Systematic review of solution-focused brief therapy in school living
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The systematic review on Solution-Focused Brief Therapy (SFBT) in school coexistence evaluates its effectiveness in improving emotional well-being, academic performance, and interpersonal relationships among students. PRISMA guidelines were followed, and 6,543 records were identified in academic databases. After a rigorous selection process, 27 studies were included, excluding 20 that did not meet the inclusion criteria. A narrative synthesis was conducted due to the heterogeneity of the studies, and the ROBINS-I tool was used to assess the risk of bias. The results indicate that SFBT significantly improves self-esteem, school climate, and social acceptance, as well as reduces behavioral problems, contributing to the creation of a positive and supportive school environment. The application of SFBT enables students to leverage their own strengths and resources, thereby promoting healthier interactions among them. Regarding limitations, there was variability in the methodological quality of the studies, as well as contextual heterogeneity in which SFBT was applied. Despite these factors, the findings suggest that SFBT is an effective intervention for fostering school coexistence and improving the overall well-being of students. The evidence presented supports the implementation of SFBT as a valuable tool in the educational field, highlighting its
potential to transform the school climate.
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References
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