Tools for Building on Youth Strengths

Kathy Cox

While rhetoric about strength-based approaches abounds, this perspective has not penetrated thefront lines of practice. Many programs serving troubled youngsters are still mired in a deficit anddeviance orientation. This article provides practical strategies for assessing the strengths of childrenand developing interventions to tap their assets in achieving educational and treatment goals.

IntroductionRecent decades have seen swelling numbers of chil-dren and adolescents presenting to human serviceproviders, including social workers, counselors,therapists, and psychologists, with a plethora ofproblematic behaviors, symptoms, and adjustmentdifficulties that warrant mental health intervention.Many are depressed or anxious, impulsive or delin-quent, and plagued with poor judgment, disorderedthinking, or some combination of these commonlyreported problems. The standard approach to treat-ing these youth begins with a comprehensive assess-ment of presenting problems, environmental stres-sors, and family dysfunction, with an emphasisplaced on areas of risk. The treatment process pro-ceeds with a focus on goal-setting and interventionaimed at ameliorating targeted problems and behav-iors. A recent trend toward the recognition of clientstrengths has prompted the addition of a cursoryinquiry as to youth assets during the mental healthassessment, but rarely is as much attention paid toyouth capacities as it is to areas of deficiency and dis-order. Also uncommon is the use of interventiondesigned to capitalize on specific child assets identi-fied {Cox, 2006). Consequently, children and adoles-cents continue to receive mental health services thatare more inclined to stigmatize than cure, instilldoubt rather than hope, and generate avoidance overmotivation (Saleebey, 2002).

This study aims to aid practitioners who strive togive more than lip service to the notion of building

on youth strengths. Drawing from the literature onthe strengths perspective, it offers a roadmap forpractice that illuminates critical elements of strength-based intervention. Secondly, it introduces an assess-ment tool aimed at eliciting information regardingthe personal strengths of children and adolescents.Case examples are provided that illustrate the appli-cation of strategies that may be used to marshalyouth assets toward the achievement of mentalhealth goals. Finally, recommendations are offeredtoward the development and dissemination ofstrength-based practice.

Conceptual FoundationThe strengths perspective is founded upon the beliefthat all children have strengths {Poertner & Ronnau,1992). Even the most troubled youth have positivetraits and capacities that can be mobilized in theservice of growth and recovery. While this assertionis ascribed to by many, if not most, mental healthpractitioners, its significance is frequently lost asinvestors attention is diverted to the assessment ofdisorders and deficits required in the establishmentof medical necessity for services. These serviceproviders may benefit by the use of a structured for-mat that promotes an equally clear and consistentfocus on the strengths that each youth brings to theprocess of problem resolution.

Commonly noted advantages to a strength-basedapproach to practice include its potential for enhanc-

reclaiming children and youth 16:4 winter 2008 *> pp. 19-24 19

ing youth motivation for change. By recognizing theunrealized power within people, practitioners helpliberate them from a sense of hopelessness and fearand, thus, trigger a willingness to "try out newbehaviors, forge new relationships, or make a newcommitment" (Saleebey, 2002, p. 7). A second advan-tage to a focus on strengths is that it reminds profes-sionals of the competencies that can become thebasis for positive change and development in theyouth that they serve (Rapp & Winterstein, 1989). Inother words, an emphasis on strengths orients prac-titioners toward solutions that tap the child's capac-ities, while concurrently resolving problematicbehaviors or conditions. This practice principle isfundamental to the model advanced below.

A framework for assessing client strengths that isincorporated into the roadmap to follow was out-lined by Cowger (1997). This author suggests thatassessment ideally gathers information along twointersecting continuums or axes. The first is anenvironmental versus individual or personal factorscontinuum; the second a strengths versus obstaclescontinuum. When these two axes are enclosed, fourquadrants are produced that represent content areasfor assessment: personal strengths, personalobstacles, environmental strengths, environmentalobstacles. Cowger recognizes that a comprehensivestrength-based assessment does not ignore individ-ual or environmental limitations but rather empha-sizes information relative to the strengths domains.

A final concept articulated in the strengths-basedpractice literature that is embedded in the modelbelow is that of the social niche. James Taylor (1997)defines social niche as "the environmental habitat ofa category of persons, including the resources theyutilize and the other category of persons they associ-ate with" (p. 219). This author distinguishesbetween: 1) entrapping niches that tend to stigmatizepeople and offer few incentives for goal attainmentor skill development and 2) enabling niches that arerich in resources, recognize capacities, and offerrewards for skill development and/or progresstoward goals. The approach to strength-based prac-tice discussed in the sections to follow is aimed atassisting youth in assessing their personal strengthsand, based on those assets, creating or developingan enabling niche in their social environment.

A Roadmap for Buildingon Strengths

The model for building on youth strengths suggest-ed here begins with a thorough assessment of thechild or adolescent's capacities, interests, andresources. It progresses to a formal process ofstrengths recognition and, finally, the developmentof strength-based intervention focused on 1) creat-ing an enabling niche and 2) utilizing this niche as avehicle for furthering the youth's progress towardimproved functioning (see Figure 1).

Figure 1: Process for Building on Youth Strengths

Personal StrengthAssessment

StrengthsRecognition

Strength-Based Intervention

Prep forEnabling asActivitiesSkill

Enabling Niche

Development

Use ofEnabling Nicheas a Vehicle forProgress

20 ?> reclaiming children and youth

Personal Strengths Assessment

A variety of informal strategies can be used to facili-tate the process of strengths assessment, includingthe "strengths chat" recommended by VanDenBergand Grealish (1996) that involves the practitionerhaving conversations with the clients about whatthey perceive their strengths and social resources tobe (p. 12). An assessment tool which can be incorpo-rated into such a conversation is referred to as thePersonal Strengths Grid (Appendix I on pages23-24). Its intent is to prompt discussion of theyouth's capacities, interests, and resources in a vari-ety of domains: social, academic, athletic, artistic,mechanical, cultural, and spiritual. The PersonalStrengths Grid has been adopted successfully by alarge community-based organization in Californiathat services high risk youth and families (Cox &Kendricks, 2006).

Strengths Recognition

The acknowledgement of youth skills, interests,aims, and abilities by practitioners and other serviceparticipants (e.g., parents, siblings, extended familymembers) is a key step in the process of strength-based practice. This can take place in office basedsessions, home visits, and/or child and family teammeetings.' The performance of strengths recognitionduring mental health therapy with youth has beenlinked to parental satisfaction with services andtreatment retention (Cox, 2006). However, its posi-tive impact is likely to be expanded when combinedwith the use of interventions that draw upon theunique strengths of the youth receiving services.

Strength-Based Intervention

The formulation of strength-based intervention is acreative process involving the design of a strategythat is intended to tap a specific youth asset whilealso remedying a mental health problem or impair-ment. For instance, a depressed, socially withdrawngirl who has a talent for poetry might be encouragedto write and read poems dealing with loss in ses-sions with her therapist. This clinical interventionwould be enhanced by a plan to develop and sup-port an enabling niche for this youth. For example,the girl might be assisted in locating a creative writ-ing class or group wherein she would be encouragedto practice specific social skills and accept apprecia-tion for her evolving ability and talent as an aspiringpoet. Often strength-based interventions must ini-

tially focus on preparing youth for engagement insuch enabling activities and on resolving barriersthat prevent successful participation.

Case Examples

Trevor Loves Cars

Ten-year-old Trevor had been diagnosed withAttention Deficit Disorder and Oppositional DefiantDisorder and displayed impulsivity and poor com-pliance with adult directives. He has never knownhis father and has experienced little in tbe way ofadult male rote modeling. While gathering informa-tion to complete the Personal Strengths Grid, hiscounselor learned that Trevor loves cars and work-ing with his hands. These interests were acknowl-edged at a family team meeting that included sever-al of Trevor's extended family members. The coun-selor began to incorporate auto-related metaphorsinto his conversations with Trevor about managinghis behavior (e.g., learning when "to put the brakeson" and how to read "stop signs"). Trevor's motherwas encouraged to adopt language infused withthese metaphors when praising him for efforts atcooperation. She was also enlisted in tracking hisprogress toward following directions without argu-ing. Trevor embraced an opportunity to worktoward earning a remote-control toy car by consis-tently completing household chores. His uncle, amechanic, agreed to let Trevor help out at his shopon occasional Saturday mornings. The two planneda trip to attend a NASCAR race together whenTrevor makes passing grades in all his classes.

Amanda Likes to Crochet

Twelve-year-old Amanda had been diagnosed withAnxiety Disorder due to her chronic worry andsleep disturbances. She and her family had recentlymoved to a new city and Amanda was having diffi-culty making friends and adjusting to her newschool and neighborhood. While she had alwaysbeen on the shy side, Amanda's social stress wasnow crippling. W^ile gathering information to com-plete the Personal Strengths Grid, her therapistnoted that Amanda has an interest in domestic artsand had recently learned how to crochet. This inter-est and skill was recognized in a family session thatincluded Amanda and her parents. The therapistencouraged crocheting as a self-soothing techniquefor Amanda to use when she began to worry. A

volume 16, number 4 winter 2008 ^ 21

school counselor was informed of Amanda's interestin crocheting and she helped the 12-year-old start acrocheting club on campus, thus enabling her tomeet other students at her schooL Concurrently, thetherapist assisted her in developing and practicingskills for initiating and sustaining relationships.Later that year, Amanda and her newfound friendswere recognized at a school assembly for crochetinghats for cancer patients.

ConclusionWhile many child-serving mental health providersembrace the value of strength-based practice, fewutilize service planning protocols that prompt thedesign of interventions aimed at bolstering youthcapacities and assets. To further a focus on youthskills, interests, and assets, the author offered astrength-based assessment tool, the PersonalStrengths Grid, for use by counselors, social work-ers, therapists, and case managers (see Appendix I).Also adopted was a conceptual framework that isintended to 1) make clear the rationale behindstrength-based intervention and 2) offer guid-ance in the formation of truly strength-based strategies. With the adoption of thisroadmap, it is hoped that practitionerswill find structure and support facilitat-ing the provision of therapeutic servicesthat are congruent with their stated inten-tion to honor youth strength, capacity, andresilience.

Kathleen Cox, PhD, LCSW, is director of clinical services atEMQ Children and Family Services, Sacramento, California.Her interests include wraparound process, strength-basedassessment, and intervention. She can be contacted by email:kcox@emq.org

REFERENCES

Cowger, C. (1997). Assessing client strengths: Assessment for clientempowerment. In D. Saleebey (Ed.), The strengths perspectives insociiil work practice (pp. 59-73). New York: Longman.

Cox, K. (2006). Investigating the impact of strength based assessmenton youth with emotional or behavioral disorders, journal of Childand Family Studies, 15, 278-292.

Cox, K., & Kendricks, J. (2006). Strengthening the focus on strengths inwraparound. Paper presented at the Fourth CaliforniaWraparound Institute. Universal City, CA.

Poertner, J., & Ronnau, J. (1992). The strengths approach to childrenwith emotional disabilities. In D. Saleebey (Ed.), The afrengths per-spective in social work practice (pp. 111-121). New York: Longman.

Rapp, C. A., & Wintersteen, R. (1989). The strengths model of casemanagement: Results from twelve demonstrations. PsychosocialRehabilitation lournal, U, 23-32.

Saleebey, D. (20t)2). The strengths perspective in social work practice.Boston, MA: Allyn and Bacon.

Taylor, J. (1997). Niches and ecological practice: Extending the eco-logical perspective. In D. Saleebey (Ed.), Vie strengths perspectivein social work practice (pp. 217-227). New York: Longman.

VanDenBerg, J. H., & Grealish, E. M. (1996). Individualized servicesand supports through the wraparound process: Philosophy andprocedures, journal of Child and Family Studies, 5, 7-21.

NOTES

'Child and family team meetings are commonly used to plan indi-vidualized services in the wraparound process, a team-based servicedelivery model for high-risk youth.

"African American Heros" bv Andrew R.,Lawrence Hall Youth Services, Chicago, IL.

used with permission.

22 0 reclaiming children and youth

Appendix IPersonal Strengths Grid

Youth's Name

Sources of Information Regarding Strengths: Youth InterviewTeacher InterviewOther Source

Age_

Caregiver InterviewObservation

Strength Domain

Capacities

Interests

Resources

Social

Initiates relationshipswith ease

Sustains relationshipsover time

Good interpersonalboundaries

Relates well with peersRelates well with adults

Comments

Academic

Good reading skillsGood writing skillsGood math skillsGood verbal skillsGood computer skills

Comments

Wants to have friendsWants relationships with

caring adultsWants to belong to peer

groups, clubsLikes to help othersEnjoys caring for animals

Comments

Has close (pro-social)friend(s)

Has access to adult mentorHas access to naturally

occurrmg groups,clubs, volunteer workopporturuties, etc.

Comments

Enjoys readingEnjoys writingEnjoys math or scienceEnjoys computers

Comments

Athletic

Good at team sports{e.g. basketball, footbaU,baseball)

Good at independent ornoncompetitive sports(e.g. swimming, gymnastics.jogging, rock-climbing, yoga)

Comments

Wants to play team sportsWants to learn individual or

non-competitive sports

Comments

Has access to opportunitiesto display, share, orenhance academic abilities.

Comments

School offers athleticsprograms

Neighborhood offers athleticsprograms

Conunents

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Personal Strengths Grid (continued)

Strength Domain

Capacities

Interests

Resources

Artistic/Creative

Talent in visual arts (drawing.painting, etc.)

Talent in performing arts(singing, dancing, drama.music, etc.)

Skills in domestic arts(cooking, sewing, etc.)

Comments

Desires to develop talent invisual arts

Desires to develop talent inperforming arts

Desires to develop talent indomestic arts

Comments

School offers programs intype of art preferred

Neighborhood offersprograms in type of artpreferred

Comments

Mechanical

Able to assemble anddisassemble bikes.appliances, computers, etc.

Skills in using tools forcarpentry, woodworking, etc.

Skills in car maintenance/repair

Comments

Enjoys fixing appliances, etc.Enjoys buiWing,

woodworkingEnjoys working on cars or

desires to learn mechanics

Comments

School offers vocationalprogram in mechanicalarea of interest/skill

Has opportunity to serve asapprentice in mechanicalarea of choice

Comments

Cultural/Spiritual

Knowledge of own heritageKnowledge of spiritual belief

systemPractices cultural/spiritual

customs/rituals

Comments

Likes to attend church or otherplace of worship

Desires to learn about ownheritage

Desires to participate incultural or spiritually-oriented activities.

Comments

Connected to place of worshipHas access to opportunities to

participate in culturally-oriented activities

Comments

Other Strengths

Completed BySupervisory Review

Copyright EMQ 2006

Date

Date

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