Kids' Skills is a child-friendly solution-focused method. A problem is reformulated as a skill the child can learn. When the skill grows, the problem loses its place. The language is deliberately hopeful: not 'you are aggressive' but 'you are learning the skill of calming your hands'; not 'you are afraid' but 'you are learning the skill of brave bedtime'.
Clinical note: keep the work concrete, collaborative and paced. The page intentionally mirrors the Russian source structure while presenting the material in English for the .com library.
The method was created by Finnish psychiatrist Ben Furman, co-founder of the It developed from solution-focused work with children and families and was organized into a clear fifteen-step process in the early 2000s. The method is used in schools, kindergartens, family work and child therapy, with group adaptations such as Skillful Class.
Clinical note: keep the work concrete, collaborative and paced. The page intentionally mirrors the Russian source structure while presenting the material in English for the .com library.
The key idea is skill language. The child chooses a skill, explores its benefits, gives it a motivating name, chooses a power creature or symbol, recruits supporters, practices in small ways and celebrates success. Supporters praise attempts, progress and results. Setbacks are normalized: the skill fell asleep and can be woken up again.
Clinical note: keep the work concrete, collaborative and paced. The page intentionally mirrors the Russian source structure while presenting the material in English for the .com library.
Work is short, concrete and collaborative. A practitioner usually meets with the child and caregivers, sometimes with teachers. Young children use drawings, play, stories and power creatures. School-age children can follow the full fifteen steps. Adolescents need less childish language, more autonomy and celebrations that feel respectful rather than cute.
Clinical note: keep the work concrete, collaborative and paced. The page intentionally mirrors the Russian source structure while presenting the material in English for the .com library.
Kids' Skills belongs to the broader solution-focused family. Research on solution-focused brief therapy with children supports its use for behavioral and emotional difficulties, while the specific Kids' Skills protocol is supported mainly by practice-based evidence, educational use and clinical reports from Finland and other countries.
Clinical note: keep the work concrete, collaborative and paced. The page intentionally mirrors the Russian source structure while presenting the material in English for the .com library.
The method depends on adult participation. Without parents, teachers or other supporters, the social reinforcement around the skill is weak. It is not a stand-alone treatment for severe trauma, psychosis, severe autism-related needs or high-risk family situations. The playful elements must be culturally and developmentally adapted so the child does not feel patronized.
Clinical note: keep the work concrete, collaborative and paced. The page intentionally mirrors the Russian source structure while presenting the material in English for the .com library.
The first step is the whole method in miniature. The adult asks what the child needs to learn so the problem can become smaller. The formulation must be positive, concrete and useful: 'waiting for my turn', 'using calm hands', 'asking before taking', 'sleeping bravely'.
Practical cue: name the process in simple language, stay close to observable behavior, and avoid turning the method into jargon.
The child must have a real say. Adults can offer options, but ownership belongs to the child. A skill chosen only by adults quickly becomes another behavior plan. A skill chosen by the child can become a project.
Practical cue: name the process in simple language, stay close to observable behavior, and avoid turning the method into jargon.
Motivation grows when the child sees who will benefit and how life will be different. The practitioner asks what will change at home, at school, with friends and inside the child. The answers become reasons to practice.
Practical cue: name the process in simple language, stay close to observable behavior, and avoid turning the method into jargon.
Naming turns the skill into something alive and memorable. Children may choose names such as Calm Lion, Listening Power, Brave Bedtime or Quiet Hands. The name should be theirs, not clinically correct.
Practical cue: name the process in simple language, stay close to observable behavior, and avoid turning the method into jargon.
A power creature, hero, animal or symbol helps younger children remember the skill. It externalizes encouragement and gives the child a playful ally. For older children this can become a mascot, logo, song or private symbol.
Practical cue: name the process in simple language, stay close to observable behavior, and avoid turning the method into jargon.
Supporters are real people who notice, encourage and remind. The child chooses them when possible. Their task is not control; it is confidence. They praise attempts, progress and results, and they help wake the skill after setbacks.
Practical cue: name the process in simple language, stay close to observable behavior, and avoid turning the method into jargon.
The practitioner asks what already shows the child can learn this skill. Supporters add reasons they believe in the child. Confidence is built from evidence, not empty reassurance.
Practical cue: name the process in simple language, stay close to observable behavior, and avoid turning the method into jargon.
Celebration is planned early so practice has a hopeful destination. It can be small or large, private or shared. The point is recognition: the child's learning matters and the support team will notice it.
Practical cue: name the process in simple language, stay close to observable behavior, and avoid turning the method into jargon.
The skill has to be visible. The child shows what it looks like through role-play, drawing, puppets or a small scene. This makes practice concrete before real-life difficulty appears.
Practical cue: name the process in simple language, stay close to observable behavior, and avoid turning the method into jargon.
The child decides who should know about the skill. A public announcement can build support and responsibility, but it must never shame the child. The method uses visibility as encouragement, not exposure.
Practical cue: name the process in simple language, stay close to observable behavior, and avoid turning the method into jargon.
Practice happens in everyday life. Adults praise attempts, progress and results. Praising only perfect success is a mistake; the attempt is already learning.
Practical cue: name the process in simple language, stay close to observable behavior, and avoid turning the method into jargon.
Setbacks are normal. The practitioner asks what the child will do if the skill falls asleep. This turns relapse into a plan rather than failure.
Practical cue: name the process in simple language, stay close to observable behavior, and avoid turning the method into jargon.
When the skill is learned, the child celebrates and thanks helpers. Gratitude strengthens relationships and marks the learning as real.
Practical cue: name the process in simple language, stay close to observable behavior, and avoid turning the method into jargon.
Teaching another child consolidates mastery. The child becomes a helper, not a former problem.
Practical cue: name the process in simple language, stay close to observable behavior, and avoid turning the method into jargon.
One learned skill creates confidence for the next. The cycle becomes: I can learn, people can help me, and change can be celebrated.
Practical cue: name the process in simple language, stay close to observable behavior, and avoid turning the method into jargon.
A Kids' Skills intervention: Converting the Problem into a Skill. It turns a child's difficulty into a learnable skill and uses naming, supporters, practice and celebration to build motivation.
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Warnings:
Furman (2004, 2016); solution-focused child work
A Kids' Skills intervention: Agreeing on the Skill to Learn. It turns a child's difficulty into a learnable skill and uses naming, supporters, practice and celebration to build motivation.
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Warnings:
Furman (2004, 2016); solution-focused child work
A Kids' Skills intervention: Exploring the Benefits of the Skill. It turns a child's difficulty into a learnable skill and uses naming, supporters, practice and celebration to build motivation.
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Warnings:
Furman (2004, 2016); solution-focused child work
A Kids' Skills intervention: Naming the Skill. It turns a child's difficulty into a learnable skill and uses naming, supporters, practice and celebration to build motivation.
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Warnings:
Furman (2004, 2016); solution-focused child work
A Kids' Skills intervention: Choosing a Power Creature. It turns a child's difficulty into a learnable skill and uses naming, supporters, practice and celebration to build motivation.
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Warnings:
Furman (2004, 2016); solution-focused child work
A Kids' Skills intervention: Recruiting Supporters. It turns a child's difficulty into a learnable skill and uses naming, supporters, practice and celebration to build motivation.
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Warnings:
Furman (2004, 2016); solution-focused child work
A Kids' Skills intervention: Building Confidence. It turns a child's difficulty into a learnable skill and uses naming, supporters, practice and celebration to build motivation.
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Warnings:
Furman (2004, 2016); solution-focused child work
A Kids' Skills intervention: Planning How to Celebrate. It turns a child's difficulty into a learnable skill and uses naming, supporters, practice and celebration to build motivation.
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Warnings:
Furman (2004, 2016); solution-focused child work
A Kids' Skills intervention: Defining the Skill. It turns a child's difficulty into a learnable skill and uses naming, supporters, practice and celebration to build motivation.
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Furman (2004, 2016); solution-focused child work
A Kids' Skills intervention: Going Public. It turns a child's difficulty into a learnable skill and uses naming, supporters, practice and celebration to build motivation.
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Warnings:
Furman (2004, 2016); solution-focused child work
A Kids' Skills intervention: Practicing the Skill. It turns a child's difficulty into a learnable skill and uses naming, supporters, practice and celebration to build motivation.
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Warnings:
Furman (2004, 2016); solution-focused child work
A Kids' Skills intervention: Celebrating Success. It turns a child's difficulty into a learnable skill and uses naming, supporters, practice and celebration to build motivation.
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Warnings:
Furman (2004, 2016); solution-focused child work
A Kids' Skills intervention: Moving On to the Next Skill. It turns a child's difficulty into a learnable skill and uses naming, supporters, practice and celebration to build motivation.
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Warnings:
Furman (2004, 2016); solution-focused child work
A Kids' Skills intervention: Reminding the Child. It turns a child's difficulty into a learnable skill and uses naming, supporters, practice and celebration to build motivation.
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Warnings:
Furman (2004, 2016); solution-focused child work
A Kids' Skills intervention: Passing the Skill On. It turns a child's difficulty into a learnable skill and uses naming, supporters, practice and celebration to build motivation.
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Furman (2004, 2016); solution-focused child work
A Kids' Skills intervention: Reminding About the Skill. It turns a child's difficulty into a learnable skill and uses naming, supporters, practice and celebration to build motivation.
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Warnings:
Furman (2004, 2016); solution-focused child work
A Kids' Skills intervention: Teaching the Skill to Others. It turns a child's difficulty into a learnable skill and uses naming, supporters, practice and celebration to build motivation.
When to use:
Key phrases:
Follow-up questions:
Warnings:
Furman (2004, 2016); solution-focused child work
Checklist has not been added yet.
Kids' Skills turns problems into skills that can be learned.
By practicing the skill and noticing progress, you see growth.
Write down the skill -> practice -> result -> who noticed.