PREPARING CLIENTS TO LEARN PROBLEM-SOLVING SKILLS
Clients will be more receptive to learning a social skill like problem-solving if they see the value of the skill. Working together or collaborating in situations in which parties formerly fought for control or gave in with resignation seems to be so desirable that clients won't need much convincing. However, old habits are not easy to change. The following strategies are constructive ways to promote the learning and use of the problem-solving process:
I. Strategies that Promote Problem-Solving
A. Lay the groundwork during the initial contracting process
Important value : Everyone counts. Operationalized by listening to everyone's feelings, needs, and ideas; and not discounting anyone.
Important process step: Notice and point out when parties are in conflict. Try to reach-in for the feelings that the parties experience and ask if they'd like to learn to work together to resolve their differences.
Remind them that learning to work together is an important mutual goal that will help to resolve their current and future conflicts.
B. Demonstrate the Need to Learn the Problem-Solving Process
Comment on destructive, competitive and unproductive interaction. Clients often feel discouraged by the repetitive and unproductive ways in which they battle one another. Draw out their feelings about the process. Help them to own up to their part in the interaction- blaming, not listening, challenging, bullying. The process is more important than the details of the argument. After you confront them with their poor communication, recommend that they commit themselves to learning a method of solving problems that does not involve fighting, but means learning to listen to each other, searching for solutions that are acceptable to both parties, and agreeing on a course of action.
C. Intervene to Produce Collaboration
Stop negative, destructive patterns of communicating and direct and model positive interaction. The worker can feel like a traffic cop and then a coach. "Each of you has some needs that aren't being clearly heard. You may not agree with each other, but before you disagree, let's make sure you understand one another. If I'm hearing you correctly, Mr. J. you seemed worried about trouble your daughter might face when she stays out late. Can you tell her how you feel about her and the worries you're having?…" Help people to share their warm and loving feelings for one another.
D. Give Credit for Collaborative Efforts
Collaborating tends to be self-reinforcing/functional because it produces positive results, but helping clients to notice the connection between their collaborative behavior and the favorable results is especially reinforcing. " What pleases me is that during the past minutes as Julie shared her problems, you listened without interrupting and helped Julie to express herself. How was this for you Julie?" (From Hepworth & Larson, Direct Social Work Practice, 1997, pgs. 408-422)
E. Define Problems as Belonging to the System
Sometimes one person is scapegoated or blamed for the conflict/pain experienced in the family group. But conflicts persist when people have different needs/goals/values, misunderstand one another, &/or use communication styles and power strategies so that not everyone feels valued. In short, it takes at least two parties to maintain a conflict. Successful change requires each person to change his/her behavior; you can't change someone else. This way no one person feels totally blamed and thus, defensive. If others agree to acknowledge that they contribute to the problem situation and are willing to consider changes, this reflects that affection is felt within the group (family).
II.
Guidelines for problem-solving1. Be specific when relating problems
2. Focus on the present problem, not past difficulties
3. One problem at a time
4. Listen attentively to others who are sharing their view of the problem/needs.
5. Share problems in a positive & constructive manner
III. Steps in the problem-solving process. Display these prominently for the parties to see
A. Acknowledge the problem
B. Analyze the problem & identify participants’ needs
1. Teach them to give a 4-part message:
a) Specify the problem
b) Describe the situation in which it occurs
c) Share how you feel when it happens
d) Describe what you need or want in that situation
2. Important values in this step:
a) The best solution meets everyone's needs
b) No one will be discounted; listen attentively; seek clarification; no arguing
c) Have a volunteer write down identified needs
d) Begin with the person who initially identified the problem
C. Brainstorm possible solutions ( have someone write them down for all to see)
D. Weigh each alternative; select the most promising one(s) – seek consensus
E. Implement the option that was selected
F. Evaluate the outcome
IV. Applications and Transfer of Learning
The problem-solving process can be applied within a group, an organization, a community, among nations, and of course, one-on-one. When clients use the skills of problem-solving, point out their progress, and reinforce their efforts. Encourage them to apply the skills in every day situations, and to notice their own behavior and problems that may emerge. These can
be self-corrected.V. Other Social Casework/Group Work Models that are consistent with the problem-solving process.
The Mediating/Interactional Model of Social Work (see L. Shulman & W. Schwartz) takes a philosophical position (function is to bring people & resources together so they can work for their common interests) and teaches strategies consistent with the problem-solving process.
A. The worker's role is to position him/herself in a neutral position in which the client's needs can be heard and the client can be helped to communicate these needs to the person or organization who has been non-responsive or hostile. The other person or organizational representative is seen as having needs that have been overlooked and for a host of reasons may be unable to hear/understand the client.
B. The worker looks for the common ground between the two or more parties; helps them to understand that they both benefit by trying to help and show respect for one another; and by agreeing to solutions that will resolve their differences and meet each others' needs.
C. The worker sometimes has to-- strengthen or tone down one party's message so it can be heard; model direct and empathic communication; model mutual search for solutions; willingness to take the position of the other, and to be flexible in the interests of the greater good. The guidelines of the problem-solving process are helpful when applying the mediation strategy.
Self-Test on Problem-Solving and Mediation
Please answer True or False:-
1. The problem-solving process applies to couple and family conflicts; not individual problems or larger systems.
Please select the best answer:
2. To convince someone to learn the problem-solving process, the worker can do all of the following, except:
a. Show them that their usual way of resolving differences is not working.
b. Point out their frustration when the parties argue & reach an impass.
c. Ask each person to identify his/her part in the problem.
d. Praise any action that is consistent with guidelines or steps in the problem-solving process.
e. All of the above are ways to encourage someone to learn problem-solving
Below is an unordered list of problem-solving steps and guidelines.
a. Use brainstorming to generate possible solutions.
b. Listen attentively to others who are sharing their problems and needs.
c. Evaluate the outcome of problem-solving efforts.
d. Stick to one problem at a time.
e. Evaluate each option, considering the needs of participant.
f. Share problems in a positive and constructive manner.
g. Acknowledge the problem and agree to work on solutions that will work for all involved.
h. Focus on the present problem rather than past difficulties.
i. Be specific when relating problems.
j. Understand the problem and identify the needs of participants.
k. Implement the option selected.
3. List the letters that comprise the five guidelines
4. List the letters that comprise the six steps of problem-solving in the order in which you would perform them.
5. Which of the following tactics would not be used by a worker taking the role of mediator?
a. Helping the client to express his needs and feelings
b. Helping the other party to express his/her frustration or difficulty in carrying out his/her role
c. Describing the client's needs to the other party
d. Using a range of power strategies to force the parties to agree
e. Searching for the common ground between or among parties