Working with Children and Youth: Identifying and Building on Strengths

Talon Greeff, LPC

Director of Residential Care

Utah Youth Village

This training and additional resources can be found at

www.utahparenting.org

Overview

Introduction Why Strength-based rather than problem-

based approach to care? Assessment

Starts with First Meeting Child’s First Week in the Home

Developing Strengths into Skills Troubleshooting Conclusion

Introduction

Statement of Purpose: It is my job to make you better foster parents.

What are some of the difficulties and challenges you have had in doing foster care?

What is it about the way you provide foster care that is so stressful?

What is the worst mistake you have made so far as a foster parent?

Please describe the most embarrassing experience you or your family have had, professionally or personally.

Why Strength-based rather than problem-based approach to care? Helps your home be more pleasant, relaxed

and fun Much more fun to praise behavior than

address negative behavior Skills help address negative or problematic

behavior Seems like more work with the youth but

saves time in the long run Produces better results for the children and

youth in our care

Identifying Strengths

Every child or youth has strengths Survival skills are often strengths Strengths may be hidden in negative behaviors What is the youth doing that would be positive if

viewed by another person or in another environment? Negative behavior – “telling you no” Positive use of this behavior - resisting peer pressure

What are they doing now? How could it be worse? Example - Youth late home from school Could be worse if youth did not come home at all

Starts with your First Meeting

Starts with intake Avoid arguing, demanding – “What is your problem?” Avoiding power struggles

Discussion of strengths Ask parents, previous foster parents, case worker

Be careful about what they report Use this information to help you find out strengths

Ask about strengths in different environments: home, school, church, social groups, with peers, with family and with friends

Ask youth What do you like? We usually like what we do well

Child’s First Week in the Home

Have special meal and family activity Ask youth what they would like to eat or what they would like

to do You can guide the choice to make it reasonable

Talk with the youth and get to know them What kind of music do like? What activities, hobbies do you like? When you have free time what do you like to do? Do activities with your youth

Talk with the youth about your home and expectations Observe the youth with others, school and home Each of these things helps with an assessment of youth

strengths

Building on Strengths Work with child to find “niche” for youth in home

A niche is the thing that the youth is better at than anyone else living there

Reinforce what they do well with specific descriptions “What can we reinforce?” Data shows that typical parents reinforce behavior

1:17 Youth behavior improves with 4:1 ratios Set timer for 15 minute intervals and find something

to praise Sandwich positive interactions between negative interactions

Avoid negative spiral Forces you to find and reward strength or positive

behavior

Building on Strengths

You can address problem behavior with strengths Praise and reward the strengths or positive behavior

that is opposite of the behavior you are concerned about

Develop strengths to address problem behavior “Map” over success and strengths onto problem

behavior Example: If your youth has grades that are an A and a

D ask “What works for you in the class with the A you can use in the class with a D to improve the grade?

“You get along great with Billy. What do you do with him that can help you get along with Sally?”

Help youth figure this out and help them develop it

Strength-based Exercise

Name behaviors that foster children may exhibit when placed: Skipping school Disruptive in school Yelling Hitting Refusing to do chores Refusing to follow laws

Skills to Teach and Reinforce

Problem behaviors Skipping school Disruptive in school Yelling Hitting Refusing to do chores Refusing to follow

rules

Skills to teach or reinforce Social interactions with

peers Able to be on task with

reading or drawing Assertiveness Concern for others Taking care of their

room Rules the youth do

follow or suggested rules

Develop Skills Based on Strengths

Identify the strengths that the youth have List what strengths they identify Others identify What you see while they are in your home

List the skills that you want the youth to learn or they identify that they want to learn

Take the strengths that you see and add the other strengths or steps that the youth need to learn a skill that helps them

Focus on the strengths that will have the most impact Shape and develop strengths into skills Skills can be used to help address negative or

problematic behavior

Example:

Skill#: : Staying Calm Behavior- identifying ABC’s

Behavior- deep breathing

Behavior- counting to 10

Behavior- leaving situation

Behavior- voice/body check

Behavior-

Behavior-

Skill#: : Following Instructions

Behavior- maintain eye contact

Behavior- calm facial expressions

Behavior- calm voice tone

Behavior- acknowledgement

Behavior- completion of tasks immediately

Behavior- checking back

Behavior- asking to help

Focused Teaching

Skill #1 Once this skill is taught, then reinforce the use of the

whole skill Skill #2

When beginning to teach the second skill, stay FOCUSED on this skill

Begin to intermittently reinforce the first skill Once the second skill is taught, then reinforce the use

of the whole skill Skill #3

When teaching the third skill, stay FOCUSED on this skill

Intermittently reinforce the skills that have already been taught

Trouble Shooting

Positive behavioral contracting or charting with “super reinforcers”

Chaining Shaping Chunk it down

Charting or Behavioral Contracting

Use a “super reinforcer” or reward Don’t just focus on the negative consequences Setup contract for youth to stretch, not generate a

new behavior Stretching positive behavior or a strength is much

more likely to lead to success Jumping to a new skill or behavior, especially if it is

difficult, is much less likely to be successful Avoid language that a dead person can do i.e. Don’t

yell, don’t swear.

Shaping – reward small changes toward what you want the youth to do Identify what the youth is currently doing Identify what you want youth to do Use specific steps so you can measure progress Identify some “in-between” goals Explain what you want the youth to do based on the

first “in-between” goal which should have some steps that the youth can already partially do

When the youth meets the first “in-between” goal and can do it for a week, depending on the behavior, explain the new “in-between” goal

Keep doing this until the youth is doing what you want

Shaping – Following Instructions

Follow instructions Eye contact Say ok Forget to do task

Intermediate goal Look down Mumble Do task poorly Check back

Intermediate goal Look down Say ok Do task Check back

Follow Instructions Eye contact Say ok Do task immediately Check back

Praise and reward intermediate goals—building on a strength

Chaining – building the behavior you want by adding behaviors to a strength Identify what the youth is currently doing Identify what you want the youth to do Identify the specific steps that you want the youth to

follow Start with a step or strength the youth already does

or is easily learned Add steps to the skill or behavior one at a time Don’t add another step until the youth has

demonstrated they can consistently do the series of steps without prompting

Keep adding steps until the skill or behavior has been learned

Chaining – Following Instructions

Follow instructions Do task

Intermediate goal Say ok Do task

Intermediate goal Eye contact Say ok Do task

Follow Instructions Eye contact Say ok Do task immediately Check back

Praise and reward intermediate goals—building on a strength

Chunk it Down

If your youth or child is having difficulty doing a task, even if they have been successful in the past “chunk it down”

Chunking it down means dividing the task into parts that the youth or child can do

They may be frustrated, overwhelmed or unable to do the task, chunking it down makes it possible

Chunk the task down to pieces that play to youth skills and strengths

Conclusion

Creates a more enjoyable foster care experience

Produces a more pleasant home environment More effective results for children and youth

This training and additional resources can be found at

www.utahparenting.org