Explanation of a strengths-based approach Rationale for using a strengths-based approach in a specific type of  educational setting (i.e., elementary school, college, training  pro

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Dpthsx _mc Dwbdkkdmbd

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ne bnknq _mc tmcdqqdrntqbdc a_bjfqntmcr &Fhmvqhfgs+ 1/07: I_fdqr+ 1/05: Qhu_r,Cq_jd+ I_fdqr+ % L_qshmdy+ 1/08: Jhqrgmdq+ 1/04(- Sgd bnmbdos ne sqYmrenqlYshud RDK hr _ ld_mr sn adssdq _qshbtk_sd sgd onsdmsh_k ne RDK sn lhsh, f_sd sgd dctb_shnm_k+ rnbh_k+ _mc dbnmnlhb hmdpthshdr sg_s cdqhud eqnl sgd hmsdqqdk_sdc kdf_bhdr ne q_bh_khydc btkstq_k nooqdrrhnm hm sgd Tmhsdc Rs_sdr _mc fkna_kkx- Sq_mrenql_shud RDK qdoqdrdmsr _m _r,xds tmcdqtshkhydc _ooqn_bg sg_s RDK qdrd_qbgdqr _mc oq_bshshnmdqr b_m trd he sgdx rddj sn deedbshudkx _ccqdrr hrrtdr rtbg _r onvdq+ oqhuhkdfd+ oqditchbd+ chrbqhlhm_shnm+ rnbh_k itrshbd+ dlonvdqldms+ _mc rdke,cdsdqlhm_shnm- Hm drrdmbd+ vd _qftd sg_s enq RDK sn _cdpt_sdkx rdqud sgnrd eqnl tmcdq, rdqudc bnlltmhshdr…_mc oqnlnsd sgd noshl_k cdudkno, ldms_k ntsbnldr enq _kk bghkcqdm+ xntsg+ _mc _ctksr…hs ltrs btkshu_sd hm sgdl sgd jmnvkdcfd+ _sshstcdr+ _mc rjhkkr qdpthqdc enq bqhshb_k dw_lhm_shnm _mc bnkk_anq_shud _bshnm sn _ccqdrr qnns b_trdr ne hmdpthshdr-

Snv_qc sghr dmc+ sq_mrenql_shud RDK hr _hldc _s dct, b_shnm_k dpthsx…enrsdqhmf lnqd dpths_akd kd_qmhmf dmuh, qnmldmsr _mc oqnctbhmf dpths_akd ntsbnldr enq bghkcqdm _mc xntmf odnokd etqsgdrs eqnl noonqstmhsx- Sghr dctb_, shnm_k dpthsx hlokhdr sg_s dudqx rstcdms g_r vg_s rgd nq gd mddcr vgdm sgdx mddc hs+ qdf_qckdrr ne q_bd+ fdmcdq+ dsgmh, bhsx+ k_mft_fd+ chr_ahkhsx+ e_lhkx a_bjfqntmc+ nq e_lhkx hmbnld &Bntmbhk ne Bghde Rs_sd Rbgnnk Neehbdqr+ 1/06(- Sghr hmbktcdr dw_lhmhmf ah_rdr _mc qdok_bhmf hmdpths_akd oq_bshbdr vhsg sgnrd sg_s kdmc sgdlrdkudr sn edqshkd+ hmbkt, rhud+ ltkshbtkstq_k kd_qmhmf dmuhqnmldmsr sg_s btkshu_sd sgd hmsdqdrsr _mc s_kdmsr ne bghkcqdm+ xntsg+ _mc _ctksr eqnl chudqrd a_bjfqntmcr &d-f-+ C_qkhmf,G_llnmc+ Eknnj+ Bnnj,G_qudx+ A_qqnm+ % Nrgdq+ 1/08: G_llnmc % I_bjrnm+ 1/04: Nrs_ % U_rptdy+ m-c-(-

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_ctksr eqnl _cu_ms_fdc _mc chr_cu_ms_fdc q_bh_k.dsgmhb fqntor _mc a_bjfqntmcr sn ad bnmrsqtbshudkx dmf_fdc hm sgd otqrths ne dwbdkkdmbd hm _b_cdlhb+ rnbh_k+ _mc dln, shnm_k cdudknoldms-

Sghr _qshbkd hr cdqhudc hm o_qs eqnl _ k_qfdq rb_m ne sgd khsdq_stqd sg_s Bnkk_anq_shud enq @b_cdlhb+ Rnbh_k _mc Dlnshnm_k Kd_qmhmf &[email protected]: vvv-b_rdk-nqf( hr bnmctbs, hmf- Rtbg rb_mr _qd cnmd odqhnchb_kkx sn fthcd toc_sdr sn [email protected] snnkr _mc qdrntqbdr- Sgd nmfnhmf deenqs hr _mbg, nqdc hm [email protected]�r btqqdms rsq_sdfhb enbh ne dpthsx+ _ctks RDK+ _mc hmsdfq_shnm ne _b_cdlhb _mc RDK hmrsqtbshnm- Vd rddj sn etqsgdq _cu_mbd sghr vnqj hm rdudq_k v_xr- Ehqrs+ vd _qshbtk_sd sgd btkstq_k _mc ghrsnqhb_k bnmsdws enq tmcdqrs_mchmf sgd qdk_shnmrgho adsvddm RDK _mc dpthsx- Hm _cchshnm+ vd dloknx mnshnmr ne cdlnbq_bx _mc bhshydm, rgho &h-d-+ Vdrsgdhldq % J_gmd+ 1//3( sn gdko etqsgdq eq_ld sgd bnmbdos ne sq_mrenql_shud RDK- Sghqc+ vd chr, btrr gnv dwoqdrrhnmr ne btkstqd+ hcdmshsx+ _fdmbx+ adknmf, hmf+ _mc dmf_fdldms b_m ehs vhsghm sgd ehud atbjdsr qdoqdrdmsdc ax sgd [email protected] ehud bnqd bnlodsdmbhdr _mc hm sgdlrdkudr g_ud sgd onsdmsh_k sn bnlonrd sq_mrenql_shud rnbh_k _mc dlnshnm_k bnlodsdmbhdr- Vd sgdm onhms sn oqn, fq_lr _mc oq_bshbdr sg_s gnkc oqnlhrd enq btkshu_shmf _mc hmsdfq_shmf sgdrd sq_mrenql_shud bnlodsdmbhdr hm sgd bnm, sdws ne _b_cdlhb kd_qmhmf- Hm cnhmf rn+ vd ghfgkhfgs sgd hlonqs_mbd ne oqnedrrhnm_k cdudknoldms sg_s hmbktcdr _ctks RDK sn l_jd sgdrd deenqsr l_whl_kkx deedbshud enq chudqrd bghkcqdm _mc xntsg-

RHST:SHMF DPTHSX :MC RDI HM : BTISTQ:I :MC GHRSNQHB:I BNMSDVS

Hm sgd Tmhsdc Rs_sdr _mc l_mx nsgdq Vdrsdqmhydc rnbh, dshdr+ sgdqd _qd cnlhm_ms btkstq_k sgdldr ne hmchuhct_khrl _mc l_sdqh_khrl sg_s rtffdrs sg_s sgd oqhl_qx ld_mhmf ne ’l_stqhsx+ rtbbdrr _mc g_oohmdrr– hr cdehmdc _r adhmf ’rdke,rteehbhdms+ _tsnmnlntr _mc ehm_mbh_kkx vdkk nee– &V_x % Qnfdqr+ 1/06+ o- 118(- @ksgntfg sghr nqhdms_shnm g_r aqntfgs _ants sdbgmnknfhb_k _cu_mbdr sg_s hloqnudc sgd a_rhb l_sdqh_k bnmchshnmr enq l_mx+ hs _krn enrsdqr dkd, u_sdc kdudkr ne fqddc+ _u_qhbd+ tshkhs_qh_mhrl+ _mc tmdsghb_k adg_uhnqr &Ohee+ Jq_tr+ B�ns~d+ Bgdmf+ % Jdksmdq+ 1/0/: Ohee+ Chdsyd+ Edhmadqf+ Rs_mb_sn+ % Jdksmdq+ 1/04: V_srnm+ 1/05(- Sghr g_r+ hm stqm+ aqntfgs _ants sgd bnm, bdmsq_shnm ne vd_ksg hm sgd g_mcr ne _ cdbqd_rhmf odqbdms, _fd ne odnokd _bqnrr sgd fknad+ _ rgqhmjhmf lhcckd bk_rr+ _mc _m dwo_mchmf mtladq ne vnqjhmf onnq _mc onnq &Qx_m+ Rhmfg+ Gdmsrbgjd+ % Atkknbj+ 1/07(- Sgd hmdpth, shdr _mc rdmrd ne tmqd_khydc l_sdqh_k _rohq_shnmr _mc rnbhndbnmnlhb oqdb_qhsx g_ud rnbh_k _mc dlnshnm_k hlokh, b_shnmr rtbg _r rdke,cdrsqtbshud &d-f-+ rtars_mbd _atrd _mc rthbhcd( _mc hmsdqmdbhmd bnmekhbs _mc uhnkdmbd &d-f-+ udqa_k _mc ogxrhb_k atkkxhmf _mc l_rr rgnnshmfr( sg_s _qd

[email protected] [email protected]@SHUD RDK 052

January 2018, Volume 10, Issue 3

* Correspondence details: Michael R. Hass, Chapman University, Donna Ford Atallah College of Educational Studies. One University Drive,

Orange, CA 92866. Phone 714-628-7217 E-Mail: [email protected]

© 2018 Published by T& K Academic. This is an open access article under the CC BY- NC- ND license. (https://creativecommons.org/licenses/by/4.0/)

Interviewing to Understand Strengths

Received: 15 September 2017

Revised: 22 October 2017

Accepted: 29 November 2017

ISSN: 1307-9298

Copyright © IEJEE

www.iejee.com

DOI: 10.26822/iejee.2018336189

Michael R. Hass a,*

Abstract

Interviewing clients about their strengths is an important part of developing a complete understanding of their lives and has several

advantages over simply focusing on problems and pathology. Prerequisites for skillfully interviewing for strengths include the

communication skills that emerge from a stance of not knowing, developing a vocabulary of strengths that allows practitioners to identify

and name them, and having a “ear for strengths.” Building on this, Saleebey (2008) offers a framework of eight types of questions that

allow us to explore strengths in depth with clients.

Keywords: Interviewing, strengths perspective, counseling

Introduction

Mental health professionals have long embraced

interviewing as an important way of gathering

information. There is a long history of the use of

interviewing in making diagnostic decisions and better

understanding client problems. More recently, greater

attention has been placed on giving client strengths and

resources “equal space, equal time, equal emphasis”

(Lopez, Snyder & Rasmussen; 2003, p. 17) as problems

and psychopathology in the interviewing process.

Including strengths is important for several reasons. One

is that when adults recognize children and youths’

strengths, they are more likely to actively take part in the

assessment process and later treatment (Epstein,

Hertzog, & Reid, 2001; Murphy, 2015 Nickerson &

Fishman, 2013). Gathering information about strengths

also broadens the focus of assessment to include

recognizing and building competence rather than only

reducing problem behaviors (Nickerson, 2007; Epstein et

al., 2001). This is important because although reducing

the negative impact of problems is important, evidence

suggests that the presence of personal and social

competence in children is a better predictor of

functioning later in adulthood than the reduction of

symptoms alone (Kohlberg, Ricks, & Snarey, 1972; 1984).

Given this, there is a strong argument to include

assessing and building strengths as part of the counseling

process.

Interviewing for strengths is the mirror image of

interviewing children about their problems. When

interviewing for strengths, counselors make use of the

same communication skills important in clinical

interviewing or in psychotherapy or counseling. These

include the communication skills that emerge from what

has been described as a stance of not knowing (Anderson

& Goolishian, 1992). Anderson and Goolishian (1992)

describe not knowing as “…a general attitude or stance in

which the therapist’s actions communicate an abundant,

genuine curiosity” (p. 29). Skills that communicate this

curiosity exist on a continuum from relatively passive

skills such as nonverbal attending to more active

strategies like paraphrasing and accurately reflecting

feelings (See Table 1 below).

Table 1. Skills for Not Knowing

Less active >>>>>>>>>>>>>>>>>>>>>>More active

Nonverbal

attending

Observing

Waiting

Minimal

encouragers

• Nodding

• Ummm, okay,

sure, yes, wow!

Echoing

Paraphrasing &

Summarizing

Complimenting

Normalizing

In addition to these basic skills, interviewing for strengths

also requires a vocabulary of strengths. Although there is

no Diagnostic and Statistical Manual (APA 2013) or

International Classification of Disease (WHO, 1993) for

January 2018, Volume 10, Issue 3, 315-321

316

strengths, there is abundant literature that offer at least a

tentative map of strengths. One source is positive

psychology (Seligman, 2004). Counselors and researchers

in positive psychology have developed assessments and

interventions that focus on increasing subjective well-

being or happiness by promoting the experience of

positive emotions (Fredrickson, 2001) or enhancing

qualities such as gratitude (Emmons & Stern, 2013), hope

(Pedrotti, Edwards, & Lopez, 2008) or optimism (Gillham,

Reivich, & Shatté, 2001).

A second important contribution to a map of strengths is

resilience (Masten, 2014). Research on resilience grew out

of research with children whose parents had serious

mental illnesses (Luthar, Cicchetti, & Becker, 2000). The

finding that many of these children did well in life despite

the challenges they faced led researchers to a set of social

and psychological factors that seemed to promote

positive outcomes among children who had faced

adversities such as poverty or abuse (e.g., Garmezy, 1993;

Masten & Curtis, 2000; Rutter, 2013). Researchers found

that although it was true that children exposed to these

adversities often have more psychosocial problems than

those who were not exposed, the large majority still grew

up to lead productive adult lives (e.g., Benard, 2004;

Werner & Smith, 2001; Cicchetti, Rogosch, Lynch, & Holt,

1993).

Masten (2014) has argued there are basic psychosocial

systems that, when functioning well, are universally

protective of human development and form the core of

resilience. These dynamic adaptive systems include: 1)

attachment and close relationships; 2) intelligence,

ingenuity, and problem solving; 3) self-regulation and self-

direction; 4) mastery motivation and sense of personal

agency; and 5) faith, hope and belief that life has meaning

(pp.147-164). Using similar language, Benard (2004)

proposes two broad categories of resilience: personal

strengths, and environmental protective factors. Personal

strengths include: 1) social competence, 2) problem

solving, 3) autonomy, and 4) sense of purpose.

Environmental protective factors can be found in families,

communities, or schools and include: 1) caring

relationships; 2) clear and positive expectations by family

members, educators, and community members for

achievement; and 3) opportunities to take part, contribute

and give back (Benard, 2004).

If strengths are to be taken seriously, they must be

systematically recognized and named. Although we do

not have a DSM or ICD for strenghts, positive psychology

and research on resilience offer a guide for what to look

for when interviewing for strengths. These can be

summarized as:

1. The quality of relationships with peers and

family

2. The presence of cognitive or academic

competencies

3. The presence of aspirations, goals, and plans

4. The sense that despite adversity, there is a

purpose to life

5. A sense of agency or confidence in the ability to

affect life and meet one’s goals

Developing an Ear for Strengths

A prerequisite for assessing client strengths is to adopt

the assumption that every student, family, or community

has resources and capacities (Saleebey, 2008). We listen

for and pay attention to what we believe is important in

an assessment. If we assume that strengths are present,

even if they are not easy to identify because they are

obscured by problems, we become more curious about

what might be beyond the presenting difficulties and

investigate how client strengths contribute to their lives

and how they can be used to improve their

circumstances.

In addition to a strengths perspective, we must also have

tools that can be used to unpack and better understand

strengths once we have become curious about them.

Saleebey (2008) discusses eight kinds of questions that

help name and elaborate on strengths. These include : 1)

perspective questions, 2) change questions, 3) meaning

questions, 4) survival questions, 5) support questions, 6)

possibility questions, 7) exception questions, and 8)

esteem questions (p. 73).

Perspective questions

When counselors are curious about children’s

perspectives, they encourage autonomy and competence

by signaling that what they themselves think or feel about

their situations is important. This insider perspective is

also critical in interviewing because it adds information

about how different stakeholders (e.g., parents, teachers,

students) view a situation and what they view as

important. The insider perspective not only offers

ecological validity for information from other sources

such as school records, tests, or questionnaires, but it

also facilitates a collaborative working relationship.

Respect for the insider perspective offers a

counterbalance to the expert knowledge that counselors

bring to a situation.

Perspective question such as the ones below offer a

useful starting place for a discussion of strengths:

• “What are your thoughts about how you got to

this point?”

• “What have you been successful at so far?”

• “How did you make those successes happen?”

Change questions

Change questions are an extension of perspective

questions. As part of the strengths perspective, we also

assume that our clients, no matter how young or

disturbed, are always trying to cope with their challenges

even if they appear to have been unsuccessful so far.

Rooted in these efforts are clients’ theories of change

(Duncan & Miller, 2000). The assumption that clients have

been working on their problems in some way long before

we interview them leads us to be curious about what they

have done so far and, more importantly, what they have

done that worked, if only in small ways (De Jong & Kim

Interviewing for Strengths / Hass

Berg, 2013; Duncan & Miller, 2000). These questions

might include:

• “What have you done to try to make things

better? Have those things worked, even a little

bit?”

• “What do you think might make things better?”

• “Lots of time, kids have good ideas about how to

solve a problem. What do you think would

help?”

Meaning questions

Meaning questions are also an extension of perspective

questions. They try to get at what values, beliefs, or goals

clients find important. Some of these are of course

cultural and involve values or beliefs that the person

views as shared by members of a particular community.

These might include respect for elders, expectations for

gender roles, the role of education in success in life, etc.

Other beliefs arise from unique personal experiences that

lead to what cognitive behavioral therapists refer to as

core beliefs (Creed, Resiweber & Beck, 2011). Creed et al.

describe core beliefs as the foundation for how we view

ourselves, relate to others and experience the world

(2011). These values and beliefs can be both adaptive or

limiting, depending on the context. In an investigation of

strengths, the focus is on beliefs that are or could be a

source of resilience. Meaning questions include:

• “What are the most important things about

school for you?”

• “Where do you see yourself in five years?”

• “What do you think is most important in life?”

Survival questions

Survival questions are also known as coping questions (De

Jong & Kim Berg, 2013). They refocus attention away from

feeling overwhelmed in the face of seemingly

insurmountable challenges toward clients’ efforts at

coping with these adversities. Again, a strengths

perspective leads counselors to assume that clients are

always coping in one way or another, even it is just to be

passive or withdrawn in the face of adversity. Survival

questions are windows into potential strengths and

resilience. It is important to understand that although

these efforts at coping may not seem completely

successful, they may have been helpful in small ways that

can be built upon in developing plans and interventions.

When asking survival questions, it is important to first

acknowledge that things have been difficult, even

overwhelming. These acknowledgements serve to

normalize clients’ experiences and communicate that

their thoughts and feelings are unsurprising given the

circumstances they face.

The simplest way of starting a conversation about survival

or coping is to ask, “What has helped so far?” (De Jong &

Kim Berg, 2013). Other questions include:

• “That sounds really tough. How have you

managed to deal with all that?”

• “Wow, I am amazed you even got out of bed

today and made it to school. How did you

manage that?”

• “Given all that is going on, I am not surprised

you feel overwhelmed. I wonder if anything has

helped, even if only a little bit?”

Support questions

An important way in which clients cope is to access social

support. The importance of social support is one of the

most consistent findings in research on resilience (e.g.,

Masten, 2014; Benard, 2004; Werner & Smith, 2001).

Seeking social support begins early in development with

attachment to a parent or caregiver and expands as

children grow older to include adults and peers in

schools, neighborhoods, and community institutions

(Masten, 2014). Support questions include:

• “

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