A-Strength Based Perspective Oa

A Strengths-Based
Perspective
By Wayne Hammond
and Rob Zimmerman
resil.ca
Table of contents
Introduction 01
Chapter 01: A Strengths-Based Perspective

The Problem is The Problem – Not the Youth 02
A Shift to a New Paradigm 04
Principles of the Strength-Based Approach 06
Implications of the Strength-Based Approach 07
Strength-Based Approach to 09
Intervention Resources
Strength-Based: A Socially-Just Practice 10
Conclusion
Figure 1: The Deficit Cycle 03
Figure 2: The Strength-Based Cycle 04
Figure 3: A Strength-Based 08
Intervention Protocol
References 12
Appendixes
Appendix A: Strength-Based and 13
Deficit-Based Concepts: A Comparison
Appendix B: Glossary of 14
Strength-Based Terminology
Appendix C: A Strength-Based 16
Exploratory Process
Appendix D: Strength-Based 17
Self-Survey
Resiliency Initiatives Their Potential. Our Passion.
INTRODUCTION
“ The only real voyage of discovery

exists, not in seeing new landscapes,
”
but in having new eyes.
Marcel Proust
The purpose of this paper is to explore the recent to be a respectful and meaningful starting point
paradigm shift in mental health, social work, and in supporting positive change. However, the ac-
other helping professions towards embracing a tual practice of identifying, acknowledging and
strength-based approach and its implications for working with strengths as a starting point for
the crucial role of care provision and educational change is rarely experienced by those receiving
practice with children and youth. Discouraged the service of the community care providers and
by the limited effectiveness of problem-focused educational system. Many will claim to be work-
interventions, interventions have moved increas- ing from a strength-based perspective, but it is
ingly toward creating a coordinated sequence of rare to see organizations seriously working from
positive experiences and providing key develop- an underlying set of values, principles and philos-
mental supports and opportunities. Rather than ophy of strength-based practice. In response to
the traditional perspective of engaging a per- this challenge, the Alberta Mentoring Partnership
son with a problem orientation and risk focus, a engaged in the effort to provide a brief resource
strength-based approach seeks to understand paper that would support those who wishing to
and develop the strengths and capabilities that explore more closely their desire to better un-
can transform the lives of people in positive derstand what is a strength-based philosophy of
ways. The idea of promoting strength-based practice and to align this philosophy of practice
practice often creates an unexpected dilemma. with their service delivery and educational prac-
Intuitively, the idea of focusing on the strengths tice.
of a person is warmly embraced and considered
A STRENGTHS-BASED 403.274.7706
01
© Copyright PERSPECTIVE www.resil.ca
CHAPTER 01 : A STRENGTHS-BASED PERSPECTIVE

The Problem is the Problem – Not the Youth
“ If we ask people to look for deficits, they will usually find

them, and their view of the situation will be colored by this.
If we ask people to look for successes, they will usually find
”
it, and their view of the situation will be colored by this.
Kral (1989)
Traditionally, many of the human service agen- Approaches may differ in the way the problem
cies have focused on trying to better understand is defined, but most traditional change-focused
the biological/psychological or environmental risk interventions maintain the belief that a person
factors that increase the likelihood of the devel- needs help because they have a problem – a
opment or maintenance of at risk behaviour and problem that in some way sets them apart from
the potential implications for prevention. Inter- others who are thought not to have the problem.
ventions that are based on the deficit, problems, The terminology, “having a problem,” suggests
or pathologies of individuals tend to direct the at- that problems belong to or are inherent in a per-
tention of professionals to only one view of the son and, in some way, express an important
person. This in turn has led to the conclusion that fact about who they are. The existence of the
community or school intervention and prevention problem provides the rationale for the existence
programs need to focus on risk reduction by help- of trained helpers and a developed language by
ing those they serve to develop more effective care providers to describe the problematic ar-
coping strategies or alignment with prescribed eas of concern (Benson, Leffert, Scales & Blyth,
support resources. However, policies and pro- 1998). The emphasis on deficits or what a per-
grams for youth that focus solely on preventing son is lacking leads to a cycle of focusing only on
specific high-risk behaviour have showed little what needs to be repaired followed by a reliance
appreciable success (Scales & Leffert, 1999; on prescribed resources or assumed solutions.
Rapp & Goscha, 2006; McCaskey, 2008). They However, when care providers or organizations
have remained focused on the negative behav- act as experts on resolving the problems of peo-
iours of youth in high needs communities rather ple, we deny and limit those particular individu-
than on the potential resiliency and protective als facing the problem the opportunity to explore
factors research clearly identifies as essential for what strengths and capacities they might have
navigating successfully the critical developmen- in the process of exploring, participating, taking
tal challenges and milestones towards becoming control and learning (Herman-Stahl & Petersen,
healthy adults (Alvord & Grados, 2005). 1996).
02

The Problem is the Problem – Not the Youth
McCaskey (2008) outlines a deficit cycle (Figure 1) to explain the perspective that if we understand a
problem, all we need to do is find an expert to analyze it then find a prescription that will fix it. This fo-
cus starts with a “needs assessment” as it is believed that if it can be determined as to what is wrong
and work out what the needs are we will know what needs to be done. However, this often leads to
simplistic and narrow solutions that rarely address the real issues in the long term.
Negative Prescribed Interventions

Figure 1: Experience and Opportunities Blocked
The Deficit Cycle
Lower Expectations Labels and

and Affirmation of Labels Negative Expectations
Negative Focus on
Difficulty Behaviours Deficits
(Change Needed)
Hence, the belief that “the problem is the prob- with a more holistic approach. But, when the
lem; the person is not the problem” is an im- problem becomes the starting point with an em-
portant point to understand from a strengths phasis on what youth are lacking, a dependency
perspective. Rather than framing the person as is created on the helping profession with lowered
the problem, one approaches individuals as be- positive expectations and blocked opportunities
ing affected by or robbed of opportunities by the for change. A process of disempowerment
problem. Externalizing the problems as separate occurs that often results in the following:
from the person frees them up to take responsi-
bility and influences their lives in ways that labels • Labeling and therefore, limiting of options
tend to place limits on. In many ways, structural, • Obscuring the recognition of a youth’s
cultural, social, political and economic forces af- unique capabilities and strengths
fect us all. Consideration of these influences and • Focusing on the “can’ts” as opposed
exploring the wider context in which experiences to the “cans”.
take place enables a person to better understand • Ignoring potential resulting from adversity
the factors that contribute to the problems they • Prescribed programming – as opposed
face and helps to address debilitating blame (Mc- to youth-centered approach
Caskey, 2008). • Looking for patterns, such as broken
homes, dysfunctional neighborhoods,
It is important to understand the strengths-based and poverty, to explain difficulties
approach is not about denying that people do ex- • Lacking credibility to clearly show
perience problems and challenges and that these cause versus effect
issues do need to be taken into consideration
03

A Shift to a New Paradigm
There is nothing new about the observation that and external) in the process of change. When
challenge is ever-present in the lives of youth challenges are experienced, problems and issues
and the communities they live in. What is new are acknowledged and validated, and strengths
is the clear evidence that youth and families in are identified and highlighted. This strengths ex-
complex communities cannot only be resilient, ploration changes the story of the problem as it
but thrive in the face of adversity and the labels creates positive expectations that things can be
placed upon them (Alvord & Grados, 2005). It is different and opens the way for the development
an invitation for community members and care of competencies (McCaskey, 2008).
providers to view individuals and their families
as “having potential” as opposed to just being The new paradigm avoids labeling and assumes
“at risk”. Those who embrace a strength-based power in youth and their families to help them-
perspective hold the belief those individuals and selves as well as casting service providers as
their families have strengths, resources and the partners rather than as experts, authorities, ini-
ability to recover from adversity (as opposed to tiators and directors of the change process. This
emphasizing problems, vulnerabilities, and defi- fundamental shift means working with and facili-
cits). A strength-based paradigm offers a differ- tating rather than fixing, pointing to health rather
ent language (see appendix A and B) to describe than dysfunction, turning away from limiting la-
a person’s difficulties and struggles. It allows one bels and diagnosis to wholeness and well-being.
to see opportunities, hope and solutions rather It invites asking different questions (See Appen-
than just problems and hopelessness. dix C – adapted from McCasken, 2008) that are
more curious, exploratory and hopeful. Embrac-
The strengths-based cycle (Figure 2) begins with ing a strength-based paradigm encourages see-
a more holistic focus that includes an emphasis ing beyond the risk behaviours and characteristics
on a person’s strengths and resources (internal of youth and families in high need communities
Change Identification Positive

Needed of Strengths Expectations
Continued Development Opportunities Provided for

Figure 2: of Strengths/Capacities Successful Development
The Strengths-
Based Cycle3 Positive and Valued/
Meaningful Experience
04

A Shift to a New Paradigm
to the potential of what can be. It offers a genu- of how things might be and ideas about how to
ine basis for addressing the primary mandate of bring about the desired changes. This emphasis
community and mental health services – people on strengths is founded on the following beliefs
taking control of their own lives in healthy, mean- (Rapp & Goscha, 2006; Alvord & Grados, 2005).
ingful and sustainable ways.
• All people have strengths and capacities
• Focus on trusting, meaningfulness, • People can change. Given the right
and relationships conditions and resources, a person’s
• Empowering people to take a lead in capacity to learn and grow can be
their own care process nurtured and realized
• Working in collaborative ways on • People change and grow through
mutually agreed upon goals their strengths and capacities
• Drawing upon the personal resources • People are experts of their own situation
of motivation and hope • The problem is the problem, not
• Creating sustainable change through the person
learning and experiential growth • Problems can blind people from noticing
and appreciating their strengths and
A strengths approach is a specific method of capacity to find their own meaningful
working with and resolving challenges experi- solutions
enced by the engaged person. It does not at- • All people want good things for
tempt to ignore the problems and difficulties. themselves and have good intentions
Rather, it attempts to identify the positive basis • People are doing the best they can in
of the person’s resources (or what may need to light of their experiences to date
be added) and strengths that will lay the basis to • The ability to change is within us – it is
address the challenges resulting from the prob- our story
lems. The strengths of a person give one a sense
05

Principles of the Strength-Based Approach
The strengths approach as a philosophy of prac- If we do, then the change needs to start with us,
tice draws one away from an emphasis on pro- not with those we serve. Embracing a strength-
cedures, techniques and knowledge as the keys based approach involves a different way of think-
to change. It reminds us that every person, fam- ing about people and of interpreting their patterns
ily, group and community holds the key to their of coping with life challenges. With a strength-
own transformation and meaningful change pro- based mindset, one asks different questions and
cess. The real challenge is and always has been communicates in ways that invites a curious ex-
whether we are willing to fully embrace this way ploration based upon a clear set of values and
of approaching or working with people. attitudes.
Researchers and practitioners have developed the following principles that serve as the foundation
for guiding and implementing strength-based practice (Rapp & Goscha, 2006; Sharry, J. 2004).
An absolute belief that every person has to know someone cares and will be there
1
potential and it is their unique strengths unconditionally for them. It is a transactional
and capabilities that will determine their and facilitating process of supporting change
evolving story as well as define who they are and capacity building– not fixing.
- not their limitations (not, I will believe when
I see – rather, I believe and I will see). Person’s perspective of reality is primary
6
(their story)– therefore, need to value and
What we focus on becomes one’s reality – start the change process with what is impor-
2
focus on strength, not labels – seeing chal- tant to the person – their story, not the expert.
lenges as capacity fostering (not something to
avoid) creates hope and optimism. People have more confidence and comfort
7
to journey to the future (the unknown)
The language we use creates our reality when they are invited to start with what they
3
– both for the care providers and the already know.
children, youth and their families.
Capacity building is a process and a goal
Belief that change is inevitable – all
8
– a life long journey that is dynamic as
4
individuals have the urge to suc- opposed to static.
ceed, to explore the world around them and
to make themselves useful to others and It is important to value differences and the
their communities.
9
essential need to collaborate – effective
change is a collaborative, inclusive and
Positive change occurs in the context of participatory process – “it takes a village
5
authentic relationships - people need to raise a child”.
06

Implications of a Strength-Based Approach
A shift to the strength-based paradigm requires should be evident in the language (See Appen-
careful attention by community agencies and dix B) of interactions with the people we serve,
care providers to system change processes, eval- the language of service, team and organizational
uation, and appropriate research and best practic- interactions, and the written documentation of
es. Essential to success will be the collaboration service provision activities – assessment, service
between different community care providers em- delivery, training, etc. It lends to the following:
bracing the same philosophy of a strength-based
approach and development of staff skill sets that •Seeks to understand the crucial variables
enable effective engagement, collaboration, facil- contributing to individual resilience and
itating and mentoring of complex youth and their well-functioning families/communities
families. Community agencies and care provid- •Provides a common language and
ers will require more of a person-centered and preventative philosophy
collaborative template that allows for targeting •Sees resiliency as a goal that provides a
of interventions reflecting relationship and ca- conceptual map to guide prevention
pacity building as well as strengthening key pro- and evaluation efforts
cesses for resilience that are meaningful to the •Intervention strategies are client driven
intended clients and the community they live in. and relationship focused
There needs to be a commitment from commu- •Engages distressed people with
nity agencies to work as co-partners with local respect and compassion
schools, parents and other significant community •Perceives capacity building as a dynamic
supports to develop informed and evolving effec- process that evolves over a life time
tive practice models of nurturing resiliency for •Affirms the reparative potential in people
high risk youth and their families. In doing this, and seeks to enhance strengths as
youth and their families become more resource- opposed to deficits
ful in dealing with crises, weathering persistent •Promotes successful change through
stresses, and meeting future challenges as op- connecting a person’s strengths and
posed to developing dependence on the system. their aspirations
If the strengths approach is to be something

that truly guides and influences our practice, it
07

Strength-Based Approach To Intervention and Resources
People often need supports and resources that

may include people, organizations, information,
Figure 3:
knowledge, material resources and decision-
A Strength-Based
making resources. For many community agen- Intervention Protocol
cies, their mandate and identity is often reflected
in the type of services and resources they offer.
This can be a challenge in that the service offered A person’s strengths and capabilities
takes a central role in the delivery model prac- are supported as necessary by
resources in their natural networks.
ticed – this is what we offer and the client needs
to accommodate. In a strengths approach, not
only are the types of resources important, but
how they are offered and mobilized to comple-
If necessary,
ment the intended youth’s strengths and goals is
just as important. This is different from attempts
to make up the difference of perceived deficits in
a person. If external resources and supports are
commonly used community
not offered in the context of what is meaningful
resources are added and,
and building upon the person’s existing strengths
and resources, it can undermine the person’s
ability to learn and be self-determining. It can
send messages such as: “You have no strengths
only if necessary,
that are relevant” or “You cannot cope or change
your life” or “You need our expertise”.
As opposed to “what is wrong” and this is what

specialized resources
we think you need in order to be healthy or so- are introduced.
called-normal, it means asking questions about
“what is right” and how can we support people
in ways that will lead to sustainable success. The
starting point is “what’s right with people” (Fig- RESILIENT COPING
ure 3) and external resources are added when AND EMPOWERMENT
required and results in change occurring in ways
that are purposeful and complementary to a per-
son’s strengths and goals (McCasken, 2005).
08

Strength-Based Approach To Intervention and Resources
The strengths-based approach is not a model resources that can help create conditions which
for practice. It is an approach to practice based enable strength-based, self-determining plans
upon a philosophy and depends on values and and actions to initiate and complement people’s
attitudes. It is the strength-based values and atti- gifts, strengths and capacities.
tudes that are the primary drivers of the interven-
tion process and outcomes - not skills and knowl- Madsen stated that “ The stance we take in rela-
edge. Skills and knowledge are drawn upon as tion to others reflects choice. We can position
resources to serve the principles that enable indi- ourselves in ways that invite respect, curiosity,
viduals to better understand their strengths and and connection. We can also position ourselves
capacities to determine their own potential and in ways that invite judgment, disconnection, and
path towards success. Community care provid- disapproval. The stance we take has profound ef-
ers and their workers cannot be experts on the fects on relationship and is shaped by our values
people they work with and ultimately know the and conceptual assumptions (Madsen, 1999, p.
answers and solutions to people’s problems. But 15).”
they can believe in people and become facilita-
tors of change. They can use frameworks and
09

Strength-Based: A Socially-Just Practice
Although the strength-based approach does involve an emphasis on strengths and capacities, it also
integrates the principles of social justice: inclusion, collaboration, self-determination, transparency,
respect, the sharing of resources, and regard for human rights3. Just practice embraces the following:
The right of individuals to genuine edged and addressed fairly. All practice needs
1
ownership and participation in the to be open, transparent consultative, inclusive
process of change they are engaged in. and collaborative.
Enabling people to engage in strategies, Recognizing and taking steps to address

2
relationships and reflection where they
4
structural and cultural dimension’s of a
(and not others) identify and define their person’s life that limits their ability to control
strengths, capacities, aspirations and goals. their own lives. Recognizing and concerned
with ways that dominate culture and beliefs
To embrace the sharing of power and potentially constrain growth, choice and
3
resources and to ensure that power change for individuals, groups, families, com-
imbalances between workers, agencies and munities and organizations.
those with whom they work, are acknowl-
Principles of just practice invite community orga- communities, schools and social networks and
nizations to continually be aware of and address the way we go about our work on a daily basis for
the structural, social, political and economic reali- all actions and interactions. It draws one away
ties that marginalize and disempowered people. from a primary emphasis on procedures, tech-
It also invites exploring and addressing the ideas niques and knowledge as the keys to change and
and beliefs that define people and what is pos- highlights the fact that each and every individual,
sible for them. family, group and community holds the keys to
their own transformation. Those who embrace
In summary, a fundamental change to commu- the strength-based approach have the privilege
nity care and mental health practice needs to of walking along side those they are working with
be based on a set of guiding principles. Guid- in supporting the exploration, realization, and ex-
ing principles are not just theoretical. They are pression of “greatness”. It is an acceptance that
about the real attitudes and values that people the solutions will not be the same for every youth
hold, that shape and influence their way of caring since the strengths of the each person and their
for others a the deepest level of meaning. A true circumstances are different and that youth need
strengths-based approach is one that governs to be fully involved in identifying their goals and
the way we think about youth and their families, building their strengths and resources.
10

Strength-Based: A Socially-Just Practice
The strengths approach has a contagious qual- it. When organizations impose strength-based
ity and it intuitively makes deep sense to those practice, there is an innate contradiction and vio-
who reflect a “half cup full” attitude in life. It is lation of its basic principals because it reflects
a powerful and profound philosophy for practice the “power-over” perspective. Strength-based
that has the power to transform and build the practice is encouraged and learned through
lives of those being cared for and those facilitat- strong leadership, through seeing it modeled
ing the care process. For many, it is not only a internally and applied in the service delivery as
philosophy of practice but also a philosophy for well as through learning and professional devel-
life, because it is based upon attitudes and val- opment.
ues reflecting a deep respect for the worth and
value of others – their intrinsic worth, potential The strengths approach reminds us that it is not
and human rights. (To assess your personal per- our role to change those in our care and that we
spective on being strength-based, complete the do not need to be experts as to the answers or
survey attached on Appendix D.) solutions to the problems of others. It provides a
framework and tools that enable us to take up the
For organizations that wish to develop it, the challenge of learning in partnership with others.
process requires purposeful training and profes- It invites us to become facilitators of change and
sional development based upon the strengths reminds us that anything is possible. In many
approach. This includes on-the-ground practice, ways, it is as liberating to care providers as it is to
supervision, and management that develops and those being served.
sustains the culture, and structure supportive of
11
REFERENCES
Alvord, M. K. & Grados, J. J. (2005). Enhancing resilience in children: A proactive

approach. Professional Psychology: Research and Practice, Vol. 36 (3) 238-245.
Benson, P.L., Leffert, N., Scales, P.C., & Blyth, D.A. (1998). Beyond the “village”
rhetoric: Creating healthy communities for children and adolescents.
Applied Developmental Science, 2, 138-159.
Herman-Stahl. M. & Petersen, A.C. (1996). The protective role of coping and social
resources for depressive symptoms among young adolescents. Journal of Youth
and Adolescence, 25, 733-753.
Kral, R. (1989). Strategies that work: Techniques for solutions in schools. Milwaukee,
WI: Brieg family Therapy Center. Available at: cecp.air.org/interact/expertonline/strength/
transition/8.asp
Madsen, W. C. (1999). Collaborative therapy with multi-stressed families:

From old problems to new futures. Guilford Press, USA.
McCaskey, W. (2008). The Strengths Approach. Victoria:

St. Luke’s Innovative Resources.
Rapp, C. & Goscha, R. J. (2006). The Strengths Model: Case Management with
People Suffering Severe and Persistent Mental Illness. New York: Oxford Press.
Scales, P. C., & Leffert, N. (1999). Developmental assets: A synthesis of the

specific research on adolescent development. Minneapolis, MN: Search Institute.
Sharry, J. (2004). Counselling children, adolescents and families:

A strength-based approach. London: Sage Publications.
12
APPENDIXES
Appendix A: Strength-Based and Deficit-Based
Concepts: A Comparison
Strength-Based Concepts Deficit-Based Concepts
At-Potential At-Risk
Strengths Problems
Engage Intervene
Persistent Resistant
Understand Diagnose
Opportunity Crisis
Celebrate (i.e. successes) Punish (i.e. non-compliance)
Time-in Time-out
Adapt to Reform
Empower Control
Process-focused Behaviour-focused
Dynamic Static
Movement Epidemic
Unique Deviant
Avoids imposition Dominant knowledge
Validates people’s experience Diagnoses based on norms
People’s context is primary Professional’s context is primary
Identifies and builds on strengths Minimizes people’s strengths
Client-centred Mandate-focused
Professionals adapt to clients Clients expected to adapt
Meet clients in their environment Clients always go to professionals
Flexible Rigid
Focus on potential Focus on problems
People are inherently social/good People are inherently selfish/bad
People do the best they can People do as little as possible
Support Fix
Client-determined Expert oriented
Inclusive Exclusive
13
APPENDIXES
Appendix B: Glossary of
At-Potential:
The human potential for growth, development and/or change. Meant to counter the still
popular focus on deficits and risk, this term re-orients focus on the great potential of children
and youth, including those viewed as “at-risk”.
Collaborative:
A philosophy and practice of working together toward a common goal.
Community:
A group of people who share a common territory and/or characteristics
(i.e. age, culture, religion, sexual orientation, language, interests).
Capacity-building:
An approach focused on the enhancement of individual and/or community capacity.
Core competencies:
Essential skills, abilities and knowledge that are central to health, well-being and success in life.
Developmental Strengths:
The 31 research validated child and youth developmental sub-factors related to resilience
and protective factors.
Empathy:
The ability to accurately understand the experience and perspectives of others.
Empower:
To give power and/or authority to another through insight and opportunity.
Engagement:
The degree to which one bonds and builds rapport with another. Research supports this as the
most important factor in developing relationships that influence positive growth and change.
It also counters the traditional expert driven model of intervention.
Inclusiveness:
A philosophy and practice of being non-discriminatory – To include all.
Influence:
The degree to which one affects the thoughts and actions of another. A positive outcome
of meaningful engagement and relationship.
Participatory-approach:
A philosophy and practice of inclusiveness and collaboration with individuals, families,
groups other “community” stakeholders.
Persistent:
Diligence and determination toward the object or activity of focus. Countering the traditional deficit based
perspective as seeing others as resistant, this is seen as a strength that can be engaged in constructive
ways through meaningful relationship and activities.
14
APPENDIXES
Appendix B: Glossary of
Person-centred:
An evidence informed approach first developed by humanistic psychologists to engage people
in positive development through authentic relationships and client-directed activities.
Process-focused:
An approach that honours human growth and development as a process that
may not appear to be linear in nature.
Protective Factors:
The positive relationships, resources, activities and internal characteristics that enhance
well-being and insulate individuals and/or communities from harm.
Relationship-based:
A research validated approach that holds the quality of relationship and engagement as central
to positive growth, development and/or change.
Resilience:
Traditionally viewed as the ability to overcome adversity, research links the development of
resilience with internal characteristics and the presence of important relationships, resources and activities.
Resiliency Factors:
The 10 research validated child and youth factors related to resilience and core competencies.
Strengths:
Inner characteristics, virtues and external relationships,
activities and connections to resources that contribute
to resilience and core competencies.
Strength-based approach:
Focus on individual and/or community strengths
that place emphasis on meaningful
relationships and activities.
Sustainability:
The ability to maintain the positive benefits, growth,
development and capacity of an initiative when
the temporary components of the project have
expired/been removed.
15
APPENDIXES
Appendix C: A Strength-Based
Exploratory Process
Stories and Picture of Strengths and Other Plans and

Challenges the Future Exceptions Resources Next Steps
Ask questions that Ask questions that Ask people that help Ask questions that Ask questions that
invite people to share help people explore people explore their help the person enable people to
their stories and enable their aspirations, strengths and the identify resources that specify concrete steps
them to clarify the dreams, interests, exception to the might help them reach towards their goals.
challenges. and goals. challenge. their goals.
What’s happening? What do you want to What strengths do Who else might be What steps can be
How do you feel about be happening instead? you have that might be able to help? What taken given your
this? How long has What will it look like helpful? What do you other skills and picture of the future,
this been a concern when this challenge is do well? resources might be strengths and
for you? addressed? helpful? resources? Who will
do what? When?
How? By when?
How is it affecting What is happening
you and others? when the challenge
is not present?
16
APPENDIXES
Appendix D: Strength-Based Self-Survey
The following questions were designed to self-assess the degree of engagement in strength-based
practice. Please choose the most appropriate answer for each of the following questions:
I have an absolute belief that every person has the potential

1 to be successful and do well.
Almost always like me Somewhat like me Rarely like me Not at all like me
I believe that all people can change – given the right conditions and resources,
2 a person’s capacity to learn and grow can be harnessed and mobilized.
People’s unique strengths and capabilities help define

3 who they are…not their limitations.
I believe that what we focus on becomes our/other’s

4 reality so I chose to focus on strengths, not labels.
I also take the perspective that the language I use creates our/other’s experience of
5 reality – so I choose to speak in ways that honours people’s strengths and potential.
I believe that all individuals have the urge to succeed, to explore the world around
6 them and to make themselves useful to others and their communities.
I work from the belief that positive change occurs in the context of authentic
7 relationships and therefore make it a priority to engage the people I work with
in respectful and meaningful ways.
17
APPENDIXES
Appendix D: Strength-Based Self-Survey
I focus primarily on enhancing people’s existing and emerging strengths

8 and capacities and view challenges as opportunities.
I believe that each person’s perspective of reality is primary. I therefore take the time
9
to hear their story (perspective) and understand what is meaningful to them as the
starting point of our collaboration.
People have more confidence and comfort to journey to the future (the unknown)
10 when they are invited to start with what they already know. As such, I always start
with what is known and comfortable for people.
I work from the standpoint that building capacity is a process and a goal – and
11 I see it as an honour to support others during part of their dynamic life journeys.
It is important to value differences and the essential need to collaborate – effective

12 change is a collaborative, inclusive and participatory process – “it takes a village
to raise a child”.
I have a strong understanding of strength-based principles of practice

13 and apply them on a regular basis in my professional practice.
Scoring:
Add the number of responses in which you answered “Always like me”, “Somewhat like me” etc.
and write the total in the boxes above. Higher scores in the left two boxes suggest a higher degree
of strength-based practice.
18

A-Strength Based Perspective Oa

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A Strengths-Based

Chapter 01: A Strengths-Based Perspective

“ The only real voyage of discovery

CHAPTER 01 : A STRENGTHS-BASED PERSPECTIVE

“ If we ask people to look for deficits, they will usually find

CHAPTER 01 : A STRENGTHS-BASED PERSPECTIVE

Negative Prescribed Interventions

Lower Expectations Labels and

CHAPTER 01 : A STRENGTHS-BASED PERSPECTIVE

Change Identification Positive

Continued Development Opportunities Provided for

CHAPTER 01 : A STRENGTHS-BASED PERSPECTIVE

CHAPTER 01 : A STRENGTHS-BASED PERSPECTIVE

CHAPTER 01 : A STRENGTHS-BASED PERSPECTIVE

If the strengths approach is to be something

CHAPTER 01 : A STRENGTHS-BASED PERSPECTIVE

People often need supports and resources that

As opposed to “what is wrong” and this is what

CHAPTER 01 : A STRENGTHS-BASED PERSPECTIVE

CHAPTER 01 : A STRENGTHS-BASED PERSPECTIVE

Enabling people to engage in strategies, Recognizing and taking steps to address

CHAPTER 01 : A STRENGTHS-BASED PERSPECTIVE

Alvord, M. K. & Grados, J. J. (2005). Enhancing resilience in children: A proactive

Madsen, W. C. (1999). Collaborative therapy with multi-stressed families:

McCaskey, W. (2008). The Strengths Approach. Victoria:

Scales, P. C., & Leffert, N. (1999). Developmental assets: A synthesis of the

Sharry, J. (2004). Counselling children, adolescents and families:

Strength-Based Concepts Deficit-Based Concepts

Stories and Picture of Strengths and Other Plans and

I have an absolute belief that every person has the potential

People’s unique strengths and capabilities help define

I believe that what we focus on becomes our/other’s

I focus primarily on enhancing people’s existing and emerging strengths

It is important to value differences and the essential need to collaborate – effective

I have a strong understanding of strength-based principles of practice

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