ABSTRACT
This approach is derived from solution-focused, narrative and systemic traditions and could potentially be applied to any point in the diagram. It is best to ask the young person (and a carer if available) which part of the diagram is ideally worth targeting – it may be worth formulating a target problem before engaging in future-oriented reflexive questioning. An informant is particularly valuable in this approach – you will see that they can be an invaluable resource if the young person gets stuck or needs encouragement. The general algorithm of the session is based on the following questions:
Key question What are your greatest hopes for this assessment? Other openings:
yourself ‘That assessment was useful’? • What would (your important other) hope will be different as a result of this
assessment?
