ERIC Number: EJ1021451
Record Type: Journal
Publication Date: 2013-May
Reference Count: 6
Student-Driven Interviewing: Practical Strategies for Building Strength-Based Interventions
Murphy, John J.
Communique, v41 n7 p1, 10-12 May 2013
The principles and practices of positive psychology are gaining wider acceptance among school psychologists (Gilman, Huebner, & Furlong, 2009). Unlike traditional assessment and intervention practices that focus primarily on what is wrong and missing with students, positive practices focus on what is right and working with students--strengths, assets, and other available resources. This article describes a positive psychology approach referred to as student-driven interviewing--a practical method of resolving school problems by talking with students in ways that emphasize their strengths and maximize their involvement (Murphy, 2013). Research on core ingredients of effective therapeutic relationships (Wampold, 2010; Norcross, 2011) suggests that intervention outcomes rest largely on the extent to which (a) students are active participants in the change process, (b) students are working toward goals that matter to them, and (c) students' strengths and resources are incorporated into school-based interventions. Student-driven interviewing is a collaborative process in which a school psychologist partners with a student to develop meaningful goals, builds strength-based interventions, and obtains the student's feedback on the usefulness of services. This article focuses on the strategy of building strength-based interventions from small successes and other resources that students bring to the change process.
Descriptors: Intervention, Counseling Techniques, Positive Reinforcement, School Psychologists, School Psychology, Interviews, Questioning Techniques, Caseworker Approach
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: email@example.com; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A