned out will produce important insights into the client’s ability to make what appears to be a random or spontaneous exception into a deliberate one (Berg, 1994). The crisis worker can then encourage the client to do more of such deliberate exception and ultimately making the exception into the rule.

Pretend the Miracle Has Happened

This task asks the client to pick a day when he or she is to pretend that a miracle has happened and the problem or crisis that brought him or her for help is solved. The worker should encourage the client to do everything that he or she would do if the miracle had happened and to keep track of what he or she notices that is different about himself or herself and how other people react to him or her (Berg, 1994). The purpose of this strategy is for clients to have a reason to have good feelings and successes in a way they otherwise would not. Clients do not need to wait for a miracle to happen before they can experience good feelings, thoughts, and behaviors that are associated with a problem-free situation. This task allows clients to learn that they can turn a desired “fantasy” into a reality.

Solution-focused tasks have been shown to be effective in a wide variety of problem situations. The important issue for the worker, however, is to find a good fit between the client’s circumstances and strengths and the task assignment. The worker has to judge whether the task appears to make sense to the client and the client’s readiness to engage in the specific task assign- ments.