Exercise #30
Directions: The following is a transcript of a dialogue between the interviewer, mother, and child. In the
dialogue, the responses of the interviewer Ensu have been removed. Assuming you were the
interviewer, how might you respond? Fill in the spaces for the client with solution-focused responses
and questions. Please answer the questions at the end. Submit your answers through iNET
assignment submission. (10 points)
You have now seen examples of all the basic solution building skills. We turn next to illustrating their use
in 3 more interviewing situations: a dyad, with a child. A dyad is a 2 person relationship. Examples
include a parent-child relationship, a husband-wife relationship, a student-teacher relationship or 2 coworkers. Interviewers often must interview 2 persons at the same time when the 2 persons are
unhappy about something in their relationship. Now this is a situation that Ensu faced with the mother and
Alex. The biggest temptation in working with a case like this a mother and a son - is to side with one side
or the other or agree with one side or the other. And try to convince the other person to agree with one
side. And of course that is doomed to fail because then the other side that you don't side with is going
to be upset about the situation. But so when they reach this kind of impasse, you also find that scaling
questions are very, very useful.
Ensu>> Hello.
Alex >> Hi.
Ensu >> You mentioned your name was Alex?
Alex >> Yes.
Ensu >> Alex, okay. Alex. How old are you Alex?
Alex >> 15.
Ensu >> 15? Does that make you a junior? A sophomore?
Alex >> Freshman.
Ensu >> Freshman in high school. Good. Is he a good student?
Mother >> Excellent student.
Ensu >> No kidding. Wow, where does he get this brain?
Mother >> From his mom.
Ensu >> From his mom of course. [ Laughter ] What do you think? Where do you get your brain?
Alex >> I'm not quite sure on that one.
Ensu >> You're not quite sure. You're not sure?
Alex >> No.
Ensu >> You just got just what - are you born with it or did you develop it or what?
Alex >> I think I developed it.
Ensu >> You think you developed it. Mother >> Genetics had nothing to do with it? [ Laughter ]
Ensu >> ________________________________________________________________________
Alex >> Probably English and math.
Ensu >> English and math? Oh that's good. Yeah.
Mother >> I'm very proud of him.
Ensu >> I'm sure. I'm sure you are. So what do you like about mom? What does mom do well around the
house?
Alex >> She's a good cook.
Ensu >> She's a good cook. [ Laughter ] You can tell he likes to eat.
Mother >> Yeah, he doesn't miss any meals.
Alex >> She's just fun to be around. She like -- I like the way she interacts with our friends.
Ensu >> Your friends?
Alex >> Yeah.
Ensu >> My goodness.
Mother >> I'm also the president of the football boosters.
Ensu >> Football boosters, oh yeah?
Mother >> I'm at school a lot and...
Ensu >> Oh great. Wonderful.
Alex >> And she's real supportive.
Ensu >> __________________________________________________________________________
Mother >> For me I think it would be helpful to know that Alex has a clear understanding or a better
understanding I should say of how important it is for him to follow the rules at home, participate in
household chores, and kind of be accountable in that respect. In particular we take turns on chores like
dishes and stuff like that. So if he could understand how his participation in that without a lot of
obstinance would not only help me given that I'm wearing all the hats that I'm wearing but also really
to help the family.
Ensu >> __________________________________________________________________________
Mother >> Good question: both.
Ensu >> Both.
Mother >> Yeah, I would love to see him be able to understand and then to do something about it. Ensu >> To do something about it. Okay, alright. How about for you Alex? What needs to come out of
this that would make you say "hey, that wasn't so bad?"
Alex >> Well, for her to understand how I feel on the subject.
Ensu >> _____________________________________________________________________________
Alex >> Just to understand it.
Ensu >> Just to understand it. Okay. That's interesting. Okay. So suppose she does: mom understands
your feelings about it, your opinions about it, about this issue. Is that right? Okay. What would change?
Alex >> I think her reactions towards-- for the future. How she'd react -- not now but how she'd react a
week from now or anytime later.
Ensu >> Okay.
Mother >> React to what?
Alex >> Yes, say some more about how she would change.
Alex >> Okay, for example I get home and I've just been from track practice and at school all day and all
this other stuff. If I go over to my dad's like I did just the other week, and I didn't eat any dishes over there,
eat any food over there, then I don't feel I should have to do any dishes. I didn't dirty up the dishes.
Ensu >>______________________________________________________________________________
Alex >> Yeah.
Ensu >> Right. Okay. So then once mom understands that, then what? She will not make you do the dishes
on the night that you go visit your dad?
Alex >> Right, or we could come to an understanding that I should have less dishes or...
Ensu >> Even less dishes or less dishwashing days?
Alex >> Less dishes.
Ensu >> Less dishes.
Alex >> Yeah.
Ensu >> On the day that you have to wash? Yeah, okay. Yeah well, I can understand that. Okay. 1. What key ideas and skills are used in solution building in responding to clients pressured and/or
legally mandated to see a practitioner? 2. What (additional) ideas and skills are useful in working with children? 3. What (additional) ideas and skills are useful in working with dyads?

 

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