By the time the problem has been identified the practitioner will usually have acquired some information about it. In some cases this information will be minimal; in others the problem will be extensively explored by the time it is identified as one to be worked on. Whether it is done within the context of problem identification or as a separate activity, problem exploration needs to cover certain essentials: a factual description of typical occurrences of the problem (close examination of a recent occurence is helpful here); frequency of occurrence; the seriousness with which the client views it; its apparent origins; what clients have done to alleviate it, and how well these efforts have worked. The relevant context of the problem needs to be examined to locate possible causative factors, potential obstacles to problem solving action, and resources that might facilitate a solution. After some initial exploration, the problem may be formulated or defined with the client to determine if it is one the client wants to work on (see below). Exploration may then be resumed. Indeed problem exploration continues during the life of the problem to gain depth of information, to determine what changes have occurred, and to investigate new developments.
Problem exploration is the data gathering tool for assessment activities, which involve efforts to understand the dynamics of the problem and its contextual features as well as to delineate the frequency and severity of its occurrence. A largely cognitive process, assessment is led by the practitioner but should also involve the client as collaborator. While the practitioner can contribute professional knowledge, the client has unique personal knowledge of the problem and its context.
A major focus in problem exploration and assessment is on obstacles preventing solution or to resources that might facilitate it. For example if Mr. Henry's problem is his inability to hold a job, what is preventing him from doing so (obstacles) and what would help him do so (resources)? This focus encourages solution-directed thinking and discourages regression into causative factors that are remote and difficult to substantiate. This does not mean that less immediate considerations, such as historical or personality factors, are discounted. Mr. Henry's history of self-defeating behavior may help illuminate an important current obstacle that needs to be considered. We would then ask what aspect of the obstacle is open to change -- perhaps his poor self-concept or lack of skill in self-presentation.
These materials are from Task-Strategies (Reid, 1992). Do not cite this website, but the orginial publication!
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Task-Centered WebPages 1998, Matthias J. Naleppa