Abstract
This article represents an example of how a solution-focused conversation can assist everyone involved with a school problem in the creation of an atmosphere where everyone is involved in stopping "the problem." For example, identifying the role of the teacher during times when the problem is occurring less gives the teacher clues as to which lesson plans are more effective. Discovering the times when the parent observes more successful academic production at home gives the teachers clues as to how to help the student in class. Together with the student, all three parties are more likely to come up with a solution that fits the child rather than prescribing a tried and true remedy that worked for other students but not the concerned student. The result is a conversation that leaves both parent and teacher consciously working on the same issue with an understanding of what their roles are with the student and helps the student to be more successful.
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