Solution Focused Practice and Autism Within the Primary Classroom: A Retrospective Case Study

Abstract

Solution Focused Practice (SFP) is a forward thinking, psychotherapeutic approach which emphasises the use of language to co-construct an individual’s preferred future. This retrospective case study sought to explore if SFP could be utilised within a primary education setting to support an autistic pupil with their well-being when individually adapted to support their communicative needs. The case study aim was to observe if the autistic pupil would engage with and respond to SFP within an educational environment with a safe and familiar adult, in this instance their teacher. The aim was explored through three SFP sessions which predominantly comprised of best hopes, the miracle question and scaling.

Findings suggest that through a holistic understanding of the pupil, coupled with appropriately modified communication according to individual need, the use of an adapted SFP approach to support autistic pupils could potentially have significant and positive benefits to their well-being. Further research is needed to explore its success with a range of practitioners within classroom settings with a particular focus on the relationship with practitioner, support and structure within the setting.