(Editor's Note: This article picks up from where Dr. Sabella, ASCA President, left off in his last article for The Guidance Channel Zine, "What You View Is What You Do: Being Solution-Focused With Children At-Risk." To access that article from our archives, click here!)

Scaling, a technique in the Solution-Focused Brief Counseling Model, can become a useful part of your entire counseling repertoire. Although deceptively simple, the technique of scaling is designed to help the student and counselor do several things. For one, scaling can help to determine at what level and how the student is performing or achieving in general, or perhaps specifically in any given area. Second, it is a process that allows the student to pinpoint personal strengths and resources that can contribute to tackling a current problem. Third, it provides a more quantifiable mechanism for measuring and monitoring success, one that can be graphed and easily communicated to others. Here is how it works:

Step 1: Introduce the Scale and Pick a Number

For middle and secondary level students, you can simply draw a line on a piece of paper and evenly mark the scale using the numbers from zero to ten. Younger students may better respond to a more creative scale such as using a picture of a thermometer that ranges from zero (cold) to 100 degrees (you are getting hot), a football gridiron (zero is just getting started and 100 is a touchdown!), or perhaps a yardstick with the student's name on it that indicates how the student is "measuring up." Explain that the lowest number represents a time when "things were at their worst" and that the highest number represents "the problem is solved." Emphasize the differentiation of numbers on the scale, perhaps by drawing "smileys" on the lowest (sad face), middle (neither sad nor happy face, one with a straight line across for the mouth), and highest part of the scale (a happy face). Then, make certain that the student understands that he or she can pick any number -- "1, 2, 3, 4, 5, 6, 7, 8, 9, or 10" -- that lets you know how he or she is doing right now. Circle the number that the student picked and provide compliments for being at that number even when the number is low such as a one or two -- this is still better than a zero. If the student chooses a zero, compliment the student for how he or she is able to accomplish anything, such as attending school and coming to counseling for example, even when at a zero.

Step 2: Brainstorm Existing Progress

In this step, you must fight the urge to focus on problems, issues, or explanations for why the student is at a low number and not at a higher number. Instead, focus on accomplishments, efforts, achievements, and other strengths/resources that the student can take credit for that allowed him/her to be at the number they chose. If the student chose a zero, solicit a number that describes when he or she was at one time doing better and focus on this number more. Then, ask solution-focused questions that help the student to explain progress already made. For example, if he or she picked a two, ask questions such as:

• What exactly did you do (thinking, feeling, behaving) to get yourself to a 2? (Note: Make certain to accept all answers, no matter how trivial. For example, if the student says, "I just decided to..." you should respond by saying, "So sometimes you make smart decisions about your behavior!" Then explore how the student does this.")
• How have you moved to a 2 even when things were difficult?
• Who noticed that you got yourself (or kept yourself) to a 2 in spite of the difficulties you have experienced? What difference did it make to them? How do you know? What difference did it make to you that they noticed?

When the student attempts to give credit to others for their accomplishments, focus on the part that they contributed which made a difference. For instance, if they say, "I was at a two because the friend that I normally get into trouble with was absent..." you say, "Yes, but you could have chosen another friend to get into trouble with and you didn't. How do you explain that?" Or, respond, "Yes, but I bet there were days when your friend was present and you still did not get into trouble, how do you explain that?" Another common example that I have noticed is when the student responds, "I behaved better because my teacher told me to." In this case, you say, "Your teacher has told you to behave better before and you didn't listen. Although this time you did. Now what did you do differently this time that helped you to follow this smart advice?"

If you believe that the student's number is inaccurate, especially if it is too high for the current reality, simply accept it as if it were true. Most likely, the student will then begin to act more consistently with how he describes his own behavior.

Step 3: Explore Life When Student is 10% Higher

In the third step, ask, "What will you be doing better or different when you get to the next number?" The key to this step is to assume progress and help the student describe in detail his or her behavior at the new number. Give special emphasis on what the student can control and the presence of positive behaviors, thoughts, and feelings -- instead of the absence of them. Focus on what the student will do more of, rather than what she will not do or do less. Ask questions such as:

• If I were to video tape you when you are at a 3 (the next number on the scale), what will you be doing that let's me know that I should start recording?
• What exactly will others (e.g., teachers, parents, friends) see you doing that let's them know you are now at a 3?
• How will your life be better for you when you are at a 3?
• What will others (e.g., teacher, parents, friends) say or do when they notice you getting better?

If the student decided that he is at a 10, although you believe further progress is needed, you can continue the process. Simply ask, "What would you say you will be doing better or different if the scale went to an 11?" Don't worry, its your scale, you can change it if you want!

Step 4: Choose 2-3 Goals

Pick 2 or 3 behaviors that the student described which will be occurring when 10% progress is made. The behaviors may include already existing behaviors that the student will do more of, old behaviors not currently practiced, or new behaviors or skills developed in the course of counseling. These will be the goals for the upcoming days or weeks. Make certain that the goals are clear, concise, measurable, in the student's control, and connected to a behavior.

Step 5: Repeat the Process

Begin subsequent sessions with this same solution focused scaling process. If the student gives you a number that is lower than the previous week, explore in detail how the previous week was better or different. If the number is the same, explore how the student was able to maintain their level in spite of opportunities for getting worse. If the number the student indicates is higher, explore the thoughts, behaviors, decisions, and other strengths in the student's control that contributed to their progress. Continue promoting increments of 10% progress until the student reaches the high end of the scale.

Multiple Scaling Among Stake Holders

In addition to scaling with a student, you may choose to simultaneously scale with another caretaker, such as a teacher or parent. If the student agrees, ask the teacher, for instance, to provide a number that indicates her perception of how the child is doing. If the teacher's number is lower than the student's, ask the student, "What are you doing that, if your teacher were to better notice, she would give you a higher number? How will you be doing this better so that your teacher will notice?" If the teacher's number is higher than the student's, ask the student, "What is the teacher noticing about you that you probably have not recognized for yourself?" Always focus on that which you want more frequently, more intensely, or over a longer duration.

Advantages of Solution-Focused Scaling

Scaling is one method among several in the Solution-Focused Brief Counseling Model. As part of the entire model, scaling helps students to inventory their personal strengths and resources, focus on progress, and build on achievements already made no matter how small. By itself, the simple technique of scaling can help counselors begin the process of counseling in a manner that is known to be empowering and encouraging -- an especially important idea among students whom have been deemed as at-risk. Other advantages of scaling includes that it:

• adapts well as a technique consistent with the principles of other counseling approaches such as Reality Therapy, Rational Emotive Behavior Therapy, Behavioral Modification, Adlerian, and Person-Centered (to name a few)
• reduces the importance of confidentiality because information is much less sensitive
• decreases the stress experienced by both students and counselors as they are not always focusing on problems and "issues"
• works for other situations such as consultations with teachers and parents, and parent-child relationships

Try scaling towards success with your students today!

SELECTED BIBLIOGRAPHY

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