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Working with scaling questions

Video Type: In Practice

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Summary

Lee is a 22-year old college student who moved to North America from rural China with his parents when he was 13 years old. He is feeling isolated and stressed by his studies. Lee is living in residence, but characterizes himself as introverted and is not engaged in the party scene there. He enrolled in engineering and is struggling with the course load. As the first member of his family to enroll in university, Lee is feeling pressure from his parents to succeed. Anita checks in with Lee when he returns for a second session. She is curious to know what may have changed in the past week and uses scaling questions to do this. What does she say to ensure he is clear on what the ends of the scale represent? How does she use the questions to differentiate where Lee was at last week from where is at now? At this point, who would you say is more convinced that he has made some helpful initiatives? What tells you this? How does she also capitalize on the moment to speculate about next steps? What aspects of this practice might you have done similarly/differently? Scaling questions are useful both for “assessing” the current state of affairs, but also building on preferred developments. Here Anita is deliberate about characterizing the slight improvement in Lee's situation as a function of something he has done, and she joins him in exploring how he could nudge these changes a little bit further. At this stage, Lee can see she has provided “evidence" of some progress, but it also appears that his discouragement mostly prevails.

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