“I would not participate in a march against war but I would march for peace. Such a march would not only empower people to end war, but help them to move towards peace.”

THE STRENGTHS PERSPECTIVE

Concepts influential to the strengths perspective include:• Empowerment (Soloman)• Resilience (Anthony & Cohler; Garmezy; Haggerty, Sherroed, Garmezy & Rutter)

When people used to offer to join Mother Teresa in her work with the needy of Calcutta, she would often respond:

‘‘Find your own Calcutta.’’

THE STRENGTHS PERSPECTIVE

Concepts influential to the strengths perspective include:• Empowerment (Soloman)• Resilience (Anthony & Cohler; Garmezy; Haggerty, Sherroed, Garmezy & Rutter)

What do you think Mother Teresa meant by these two quotes!

Your own Calcutta

Research by Hook and Andrews (2005) suggests that a person seeking support contributes as much to the chances of a successful outcome in an intervention as either the practitioner or their technique. Therefore, personal factorsmay predict more of the outcome than therapeutic rapport and intervention combined. This furthers the argument for routinely considering the individual’s contribution (strengths) to the effectiveness of therapies, rather than treating the person as a passive recipient.

Your own Calcutta

What do you think Mother Teresa meant by find your own Calcutta!

Aaron Antonovsky

Salutogenesis, the origin of health, is a social health concept, which focuses on that which , maintains and improves the movement towards wellbeing. It is the opposite of the pathogenic concept where the focus is on the obstacles and deficits.

Latin origin Salutis – Health Pathos – Suffering/diseaseGenisis - Origins

The ability to comprehend the whole of a situation and the capacity to use the resources available is called Sense of Coherence (SOC). SOC reflects a person’s view of life and capacity to respond to stressful situations. It is a global orientation to view the life as structured, manageable, and meaningful or coherent. It is a personal way of thinking, being, and acting, with an inner trust, which leads people to identify, benefit, use, and re-use the resources at their disposal.

Three elements -  comprehensibility, manageability, and meaningfulness, forms the SOC. http://www.salutogenesis.hv.se/eng/Salutogenesis.5.html

SSOC

Salutogenesis – Sense of Coherence.

TED

Comprehensibility I understand what is going onManageability, I have the resources and tools to manage Meaningfulness – I want to do this, it is important

This is sometimes referred to as resilience.

University West http://www.salutogenesis.hv.se/eng/Salutogenesis.5.html

Salutogenesis – Sense of Coherence.

Why things go wrong Why things go rightPathogenesis SalutogenesisDeficits Assets

Salutogenesis

ContinuimUnhealthy HealthyNot coping Coping

University West http://www.salutogenesis.hv.se/eng/Salutogenesis.5.html

The Salutogenesis Umbrella

Strength based practices focus on the future rather than the past, on strengths instead of weaknesses and from thinking about problems to considering solutions. (C4EO, 2011)

THE STRENGTHS PERSPECTIVE

Strengths Based Practices (SBPs) concentrates on the inherent strengths of individuals, families groups & organisations deploying peoples’ personal strengths to aid their recovery and empowerment

Strength based practices seek to reinforce and support functioning rather than focus on deficit. It places the role of a practitioner as a partner rather then as an expert.

(Laursen, 2000)

THE STRENGTHS PERSPECTIVE

THE STRENGTHS PERSPECTIVE

Strengths-based practice is a collaborative process between the person supported by services and those supporting them, allowing them to work together to determine an outcome that draws on the person’s strengths and assets. As such, it concerns itself principally with the quality of the relationship that develops between those providing and being supported, as well as the elements that the person seeking support brings to the process.(Miller, Duncan and Hubble, 2001).

more than reframing and identifying strengths. It is a consistent focus on identifying client strengths and resources and mobilizing resources that directly or indirectly improve...’ the consumers challenges (Saleebey in Early & GlenMaye 2000, p.123)

THE STRENGTHS PERSPECTIVE

THE STRENGTHS PERSPECTIVE

Goal orientation: Strengths-based practiceis goal oriented. The central and mostcrucial element of any approach is theextent to which people themselves set goalsthey would like to achieve in their lives. (Patton, 2012)

THE STRENGTHS PERSPECTIVE

Strengths assessment: The primary focus isnot on problems or deficits, and the individual issupported to recognise the inherent resourcesthey have at their disposal which they canuse to counteract any difficulty or condition. (Patton, 2012)

THE STRENGTHS PERSPECTIVE

Resources from the environment:Strengths proponents believe that inevery environment there are individuals,associations, groups and institutions whohave something to give, that others may finduseful, and that it may be the practitioner’srole to enable links to these resources. (Patton, 2012)

THE STRENGTHS PERSPECTIVE

Resources from the environment:Strengths proponents believe that inevery environment there are individuals,associations, groups and institutions whohave something to give, that others may finduseful, and that it may be the practitioner’srole to enable links to these resources. (Patton, 2012)

THE STRENGTHS PERSPECTIVE

The relationship is hope-inducing: Astrengths-based approach aims to increasethe hopefulness of the client. Further, hope canbe realised through strengthened relationshipswith people, communities and culture. (Patton, 2012)

THE STRENGTHS PERSPECTIVE

Meaningful choice: Strengths proponentshighlight a collaborative stance wherepeople are experts in their own lives and thepractitioner’s role is to increase and explainchoices and encourage people to maketheir own decisions and informed choices. (Patton, 2012)

THE STRENGTHS PERSPECTIVE

A focus on the future as opposed to the past

(Patton, 2012)

THE STRENGTHS PERSPECTIVE

Every child, and family has resources, assets and strengths. Our job as a practitioner is to find , apply and refine. Its that simple

Find out what works and do more of it.

What are some strength based questions. To be (goal) Happy

What makes you happy, when are you happy, who makes you happy, what keeps you happy, where are you happy, how do you know you are happy, what are you doing when you are happy, when was the longest you were happy, what were you thinking, eating, seeing, smelling, tasting, experiencing, being…………..

Every child, and family has resources, assets and strengths. Our job as a practitioner is to help our clients to find , apply and refine. Its that simple

SALEEBEY, RAPP AND WEICKThe strengths perspective is a social construction in that it was developed by interactions of academic staff and students at the University of Kansas in concert with practitioners and consumers (Staudt, Howardw & Drake 2001). It is largely the work of Saleebey, Rapp & Weick (Healy 2005).

Humanist influences have been acknowledged as underpinning the strengths perspective (Anuradha 2004; Early & GlenMaye 2000) in that:

‘…we do not know the upper limits of a person’s ability to

grow and change...’ (www.socwel.ku.edu/Strengths/Practice.shtml)

Healy (2005) tells us the strengths perspective draws on a wide range of social science and social work knowledge and research. Notable influences include Capen Reynolds push for inclusion of consumers and recognition of their strengths as well as Goffman’s research on stigma and labeling in addition to human resilience (Healy 2005).

THE STRENGTHS PERSPECTIVE

‘...more than reframing and identifying strengths. It is a consistent focus on identifying client strengths and resources and mobilizing resources that directly or indirectly improve...’ the consumers challenges

(Saleebey in Early & GlenMaye 2000, p.123)

Concepts influential to the strengths perspective include:• Empowerment (Soloman)• Resilience (Anthony & Cohler; Garmezy; Haggerty, Sherroed, Garmezy & Rutter)

PRINCIPLES

SALEEBEY’S CORE POINTSCPR OF STRENGTHS

HEALY’S PRINCIPLES‘Practice Principle 1: Adopt and Optimistic Attitude Practice Principles 2: Focus Primarily on Assets Practice Principle 3: Collaborate with the Service User Practice Principle 4: Work towards the Long-term Empowerment of Service Users Practice Principle 5: Create Community’

(2005, pp.158 – 164)

Assumptions and

‘C= competencies, capacities, courage, character  &

P= promise, purpose, possibility, positive expectations &

R= resources, resilience, relationships, resourcefulness, resolve, reserves’(www.socwel.ku.edu/Strengths/about.shtml)

‘...the essential dynamics of a strengths-based perspective at work...’ (Saleebey 2006)

• ‘Every individual, group, family, and community has strengths

• Trauma and abuse, illness and struggle, may be injurious but they may also be sources of challenge and opportunity.

• Assume that you do not know the upper limits of the capacity to grow and change. Take individual, group, and community aspirations seriously.

• We best serve clients by collaborating with them.• Every environment is full of resources.• Caring, caretaking, and context’.

(www.socwel.ku.edu/Strengths/practice.shtml)

• ‘Believing in the client• Dialogue and collaboration• Empowerment• Healing and wholeness• Hope• Membership• Plasticity• Resiliency’

(www.socwel.ku.edu/Strengths/about/lexicon.shtml)

PRINCIPLES

PERKINS & TICE (1994, P.446) PRAGDIM SHIFT

WHAT ARE STRENGTHS?‘Saleebey (2006, p.82) asserts that ‘[a]lmost anything can be

considered a strength under certain circumstances’

What are strengths?

What people have learned about themselves and others; Personal qualities, traits, and virtues; What people know about the

world around them; Talents people have; Cultural and personal stories and lore; Pride; The community; Spirituality’

(www.socwel.ku.edu/Strengths/about/assessingStrengths.shtml)

Other representations and

‘Working from a Strengths Perspective requires a paradigm shift, moving away from the medical model and disease paradigm in a process of inner transformation that implies the recognition of our clients’ promise, strengths, assets, hopes, and dreams...’

(www.socwel.ku.edu/Strengths/about/paradigm.shtml)

‘Where the medically oriented practice models focus on disease, dysfunction, deficits and limitations, the strengths oriented writers move to the opposite end of the continuum emphasizing health, functionality,opportunities and capabilities’ (Okundaye, Smith & Lawrence-Webb 2001, p.70)

‘This perspective is a radical departure from a problem orpathological orientation-instead of looking for external forces, such as a professional, to ‘heal’ or solve a dilemma, attention turns to the innateabilities of clients’ (Weick in Perkins & Tice 1994, p.447)

STRENGTHS PERSPECTIVE

RAPP (1998, P.79) TELLS US

‘Strengths assessment...• What the person wants, desires, aspires to, dreams of. • Information gathered about persons talents, skills, and

knowledge.• A holistic portrait.• Gathers information from the standpoint of the

consumer's view of their situation.• Ethnographic.• Is conversational and purposive.• The focus is on the here and now, leading to a

discussion of the future/past-asking how they have survived so far.

• Persons are viewed as unique human beings who will determine their wants within self and environment.

• Is ongoing and never complete with the relationship primary to the process.

• Encouragement, coaching, and validation is essential to the process.

• Strengths assessment is specific and detailed, individualizes person.

• In conducting a SA, behavior is considered a desire to communicate.

• Consumer authority and ownership’.

RAPP & GOSCHA (2006) ‘Rapp and Goscha (2006) include seven life domains in their strengths assessment: daily living situation, financial/insurance, vocational/educational, social supports, health, leisure/recreational, and spirituality. These life domains are related to three temporal orderings: past (“What have I used in the past?”), present (“What’s going on today? What’s available now?”), and future (“What do I want?”)’.

(www.socwel.ku.edu/Strenghts/about/assessingStrengths.shtml)

‘)

Scenario

Strength https://www.youtube.com/watch?v=R3mYuPdn6hc

SALEEBEY’S QUESTION

• Survival questions: How have you managed to overcome/ survive the challenges that you have faced? “What have you learned about yourself and your world during those struggles?” (Saleebey, 2006, p. 87)

• Support questions: Who are the people that you can rely on? Who has made you feel understood, supported, or encouraged?

• Exception questions: “When things were going well in life, what was different?” (Saleebey, 2006, p.87)

• Possibility questions: What do you want to accomplish in your life? What are your hopes for your future, or the future of your family?

• Esteem questions: What makes you proud about yourself? What positive things do people say about you?

• Perspective questions: “What are your ideas about your current situation?” (Saleebey, 2006, p.87)

• Change questions: What do you think is necessary for things to change? What could you do to make that happen?’

• (www.socwel.ku.edu/Strenghts/about/assessingStrengths.shtml

ASSESSMENT

FURTHER GUIDELINES‘Additional Assessment Information...

Presenting problem – emphasis on client’s language, exceptions to the problem, exploration of resources, emphasis on client’s solution, miracle question

Problem history - exceptions: when was the problem not happening, or happening differently?, Include “future history” – vision of when the problem is solved

Personal history – Physical, psychological, social, spiritual and environmental assets, How did you do that? How have you managed to overcome your adversities, What have you learned that you would want others to know?

Substance abuse history – How does using help? Periods of using less (difference) Periods of abstinence (exception), Personal and family rituals – what has endured despite use/abuse?

Family history – Family rituals (meal times/ holidays), role models – nuclear and extended, strategies for enduring, important family stories

Employment and Education – List of skills and interests, homemaking, parenting skills, community involvement, spiritual and church involvement

Summary and treatment recommendations – Expanded narrative – reduce focus on diagnosis and problems, summary of resources, options, possibilities, exceptions and solutions, recommendations to other professionals for how to utilise strengths in work with client’ (Graybeal 2001, p.238).

Continued…

‘Identifying Strengths: Use the ROPES

Resources – Personal, family, social environment, organisational, community

Options – Present focus, emphasis on choice, what can be assessed now?, what is available and hasn’t been tried or utilized?

Possibilities – Future focus, imagination, creativity, vision of the future, play, what have you thought of trying but haven’t yet?

Exceptions – When is the problem not happening?, When is the problem different?, When is part of the hypothetical future solution occurring? How have you survived, endured, thrived?

Solutions – Focus on constructing solutions, not solving problems, What’s working now?, What are your successes? What are you doing that you would like to continue doing?, What if a miracle happened (de Shazer 1985), What can you do now to create a piece of the miracle?’

GRAYBEAL (2001, P.237)

An informal strengths-based assessment option includes ‘strengths chats’ (Epstein

2001)

ANURADHA (2004, PP.388 - 390)

Assessment continued and

Anuradha (2004) offers a description of three phases of a strengths perspective approach, being:

Initial Phase• Establish relationship with consumer • Demonstrate acceptance and listening• Support consumers and their families to articulate ‘challenges’ (as opposed to problems)• Validate consumer perceptions, priorities and respect values• Consider environmental context• Begin to discover strengths including what is supporting

wellness Intermediate Phase • Explore consumer capabilities, hopes and options.• Locate social and personal resources• Set goals• Match resources with goals• Set plans for action including activities Intervention Phase• Action the plans in collaboration• Social worker supports resource development where required• Monitor progress with recognition of what works

CASE STUDY

STRENGTHS ASSESSMENTTHE “CONSUMER”

Application

In line with Anuradha’s ‘initial phase’ (2004, p.388) the beginning focus of the social worker (SW) is on establishing a relationship through acceptance and listening. Meg reports that her doctor told her that she is mentally ill with depression and prescribed her anti-depressants that she has been taking for about six months now. Despite feeling benefit from the medication, Meg tells the SW that she is having difficulty coping with Emily on her own. Time permitting, an informal ‘strengths chat’ (Epstein 2001) at the initial contact would be a positive step towards beginning to discover strengths (Anuradha 2004) in addition to instilling optimism (Healy 2005). Within the scope of the service, the SW schedules a home visit to undertake an initial strengths assessment in collaboration with Meg. Although not an essential element of a strengths assessment, providing the opportunity to participate with the consumer in her own home environment is in line with the strengths approach. With the SW engaged more directly in the world of the consumer more strengths may be revealed including resources and competencies (Song & Shih 2010). The tool selected in this strengths assessment is the initial assessment format by Rapp and Goscha (2006). Although bearing a distinct format and categories, the process would be undertaken in a conversational style (Rapp 1998).

23 year old female (*Meg) presents at Women’s Health Service seeking support in her role as single parent to 6 year old daughter (*Emily) in addition to diagnosis of depression.

COMPLETING THE ASSESSMENT The Rapp & Goscha initial strengths assessment format has been condensed into the following slide to provide an overview of the form. Utilizing strengths assessment questions (Saleebey 2006; Graybeal 2001) provides a dialogue for the SW to engage with Meg in discussing challenges, identifying strengths, competencies, resources and supports in order to complete the assessment form.

CASE STUDYExample form relevant to

LIFE AREA CURRENT STATUS INDIVIDUALS DESIRES AND ASPIRATIONS

RESOURCES: PERSONAL AND SOCIAL

Life domain & daily living

Financial

Vocational/Educational

Social Supports e.g. Has one afternoon off per week when Emily attends after school care

e.g. Wants to have more respite time from Emily Wants to join a parent/social group

e.g. Madge (after school care worker) is very supportive and has place available for Emily on other afternoonsCan apply for child care benefit / rebate

Health e.g. Currently feeling some benefit from antidepressant medication Excellent physical health

e.g. Hopes to cease medication in the futureWants to use exercise to support wellbeing

e.g. Happy with current G.P. who bulk bills

Leisure & Recreation

e.g. Likes watching DVD’s at home Likes surfing the net and chatting online

e.g. Wants to return to lap swimming e.g. Current membership at Pool/Gym Centre

STRENGHTS-BASED INITIAL ASSESSMENT (ADAPTED FROM RAPP & GOSCHA 2006)

Priorities:1.2.3.4.

Signed & date _________________________________CONSUMER

Signed & date _________________________________ CASE MANAGER

Case Manager Comments:Consumer Comments:

STRENGTHS AND WEAKNESSES

ADVANTAGES

Considering

• Alternative to problem-centered, pathologising or deficits approach (Staudt, Howardw & Drake 2001; Graybeal 2001; Healy 2005)

• ‘...recognizes the power of optimism, on the part of both service worker and service user, for achieving significant improvement in the quality of service users lives..’ (Healy 2005, p.166)

• ‘..provides challenges to the dominant discourses shaping social work practice contexts...promotes collaboration...sceptical stance towards expert knowledge’ (Healy 2005, p.167)

• ‘...legitimating clients’ personal and collective resiliency, wisdom and contributions convey profound respect for their human dignity and self-determination in keeping with the historic promise of social work ethics..’ (Roche 1999, p.24)

• ‘..especially relevant for oppressed and marginalized groups..placing clients in the role of authoritative partner..leads social workers away from negative stereotyping and towards eliciting and heeding clients own explanations of their realities and aspirations...’. (Roche 1999, p.24)

• ‘recognition of strengths is fundamental to the value stance and mission of the profession...levelling of the power relationship..reinforces client competence..‘ (Cowger 1994, p.265)

STRENGTHS AND WEAKNESSES

DISADVANTAGES

Considering

• ‘...accused of oversimplification and of being overly optimistic...’ (Okundaye, Smith & Lawrence-Webb 2001, p.69)

• ‘...can be seen as very threatening by some..naive and simplistic, or denies advances in the understanding of psychopathology and biomedical knowledge...’ (Graybeal 2001, p.234)

• ‘...misinterpreted as merely naive, inexpert or even dangerous...’ (Healy 2005, p.167)

• ‘...challenge...for social work...to incorporate the strengths perspective, ...in settings where there is little understanding, acknowledgement, or acceptance of it as relevant...” (Graybeal 2001, p.237)

• ‘...psychological diagnosis is necessary because most funding sources want this information in order to justify continued funding...’ (Brasler 2001, p.7)

• anti-oppressive perspective would ask whether the concept of collaborative partnership...is meaningful in the context of this perspectives failure to acknowledge the continuing inequalities between service provider and service user’ (Healy 2005, p.168)

• ‘...places too much responsibility on individuals and communities for achieving change...” (Healy 2005, p.168)

• ‘..considerable difficulty at times in their (consumers) willingness and ability to engage in the strengths assessment process..’ (Rapp 1998, p.92)

•

REFERENCESStrengths Perspective PowerPoint

Anuradha, K. (2004) Empowering Families with Mentally Ill Members: A Strengths Perspective. International Journal for the Advancement of Counselling, 26(4), 383 – 391. doi: 10.1007/s10447-004-0174-x

Brasler, P. (2001) Developing Strengths Based Treatment Plans. Retrieved April 3, 2010, from www.unified-solutions.org/uploads/devstrengthsbasedtrmntplans.pdf

Cowger, C. (1994) Assessing client strengths: Clinical assessment for client empowerment, Social Work, 39(3), 262 – 268. Retrieved April 3, 2010, from Academic Research Library database.

Early, T. (2001) Measures for practice with families from a strengths perspective, Families in Society, 83(3), 225-232. Retrieved April 4, 2010, from

Early, T. & GlenMaye, L. (2000) Valuing families: Social work practice with families from a strengths perspective, Social Work, 45(2), 118 – 130. Retrieved April 2, 2010, from Academic Research Library database.

Epstein, M. (2008) Strength Based Assessment. Retrieved September 28, 2009, from http://rtckids.fmhi.usf.edu/rtcconference/handouts/pdf/21/.../Epstein.pdf

Graybeal, C. (2001). Strengths-based social work assessment: Transforming the dominant paradigm, Families in Society, 82(3), 233–242. Retrieved October 30, 2009, from Academic Research Library database.

Healy, K. (2005) Social work theories in context: creating frameworks for practice. New York: Palgrave Macmillan.

Joyce, M. (2004) The Strengths Perspective: Relevance and application to mental health nursing and crisis resolution work. Retrieved April 4, 2010, from http://researcharchive.vuw.ac.nz/handle/10063/28

Okundaye, J., Smith, P. & Lawrence-Webb, C. (2001) Incorporating Spirituality and the Strengths Perspective into Social Work Practice with Addicted Individuals, Journal of Social Work Practice in the Addictions, 1(1), 65 - 82. doi: 10.1300/J160v01n01_06

REFERENCESStrengths Perspective PowerPoint

Perkins, K. & Tice, C. (1994) Suicide and Older Adults: The Strengths Perspective in Practice, Journal of Applied Gerontology, 13(4), 438 – 454. doi: 10.1177/073346489401300407

Rapp, C. (1998) The strengths model: case management with people suffering severe and persistent mental illness . New York: Oxford University Press.

Rapp, R. (2007) The Strengths Perspective: Proving “My Strengths” and ‘It Works”. Retrieved April 5, 2010, from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2254514/

Rapp, C. & Goscha, R. (2006). The strengths model: Case management with people with psychiatric disabilities (2nd ed.). New York: Oxford.

Roche, S .(1999) Using a Strengths Perspective for Social Work Practice with Abused Women, Journal of Family Social Work, 3(2), 23 — 37. doi: 10.1300/J039v03n02_03

Staudt, M., Howardw, M. & Drake, B. (2001) The Operationalization, Implementation, and Effectiveness of the Strengths Perspective, Journal of Social Service Research, 27(3), 1 – 21. doi: 10.1300/J079v27n03_01

Saleebey, D. (Ed.). (2006). The Strengths Perspective in social work practice (4th ed.). Boston: Allyn & Bacon.

Song, L . & Shih, C. (2010) Recovery from partner abuse: the application of the strengths perspective , International Journal of Social Welfare 19(1), 23 – 32. doi: 10.1111/j.1468-2397.2008.00632.x

THE STRENGTHS PERSPECTIVE

Every child, and family has resources, assets and strengths. Our job as a practitioner is to detect them no matter how small