ingle interview in a number of clinical situations. However, he does state that the degree of efficacy associated with SST is somewhat dependent upon the nature and severity of the patient's problem.
Single Session Therapy has been implemented across a wide variety of settings, one of which is the educational setting. In this regard, Norbury (1995) conducted a survey of five university counseling centers' clients who had attended these centers for a single session of counseling (N=192). Data was analyzed using chi-square percentage comparisons of variables. All results are based on the 2:1 ratio found between single session therapy (SST) and premature termination (PT) groups.
Of the total sample, 67 percent (128) of clients who attended a single session of counseling said that they were helped; whereas, 33 percent (64) of clients who attended a single session said they were not-helped. It was found that SST represented 52.6 percent of the cases surveyed, PT represented 27.6 percent, and those seeking further help represented 19.8 percent.
Seventy-two percent of clients self-terminated whether satisfied or not with therapy and 80 percent stated that they would return to the center for further help should the need arise. Both personal and school-related concerns were shown to improve after a single session and results showed that SST was not related to trivial or non-serious problems.
What Norbury's (1995) findings show is that not only can single session therapy be effective when practiced in the educational setting, it can be effective regardless of whether the client is dealing with a serious or fairly trivial problem. Sundstrom (1993) also applied Single Session Therapy in an educational setting. The study focused on the effects of the intervention on either problem-focused or solution-focused psychotherapy as it affected depressed mood, self-esteem, and perceptions of the counselor for a sample of female c...