GENERALIST PRACTICE IN SOCIAL WORK

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3 C h a p t e r

The Strengths Perspective

Chapter Three Core Competencies

Competency 1: Ethical and Professional Behavior

• Students will be able to describe how the ethical responsibility of self-determination is fostered through strengths-based interventions that are adapted to meet the needs and preferences of each client.

Competency 2: Diversity and Difference

• Students will understand the importance of embracing diversity as they work with individuals, families, and communities.

• Students will understand the importance of engag- ing in practice that remains responsive to cultural and personal preferences.

Competency 4: Practice-Informed Research and Research-Informed

Practice

• Students will be able to think critically about the literature base describing and evaluating strengths- based practice.

Competency 6: Engagement

• Students will understand the importance of developing therapeutic, professional relationships.

• Students will be able to describe how to adapt their interpersonal skills to fi t the strengths and cultural background of individual, families, and groups.

Langer, C. L., & Lietz, C. (2014). Applying theory to generalist social work practice. ProQuest Ebook Central <a onclick=window.open('http://ebookcentral.proquest.com','_blank') href='http://ebookcentral.proquest.com' target='_blank' style='cursor: pointer;'>http://ebookcentral.proquest.com</a> Created from ncent-ebooks on 2021-02-10 16:13:26.

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The Strengths Perspective 57

Introduction

The strengths perspective includes a set of theoretical principles devel- oped starting in the late 1980s. In contrast to social work’s previous preoccupation with problems and defi cits, this perspective is balanced by the idea that all people have strengths. By identifying and building upon clients’ strengths, social workers can address problems by using clients’ capacities and resources in the process of helping. In addi- tion, the strengths perspective seeks to engage in a culturally respon- sive practice that remains fl exible and creative when addressing social problems with diverse populations.

This movement represents an important development within the fi eld. An increasing number of social work educational programs have incorporated principles of the strengths perspective within their curriculum. Furthermore, many social service agencies have adopted strengths-based principles within their work.

This chapter discusses the development of the strengths perspec- tive as an important theoretical perspective guiding much of social work practice today. The terms and principles underlying this perspective are defi ned and described, using examples from social work practice to illustrate each principle. These principles are used to guide a discus- sion regarding what social work practice looks like when adopting the strengths perspective, including a case example. Finally, strengths and limitations of this perspective are discussed.

Competency 7: Assessment

• Students will understand the importance of identifying internal and external strengths as part of the assessment process.

Competency 8: Intervention

• Students will be able to describe interventions associated with the strengths perspective.

• Students will be able to implement basic and advanced interviewing skills in a way that is strengths-based.

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58 Applying Theory to Generalist Social Work Practice

A Social Work History Lesson

Social work has a long history of intervening with individuals, families, and communities to enhance well-being. Early efforts were seen in the late 1800s and early 1900s in activities such as home visiting provided by charitable organizations to provide for the needs of vulnerable and impoverished families. Others sought to address social problems through community development by providing advocacy and social services to help meet the needs of specifi c groups of people.

During these early years, leaders who were engaged in these activi- ties of helping sought to organize their work as a profession. By pulling this work together under a professionalized discipline known as social work, many people felt that educational programs could be developed to further advance the practice of helping. As part of this effort, in 1915, well-known educational specialist Abraham Flexner was invited to attend one of the fi rst social work conferences to evaluate the degree to which social work activities represent a clearly defi ned profession. To the disappointment of many attendees, Flexner suggested that although the efforts associated with social work were important, the fi eld had not progressed to a point that it could be considered a discipline or profes- sion. Flexner compared social work with other fi elds such as the medical profession, identifying the ways in which this discipline engaged in clearly defi ned activities of practice. Social work, in contrast, was quite broad. In response, advocates who sought the professionalization of the fi eld suggested social work adopt what is known as the medical model to guide future practice.

You may be asking why a singular historical event that occurred almost 100 years ago is relevant to social work today. This early phase of social work informed the direction of the fi eld for almost a cen- tury and continues to exert a strong infl uence on practice today. The medical model represents a theoretical framework that guides prac- tice. Like the other theories and perspectives covered in this book, the medical model rests on underlying principles that end up being translated into practice behaviors. For example, the medical model suggests the fi rst step in problem resolution is to defi ne or diagnose the problem. Labeling problems allows communication within and across disciplines regarding what is happening. Defi nition of problems can lead to measurement of the problem, allowing a professional to “treat” or intervene to reduce symptoms associated with that prob- lem. According to this model, social work practitioners are considered

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The Strengths Perspective 59

effective when they are able to reduce the incidence and severity of problems experienced.

Some leaders felt adopting the medical model through the use of the problem-solving process could advance social work practice. The problem-solving process encompasses six steps: (a) defi ne and assess the problem, (b) identify potential interventions or treatments that could reduce the problem, (c) evaluate the benefi ts and limitations of each potential intervention, (d) implement the chosen intervention, (e) eval- uate the effectiveness of that intervention, and if successful, (f) termi- nate or close the social work relationship (Perlman, 1957). The medical model offered a practical description of social work practice that was seen by many people as the answer the fi eld was seeking.

Limitations of the Medical Model

Although the adoption of the medical model may have represented an advance in the fi eld a century ago, some people suggest there are limitations to a perspective for social work that focuses solely on labe- ling and treating social problems. First, you may have noticed how many times the word problem has been used in this chapter already. One critique of the medical model is its overemphasis on problems (Blundo, 2001; Saleebey, 2009). There is no question that social work- ers are concerned with problems. However, being focused on prob- lem identifi cation, measurement, and intervention may cause a social worker to miss the strengths and successes also present within a person and a situation. Second, the medical model places social work prac- titioners in the position of being experts. This position asserts social workers have specialized training and experience that allows them to perform professional activities within specifi ed scopes of practice that others are not authorized to perform. Although education and expe- rience are highly valued in social work, raising the expertise of the social worker to this degree can keep the expertise of the client from being acknowledged, hindering the process of shared decision making (Kisthardt, 2009). Finally, although labeling appears an effi cient way to foster communication and research regarding social problems, social workers are increasingly concerned with stigma and how attaching diagnostic terminology to problems can change the way society views people and possibly even the way people view themselves (Kondrat & Teater, 2009), as discussed later in this book when focusing on social construction in Chapters 9 and 10.

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60 Applying Theory to Generalist Social Work Practice

Moving Toward a Strengths Perspective

This critique of the medical model does not deny there are practical benefi ts to defi ning, measuring, and intervening to reduce problems. In addition, activities such as assessment and monitoring effectiveness are valued within social work. Finally, despite recognizing the limits of the medical model, and regardless of the theory or perspective informing practice, social workers do and should care deeply about social problems such as family violence, poverty, child maltreatment, and addiction. These issues exert real and devastating effects on the children, adults, families, and communities with whom practitioners work.

Thus, the strengths perspective seeks to balance a model focused solely on problems with one that acknowledges clients’ strengths, past successes, and exceptions to the problems they face. The strengths per- spective in social work was developed by leaders at University of Kansas in the late 1980s and throughout the 1990s, and its infl uence has spread across social work curricula. One of the fi rst articles published about the strengths perspective, by Weick, Rapp, Sullivan, and Kisthardt (1989), suggested overemphasis on problem identifi cation and labeling inter- feres with a social worker’s ability to highlight the worth and dignity of each individual. Although the article acknowledged there were previ- ous discussions regarding strengths within the social work literature, it represents the fi rst call to action to address the pervasive overemphasis on problem solving that was limiting social work practice.

Soon after, Saleebey edited the fi rst edition of a book that incorpo- rated the voices of multiple authors in describing the strengths perspec- tive (Saleebey, 1992). Since that point, the strengths perspective has been represented within both theoretical and research articles that describe the perspective and its implementation across multiple roles and settings (e.g., Brun & Rapp, 2001; Cohen, 1999; Early & GlenMaye, 2000; Fur- man, 2010; Greene, Lee, & Hoffpauir, 2005; Moxley & Washington, 2001; Rapp & Gosha, 2006). The strengths perspective offers important implica- tions for direct practice but is also important when considering program development, advocacy efforts, and policy (Rapp, Pettus, & Gosha, 2006).

Key Concepts

Similar to other theoretical perspectives, the strengths perspective includes several important terms, summarized in Table 3.1, that are necessary to understand when considering its principles.

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The Strengths Perspective 61

Strengths

The essential idea in taking a strengths-based approach to practice is that all clients, families, and communities have strengths. Strengths are internal and external capabilities and resources unique to each per- son or group (Mandleco & Perry, 2000). Internal strengths are personal qualities such as a sense of humor, insight, and fl exibility that help people cope with the challenges they face. External strengths are the resources outside of each person that also lend support. External strengths may include extended family, connection to a faith community, or services available in a client’s local geographic area. Just as the medical model fi nds value in identifying, labeling, and measuring problems, advocates of the strengths perspective assert there is value in identifying, labeling, and measuring client strengths (Saleebey, 2001).

Resilience

The concept of resilience is used to describe situations in which people overcome adversity to continue functioning, and in some cases even improving functioning, despite facing a traumatic or challenging expe- rience (Benard, 2004; Luthar, Cicchetti, & Becker, 2000; Rutter, 2000). The concept was fi rst used by researchers who were studying at-risk youth. The term at risk means that a person is considered at a higher likelihood of experiencing a negative outcome because of an experi- ence. For instance, children who grow up in unhealthy circumstances are at increased risk of poor outcomes such as using drugs or alcohol, engaging in criminal activity, or dropping out of school. However, research has found that many children who grow up in challenging

Table 3.1 Key Concepts of the Strengths Perspective Strengths Internal and external resources and capacities that assist people

in the change process

Resilience The ability to overcome adversity, maintaining or even sometimes enhancing function

Hope A belief in the possibility of positive outcomes

Culture Beliefs, traditions, and daily activities of a group of people

Cultural Identity Membership or a sense of belonging to a group of people that informs beliefs, practices, and traditions

Collaboration A relationship that equalizes power, supporting shared decision making

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62 Applying Theory to Generalist Social Work Practice

circumstances grow into healthy, well-functioning adults despite these experiences (Benard, 2004; Werner & Smith, 2001). This ability to with- stand adversity is known as resilience.

Resilience researchers are particularly interested in protective factors, the strengths that help people remain strong. One example of a protective factor for at-risk youth is social support. Having one posi- tive adult in a child’s life, such as a neighbor, coach, pastor, elder, or extended family member, increases the likelihood that the child can cope with diffi culties.

More recently, the concept of resilience has been applied to fami- lies and communities (Walsh, 2003, 2007). Social workers often work with systems consisting of connected units of people such as families and communities, as explained in Chapter 2. Therefore, understanding the strengths that help families and communities withstand adversity is important. Protective factors that seem to help systems include spirituality, commitment to the unit, and again, social support (Lietz, 2006, 2007a).

Hope

As individuals and families face challenges, the concept of hope remains fundamental when taking a strengths perspective. Hope refers to belief that a positive outcome is possible. This belief exerts important implica- tions regarding how clients view their circumstances. Having or not hav- ing hope also affects how social workers approach their clients. When social workers believe in the capacity for resilience, they communicate verbally and nonverbally to clients that positive outcomes are possible (Saleebey, 2000). However, when social workers remain focused on risk models that outline the potential for negative outcomes resulting from diffi cult circumstances, these workers may communicate to a client a negative expectation or a sense that positive coping and adaptation are not possible.

In a recent study, researchers spoke with families who were involved in the child welfare system about how they successfully achieved reuni- fi cation with their children after the children were placed in foster care because of maltreatment (Lietz & Strength, 2011). The fi eld of child wel- fare can be quite discouraging. Therefore, it is not uncommon for child welfare workers to lose hope in the capacity of their clients to make the changes needed to keep their families intact. In this study, one mother highlighted the moment a new social worker whom she felt believed in her was assigned to her case. This mother described this as the moment that led her onto a different path. She stated that knowing someone

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The Strengths Perspective 63

believed in her caused her to make the fi rst steps toward progress on her case plan goals. Ultimately, this mother was successful in making posi- tive changes, and her children were returned to her care. She now helps other parents who are involved in the child welfare system improve their parenting. Her experience reveals how clients feel when a profes- sional social worker sees their potential, expressing hope that they are capable of overcoming diffi cult circumstances.

Cultural Identity

Culture refers to the beliefs, traditions, and daily activities of a group of people. Culture can be related to racial or ethnic identity. Culture can also develop from connection to a particular geographic location, as a result of an activity, because of a spiritual or other belief system, or even be related to age, as seen in the culture of various generations. Cultural identity refers to ways people experience a sense of belonging to a particular group, thereby informing social norms related to beliefs, interactions, and practices. Social work as a profession highly values diversity and asserts cultural competence as a strongly held value within the profession. This concept is of particular relevance to the strengths perspective, which looks at internal and external strengths that are often found within a client’s culture. Bertolino (2010) suggests cultural competence is a fundamental part of taking a strengths-based approach. Respecting cultural diversity suggests social work practice should remain fl exible so that social workers can remain responsive to contrasting cultural beliefs and values (Greene et al., 2005; Saleebey, 2000).

Collaboration

The term collaboration refers specifi cally to the nature of a rela- tionship. Although some relationships are hierarchical such that one person asserts authority over another, as is the case in a parent–child relationship, other relationships are seen as collaborative when they balance power and appreciate contributions from both parties. The idea of collaboration is an important part of taking a strengths-based approach (Blundo, 2001; Kisthardt, 2009). Developing collaborative worker–client relationships means the education and experience of the social worker are integrated with the expertise clients maintain regard- ing their lives. Although social workers have specialized knowledge about theories of human development, parents understand how these theories apply to their children. The integration of this professional

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64 Applying Theory to Generalist Social Work Practice

education and experience with clients’ unique perspective and per- sonal knowledge prompts open, productive dialogue.

Theoretical Principles

Many authors have identifi ed a series of principles that encompass the strengths perspective. The following section synthesizes material from Bertolino (2010), Saleebey (2009), Kisthardt (2009), and Blundo (2001) to offer the ideas most consistently related to this perspective. These principles are also available in Table 3.2.

Principle 1: All People, Families, Groups, and Communities Have Strengths

A primary principle of the strengths perspective is the idea every indi- vidual, group, family, and community has strengths. As social workers meet children, adults, and families struggling with a range of concerns, including poverty, poor health, or family confl ict, it can be diffi cult to see capacities, resources, and past successes. Implementing this principle requires social workers to approach even the most desperate of circum- stances with the belief that each person and group has strengths. This does not mean the real struggles people face are minimized or that social workers fail to engage in conversations to hear and validate stories of dis- crimination, abuse, or loss. Adopting a strengths perspective means these stories are acknowledged and heard. Yet within these stories, strengths- based practitioners listen closely for past successes, areas of support, and useful insights that may become the foundation for assisting that person or group to move forward despite these challenges.

Table 3.2 Principles of the Strengths Perspective Principle 1: All people, families, groups, and communities have strengths.

Principle 2: All people, families, groups, and communities have the capacity for growth and improvement.

Principle 3: All people, families, groups, and communities are experts in their lives.

Principle 4: Support and services should be provided in naturally occurring settings whenever possible.

Principle 5: Services should remain fl exible and responsive to the unique needs of each client situation.

Principle 6: Human relationships are highly valued.

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The Strengths Perspective 65

Principle 2: All People, Families, Groups, and Communities Have the Capacity for Growth and Improvement

When describing the principles of a strengths-based approach to social work practice, Kisthardt (2009) stated, “all human beings have the inherent capacity to learn, grow and change” (p. 178). This principle relates closely to the key concept of hope. Believing in a capacity for growth and change suggests social workers approach clients with a sense of hope, a belief that something special is possible. Social workers help people facing multiple problems and can become overwhelmed and even discouraged by the amount of change that is necessary. When social workers become entrenched in the clients’ problems, the capac- ity for helping is diminished. These reactions can also lead to burnout, causing social workers to lose the passion that once brought them into the fi eld. Embracing the idea that all people can grow and change is essential to adopting a strengths perspective.

Principle 3: All People, Families, Groups, and Communities Are Experts in Their Lives

Forming collaborative professional–client relationships is the preferred method of interacting with individuals, families, and groups in social work practice. When the key concept of collaboration was introduced earlier in this chapter, issues of power and expertise were discussed. This principle puts this key concept into action by suggesting that social workers form relationships with clients that demonstrate shared deci- sion making and power (Kisthardt, 2009). Blundo (2001) acknowledges the challenges of shifting social practice from a problem-centered ori- entation to one that is strengths based. He suggests relinquishing pro- fessional power so that the client’s expertise can be highlighted can be diffi cult. Despite this challenge, this principle suggests that professional- ism, knowledge, and expertise should not hinder the empowerment of the client’s knowledge, skill, and preferences.

This principle is illustrated in an article that describes a therapy group for teenage boys (Lietz, 2007b). A group of boys was placed in residential treatment because of behavioral health issues. The diffi culties these cli- ents faced in their home and school environments left them focused on their perceived failures rather than seeing anything they had to offer. Tak- ing a strengths-based approach to this group, the teens were empowered

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66 Applying Theory to Generalist Social Work Practice

to own the group by determining their purpose and focus. After an initial discussion, the group members realized that they represented diverse cul- tural backgrounds. They decided that they wanted to use the group time to teach other group members about their cultural identity. They also decided that as part of this presentation, a different young man would demonstrate how to prepare a cultural food item during each group ses- sion. Instead of using this therapy group to process issues of self-esteem and confi dence, group members took turns leading the group. They were able to talk about their cultural identity and then teach the group how to cook food commonly prepared by their families. In this way, their exper- tise was highlighted. The confi dence displayed during the group sessions accomplished the goals in a way that was responsive to the cultural iden- tities of these members. Shared decision making was also demonstrated; the group members decided how they wanted this group to run.

Principle 4: Support and Services Should Be Provided in Naturally Occurring Settings Whenever Possible

Kisthardt (2009) suggests that a community is an “oasis of potential resources” (p. 181). This assertion highlights the idea that children, adults, and families can often seek support from extended family, neigh- bors, faith organizations, and other groups within their local areas. The benefi t of this approach is that support gleaned from naturally occur- ring groups is less pathologizing than referring to professional services. At times, attending counseling at a local agency is still indicated; these services are valuable for many children, adults, and families. However, when support can be received outside of professional services, some clients prefer this option.

An example of a naturally occurring support is the nonprofi t Mothers in Sympathy and Support (MISS) Foundation. MISS was cre- ated by a mother who lost her daughter to stillbirth. This mother felt that her greatest support after the death of her daughter came from other grieving parents. In general, when families experiencing similar traumas share their pain with one another, many feel this support is more mean- ingful because the ones providing the support empathize in a particu- larly responsive manner. An additional benefi t of this approach is that those in need ultimately become the helpers, fostering resilience as they fi nd meaning in their loss (Lietz, 2011a). Other examples of naturally occurring resources within a community include attending substance abuse treatment programs within a church, receiving parent training through groups like Mothers of Preschoolers, or fostering social skills for

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The Strengths Perspective 67

youth through participation in local team sports. Social workers engaged in strengths-based practice use these naturally occurring resources in addition to making referrals to professional resources when necessary.

Principle 5: Services Should Remain Flexible and Responsive to the Unique Needs of Each Client Situation

Flexibility is a hallmark of the strengths perspective. Because this perspec- tive highly values cultural diversity, remaining responsive to differences is essential. This issue can in some ways contradict other movements within the fi eld of social work. For example, as the strengths perspec- tive has developed over the past two decades, a movement advocating evidence-based practice has also progressed, as discussed in Chapter 1. Evidence-based practice suggests social work practitioners seek and use the best available research evidence, along with clinical judgment and client preferences, when making decisions (Thyer & Myers, 2011). Some people have suggested only empirically supported treatment (EST) models that have established effi cacy to treat particular problems should be used. For example, cognitive-behavioral therapy is recognized as an EST for treating depression; it is discussed in Chapter 7. This is helpful information that should be incorporated into decision making. However, this research is not always translatable when working with diverse populations. Therefore, considering client preferences is critical.

Along with considering what model of treatment may be helpful, individualizing services is also relevant when looking at case plans and goal setting. Child welfare was known in the past for using cookie-cutter case plans. The case plans created for families working to be reunited with their children often looked quite similar, despite the drastic differences in the families served. Family-centered practice is a strengths-based approach developed for child welfare that advocates individualized case plans that fi t the needs and preferences of each family (Allen & Petr, 1996). Because cultural responsiveness is a key concept within the strengths perspective, the ability to be fl exible through individualized services remains a critical part of this perspective.

Principle 6: Human Relationships Are Highly Valued

Just as the National Association of Social Workers (NASW, 2008) identi- fi es “the importance of human relationships” as a core value of the pro- fession, the strengths perspective highlights relationships as foundational. Saleebey (2009) suggests that “people need to be citizens, responsible

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68 Applying Theory to Generalist Social Work Practice

and valued members of a community” (p. 12). This sense of member- ship or belonging is essential to well-being. Social workers who take a strengths-based approach understand fi rst that change happens in the context of a respectful, trusting professional-client relationship. Brun and Rapp (2004) reported that clients receiving services for substance abuse highly valued their relationships with case managers, whereas de Boer and Coady (2007) reported that parents receiving child welfare services appreciated relationships with professionals that focused on strengths because they felt genuine and hopeful.

Furthermore, valuing clients’ relationships within their families and communities, at their workplace, and through their cultural iden- tity represents an meaningful source of support. Helping clients to foster positive relationships is an important part of this principle.

Application of the Strengths Perspective Within Social Work Practice

Adopting a strengths-based approach to social work practice affects all components of the process of practice. The following section describes how these principles inform practice.

Engagement

Engagement refers to the professional relationship formed between a client and the social worker. The word rapport is used to represent the level of comfort and trust established within this relationship. Early rap- port can be seen in efforts at the beginning of the fi rst meeting with a client that seek to put that person at ease. As time progresses, trust is established as the client feels safe speaking openly with the social worker. Communicating authenticity and respect are essential to this process. In strengths-based practice, engagement also involves empow- ering clients’ expertise regarding their lives. The collaborative focus of strengths-based practice should be apparent from the beginning, remaining an integral aspect of the ongoing relationship.

Assessment

Assessment involves collecting information so that social workers can understand a client’s situation. This assessment is typically written into

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The Strengths Perspective 69

a report summarizing information gathered through an interview. A problem-centered assessment collects information focused on measur- ing the severity, duration, and frequency of the client’s problems. A strength-based assessment is concerned with the struggles the client is facing and includes the client’s perspective of these stressors. However, a strengths-based assessment is also diligent about collecting information about a client’s strengths, capabilities, and past successes.

Graybeal (2001) suggests strengths-based assessment involves col- lecting information according to a format in which social workers ask about a client’s resources, options, possibilities, exceptions, and solutions (ROPES). Resources include the internal and external strengths that can support a client in the change process. Options and possibilities transition the conversation from a present to a future orientation that encourages the client to consider what is possible. Discussing exceptions means asking about when the problem was not a problem. When clients discuss a time they were not struggling to this same degree, they often reveal exam- ples of previous resources or capacities for coping that can be engaged. Finally, fi nding solutions means identifying and emphasizing previous and current patterns of successful coping (De Jong & Berg, 2008). This also involves helping the client to consider untried and potentially new creative solutions.

Goal Setting

Goal setting involves helping clients articulate the changes they seek to accomplish. According to a strengths perspective, clients are the ones who lead the charge when determining what they want to accomplish and how best to achieve their goals. Therefore, goal setting in strengths- based practice becomes a highly collaborative process that submits author- ity for decision making to the client. In addition, client goals are not just about reduction of the severity and duration of problems. Instead, goals are typically stated in the positive and focus on the increase of healthy choices and experiences, rather than only evaluating the reduction of negative choices or experiences the client seeks to avoid.

Intervention

To intervene means to engage in an activity that leads to positive changes. For a client facing a problem, an intervention seeks to alleviate a stressor or at least reduce the symptoms associated with a particular problem. In strengths-based practice, the process of practice may not be defi ned

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70 Applying Theory to Generalist Social Work Practice

linearly, as with the medical model or another problem-solving approach. For example, the problem-solving process suggests a social worker assess and defi ne the problem, evaluate potential options, and then intervene. In strengths-based practice, assessment and intervention may occur simulta- neously, representing a more circular presentation. For example, consider Graybeal’s ROPES assessment. While engaging in clinical interviewing to identify a client’s strengths, the social worker is conducting an assessment by labeling the strengths. However, when clinical interviewing helps cli- ents to see and even take ownership of their capabilities, past successes, and areas of pride, intervention is also happening. As the practice pro- cess progresses, it uses these strengths in supporting the change process, a hallmark of strengths-based practice.

Essentially, strengths-based principles inform intervention when the knowledge gained through the assessment about strengths, past suc- cesses, and exceptions to the problem lead to a generation of solutions that are uniquely designed to assist the client in achieving aspirations. Because strengths-based practitioners believe in the capacity for change and growth, intervention is approached from a standpoint of hopefulness. Because the strengths perspective values communities as naturally occur- ring resources, it informs also the intervention of community organizing. Similar to the ecological systems theory described in Chapter 2, advocating for change of social structures is valued in a strengths perspective.

Termination

You have probably heard the expression, “all good things must come to an end.” Regardless of the theory chosen, social work practice typically leads to the ending of professional/client relationships. Strengths-based practice is highly relational. Therefore, it is important for social workers to close the professional relationship with a fi nal meeting that acknowl- edges the positive work that was done and offers a word of encourage- ment as clients move forward. Because the strengths perspective also values membership, and the client’s connection to family and commu- nity, termination often involves reconnecting clients to their naturally occurring support networks.

Evaluation

Evaluation represents a social worker’s assessment of whether the prac- tice was helpful. Evaluation according to the strengths perspective focuses on two primary areas. First, the client’s assessment of personal progress

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The Strengths Perspective 71

is prioritized. In some perspectives, the social worker is highlighted as the expert deciding whether a client has met the treatment plan goals. Because strengths-based practice is highly collaborative, and because this approach acknowledges the expertise of clients regarding their problems and strengths, it is fi tting that the client decides whether change has occurred and evaluates the degree to which goals were achieved.

Second, strengths-based evaluation does not simply seek to meas- ure reduction in problems or symptoms but instead focuses on increased levels of coping. Some problems cannot be eliminated. Imagine a parent who has lost a child. Suggesting that the parent should not grieve this loss or even setting a goal to experience less pain is not consistent with this perspective. Some parents fear the moment their pain subsides, because the pain is a constant reminder of their loved one they may not be ready to relinquish. Instead, strengths-based intervention focuses on healthy coping. Pain is part of the human experience, and some resil- ience research suggests loss and trauma, although diffi cult, can prompt positive outcomes, such as new insight, increased spirituality, or even increased compassion and desire to help others (Lietz, 2011a; McMillen, 1999). Strengths-based intervention seeks to value the human experi- ence in its full complexity. Therefore, intervention is less about taking away problems and is more about helping people to cope with diffi cul- ties they face and fi nd meaning in their struggles. Therefore, evaluation according to the strengths perspective is more about coping than it is about measuring problem reduction or elimination.

Case Example

Imagine that you are a parent aide working within a family preserva- tion program. Family preservation includes a set of services provided to families who are identifi ed as at risk of having their children removed by Child Protective Services as a result of child maltreatment. When investigators respond to hotline calls to assess child abuse and neglect, they determine levels of risk. Some children are removed from their parents and placed in foster care when it is determined that the children are at imminent risk of harm in their current homes. However, when the risk is low and families can be maintained intact through the pro- vision of tangible and emotional support, family preservation services are offered for enhancing the functioning of the family, allowing the children to remain within their homes. Family preservation commonly includes case management, counseling, parent education, and tangible

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72 Applying Theory to Generalist Social Work Practice

support, such as day care or fi nancial aid. A parent aide is a professional assigned to provide parent education in the home. Parent aides often visit parents and their children two to three times a week to check on the children and provide parenting education and assistance to parents.

The Ramirez family includes Maria, the grandmother; her adult daughter, Luisa; and Luisa’s three children: Jorge (age 10), Joe (age 8), and Berta (age 4). In recent weeks, the staff members at Berta’s day care facility have noticed that Berta was showing up for preschool more tired, unkempt, and hungry than in the past. One day, Berta seems upset after her mother drops her off. When staff members speak with Berta, the young girl says, “Mom is always mad. Mom grabbed me!” The staff members notice bruises on Berta’s arms, and being mandated child abuse reporters, they report these observations to the child abuse hotline.

An investigator comes, speaks with Berta, and conducts an investi- gation regarding this situation in the home. Luisa states that her mother Maria has been recently diagnosed with lung cancer and is receiving radi- ation and chemotherapy treatments. As a result, Maria has lost her job and is no longer fi nancially contributing to the family. Luisa is responsible for caring for her mother while managing the fi nancial and other house- hold responsibilities. She has picked up extra hours at the bakery where she works, but she is concerned that she may not be able to make her rent this month. Between work and her caregiving responsibilities, Luisa feels overwhelmed and she has no energy for her three children. When speaking with the investigator, Luisa acknowledges that she may be tak- ing her stress out on her children.

Despite the stress of this situation, the investigator does not deter- mine the children to be at immediate risk of harm. The investigator believes the family can remain intact if support is provided to relieve some of the burden Luisa is carrying. As a result, the Ramirez family is referred to family preservation services.

As the parent aide assigned to this case, you decide to adopt a strengths perspective when working with the Ramirez family. How might you approach this case that would demonstrate strengths-based principles? What questions might you ask to implement the strengths perspective? What are some internal and external strengths that you observe in this case example? How might these strengths be used to help address the struggles this family is facing?

A demonstration of a strengths perspective is apparent within your early thoughts about what is happening in this case even as you travel to Luisa’s apartment for the fi rst home visit. Adopting the strengths perspective means you approach this case with hope.

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The Strengths Perspective 73

Although this situation may seem overwhelming, strengths-based practitioners believe in the capacity for growth. As you drive up to this home, you are hopeful about the possibilities rather than prematurely discouraged about the circumstances.

When you enter the apartment, you notice details about the small two-bedroom unit. The family room consists of scattered toys and piles of laundry. Rather than seeing this disarray as suggestive of Luisa’s poor organization and ineffective parenting, you are not surprised that a mother of three who is caregiving for her own parent has not prior- itized straightening the home before your visit. As you sit down to meet Luisa, you see a tired and distressed woman in her 30s. She becomes tearful when speaking about her mother. Her affection for her mother is clear, and her sense of responsibility to care for Maria is unquestionable. Luisa then begins to speak about her children and becomes more tearful when she acknowledges she is not being the parent she wants to be. You listen to these concerns, demonstrating understanding and empathy. As a break in this content arises, you have a choice about how to direct the conversation. At this point, rather than drawing out the ways in which Luisa feels inadequate, you choose to ask an exceptions question: “I understand things are really tough right now with the kids. I was curious, though, if you could think about a time when you were happy with the way things were going with the kids?” Luisa thinks about the question and begins to smile for the fi rst time during your talk. She recounts how things were before Maria became sick. Although your assessment will include details about Luisa’s stress and her concerns about her current parenting, a strengths-based assessment will also include information gathered through this question. This exceptions question allows you to hear about Luisa’s clear commitment to her children. She talks about how she loves to cook for them. She was just beginning to teach Berta how to prepare some traditional Mexican food, an activity Luisa shared with her own mother and remembers fondly. This was an important activity Berta and Luisa both greatly enjoyed, but it has ceased since Maria became sick.

Another important part of your assessment is to identify Luisa’s internal and external strengths. Luisa’s commitment to family, her cultural identity, and the insight she demonstrates when acknowledg- ing her stress is being taken out on the kids are all important internal strengths. To understand more about her external strengths, you ask about neighbors, extended family, and other potential areas of support. Through this discussion, you fi nd out that Luisa is Catholic and was previously actively involved in her local parish. However, since Maria

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74 Applying Theory to Generalist Social Work Practice

became sick, the family has not been attending services. Understanding this family is connected to a faith community opens the potential for support. Many faith communities offer care to people like Luisa who are facing diffi cult times. Reconnecting Luisa and her family with their church may be one way of using external strengths to support the fam- ily. As the conversation progresses, you also discover that Luisa has three sisters. These sisters live out of town. However, these relationships may represent other areas of support to be explored. The conversation continues, and other relationships and organizations, including the staff at Berta’s day care, are identifi ed that may be helpful. All are important parts of a strengths assessment.

Toward the end of this fi rst meeting, you express empathy to Luisa for the challenges she is facing. You acknowledge how diffi cult it must be to deal with the emotional and fi nancial burdens of caregiving for Maria and her three children. While acknowledging these challenges, you are careful to also highlight Luisa’s commitment to her family. You point out Luisa’s insight, as well as the affection she clearly demonstrates for her mother and children. Toward the end of this conversation, there may be an opportunity for early goal setting. You have some thoughts about things that might help Luisa, including reconnecting with her church, receiving some fi nancial support, and pursuing the opportunity for emo- tional support provided through counseling. However, before asserting these ideas you demonstrate a collaborative relationship by asking Luisa what she sees as most helpful. Having clients identify their goals is essen- tial to strengths-based practice, even in mandated services.

Case Example Discussion Questions

1. Consider how you might proceed with this case. As you leave Luisa’s home, what are some refl ections you might have? What are the problems she is facing? What are the internal and external strengths that could help inform your assessment?

2. As you move forward with this case, how might you interact with Luisa that would display a hopeful outlook on her situation? Think about the microskills discussed in Chapter 1. What questions would you ask that acknowledge your belief in her capacity to success- fully cope with her current struggles? In contrast, what questions might you avoid that could hinder potential or communicate a lack of belief in her capacity for growth and change?

3. What are some interventions you might consider when work- ing with Luisa and her family as a parent aide that would fi t the

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The Strengths Perspective 75

principles of the strengths perspective, as defi ned in this chapter? How do these interventions compare and contrast with other theo- retical perspectives you have learned about thus far?

Stories From the Field

Pamela Clark-Raines Source: Courtesy of Strength Building Partners.

The Power of Strengths By Pamela Clark-Raines, LCSW, ACSW

As a young social worker fresh out of school, I quickly made an observation of my clients: when we identifi ed and discussed their strengths, we made progress more quickly than when we focused on the things that were going awry in their lives. I came to under- stand that problems needed to be solved and that by knowing their strengths, the strengths became tools for problem solving.

It has been a long time since I was in school, and I have worked with many clients since then. There is now a formal name and theory that categorizes what I observed in my clients, known

as the strengths perspective. This theoretical framework is based upon the belief that everyone has strengths and that in identifying the strengths, talents, and skills from all aspects of their lives, clients and social workers can use them both in assessing the needs of the clients and in formulating interventions. The power that individuals begin to feel as they learn to use the strengths they have learned to recognize as part of who they are, contributes to an amazing experience for clients and workers alike.

My work in facilitating a StrengthBuilding Leadership group in a local high school provides a remarkable example of the power that focusing on strengths can have and how it can become a catalyst for clients learning to make changes in their lives. In this group was a young male, Jack, who had just been released from juvenile detention, where he had served time for theft. He entered the group quiet and reserved, questioning why he was referred to a StrengthBuild- ing Leadership group. He labeled himself “a loser” who was destined to be “no good.” He was depressed and had experienced suicidal thoughts while in deten- tion. As the group progressed and Jack began to learn more about the program, he began to participate more freely. Each group session began with a strengths exercise in which everyone shared the strengths they had observed in the other

(continued)

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76 Applying Theory to Generalist Social Work Practice

Student Application of Skills

The strengths perspective involves taking a different approach when working with clients, families, groups, and organizations. It is hope- ful, collaborative, creative, and quick to acknowledge success. Consider the following questions as you think about what it means to apply the strengths perspective in social work practice at any level.

1. Imagine you are watching a videotaped interview of a social worker who has adopted a strengths perspective interact with Luisa, the mother from the case example in this chapter. Now imagine view- ing a videotape of a social worker who is working with Luisa solely from the medical model. Describe how the approach and the imple- mentation of the microskills would differ when taking these varied approaches to practice.

group members during their school day. All participants recorded the strengths that were identifi ed by their peers and began to learn more about themselves.

As part of the group process, group members worked on their personal intention and action plan. Their intention and action plan identifi ed how they wanted to take control of their actions, what changes they wished to make in their lives, and what helped them learn how to incorporate their strengths as tools to accomplish their intention. As they began to put their action plan into effect, changes began to happen for them—particularly to Jack. One day, he bounced into the group session and announced, “I did it, I did something good for someone. . . . I did it and now I know I do not have to be a loser. . . . I can be a good person like everyone has been telling me I am!”

Jack transformed his image of himself and began constructively using the incredible strengths he possessed. He eventually asked his mother if they could move so that he would no longer have to contend with the gang with which he had been affi liated before being arrested. Knowing his strengths and focus- ing on using them constructively convinced Jack that he had the power to take control of his life and be who he wanted to be. This is the power of recognizing and using our strengths. As social workers, we can assist our clients in iden- tifying their strengths, developing interventions that use their strengths, and helping them experience the power that using these strengths has in changing their lives.

(continued)

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The Strengths Perspective 77

2. Despite the infl uence of the strengths perspective, our society is in many ways still preoccupied with problems. Pay attention to advertisements run by your local news stations. Do you notice how events are sometimes sensationalized toward the negative to draw in more viewers? What are some other examples of this pre- occupation with problems, and how do they affect how we view our world?

3. Some people misunderstand the strengths perspective, seeing it as an attempt to avoid problems and focus only on what is positive, as we explain in the next section. This is a misunderstanding of this perspective. Strengths-based practitioners are highly concerned with the real problems people face in their lives. The difference is not in the avoidance of problems but in the ways solutions are iden- tifi ed. Describe the difference between being nice or positive and being strengths based.

Strengths and Limitations of the Strengths Perspective

As mentioned throughout this chapter, there are many benefi ts to the strengths perspective. The strengths perspective is consistent with social work values. It fosters self-determination and highly values cultural competence. The strengths perspective is broad, so it can be applied in any social work setting and has implications for micro, mezzo, and macro levels of practice. The strengths perspective has been widely adopted across social work educational programs, and is used consist- ently in direct practice with clients. Its widespread acceptance lends support to the idea that the profession of social work fi nds this approach helpful and applicable.

Despite the widespread acceptance of the strengths perspective in social work, some critiques of this perspective are important when considering whether to incorporate these principles into a practice. First, some people claim that the strengths perspective denies prob- lems in society and can risk minimizing the struggles that people face. Saleebey (1996) acknowledges this critique and advocates that practitioners adopting a strengths perspective remain attuned to the real struggles within our society. Validating and acknowledging the problems people face is not contrary to this perspective. The strengths perspective does not suggest that social workers avoid or ignore chal- lenges. It simply suggests that as they go about the work of helping, social workers validate and seek to understand struggles while being

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78 Applying Theory to Generalist Social Work Practice

careful not to forget to ask about exceptions to the problems, past successes, and areas of strength.

A second critique of the strengths perspective is that its principles are not that new. Many of them align closely with the NASW (2008) mission statement and six core values. Unquestionably, the strengths perspective is consistent with social work’s mission and values. After all, it was developed by social work scholars and was constructed specifi - cally for the work of this profession. However, consistency with social work values does not rule out an advance in the fi eld. Specifi cally, this perspective has highlighted key concepts and principles that can be translated into real changes in practice. For example, strengths-based interviewing looks quite different from interviewing used in traditional practice. Strengths-based interviews continue to ask about problems but incorporate a set of questions that are not typically asked in tra- ditional social work practice. Some people might claim the strengths perspective, even when discussing problems, simply looks different (Blundo, 2001). Essentially, the issue may not be whether strengths perspective is new but whether we are good at implementing these principles yet.

This leads to the third critique. In many ways, the strengths per- spective is still early in its development. Rapp, Saleebey, and Sullivan (2005) discussed a concern that although many social workers say they are taking a strengths-based approach, it is unclear whether this is truly happening. Practice claiming to be strengths-based may not demonstrate understanding of the principles that fully embrace this perspective. Illus- trating this point, a recent study found that families’ descriptions of a strengths-based approach to child welfare did not consistently describe practice activities that are strengths based (Lietz, 2011b). Some critics might claim strength-based practice is not that new because social work has yet to fully embrace and implement these principles.

The fi nal limitation of the strengths perspective that should be mentioned is related to evidence of effectiveness. More work is needed that can evaluate the degree to which strengths-based principles are implemented and the degree to which this perspective produces out- comes for children, adults, families, and communities. Because of its creative, responsive nature, the strengths perspective is challenging to measure, possibly the reason more research has not been conducted to evaluate effectiveness. Yet, because of social work’s clear commitment to this perspective, along with a desire to engage in practices that are supported by evidence, more work is needed in the area of evaluation (Lietz, 2009).

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Conclusion

The strengths perspective represents an important theoretical develop- ment informing social work practice across settings and populations for more than two decades. Although this perspective is still being developed and needs further evaluation, its widespread adoption suggests its applica- bility within social work practice. This perspective is consistent with social work values and remains broad enough to span practice modalities and issues. Despite these advantages, the infl uence of the medical model may create some barriers to implementation. We encourage you to consider how these theoretical principles may translate into your future social work.

Resources for Students

More About the Strengths Perspective

• http://sustainingcommunity.wordpress.com/2012/05/30/what- is-the-strengths-perspective/

• http://www.bemidjistate.edu/academics/publications/social_ work_journal/issue14/articles/rankin.htm

• http://prezi.com/qjtoke8ws3sv/social-work-strengths-perspective/ • http://www.youtube.com/watch?v=PXOvKV6pW3Y • http://www.youtube.com/watch?v=7yfkBx8OZVk • http://www.youtube.com/watch?v=NWe9SMLdJZo

Discover Your Strengths

• http://www.viame.org/www/

Allen, R., & Petr, C. (1996). Toward develop- ing standards and measurements for family- centered practice in family support programs. In G. Singer, L. E. Powers, & A. L. Olson (Eds.), Redefi ning family support: Innovations in public–private partnerships (pp. 57–86). Balti- more: Brookes.

Benard, B. (2004). Resiliency: What we have learned. San Francisco: WestEd.

Bertolino, B. (2010). Strengths-based engagement and practice. Boston: Allyn & Bacon.

Blundo, R. (2001). Learning strengths-based practice: Challenging our personal and pro- fessional frames. Families in Society, 82(3), 296–304.

Brun, C., & Rapp, R. C. (2001). Strengths-based case management: Individuals’ perspectives on strengths and the case manager relation- ship. Social Work, 46(3), 278–288.

Cohen, B. (1999). Intervention and supervision in strengths-based social work practice. Families in Society, 80(5), 460–466.

References

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