A Strengths-Based Perspective - Shed The Light
A Strengths-BasedPerspectiveBY WAYNE HAMMOND AND ROB ZIMMERMANResiliency InitiativesJanuary 2012
Table of contentsIntroductionChapter One: A Strength-Based PerspectiveThe Problem is The Problem – Not the YouthA Shift to a New ParadigmPrinciples of the Strength-Based ApproachImplications of the Strength-Based ApproachStrength-Based Approach toIntervention ResourcesStrength-Based: A Socially-Just PracticeConclusionFigure 1: The Deficit CycleFigure 2: The Strength-Based CycleFigure 3: A Strength-BasedIntervention ProtocolAppendixesAppendix A: Strength-Based andDeficit-Based Concepts: A ComparisonAppendix B: Glossary ofStrength-Based TerminologyAppendix C: A Strength-BasedExploratory ProcessAppendix D: Strength-BasedSelf-SurveyReferences01
Introduction“The only real voyage of discoveryexists, not in seeing new landscapes,but in having new eyes.”The purpose of this paper is to explore the recentparadigm shift in mental health, social work, andother helping professions towards embracing astrength-based approach and its implications forthe crucial role of care provision and educationalpractice with children and youth. Discouragedby the limited effectiveness of problem-focusedinterventions, interventions have moved increasingly toward creating a coordinated sequence ofpositive experiences and providing key developmental supports and opportunities. Rather thanthe traditional perspective of engaging a person with a problem orientation and risk focus, astrength-based approach seeks to understandand develop the strengths and capabilities thatcan transform the lives of people in positiveways. The idea of promoting strength-basedpractice often creates an unexpected dilemma.Intuitively, the idea of focusing on the strengthsMarcel Proustto be a respectful and meaningful starting pointin supporting positive change. However, the actual practice of identifying, acknowledging andworking with strengths as a starting point forchange is rarely experienced by those receivingthe service of the community care providers andeducational system. Many will claim to be working from a strength-based perspective, but it israre to see organizations seriously working froman underlying set of values, principles and philosophy of strength-based practice. In response tothis challenge, the Alberta Mentoring Partnershipengaged in the effort to provide a brief resourcepaper that would support those who wishing toexplore more closely their desire to better understand what is a strength-based philosophy ofpractice and to align this philosophy of practicewith their service delivery and educational practice.of a person is warmly embraced and consideredA Strengths-Based Perspective Copyright 2012403.274.7706 www.resiliencyinitiatives.ca01
Chapter One: A Strength-Based PerspectiveThe Problem is the Problem – Not the Youth“If we ask people to look for deficits, they will usually findthem, and their view of the situation will be colored by this.If we ask people to look for successes, they will usually findit, 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 problemcies have focused on trying to better understandthe biological/psychological or environmental riskfactors that increase the likelihood of the development or maintenance of at risk behaviour andthe potential implications for prevention. Interventions that are based on the deficit, problems,or pathologies of individuals tend to direct the attention of professionals to only one view of theperson. This in turn has led to the conclusion thatcommunity or school intervention and preventionprograms need to focus on risk reduction by helping those they serve to develop more effectivecoping strategies or alignment with prescribedsupport resources. However, policies and programs for youth that focus solely on preventingspecific high-risk behaviour have showed littleappreciable success (Scales & Leffert, 1999;Rapp & Goscha, 2006; McCaskey, 2008). Theyhave remained focused on the negative behaviours of youth in high needs communities ratherthan on the potential resiliency and protectivefactors research clearly identifies as essential fornavigating successfully the critical developmental challenges and milestones towards becominghealthy adults (Alvord & Grados, 2005).is defined, but most traditional change-focusedinterventions maintain the belief that a personneeds help because they have a problem – aproblem that in some way sets them apart fromothers who are thought not to have the problem.The terminology, “having a problem,” suggeststhat problems belong to or are inherent in a person and, in some way, express an importantfact about who they are. The existence of theproblem provides the rationale for the existenceof trained helpers and a developed language bycare providers to describe the problematic areas of concern (Benson, Leffert, Scales & Blyth,1998). The emphasis on deficits or what a person is lacking leads to a cycle of focusing only onwhat needs to be repaired followed by a relianceon prescribed resources or assumed solutions.However, when care providers or organizationsact as experts on resolving the problems of people, we deny and limit those particular individuals facing the problem the opportunity to explorewhat strengths and capacities they might havein the process of exploring, participating, takingcontrol and learning (Herman-Stahl & Petersen,1996).A Strengths-Based Perspective Copyright 2012403.274.7706 www.resiliencyinitiatives.ca02
Chapter One: A Strength-Based PerspectiveThe Problem is the Problem – Not the YouthMcCaskey (2008) outlines a deficit cycle (Figure 1) to explain the perspective that if we understand a problem, all we need to do is find anexpert to analyze it then find a prescription thatwill fix it. This focus starts with a “needs assessment” as it is believed that if it can be determined as to what is wrong and work out what theneeds are we will know what needs to be done.However, this often leads to simplistic and narrow solutions that rarely address the real issuesin the long term.It is important to understand the strengths-basedapproach is not about denying that people do experience problems and challenges and that theseissues do need to be taken into considerationwith a more holistic approach. But, when theproblem becomes the starting point with an emphasis on what youth are lacking, a dependencyis created on the helping profession with loweredpositive expectations and blocked opportunitiesfor change. A process of disempowermentoccurs that often results in the following:Hence, the belief that “the problem is the problem; the person is not the problem” is an important point to understand from a strengthsperspective. Rather than framing the person asthe problem, one approaches individuals as being affected by or robbed of opportunities by theproblem. Externalizing the problems as separatefrom the person frees them up to take responsibility and influences their lives in ways that labelstend to place limits on. In many ways, structural,cultural, social, political and economic forces affect us all. Consideration of these influences andexploring the wider context in which experiencestake place enables a person to better understandthe factors that contribute to the problems theyface and helps to address debilitating blame (McCaskey, 2008). A Strengths-Based Perspective Copyright 2012403.274.7706 www.resiliencyinitiatives.caLabeling and therefore, limiting of optionsObscuring the recognition of a youth’sunique capabilities and strengthsFocusing on the “can’ts” as opposedto the “cans”.Ignoring potential resulting from adversityPrescribed programming – as opposedto youth-centered approachLooking for patterns, such as brokenhomes, dysfunctional neighborhoods, andpoverty, to explain difficultiesLacking credibility to clearly showcause versus effect03
Chapter One: A Strength-Based PerspectiveA Shift to a New ParadigmThere is nothing new about the observation thatchallenge is ever-present in the lives of youthand the communities they live in. What is newis the clear evidence that youth and families incomplex communities cannot only be resilient,but thrive in the face of adversity and the labelsplaced upon them (Alvord & Grados, 2005). It isan invitation for community members and careproviders to view individuals and their familiesas “having potential” as opposed to just being“at risk”. Those who embrace a strength-basedperspective hold the belief those individuals andtheir families have strengths, resources and theability to recover from adversity (as opposed toemphasizing problems, vulnerabilities, and deficits). A strength-based paradigm offers a different language (see appendix A and B) to describea person’s difficulties and struggles. It allows oneto see opportunities, hope and solutions ratherthan just problems and hopelessness.The strengths-based cycle (Figure 2) begins witha more holistic focus that includes an emphasison a person’s strengths and resources (internaland external) in the process of change. Whenchallenges are experienced, problems and issuesare acknowledged and validated, and strengthsare identified and highlighted. This strengths exploration changes the story of the problem as itcreates positive expectations that things can bedifferent and opens the way for the developmentof competencies (McCaskey, 2008).The new paradigm avoids labeling and assumespower in youth and their families to help themselves as well as casting service providers aspartners rather than as experts, authorities, initiators and directors of the change process. Thisfundamental shift means working with and facilitating rather than fixing, pointing to health ratherthan dysfunction, turning away from limiting labels and diagnosis to wholeness and well-being.It invites asking different questions (See Appendix C – adapted from McCasken, 2008) that aremore curious, exploratory and hopeful. Embracing a strength-based paradigm encourages seeing beyond the risk behaviours and characteristicsof youth and families in high need communitiesto the potential of what can be. It offers a genuine basis for addressing the primary mandate ofcommunity and mental health services – peopletaking control of their own lives in healthy, meaningful and sustainable ways. A strengths approach is a specific method ofworking with and resolving challenges experienced by the engaged person. It does not attempt to ignore the problems and difficulties.Rather, it attempts to identify the positive basisof the person’s resources (or what may need tobe added) and strengths that will lay the basis toaddress the challenges resulting from the problems. The strengths of a person give one a senseof how things might be and ideas about how toA Strengths-Based Perspective Copyright 2012403.274.7706 Focus on trusting, meaningfulness,and relationshipsEmpowering people to take a lead intheir own care processWorking in collaborative ways onmutually agreed upon goalsDrawing upon the personal resourcesof motivation and hopeCreating sustainable change throughlearning and experiential growthwww.resiliencyinitiatives.ca04
Chapter One: A Strength-Based PerspectiveA Shift to a New Paradigmbring about the desired changes. This emphasison strengths is founded on the following beliefs(Rapp & Goscha, 2006; Alvord & Grados, 2005). All people have strengths and capacities People can change. Given the rightconditions and resources, a person’scapacity to learn and grow can benurtured and realized People change and grow throughtheir strengths and capacities People are experts of their own situation The problem is the problem, notthe person Problems can blind people from noticingand appreciating their strengths andcapacity to find their own meaningfulsolutions All people want good things forthemselves and have good intentions People are doing the best they can inlight of their experiences to date The ability to change is within us – it isour storyA Strengths-Based Perspective Copyright 2012403.274.7706 www.resiliencyinitiatives.ca05
Chapter One: A Strength-Based PerspectivePrinciples of the Strength-Based ApproachThe strengths approach as a philosophy of practice draws one away from an emphasis on procedures, techniques and knowledge as the keysto change. It reminds us that every person, family, group and community holds the key to theirown transformation and meaningful change process. The real challenge is and always has beenwhether we are willing to fully embrace this wayof approaching or working with people.If we do, then the change needs to start with us,not with those we serve. Embracing a strengthbased approach involves a different way of thinking about people and of interpreting their patternsof coping with life challenges. With a strengthbased mindset, one asks different questions andcommunicates in ways that invites a curious exploration based upon a clear set of values andattitudes.Researchers and practitioners have developed the following principles that serve as the foundationfor guiding and implementing strength-based practice (Rapp & Goscha, 2006; Sharry, J. 2004).An absolute belief that every person has1potential and it is their unique strengthsand capabilities that will determine theirevolving story as well as define who they are- not their limitations (not, I will believe whenI see – rather, I believe and I will see).What we focus on becomes one’s reality –2focus on strength, not labels – seeing challenges as capacity fostering (not something toavoid) creates hope and optimism.The language we use creates our reality3– both for the care providers and thechildren, youth and their families.Belief that change is inevitable – all4individuals have the urge to succeed, to explore the world around them andto make themselves useful to others andtheir communities.Positive change occurs in the context of5authentic relationships - people needto know someone cares and will be thereunconditionally for them. It is a transactionaland facilitating process of supporting changeand capacity building– not fixing.Person’s perspective of reality is primary6(their story)– therefore, need to value andstart the change process with what is important to the person – their story, not the expert.People have more confidence and comfort7to journey to the future (the unknown)when they are invited to start with what theyalready know.Capacity building is a process and a goal8– a life long journey that is dynamic asopposed to static.It is important to value differences and the9essential need to collaborate – effectivechange is a collaborative, inclusive andparticipatory process – “it takes a villageto raise a child”.A Strengths-Based Perspective Copyright 2012403.274.7706 www.resiliencyinitiatives.ca06
Chapter One: A Strength-Based PerspectiveImplications of a Strength-Based ApproachA shift to the strength-based paradigm requirescareful attention by community agencies andcare providers to system change processes, evaluation, and appropriate research and best practices. Essential to success will be the collaborationbetween different community care providers embracing the same philosophy of a strength-basedapproach and development of staff skill sets thatenable effective engagement, collaboration, facilitating and mentoring of complex youth and theirfamilies. Community agencies and care providers will require more of a person-centered andcollaborative template that allows for targetingof interventions reflecting relationship and capacity building as well as strengthening key processes for resilience that are meaningful to theintended clients and the community they live in.There needs to be a commitment from community agencies to work as co-partners with localschools, parents and other significant communitysupports to develop informed and evolving effective practice models of nurturing resiliency forhigh risk youth and their families. In doing this,youth and their families become more resourceful in dealing with crises, weathering persistentstresses, and meeting future challenges as opposed to developing dependence on the system.should be evident in the language (See Appendix B) of interactions with the people we serve,the language of service, team and organizationalinteractions, and the written documentation ofservice provision activities – assessment, servicedelivery, training, etc. It lends to the following: Seeks to understand the crucial variablescontributing to individual resilience andwell-functioning families/communitiesProvides a common language andpreventative philosophySees resiliency as a goal that provides aconceptual map to guide preventionand evaluation effortsIntervention strategies are client drivenand relationship focusedEngages distressed people withrespect and compassionPerceives capacity building as a dynamicprocess that evolves over a life timeAffirms the reparative potential in peopleand seeks to enhance strengths asopposed to deficitsPromotes successful change throughconnecting a person’s strengths andtheir aspirationsIf the strengths approach is to be somethingthat truly guides and influences our practice, itA Strengths-Based Perspective Copyright 2012403.274.7706 www.resiliencyinitiatives.ca07
Chapter One: A Strength-Based PerspectiveStrength-Based Approach To Intervention and ResourcesPeople often need supports and resources thatmay include people, organizations, information,knowledge, material resources and decisionmaking resources. For many community agencies, their mandate and identity is often reflectedin the type of services and resources they offer.This can be a challenge in that the service offeredtakes a central role in the delivery model practiced – this is what we offer and the client needsto accommodate. In a strengths approach, notonly are the types of resources important, buthow they are offered and mobilized to complement the intended youth’s strengths and goals isjust as important. This is different from attemptsto make up the difference of perceived deficits ina person. If external resources and supports arenot offered in the context of what is meaningfuland building upon the person’s existing strengthsand resources, it can undermine the person’sability to learn and be self-determining. It cansend messages such as: “You have no strengthsthat are relevant” or “You cannot cope or changeyour life” or “You need our expertise”.As opposed to “what is wrong” and this is whatwe think you need in order to be healthy or socalled-normal, it means asking questions about“what is right” and how can we support peoplein ways that will lead to sustainable success. Thestarting point is “what’s right with people” (Figure 3) and external resources are added whenrequired and results in change occurring in waysthat are purposeful and complementary to a person’s strengths and goals (McCasken, 2005).A Strengths-Based Perspective Copyright 2012403.274.7706 www.resiliencyinitiatives.caFigure 3:A Strength-Based Intervention ProtocolA person’s strengths and capabilitiesare supported as necessary byresources in their natural networks.If necessary,commonly used communityresources are added and,only if necessary,specialized resourcesare introduced.RESILIENT COPINGAND EMPOWERMENT08
Chapter One: A Strength-Based PerspectiveStrength-Based Approach To Intervention and ResourcesThe strengths-based approach is not a modelfor practice. It is an approach to practice basedupon a philosophy and depends on values andattitudes. It is the strength-based values and attitudes that are the primary drivers of the intervention process and outcomes - not skills and knowledge. Skills and knowledge are drawn upon asresources to serve the principles that enable individuals to better understand their strengths andcapacities to determine their own potential andpath towards success. Community care providers and their workers cannot be experts on thepeople they work with and ultimately know theanswers and solutions to people’s problems. Butthey can believe in people and become facilitators of change. They can use frameworks andresources that can help create conditions whichenable strength-based, self-determining plansand actions to initiate and complement people’sgifts, strengths and capacities.Madsen stated that “ The stance we take in relation to others reflects choice. We can positionourselves in ways that invite respect, curiosity,and connection. We can also position ourselvesin ways that invite judgment, disconnection, anddisapproval. The stance we take has profound effects on relationship and is shaped by our valuesand conceptual assumptions (Madsen, 1999, p.15).”A Strengths-Based Perspective Copyright 2012403.274.7706 www.resiliencyinitiatives.ca09
Chapter One: A Strength-Based PerspectiveStrength-Based: A Socially-Just PracticeAlthough the strength-based approach does involve an emphasis on strengths and capacities, it alsointegrates 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 genuine1ownership and participation in theprocess of change they are engaged in.edged and addressed fairly. All practice needsto be open, transparent consultative, inclusiveand collaborative.Enabling people to engage in strategies,2relationships and reflection where they(and not others) identify and define theirstrengths, capacities, aspirations and goals.Recognizing and taking steps to address4structural and cultural dimension’s of aperson’s life that limits their ability to controltheir own lives. Recognizing and concernedwith ways that dominate culture and beliefspotentially constrain growth, choice andchange for individuals, groups, families, communities and organizations.To embrace the sharing of power and3resources and to ensure that powerimbalances between workers, agencies andthose with whom they work, are acknowl-Principles of just practice invite community organizations to continually be aware of and addressthe structural, social, political and economic realities that marginalize and disempowered people.It also invites exploring and addressing the ideasand beliefs that define people and what is possible for them.In summary, a fundamental change to community care and mental health practice needs tobe based on a set of guiding principles. Guiding principles are not just theoretical. They areabout the real attitudes and values that peoplehold, that shape and influence their way of caringfor others a the deepest level of meaning. A truestrengths-based approach is one that governsthe way we think about youth and their families,communities, schools and social networks andthe way we go about our work on a daily basis forall actions and interactions. It draws one awayfrom a primary emphasis on procedures, techniques and knowledge as the keys to change andhighlights the fact that each and every individual,family, group and community holds the keys totheir own transformation. Those who embracethe strength-based approach have the privilegeof walking along side those they are working within supporting the exploration, realization, and expression of “greatness”. It is an acceptance thatthe solutions will not be the same for every youthsince the strengths of the each person and theircircumstances are different and that youth needto be fully involved in identifying their goals andbuilding their strengths and resources.A Strengths-Based Perspective Copyright 2012403.274.7706 www.resiliencyinitiatives.ca10
Chapter One: A Strength-Based PerspectiveStrength-Based: A Socially-Just PracticeThe strengths approach has a contagious quality and it intuitively makes deep sense to thosewho reflect a “half cup full” attitude in life. It isa powerful and profound philosophy for practicethat has the power to transform and build thelives of those being cared for and those facilitating the care process. For many, it is not only aphilosophy of practice but also a philosophy forlife, because it is based upon attitudes and values reflecting a deep respect for the worth andvalue of others – their intrinsic worth, potentialand human rights. (To assess your personal perspective on being strength-based, complete thesurvey attached on Appendix D.)For organizations that wish to develop it, theprocess requires purposeful training and professional development based upon the strengthsapproach. This includes on-the-ground practice,supervision, and management that develops andsustains the culture, and structure supportive ofit. When organizations impose strength-basedpractice, there is an innate contradiction and violation of its basic principals because it reflectsthe “power-over” perspective. Strength-basedpractice is encouraged and learned throughstrong leadership, through seeing it modeledinternally and applied in the service delivery aswell as through learning and professional development.The strengths approach reminds us that it is notour role to change those in our care and that wedo not need to be experts as to the answers orsolutions to the problems of others. It provides aframework and tools that enable us to take up thechallenge of learning in partnership with others.It invites us to become facilitators of change andreminds us that anything is possible. In manyways, it is as liberating to care providers as it is tothose being served.A Strengths-Based Perspective Copyright 2012403.274.7706 www.resiliencyinitiatives.ca11
AppendixesAppendix A:Strength-Based and Deficit-Based Concepts: A ComparisonStrength-Based ConceptsDeficit-Based rtunityCrisisCelebrate (i.e. successes)Punish (i.e. non-compliance)Time-inTime-outAdapt ds impositionDominant knowledgeValidates people’s experienceDiagnoses based on normsPeople’s context is primaryProfessional’s context is primaryIdentifies and builds on strengthsMinimizes people’s s adapt to clientsClients expected to adaptMeet clients in their environmentClients always go to professionalsFlexibleRigidFocus on potentialFocus on problemsPeople are inherently social/goodPeople are inherently selfish/badPeople do the best they canPeople do as little as possibleSupportFixClient-determinedExpert orientedInclusiveExclusiveA Strengths-Based Perspective Copyright 2012403.274.7706 www.resiliencyinitiatives.ca
AppendixesAppendix B:Glossary of Strength-Based TerminologyAt-Potential:The human potential for growth, development and/or change. Meant to counter the stillpopular focus on deficits and risk, this term re-orients focus on the great potential of childrenand 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 resilienceand 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 themost 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 outcomeof 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 basedperspective as seeing others as resistant, this is seen as a strength that can be engaged in constructiveways through meaningful relationship and activities.A Strengths-Based Perspective Copyright 2012403.274.7706 www.resiliencyinitiatives.ca
AppendixesAppendix B:Glossary of Strength-Based TerminologyPerson-centred:An evidence informed approach first developed by humanistic psychologists to engage peoplein positive development through authentic relationships and client-directed activities.Process-focused:An approach that honours human growth and development as a process thatmay not appear to be linear in nature.Protective Factors:The positive relationships, resources, activities and internal characteristics that enhancewell-being and insulate individuals and/or communities from harm.Relationship-based:A research validated approach that holds the quality of relationship and engagement as centralto positive growth, development and/or change.Resilience:Traditionally viewed as the ability to overcome adversity, research links the development ofresilience 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 contributeto resilience and core competencies.Streng
Chapter One: A Strength-Based Perspective The Problem is The Problem - Not the Youth A Shift to a New Paradigm Principles of the Strength-Based Approach Implications of the Strength-Based Approach Strength-Based Approach to Intervention Resources Strength-Based: A Socially-Just Practice Conclusion Figure 1: The Deficit Cycle
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2.5.1 The importance of a strengths-based approach to leader or leadership development 18 2.5.1.1 Strengths-based coaching 19 2.5.2 Background to 'strengths' 20 2.5.3 Character strengths as defined by positive psychology 21 2.5.4 The VIA Strengths test 22 2.5.5 Critiques of a strengths-based approach 22 2.6 COACHING 23
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strengths and pick out in others listen to work with will help in. Spend more you provide examples of strengths is a way you know the definition of strengths is the labels for example, that my best and weaknesses. Lie of personal strengths and organization is why i get an. Sometimes the strengths and determined, describing the skills you are .
A. Team s Shared Character Strengths - Top character strengths that individuals share in common B. Character Strengths without strong representation C. Team s Character Strengths categorized by Virtue categories (the 6 VIA Virtues) D. Team s Character Strengths displayed along dimensions of the VIA Character Strengths Two-Factor Graph
1 Strengths-Based, Whole-Child Education Practices References Teach with strengths (strengths-based teaching) Anderson, Edward (2004). What is Strengths-Based Education?
