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Journal articles on the topic 'Strengths perspective'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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1

McGregor, Sue. "The Strengths Perspective." International Journal of Consumer Studies 27, no. 3 (June 2003): 252–53. http://dx.doi.org/10.1046/j.1470-6431.2003.00309.x.

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2

Ornstein, Eric D., and Carol Ganzer. "Strengthening the Strengths Perspective." Psychoanalytic Social Work 7, no. 3 (September 2000): 57–78. http://dx.doi.org/10.1300/j032v07n03_05.

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3

Heather, N. "Addiction Treatment: A Strengths Perspective." Alcohol and Alcoholism 39, no. 1 (January 1, 2004): 70—a—71. http://dx.doi.org/10.1093/alcalc/agh008.

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4

Perkins, Kathleen, and Carolyn Tice. "A Strengths Perspective in Practice." Journal of Gerontological Social Work 23, no. 3-4 (July 19, 1995): 83–98. http://dx.doi.org/10.1300/j083v23n03_06.

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5

Koenig, Terry Lea, and Richard N. Spano. "Taoism and the strengths perspective." Social Thought 18, no. 2 (January 1998): 47–65. http://dx.doi.org/10.1080/15426432.1998.9960226.

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6

Petr, C. ""Birth" of the Strengths Perspective." Social Work 60, no. 3 (May 1, 2015): 271. http://dx.doi.org/10.1093/sw/swv013.

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7

Rapp, R. C. "The Strengths Perspective: Proving "My Strengths" and "It Works"." Social Work 52, no. 2 (April 1, 2007): 185–86. http://dx.doi.org/10.1093/sw/52.2.185.

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8

Cheon, Jeong Woong. "Convergence of a strengths perspective and youth development: Toward youth promotion practice." Advances in Social Work 9, no. 2 (December 18, 2008): 176–90. http://dx.doi.org/10.18060/5.

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In recent years, increased attention has been paid to the development and application of the strengths perspective and positive youth development. This paper develops youth promotion practice as a convergence of a strengths perspective and youth development principles. Historical and contemporary contexts of a problem-focused perspective in social work with adolescents are reviewed and a critique developed with emphasis on the evolution of strengths-focused practices. The importance and possibility of combining the strengths perspective and youth development toward youth promotion practice are addressed. Youth promotion is defined as a process of enhancing youth strengths and resources to promote positive outcomes and help young people be healthy adults. Complementary aspects of the two perspectives are expected to support and supplement the strengths and weaknesses of each perspective in synergistic ways. Several advantages of youth promotion practice are discussed as well as its implications for improved social work practices with adolescents.
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9

Poluakan, Marcelino Vincentius, Nandang Mulyana, and Hadiyanto A. Rachim. "STRENGTHS-PERSPECTIVE DALAM PENGEMBANGAN KEBIJAKAN SOSIAL." Share : Social Work Journal 10, no. 1 (August 9, 2020): 40. http://dx.doi.org/10.24198/share.v10i1.26529.

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Strengths-Perspective sebagai pendekatan dalam pekerjaan sosial telah mulai digunakan dalam pengembangan kebijakan sosial. Penggunaan pendekatan ini sejalan dengan cita-cita yang ingin dicapai dalam intervensi pekerjaan sosial yaitu untuk mewujudkan self-determination serta keadilan sosial. Oleh karena itu, setiap kebijakan yang disusun seharusnya memuat nilai-nilai di atas. Tulisan ini akan membahas pentingnya Strengths-Perspective dalam pengembangan kebijakan sosial, apa manfaatnya serta bagaimana kerangkanya. Tulisan ini akan menggunakan studi literatur berupa buku, artikel, dan sumber lain yang relevan dengan topik yang dibahas. Hasil kajian menunjukkan Strengths-Perspective sangat diperlukan dalam pengembangan sebuah kebijakan sosial. Strengths-Perspective dapat menjadi pendekatan yang memperkaya sebuah kebijakan sosial sehingga dapat menjawab masalah sosial dengan lebih efektif. Dengan demikian, kebijakan yang dihasilkan juga akan memberikan nilai tambah bagi setiap sasarannya seperti kemandirian, ketahanan, keberdayaan, keterlibatan, dan sebagainya. Walaupun terdapat tantangan sebagai sebuah pendekatan yang baru, Strengths-Perspective dapat terus diperjuangkan oleh pekerja sosial dalam praktik makronya.
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10

Chapin, Rosemary Kennedy. "Social Policy Development: The Strengths Perspective." Social Work 40, no. 4 (July 1995): 506–14. http://dx.doi.org/10.1093/sw/40.4.506.

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11

MacFarlane, C. D. "My Strength: A Look Outside the Box at the Strengths Perspective." Social Work 51, no. 2 (April 1, 2006): 175–76. http://dx.doi.org/10.1093/sw/51.2.175.

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12

Kam, Ping Kwong. "From the Strengths Perspective to an Empowerment–Participation–Strengths Model in Social Work Practice." British Journal of Social Work 51, no. 4 (March 12, 2021): 1425–44. http://dx.doi.org/10.1093/bjsw/bcab049.

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Abstract Over recent years, the strengths perspective has been promoted as a practice model with a range of social service users. Despite acknowledging its positive aspects, there has been increasing discussion about its application in actual practice, underlining the need to advance a practice model that helps enhance its use in social work practice. This article aims to do this by proposing the adoption of an Empowerment–Participation–Strengths (EPS) model that integrates the strengths perspective with two other important concepts in social work, participation and empowerment. The EPS model integrates these three concepts by proposing that social workers use the strengths perspective to look at service users, encourage their participation and then help them to empower themselves. The strengths perspective is the base, participation is considered as a useful method, and empowerment is the goal. These three concepts are equally important, and none can be disregarded. This article first reviews the issues in applying the strengths perspective. It then presents the special features of the model and discusses how this enhances the strengths perspective in social work practice.
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13

Carini, Patricia F. "Building from Children'S Strengths." Journal of Education 168, no. 3 (October 1986): 13–24. http://dx.doi.org/10.1177/002205748616800304.

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This essay discusses what the childhood perspective offers—and what we would lose were we deprived of it. In that context it discusses current threats to childhood and the effects of these threats on education; the strength and potential of our humanness, with special emphasis on children's own strengths as a basis for their education and the power of collective thought, cooperative action, and, above all, human warmth and affection for developing that strength and potential. The conclusion describes an education based on children's strengths as makers of meaning and knowledge, and ways teachers can learn to recognize and respond to these strengths.
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14

Dybicz, Phillip. "Interpreting the Strengths Perspective through Narrative Theory." Families in Society: The Journal of Contemporary Social Services 92, no. 3 (July 2011): 247–53. http://dx.doi.org/10.1606/1044-3894.4132.

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15

Bonfiglio, Mark F., Jeffrey D. Lewis, Suzanne A. Nesbit, and Daniel L. Krinsky. "A Contemporary Perspective on Pharmacy's Traditional Strengths." Journal of the American Pharmaceutical Association (1996) 37, no. 6 (November 1997): 700–704. http://dx.doi.org/10.1016/s1086-5802(16)30263-7.

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16

Weick, Ann, Charles Rapp, W. Patrick Sullivan, and Walter Kisthardt. "A Strengths Perspective for Social Work Practice." Social Work 34, no. 4 (July 1989): 350–54. http://dx.doi.org/10.1093/sw/34.4.350.

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17

Strümpfer, D. J. W. "The Strengths Perspective: Fortigenesis in Adult Life." Social Indicators Research 77, no. 1 (May 2006): 11–36. http://dx.doi.org/10.1007/s11205-005-5551-2.

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18

Di Fabio, Annamaria, and Akira Tsuda. "The Psychology of Harmony and Harmonization: Advancing the Perspectives for the Psychology of Sustainability and Sustainable Development." Sustainability 10, no. 12 (December 11, 2018): 4726. http://dx.doi.org/10.3390/su10124726.

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After delineating the roots of harmony in the literature from both the Eastern and the Western perspectives, the paper introduces the new Psychology of harmony in terms of harmonization that widens the perspective calling for psychological contributions regarding components, processes and building strengths in a preventive perspective. The complex construction of Harmony from a psychological perspective underlines the concept of relationality. Harmony results at three main points, with oneself, with others, and with nature/the natural world, also taking into account the spatial and temporal perspectives. The Psychology of harmony as harmonization represents a pillar for a new research area in the psychology of sustainability and sustainable development, considering harmonization in geographical and temporal perspectives, including meaningful construction processes from the past, to the present, and into the future using reflexivity processes at the individual, group, community, social, and national levels. Introducing the innovative psychology of harmony as harmonization the present article offers promising perspectives for research and intervention with the aim to individuate and foster new strengths from a preventive perspective.
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19

Wilson, Sharon Zimmerman. "Field Education: Linking Self-Efficacy Theory and the Strengths Perspective." Journal of Baccalaureate Social Work 12, no. 1 (September 1, 2006): 261–74. http://dx.doi.org/10.18084/1084-7219.12.1.261.

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This article explores the use of self-efficacy theory coupled with the strengths perspective as a framework for field education in social work. In this conceptual framework, social work field education focuses on a strengths perspective, utilizing techniques to enhance students' self-efficacy beliefs. A review of the literature is provided on (1) self-efficacy as it relates to academic and career outcomes and (2) the strengths perspective in social work practice. Suggestions regarding the application of the principles of strengths-based social work practice to field education are discussed. Specific examples from a BSW program demonstrating the link between self-efficacy theory and the strengths perspective are examined.
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20

Saleebey, Dennis. "Practicing the Strengths Perspective: Everyday Tools and Resources." Families in Society: The Journal of Contemporary Social Services 82, no. 3 (June 2001): 221–22. http://dx.doi.org/10.1606/1044-3894.195.

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21

van Wormer, Katherine, and Susan G. Bednar. "Working with Male Batterers: A Restorative-Strengths Perspective." Families in Society: The Journal of Contemporary Social Services 83, no. 5 (October 2002): 557–65. http://dx.doi.org/10.1606/1044-3894.66.

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The Duluth model of batterer intervention is based on a feminist critical theory paradigm that makes sense from the point of view of the victim/survivor. Male batterers in treatment, however, may resist many of the precepts of this model. Applying a restorative-strengths perspective to the group process and evaluation may enable us to meet participants where they are and help reduce the resistance, denial, recidivism, and high dropout rates common with this group. Principles of restorative justice may be applied at the community level as well to reinforce community standards of behavior.
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22

Mirick, Rebecca G. "Teaching a Strengths Perspective in Child Protection Work." Journal of Baccalaureate Social Work 21, no. 1 (May 1, 2016): 13–22. http://dx.doi.org/10.18084/1084-7219.21.1.13.

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This article describes a pedagogical strategy that provides an opportunity for BSW students to think critically about their interpretations of child protection clients and begin to engage with a strengths perspective. This teaching strategy uses reactance theory to introduce a nonpathologizing approach to client resistance. By reframing client resistance and reconsidering assumptions, this approach lays the groundwork for the use of a strengths perspective with involuntary clients and the development of collaborative relationships. Students' written feedback before and after the class (N=56) describes their experiences with this teaching strategy. The feedback suggests that while a deficits-based approach seems deeply rooted in some students' assumptions about clients, perhaps especially in child protection where the consequences of parental resistance are significant, many students found this teaching strategy facilitated their consideration of alternative explanations of the client's behavior and empathy toward the client. Implications of this are discussed.
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23

Dewees, Marty. "The Strengths Perspective: A First Step in Empowerment." Journal of Baccalaureate Social Work 4, no. 2 (March 1, 1999): 95–108. http://dx.doi.org/10.18084/1084-7219.4.2.95.

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This paper presents a strategy for introducing empowerment approaches to undergraduate students in social work. At the same time it incorporates a focus on developing student skills in the practice relationship. An emphasis on a strengths-based assessment model as an empowering practice intervention helps students to understand the relationship between individual strengths and a collective empowerment lens. The overall quality of the client/worker relationship is explored as well as particular practice techniques in interviewing. The strategy uses an interactive, experiential exercise format that engages students both in process and content. Instructional goals and a subjective learning evaluation process are discussed. The history of social work practice is replete with metaphors for empowerment. Jane Addams' Hull House, Bertha Capen Reynolds' emphasis on “plain people” (1964), and the inclusion of Freirean “dialogic processes” (1973) represent a few of the efforts that have shaped current social work practice models of empowerment that target oppression. In the reactionary political climate of the 1990s, the call for empowerment approaches has gained nearly as much urgency as oppression itself. This paper will examine the relationship of empowerment principles to social work practice and education and will demonstrate the usefulness of the strengths perspective in making political/empowerment issues relevant to BSW students. It will incorporate Charles Cowger's work on assessment (Cowger, 1992Cowger, 1997) and through it will consider appropriate instructional goals, including skill development necessary to building relationships with clients. Finally, it will describe the link from individual strengths-based relationships to an empowerment stance.
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24

Engelbrecht, Lambert. "A strengths perspective on supervision of social workers." Social Work and Social Sciences Review 14, no. 1 (January 1, 2010): 47–58. http://dx.doi.org/10.1921/095352210x505490.

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25

Climie, Emma A., and Sarah M. Mastoras. "ADHD in schools: Adopting a strengths-based perspective." Canadian Psychology/Psychologie canadienne 56, no. 3 (2015): 295–300. http://dx.doi.org/10.1037/cap0000030.

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26

Gerdes, K. E., and L. K. Stromwall. "Conation: A Missing Link in the Strengths Perspective." Social Work 53, no. 3 (July 1, 2008): 233–42. http://dx.doi.org/10.1093/sw/53.3.233.

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27

Mowbray, Carol T., Michael E. Woolley, Andrew Grogan-Kaylor, Larry M. Gant, Megan E. Gilster, and Trina R. Williams Shanks. "Neighborhood research from a spatially oriented strengths perspective." Journal of Community Psychology 35, no. 5 (2007): 667–80. http://dx.doi.org/10.1002/jcop.20170.

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28

Wendell, Susan. "Oppression and Victimization; Choice and Responsibility." Hypatia 5, no. 3 (1990): 15–46. http://dx.doi.org/10.1111/j.1527-2001.1990.tb00604.x.

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This essay discusses a cluster of problems for feminist theory and practice which concern responsibility and choice under conditions of oppression. I characterize four major perspectives from which situations of oppression or victimization can be seen and questions about choice and responsibility answered: The Perspective of the Oppressor; The Perspective of the Victim; The Perspective of the Responsible Actor; and The Perspective of the Observer/Philosopher. 1 compare their strengths and weaknesses and discuss their compatibility.
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29

Hurd, Elisabeth Porter, and Karen Sawyer. "Maintenance and Change: A Strengths Perspective in Evaluating A BSW Program." Journal of Baccalaureate Social Work 2, no. 2 (April 1, 1997): 43–52. http://dx.doi.org/10.18084/1084-7219.2.2.43.

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This research provides information that may guide both BSW curriculum change in areas needing improvement and maintenance of areas evincing strength. Graduates of a BSW program were asked, in a self-administered survey questionnaire, to report on how well prepared by the program they believed they were to use specific aspects of social work knowledge and skills. Finally, this outcome data was considered from the framework of the strengths perspective, as an example of empowerment research.
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Kumfor, Fiona, Lincoln M. Tracy, Grace Wei, Yu Chen, Juan F. Domínguez D., Sarah Whittle, Travis Wearne, and Michelle Kelly. "Social and affective neuroscience: an Australian perspective." Social Cognitive and Affective Neuroscience 15, no. 9 (September 2020): 965–80. http://dx.doi.org/10.1093/scan/nsaa133.

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Abtract While research in social and affective neuroscience has a long history, it is only in the last few decades that it has been truly established as an independent field of investigation. In the Australian region, despite having an even shorter history, this field of research is experiencing a dramatic rise. In this review, we present recent findings from a survey conducted on behalf of the Australasian Society for Social and Affective Neuroscience (AS4SAN) and from an analysis of the field to highlight contributions and strengths from our region (with a focus on Australia). Our results demonstrate that researchers in this field draw on a broad range of techniques, with the most common being behavioural experiments and neuropsychological assessment, as well as structural and functional magnetic resonance imaging. The Australian region has a particular strength in clinically driven research, evidenced by the types of populations under investigation, top cited papers from the region, and funding sources. We propose that the Australian region has potential to contribute to cross-cultural research and facilitating data sharing, and that improved links with international leaders will continue to strengthen this burgeoning field.
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31

Early, Theresa J. "Measures for Practice with Families from a Strengths Perspective." Families in Society: The Journal of Contemporary Social Services 82, no. 3 (June 2001): 225–32. http://dx.doi.org/10.1606/1044-3894.235.

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32

Samal, Janmejaya. "Strengths perspective among the homeless adolescents: A systematic review." Journal of Mental Health and Human Behaviour 22, no. 1 (2017): 21. http://dx.doi.org/10.4103/jmhhb.jmhhb_3_17.

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33

Postmus, Judy L. "Analysis of the Family Violence Option: A Strengths Perspective." Affilia 15, no. 2 (May 2000): 244–58. http://dx.doi.org/10.1177/08861090022093967.

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34

Perkins, Kathleen, and Carolyn Tice. "Suicide and Older Adults: The Strengths Perspective in Practice." Journal of Applied Gerontology 13, no. 4 (December 1994): 438–54. http://dx.doi.org/10.1177/073346489401300407.

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35

Staudt, Marlys, Matthew O. Howardw, and Brett Drake. "The Operationalization, Implementation, and Effectiveness of the Strengths Perspective." Journal of Social Service Research 27, no. 3 (June 5, 2001): 1–21. http://dx.doi.org/10.1300/j079v27n03_01.

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36

Anuradha, K. "Empowering Families with Mentally Ill Members: A Strengths Perspective." International Journal for the Advancement of Counselling 26, no. 4 (December 2004): 383–91. http://dx.doi.org/10.1007/s10447-004-0174-x.

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Pearlmutter, Sue, Scott D. Ryan, Lisa B. Johnson, and Victor Groza. "Romanian Adoptees and Pre-adoptive Care: A Strengths Perspective." Child and Adolescent Social Work Journal 25, no. 2 (February 27, 2008): 139–56. http://dx.doi.org/10.1007/s10560-008-0117-1.

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38

Allan, Blake A., Rhea L. Owens, and Richard P. Douglass. "Character Strengths in Counselors: Relations With Meaningful Work and Burnout." Journal of Career Assessment 27, no. 1 (December 20, 2017): 151–66. http://dx.doi.org/10.1177/1069072717748666.

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The primary goal of this study was to examine the relations from counselors’ character strengths to burnout via the potential mediating effect of meaningful work. We also compared mean levels of counselors’ character strengths to population means and conducted regression analyses to examine which character strengths uniquely predicted meaningful work and burnout. Counselors in our sample reported significantly higher levels on 13 of the 24 character strengths compared to a normed sample, with strengths like love of learning, perspective, and social intelligence being particularly elevated. Additionally, regression analyses revealed that prudence and hope predicted both meaningful work and burnout; love, perspective, and zest predicted meaningful work; and forgiveness, honesty, and self-regulation predicted burnout. These character strengths were included in the final structural equation model. Partially supporting hypotheses, prudence, perspective, and zest were related to meaningful work, which were, in turn, negatively related to burnout.
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Butt, Muhammad Ali, Hadiya Sarfraz, and Ahmed Bilal. "Outsourcing Decision in Capabilities Perspective." Journal of Management and Research 1, no. 1 (November 29, 2019): 1–10. http://dx.doi.org/10.29145/jmr/11/0101004.

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There are many theories and framework which suggest performance link to strategy and / or resources. In order to succeed in the market, the organization must transform its core strengths into competitive advantages so that it becomes harder for its rivals to snatch its customers and market share. This paper has attempted to integrate the issue of weakness emanating out of the capability frame in terms of strategic decision in outsourcing. With the help of our proposed “Integrated Decision Making Model” for strategic outsourcing,, significant advantage can be achieved by directing investments and efforts in areas where firms perform better as compared to others. Over time, a continued effort to develop core competencies by building strategic capabilities (strengths) and minimizing strategic liabilities (weaknesses), bar the present or future competitors to expand into the company's areas of interest, thus helps to defend the strategic competitive advantages lying in the firm's value chain.
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Anderson, Kim M. "Uncovering Survival Abilities in Children who Have Been Sexually Abused." Families in Society: The Journal of Contemporary Social Services 78, no. 6 (December 1997): 592–99. http://dx.doi.org/10.1606/1044-3894.3389.

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The author combines the strengths perspective in social work with the resiliency literature in developmental psychopathology as guidelines for uncovering the survival strengths of children who have been sexually abused. Their survival abilities are often submerged beneath pain and discomfort and are difficult to elicit if the practitioner does not view their protective strategies as strengths. The essential elements of the strengths perspective and the resiliency literature are presented to reveal creative ways to work with children who have been sexually abused.
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Gustavsson, Nora S., and Ann E. MacEachron. "Perspectives on Research-related Anxiety among BSW Students: An Exploratory Study." Journal of Baccalaureate Social Work 7, no. 1 (September 1, 2001): 111–19. http://dx.doi.org/10.18084/1084-7219.7.1.111.

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Using a convenience sample of BSW students enrolled in a required research methods course, we explore two alternative perspectives on research-related anxiety. One perspective emphasizes the fear dimension of anxiety (math anxiety, library anxiety, and computer anxiety), and the other perspective emphasizes a dimension reflecting “eagerness to do well.” Our exploration of these alternative dimensions finds that both have empirical support. By looking at student anxieties about research from a strengths perspective, however, we may find additional innovative ways to engage students in learning and using research.
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Probst, Barbara. "Contextual Meanings of the Strengths Perspective for Social Work Practice in Mental Health." Families in Society: The Journal of Contemporary Social Services 90, no. 2 (April 2009): 162–66. http://dx.doi.org/10.1606/1044-3894.3876.

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Although the strengths perspective seems a natural framework for social workers practicing in mental health, it often plays a minor role in planning and evaluation. Two issues complicate its use: (a) The concept of strengths has different meanings and functions, depending on whether viewed as part of assessment, intervention, or outcome, and (b) the strengths perspective is an applied concept operating only through the medium of a specific intervention, not a modality whose efficacy can be independently evaluated. When these factors are ignored, the role of the strengths perspective can seem vague, peripheral, too obvious and “soft” to be a serious component of the change process–-yet, understood in context, it is an essential element of social work's unique approach.
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Befring, Edvard. "The Enrichment Perspective." Remedial and Special Education 18, no. 3 (May 1997): 182–87. http://dx.doi.org/10.1177/074193259701800307.

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The Enrichment Perspective, formulated in Norway as an alternative or supplementary approach to the diagnostic-therapeutic special education model, is described. the enrichment Perspective is a strengths- and ability-based model that involves an assessment of what the child can do as well as what the school can do, and uses this information as the point of departure in creating or adapting learning environments. in addition, the author provides a brief history of special education in europe, describes some illustrative examples of the enrichment perspective, and addresses several potential barriers to the implementation of the Enrichment perspective.
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McQueen, H. J. "Behavior of Pearlite in ThermoMechanical Processing and Service-Historical Perspective." Materials Science Forum 706-709 (January 2012): 2776–81. http://dx.doi.org/10.4028/www.scientific.net/msf.706-709.2776.

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After 1780, wrought iron (WI) provided a structural material and steel was cherished for its hardness and cutting qualities. When available in quantity after ~1860, steel’s structural strength and wear resistance were recognized in normalized condition in armor plates, rails and drawn wire. The responsible microstructure component was pearlite in which the lamellar spacing of ferrite and carbides could be refined by simple bulk heat treatments that are practiced with small modification until today. The strength and toughness rose as the layer thickness decreased the ferrite slip length and the carbide cracking. In hot working, the strength rises as much as 200% (while ductility falls) with fraction of pearlite; below the transus compared to austenite just above it, strengths are equal at about 0.7C (ductilities equal at 0.35C).
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45

Rapp, Charles A., Dennis Saleebey, and W. Patrick Sullivan. "The Future of Strengths-Based Social Work." Advances in Social Work 6, no. 1 (April 30, 2005): 79–90. http://dx.doi.org/10.18060/81.

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The future of strength based social work is both promising and precarious. In this article we seek to capture this uncertain state by sketching the evolution of the strengths approach and offering and offering a brief evaluation of its status today. There are any number of approaches to both theory and practice at present that profess to be strengths-based. It is imperative that we develop stable and concrete criteria for determining whether a given perspective if framework is, in fact, funded by strengths principles and practices. We offer six standards for making such a judgment. We also examine the future of the strengths model. Of course, writing on the future tempts one to make predictions. We have eschewed such folly. Instead, we offer four tasks that we believe would bolster the development of strengths-based social work in the future.
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46

Gnanavel, Sundar, Pawan Sharma, Antonin Sebela, Teresa Gomez Alemany, Jane Pei-Chen Chang, Mauro Victor de Medeiros Filho, Kwabena Kusi-Mensah, et al. "Child and adolescent psychiatry training curriculum: a global trainee's perspective." BJPsych International 17, no. 3 (February 26, 2020): 69–71. http://dx.doi.org/10.1192/bji.2020.8.

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This article is a summary of perspectives on training curricula from child and adolescent psychiatry trainees globally. We aimed to identify the relative strengths, weaknesses and gaps in learning needs from a trainee's perspective. The 20 early-career child psychiatrists who contributed are from 16 countries and represent all the five continents. We could identify some global challenges as well as local/regional challenges that need to be addressed to develop competent child psychiatrists.
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47

Braun, Matthew J., Winnie Dunn, and Scott D. Tomchek. "A Pilot Study on Professional Documentation: Do We Write From a Strengths Perspective?" American Journal of Speech-Language Pathology 26, no. 3 (August 15, 2017): 972–81. http://dx.doi.org/10.1044/2017_ajslp-16-0117.

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Purpose There is growing evidence supporting the use of strengths-based practices when serving families. The purpose of this study was to examine the use of strengths-based approaches in the context of written professional documentation. We specifically explored whether or not interdisciplinary clinicians in one university-based medical center clinic write from a strengths perspective (e.g., writing focuses on abilities rather than on deficits) when documenting child behavior in autism diagnostic clinics. Method We gathered narrative-based writing samples (a total of 299 phrases) from 20 patient reports. Using a coding system developed by the research team (intraclass correlation coefficient = .801 on final definitions and coding system), we analyzed the extent to which interdisciplinary clinicians included strengths-based language (e.g., language that emphasizes a person's strengths rather than limitations) in their written documentation. An independent researcher coded a random sample (20% of entire sample) of the data to document reliability of the coded data (97% interrater agreement). Results Our findings indicated that clinicians in our study used deficit-based language significantly more than neutral and strengths-based language in written documentation. Conclusion This preliminary evidence suggests a need to reflect upon our own understanding of strengths-based practices and the way professionals write about children in clinical documentation.
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48

Rapp, Charles A., and W. Patrick Sullivan. "The Strengths Model: Birth to Toddlerhood." Advances in Social Work 15, no. 1 (April 2, 2014): 129–42. http://dx.doi.org/10.18060/16643.

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The Strengths Model/Perspective was developed by social workers and the profession continues to be the leader in its practice, research and refinement. This article traces the three decades of evolution of this approach and the continuing expansion of its use around the world. Cautionary notes are provided and an agenda for future development is proposed.
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Furman, Rich, Eleanor Pepi Downey, Robert L. Jackson, and Kimberly Bender. "Poetry Therapy as a Tool for Strengths-Based Practice." Advances in Social Work 3, no. 2 (November 30, 2002): 146–57. http://dx.doi.org/10.18060/36.

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This article explores the congruence between poetry therapy and the strengths perspective of social work. It demonstrates the ways in which poetry therapy is consistent with the strengths perspective and discusses methods for its utilization in direct practice settings. Case examples are provided to help the practitioner learn how to utilize poetry therapy with clients from diverse backgrounds. As a tool in strengths-based practice, poetry and poetry therapy can help empower clients and help to focus practitioners on clients’ capacities and resilencies. This article seeks to expand upon the growing literature of strengths-based social work, addressing how the theory can be applied to clinical practice situations.
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Saleebey, Dennis. "Commentary on the Strengths Perspective and Potential Applications in School Counseling." Professional School Counseling 12, no. 2 (December 2008): 2156759X0801200. http://dx.doi.org/10.1177/2156759x0801200216.

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In its history, professional social work has long given at least lip service to the idea of building on client strengths as a part of the helping enterprise. This article provides an overview of the strengths approach to practice as it has evolved in social work and how that method and style might be applied by school counselors in their work with students and teachers. Some examples are presented including the use of a strengths approach in an economically distressed community and in a school facing real difficulties in assuring students’ achievement and involvement in school.
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