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Generalist Practice: A Task-Centered Approach, Second Edition resources

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task-centered and generalist practice 21 stresses clients’ strengths. Careful attention is given to the “excep- tions,” the times when problems do not occur. The emphasis on solu- tions and goals creates optimistic expectations and stresses clients’ strengths. There are differing opinions about the extent to which prob- lems are focused on. Some suggest that discussion of problems is min- imal, whereas others contend that a thorough understanding of prob- lems is necessary to the development of solutions and relapse plans (Christensen, Todahl, and Barrett 1999). There are many similarities between solution-focused work and TC. Most evident are brevity and a focus on client-determined concerns. Both emphasize collaboratively solving problems, an emphasis that communicates optimism. Both make use of client problem-solving ac- tions (tasks) in the real world. There are, however, a number of differ- ences. In its current form, the solution-focused model is guided by a postmodern, constructionist epistemology, whereas the task-centered approach is modernist and realist in its philosophy. How these con- trasting viewpoints (which we shall not discuss here) affect actual prac- tice is not completely clear, but we shall comment on a few differences at the practice level. Much of the divergence between the two models is concerned with the client’s problem. In the solution-focused approach, as it is custom- arily presented, it is not assumed that there has to be a connection be- tween the problem and the intervention (de Shazer 1988). The problem serves largely as a motivator for new behavior, and it is the latter (the solution) that receives attention—hence the name. In the task-centered approach it is assumed that a collaborative effort by the client and practitioner to understand the problem as the client perceives it, as well as contextual factors, can provide useful information about how best to resolve it. Also, in TC, collecting baseline data on problem occur- rence is seen as an important ingredient in helping both client and prac- titioner assess progress. Thus the task-centered model has a formal, al- though brief, assessment phase. The solution-focused approach usually does not. As Peller and Walter (1995:77) observe, “The word assess- ment does not fit into a solution-focused orientation.” (However, as noted earlier, there is variation within the solution-focused school on the importance to attach to the problem.)

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