Whose problem? Everyone’s solution: A case study of a systemic and solution-focused approach to therapeutic intervention in a secondary school

Aim: This paper offers reflections upon a systemic and solution-focused approach to supporting a 12-year-old boy presenting with externalising behavioural difficulties, using a combination of individual Solution-Focused Brief Therapeutic (SFBT) individual intervention and on-going solution-focused consultation with school staff. Rationale: The paper provides an overview of the history and development of SFBT, and describes its philosophy, principles and techniques. Literature describing its application in schools and evidence about its effectiveness with young people is critically evaluated. Methods: This case study approach highlights multiple issues in therapeutic work for educational psychologists (EPs), including debates about evidence-based practice (and practice-based evidence), the role of assessment and formulation, ethical considerations, intervention fidelity, and ways to assess outcomes and evaluate the impact of EP involvement. Conclusions: With reference to its title, this case study emphasises the value of systemic approaches in educational psychology casework; it highlights the role of school stakeholders in promoting and enhancing positive change when SFBT is undertaken with students.