Large caseloads and other demands make it difficult for school psychologists to meet with students for an extended period of time to resolve school problems. This article describes and illustrates a practical, time-sensitive approach to school-related problems brief therapy. A general overview of brief therapy is presented, followed by a discussion of its key features. Conceptual and technical differences between brief therapy and extended therapy are highlighted. Next, specific aims and tasks of the assessment/intervention process are presented. Two case illustrations are provided to further clarify the approach. Finally, implications and limitations of brief therapy for school problems are discussed.
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