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CHAPTER 15
USING A FUTURE ORIENTED REFLEXIVE APPROACH
This approach is derived from solution-focused, narrative and systemic traditions and could potentially be applied to any point in the diagram. It is best to ask the young person (and a carer if available) which part of the diagram is ideally worth targeting - it may be worth formulating a target problem before engaging in future oriented reflexive questioning. An informant is particularly valuable in this approach - you will see that they could be an invaluable resource if the young person gets stuck or needs encouragement. The general algorithm of the session is based on the following questions:

1. Opening: ask both the young person and the carer(s)

Key question
What are your greatest hopes for this assessment?
Other openings:
How would you know if this assessment had been useful after we've finished?
What would need to happen so that on your way home from here you tell yourself "That assessment was useful"?
What would you (your important other) hope will be different as a result of this assessment

2. Constructing preferred future

Key question
Imagine your problem is no longer bothering you - how would you know this was the case?

Try to explore the answers in detail - ask about specific examples and people involved. Explore how things would be different in:
1) The way the young person would behave, feel, think and act at home, at school and at leisure
2) The way that other people would behave, feel, think and act in response
3) The way the relationship with other people would be different - family, friends, teachers etc. Ask what family members might do to make the relationships work better
Note: the preferred future has to be kept positive. Use "instead questions" to reframe the preferred future. For example:
Young person: I wish my mother wouldn't argue with me
Therapist: What would you prefer your mother did instead?
Equally the danger might be to channel negative emotions into someone who is not present.
Mother: I wish my husband would spend more time with the family
Therapist: Even if your husband does not spend more time with the family, how would you know things were better regardless?
What would need to happen for your husband to spend more time with the family?

If the preferred future is unrealistic, ask
How would [never going to school again] be good for you?
Would you like to achieve that and go to school?


Consider the miracle question.
Suppose you were to go home after this assessment, do whatever you usually do for the rest of the day and then go to sleep. But while you were asleep a miracle happened and the [target problem or all problems] were solved. When you wake up tomorrow, how would [both of] you be able to tell?
Remember that the miracle question is a strong remedy and some young people/families may not be ready for it

Consider these solution focused questions for the family who are less optimistic:
Imagine your problem got a little bit better. How would you know that?
What are you doing that keep you going and stops you giving up?
What are you doing that prevents things from getting even worse?

- Younger adolescents

Consider the following approach for the families/young people who may find abstract construction of the preferred future difficult - tie the change to specific daily activities starting first thing in the morning:
Suppose the [target problem] resolved/improved overnight - what would be the first thing in the morning that would be different? What else? What would be different when you got to school? During the first lesson? During the break? When you got home after school? -take the young person through a typical day, noticing all changes that would go with an improvement of the target problem

Introduce another person's perspective
Who would be the most likely person to notice [the target problem] was getting better?
How will (the important other) know that things are getting better?
What will be the first thing they will notice? What next?


Introduce the idea of resources
Who/what might be helpful in getting the target problem resolved?
What strengths/qualities would you use to achieve this?
What difference will this make to you in the future?


In general, the therapist must use their judgement to decide on the "strengths" of the questions used - a little like the decision to use fluoxetine, duloxetine or a combination of venlafaxine and mirtazapine for depression. The more pessimistic the young person and family are the more unassuming the questions should be:
Optimistic Strong





     Image 01
How would you know/imagine
that a miracle happened
and that all of the problems have
resolved?

How would you know/Imagine
this problem is no longer
bothering you?

How would you know/Imagine
this problem got a little better?

Suppose things did not change
very much in the next few days,
what would be the first little
thing that would tell you things
are getting better?

What are you doing that keeps
you going and stops you giving up?

What are you doing that
prevents things from getting
even worse?





     Image 01
Pessimistic Weak


3.Constructing a scale - bridging the elements of the preferred future that already exist

Key question
On a scale of 0-10, 0 being the worst that the [target problem] has been in your life and 10 being the achievement of your greatest hopes, where are you now?

This could be developed further:
What is it that you are doing that means you are at (point on scale) and not 0
Where on the scale represents good enough for you?
What will you be doing that will tell you that you have moved up one point?
If still 0 now, how would you know if you moved up a point?
Consider asking how come things are not even worse, especially if the young person seems very pessimistic
What do you think is the most likely thing that will change in the next week
How would [the important person] know you have moved up one point
What strengths would you use to go up a point?
Other scales:

CONFIDENCE SCALE
How confident are you that you can achieve your "good enough" point?
Not at all confident                                                 Very confident
                             0  1  2  3  4  5  6  7  8  9  10
SAFETY SCALE
On a scale 0 to 10 with 0 representing you knowing that you can't keep yourself safe and 10 knowing for certain that you will be safe, where do you see yourself on this scale?
Not at all safe                                                          Very safe
                             0  1  2  3  4  5  6  7  8  9  10

4. Elements of preferred future that already exist

Key question
Thank you for sharing your preferred future with me. It sounds quite realistic. How much of it is already happening

What/who helps you to achieve this?
What was different about last weekend - what did you do?
What does it say about you?
When you faced this problem in the past how did you resolve it?
What might your (important person) like about the way you dealt with it?
When in the last few days/weeks have you seen something, even in a small way of what you are hoping to see in the future?

Review your history - is there any other evidence of elements of the preferred future. Explore these in detail. For example, part of the preferred future might be that the young person does their homework regularly. You also know that the young person was doing their homework yesterday from your history.

How come the young person was doing her homework?
What was different?
What/who helped?
What does it say about the young person?
Ask a carer: Bearing this in mind, what does it say to you about their personality/ the kind of person she is?

5. Exceptions

Key question
When doesn't the target problem happen?

This could be developed further:
When doesn't the target problem last as long?
When is it less in charge?
When are the times that you feel better?
When do you resist the urge to (self-harm)?
What/who helps you to be in charge of the target problem?
What does it say about you/ your character/ your strengths?
What did it take to achieve it?

6. Tasks for the next few days (optional)

a. I(or one of my colleagues) will see you in the next seven days. When we next meet, you might like to tell me what changes you have noticed
b.What you might like to do in the next few days is to pay attention to the times when your [target problem] is not bothering you. You might like to tell me (or the person offering follow up) what you noticed
c.What you might like to do in the next few days is to pay attention to the times when things are the way you'd like them to be/ when you feel better. You might like to tell me (the person offering follow up) what you noticed and what/who helped.

7.Summary of the session highlighting strengths

1. Use the young person's language
2. Add as little new material as possible
3. Do not overwhelm the young person with material
4. Check if you got it right

Case Example

The following is a brief history and a diagram for Gabriella. She is a 13 year old young lady of White British / Caribbean ancestry presenting with self-harm, on and off, since the age of 12, daily cannabis use and concerns that she was a member of a gang. Her parents have been having significant marital problems. Her father, a strict disciplinarian, was expecting Gabriella to obey his instructions at all times, not to use any substances, to be at home by 7 pm every day and to stop seeing all of her current friends as they were a negative influence on her. He was also insisting on going through Gabriella's belongings and mobile phone address book and insisting on checking if she had her periods for fears of her becoming pregnant. Gabriella's mother was suffering from depression and had little input into Gabriella's upbringing during periods of illness, although when she was well she was much more involved. She generally sided with Gabriella, perceiving the father's strict parenting style as the root of the problem but also felt unable to care for Gabriella at various points in her life. The immediate precipitant to the presentation was a break up with a boyfriend and an increase in self-harming behaviour.
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The target problem here was designated as the difficult relationship between Gabriella and her parents, especially the father. When asked how the family would know if this was a worthwhile session, father immediately stated that the only way forward is for Gabriella to do as she is told and that he will not compromise under any circumstances. Gabriella and her mother said that they would value an opportunity to have their views heard. After some debate (and compromise) the current relationship between parents and Gabriella was rated as 1 out of 10. Each member of the family was asked how they would know that things have moved up one point to 2 out of ten. When mutual demands and accusations surfaced, the question was re-phrased to what each family member would do to contribute to this. The main agent of change (somewhat surprisingly) appeared to be the father. When asked what the family would do instead of engaging in power struggles he offered a variety of activities that all family members would enjoy. Gabriella then suggested that she would aim to stay at home more often (mother encouraged her with a surprised/happy remark) and listed several other things she could do, before saying, hang on this wouldn't be 2 out of 10, this would be 7 out of 10 already (everyone laughed). She also made it very clear that her father would spend more time with the family in her ideal future. In some ways the father already offered the same in his opening remarks. Mother was saying very little and the therapist was worried about her role in the process. Towards the end of the session she said she would know that things were better if she kissed Gabriella good night. Going back to the rating of 1 out of 10, the therapist explored what factors were responsible for the relationship not being 0. The following contributions were made: the fact that they all talk to each other and that they all sit together now. When asked to produce an example that would show the relationship was not 0, Gabriella described the family trip to a large out-of-town supermarket when she walked alongside her parents and shared a joke with her father - this was of course also an exception. The session was concluded with a plan derived from the family members' ideas and an offer to notice the elements of the preferred future until the follow up session.

Understanding Letter
Hi Gabby,

First of all I wanted to thank you for sharing so much of your life story with me and also to thank your parents for being open about the family difficulties. I enclose the diagram that we made. It mainly describes your relationship with your parents and I'm sure there are many other things that could be in the diagram but are not - as you know we could change it and re-think it as we continue to work. In this letter I thought I should briefly re-cap the main ideas that you and your parents discussed - would you feel comfortable sharing this letter with your parents? If not, I could write a separate letter to them or we could even write one together. As you may remember, the relationship between the family members was rated as 1 out of 10. I was wondering if this rating was still true at the end of the session but forgot to ask you. What did you think? I wanted to check with you if I forgot anything important that all of you mentioned about how you would know things were getting better. Your father thought of loads of things that you have enjoyed in the past, like going to the Tate Modern, going on a cycling trip in Norfolk and going to visit his brother who is a musician and whom I thought you liked very much. It seems you were particularly keen on the visit to your uncle Barry. I wonder what uncle Barry would have said had he been sitting in the session. You thought that if you stayed at home more often and did your school work, and did your bed in the morning, then this would contribute to a better relationship in the family, although that would definitely be more than 2 out of 10. You also thought that sharing jokes, having a meal together and spending time together would be part of this future change. I was very impressed with your observation that you and your parents were together at the assessment and that you did make an effort to do your homework and how that made a difference at school. The shopping trip to Bluewater particularly impressed me. You mentioned that you joked about your father being a shopaholic and how you even held hands there briefly. I thought it was important that you and your parents felt comfortable talking about your feelings of warmth towards each other. Your mum then also mentioned that she would know things were getting better if you had a good night kiss - this used to happen a lot in the past and used to make her feel good.

Gabby, as you know, I will see you next week and if you have an opportunity I would be interested to know if you (or your parents) can notice any more examples of an improving relationship over the next few days.

With best regards
Dennis

In summary, future - oriented reflexive questions are a powerful tool in TA. They usually draw on the family strengths and provide a framework for change. They could be targeted towards a specific problem or on a more general issue like in the example above. The work could be done with young people with or without other family members. These questions can usually provide a benign and positive atmosphere except perhaps in the most hopeless individuals.