Solution-Focused Brief Therapy as a Contemporary Realization of Educational Accompaniment
Abstract
RESEARCH OBJECTIVE: The aim of this article is to analyze Solution-Focused Brief Therapy (SFBT) as a contemporary realization of educational accompaniment and to explore its connections with dialogical, relational, and personalist pedagogy.
THE RESEARCH PROBLEM AND METHODS: The central analytical question is: How does the solution-focused approach reflect the assumptions of educational accompaniment in contemporary pedagogy? The study applied a critical analysis and interpretation of the literature on pedagogy, philosophy of education, and Solution-Focused Brief Therapy.
THE PROCESS OF ARGUMENTATION: The process of argumentation begins with presenting educational accompaniment within dialogical and personalist pedagogy, emphasizing subjectivity, dialogue, and relationality. Then, the key assumptions of SFBT, focusing on resources, agency, and future-oriented change, have been depicted, and both perspectives were compared, presenting SFBT as a practical and contemporary implementation of the idea of educational accompaniment.
RESEARCH RESULTS: The analysis showed that SFBT largely implements the idea of educational accompaniment, especially in terms of the subjectivity of the person, dialogical relationship, resignation from the expert position and orientation towards resources and change.
CONCLUSIONS, RECOMMENDATIONS, AND APPLICABLE VALUE OF RESEARCH: SFBT may be a valuable approach in formal and non-formal education, as well as in preventive and supportive work with adolescents and young adults. The analysis demonstrates its convergence with the concept of educational accompaniment and proposes an interdisciplinary approach combining pedagogical, philosophical, and psychotherapeutic perspectives The presented findings are implemented in the areas of pedagogical theory, teacher education, and reflection on educational practice. Based on this, one can recommend taking into consideration the assumptions of SFBT in the pedagogues and teachers’ education as an approach that strengthens relational competencies and an attitude of accompaniment. The findings can serve as a reference point for further research in the areas of education, counseling, and prevention.
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