Long-term unemployment, one of the challenges social workers face, produces a variety of non-monetary and social consequences. The helping professionals understand that interventions towards unemployed clients do not cover just the pure fact of their unemployment but that a holistic approach to the clients\' living situations is needed. This paper aims to promote well-being while implementing solution-focused coaching in working with unemployed clients in social work practice. The Reteaming coaching model is supported by two detailed case studies describing three key areas covered in the Reteaming process. Working with clients in both cases contributed to various elements of the client\'s psychological well-being: positive emotions, engagement, relationships, meaning, and achievement. The Reteaming coaching model can be used effectively as a suitable structured approach, mainly used in strength-based social work.

UNASSIGNED: Anxiety and depression are common psychological problems in rheumatoid arthritis (RA) patients. However, few effective nursing intervention models have been designed specifically to improve anxiety and depression in RA patients. Solution-focused approach (SFA) is an effective intervention method for psychosocial issues. There have been no studies involving SFA yet in RA patients. This study investigated the effects of SFA-based nursing intervention on anxiety and depression in RA patients.
UNASSIGNED: A quasi-experimental study using a convenience sampling of RA patients was conducted. The 48 RA patients were divided into the control group (n = 24) and the experimental group (n = 24). The control group received routine nursing intervention, while the experimental group received SFA-based nursing intervention. The scores on the self-rating anxiety scale (SAS), self-rating depression scale (SDS), arthritis self-efficacy scale-8 (ASES-8), and questionnaire on patient satisfaction with nursing care were collected before and after nursing interventions.
UNASSIGNED: Between-Group Comparison: Before the nursing intervention, there was no statistically significant difference in the SDS, SAS, and ASES-8 scores between the two groups (p > 0.05). However, after the nursing intervention, the SDS and SAS scores of the experimental group were statistically significantly lower than those of the control group (p < 0.05). In contrast, the ASES-8 score of the experimental group was statistically significantly higher than that of the control group (p < 0.05). In addition, patient satisfaction with nursing care of the experimental group was better than that of the control group (p > 0.05). Within-Group Comparison: There was no statistically significant difference in the SDS, SAS, and ASES-8 scores in the control group before and after routine nursing intervention (p > 0.05). However, in the experimental group, the SDS and SAS scores before SFA-based nursing intervention were statistically significantly higher than those after SFA nursing intervention (p < 0.05), and the ASES-8 score before SFA-based nursing intervention was considerably lower than that after SFA nursing intervention (p < 0.05).
UNASSIGNED: SFA-based nursing intervention can effectively improve anxiety, depression, and arthritis self-efficacy of RA patients. This study broadens clinical psychological nursing intervention models for RA patients. SFA may be an effective nursing model for various psychosocial problems in the current medical context.

OBJECTIVE: To determine the effect of solution-focused approaches on adolescents\' coping skills with peer bullying.
METHODS: A quasiexperimental design was used. The sample consisted of 68 adolescents. Using solution- focused approaches group were held with the intervention cohort. These were six sessions focused on improving participants\' ability to cope with bullying. The data on the impact of the solution-focused approaches were collected using the Personal Information Form and the Adolescent Peer Relationship Instrument (APRI).
RESULTS: After the solution-focused approaches, the scores on components of the APRI (bullying and victimization) were significantly lower in the intervention group (p < .05).
UNASSIGNED: A solution-focused group approach can be used by nurses to address the issue of peer bullying in schools.

OBJECTIVE: This study was conducted to determine the effects of group counseling based on the solution-focused approach (SFA) on anxiety and healthy lifestyle behaviors in individuals with eating disorders.
METHODS: The study was implemented with a pretest-posttest experimental (n:31) randomized controlled (n:45) design. Adults aged 25 and older were included in the study.
RESULTS: After the intervention, there was a decrease in the trait anxiety inventory scores, while there was an increase in the healthy lifestyle scores and subscale scores. Additionally, the mean weight of the individuals in the experiment group and their body mass indices decreased, and their weekly hours of exercise increased.
CONCLUSIONS: SFA counseling provided to the individuals with eating disorders decreased the anxiety of the individuals and increased their healthy lifestyle behaviors.

This study explored Taiwanese military instructors\' perceptions of a training program using a solution-focused approach and its initial application to students with behavior problems. A total of 25 military instructors (16 men, 9 women; M age = 38.6 years, SD = 5.8) and 10 students (three men, seven women; M age = 17.5 years, SD = 0.9) participated in the study through convenience sampling. Grounded theory method was adopted for data analysis. Six prominent categories emerged from the focus group interview, weekly training notes, and the researcher\'s field notes, including reactions to learning solution-focused approach, strengths and weaknesses of using the solution-focused approach, identification of military instructors role function, initial responses to the techniques of the solution-focused approach, a positive attitude to deal with students\' problems, and from assimilation to transformation. In addition, feedback collected from students was grouped into a seventh category. Finally, a modified pattern was developed for military instructors to use when working with students.