This book aims to provide a link between theory and social work practice. It develops a theoretical foundation from which you can draw to serve your clients. Different lenses, or theories, are presented and coupled with practice situations, from assessment through evaluation, that are designed to assist you in increasing your understanding of the importance of linking theory to practice. In the beginning level of practice situations, you are called upon to be generalists; this means you should be able to respond to human need through micro practice, mezzo practice, or macro practice methods and should be able to respond to needs expressed by systems of all sizes, including individuals, families and groups, organizations, and communities. This is a pretty tall order. The Bachelor of Social Work curriculum ensures that you receive knowledge and skills, and understand the related social work values, across the spectrum of systems from conception to death. Inherent in the curriculum is an integrated understanding of general systems theory and the ecological perspective. Each system is within a particular context. Content areas include human behavior and the social environment, social welfare policy, diversity, economic and social justice, practice methods, ethics and values, research, and field experience. To ensure that you receive the knowledge, skills, and values and can use them in practice, the Council on Social Work Education (CSWE) develops academic standards by which programs measure their relative effectiveness in reaching student learning outcomes.

1. CHAPTER 3
STRENGTHS PERSPECTIVE

2. INTRODUCTION
• THE STRENGTHS PERSPECTIVE INCLUDES A SET OF THEORETICAL
PRINCIPLES DEVELOPED STARTING IN THE LATE 1980S.
• HIS 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 ADDITION, THE STRENGTHS PERSPECTIVE SEEKS TO ENGAGE IN A
CULTURALLY RESPONSIVE PRACTICE THAT REMAINS FL EXIBLE AND
CREATIVE WHEN ADDRESSING SOCIAL PROBLEMS WITH DIVERSE
POPULATIONS.
•

3. HISTORY OF STRENGTHS PERSPECTIVE
• 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 .

4. HISTORY OF STRENGTHS PERSPECTIVE
• TO PROFESSIONALIZE THE FIELD, SOCIAL WORK ADOPTED THE “MEDICAL
MODEL” MANY YEARS AGO, THINKING THAT LABELING AND MEASURING
PROBLEMS WOULD HELP TO VALIDATE THE WORK
• SOCIAL WORK LEADERS FROM THAT TIME PERIOD MAY HAVE
OVEREMPHASIZED PROCESSES SUCH AS DIAGNOSIS AND TREATMENT,
PULLING SOCIAL WORKERS AWAY FROM OUR ROOTS IN COMMUNITY
ORGANIZING AND ADVOCACY
• THE STRENGTHS PERSPECTIVE WAS DEVELOPED BY A GROUP OF
LEADERS IN THE EARLY 1990S TO DELIBERATELY ACKNOWLEDGE THE
ROLE THAT STRENGTHS PLAY WHEN SEEKING TO ADDRESS VERY REAL
PROBLEMS

5. STRENGTHS PERSPECTIVE: 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.
• STRENGTHS INCLUDE INTERNAL AND EXTERNAL CAPABILITIES AND RESOURCES
UNIQUE TO EACH PERSON OR GROUP
• THE CONCEPT OF RESILIENCE IS USED TO DESCRIBE SITUATIONS WHEN PEOPLE
OVERCOME ADVERSITY TO CONTINUE FUNCTIONING, AND IN SOME CASES EVEN
IMPROVE FUNCTIONING, DESPITE FACING A TRAUMATIC OR CHALLENGING EXPERIENCE
• HOPE REFERS TO ONE’S BELIEF THAT A POSITIVE OUTCOME IS POSSIBLE.

6. STRENGTHS PERSPECTIVE: KEY CONCEPTS,
CONTINUED
• CULTURE REFERS TO THE BELIEFS, TRADITIONS, AND DAILY
ACTIVITIES OF A GROUP OF PEOPLE
• THE TERM COLLABORATION REFERS SPECIFICALLY TO THE
NATURE OF A RELATIONSHIP. ALTHOUGH SOME RELATIONSHIPS
ARE HIERARCHICAL IN NATURE 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 THE POWER AND
APPRECIATE CONTRIBUTIONS FROM BOTH PARTIES.

8. THE STRENGTHS PERSPECTIVE: 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 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

9. THE STRENGTHS PERSPECTIVE: PRINCIPLES
• 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 OWN LIVES
• PRINCIPLE 4: SUPPORT AND SERVICES SHOULD BE PROVIDED
IN NATURALLY OCCURRING SETTINGS WHENEVER POSSIBLE

10. THE STRENGTHS PERSPECTIVE:
PRINCIPLES, CONTINUED
• PRINCIPLE 5: SERVICES SHOULD REMAIN
FLEXIBLE AND RESPONSIVE TO THE UNIQUE
NEEDS OF EACH INDIVIDUAL CLIENT SITUATION
• PRINCIPLE 6: HUMAN RELATIONSHIPS ARE
HIGHLY VALUED

11. SOCIAL WORK PRACTICE: APPLICATION
• ENGAGEMENT ACCORDING TO A STRENGTHS PERSPECTIVE INVOLVES
DEVELOPING A COLLABORATIVE, NONHIERARCHICAL RELATIONSHIP
BETWEEN THE PROFESSIONAL AND CLIENT
• 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 RAPPORT CAN BE SEEN IN EFFORTS AT THE BEGINNING OF THE FIRST 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.

12. SOCIAL WORK PRACTICE: APPLICATION,
CONTINUED
• ASSESSMENT ACCORDING TO A STRENGTHS PERSPECTIVE INVOLVES NOT JUST
UNDERSTANDING THE PROBLEM; IT REQUIRES A DELIBERATE ATTEMPT TO
UNDERSTAND A CLIENT’S STRENGTHS, PAST EXCEPTIONS TO THE PROBLEM, AND PAST
SUCCESSES AT PROBLEM RESOLUTION. THESE STRENGTHS AND SUCCESSES ARE
THEN TAPPED WHEN SEEKING PROBLEM RESOLUTION
• THIS ASSESSMENT IS TYPICALLY WRITTEN INTO A REPORT SUMMARIZING INFORMATION
GATHERED THROUGH AN INTERVIEW. A PROBLEM-CENTERED ASSESSMENT COLLECTS
INFORMATION FOCUSED ON MEASURING THE SEVERITY, DURATION, AND FREQUENCY OF THE
CLIENT’S PROBLEMS.
• GRAYBEAL’S ROPES PROVIDES AN EXAMPLE OF A STRENGTHS-BASED ASSESSMENT THAT
INCLUDES COLLECTING INFORMATION ABOUT A CLIENT’S RESOURCES, OPTIONS,

13. SOCIAL WORK PRACTICE: APPLICATION,
CONTINUED
• STRENGTHS-BASED INTERVENTION INVOLVES ANY ACTIVITY USED TO TAP A CLIENT’S
RESOURCES FOR THE PURPOSE OF ENHANCING FUNCTIONING
• 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.
• EVALUATION FROM THIS PERSPECTIVE WOULD ASSESS THE DEGREE TO WHICH THE
CLIENT FEELS SATISFIED WITH PROGRESS CONSIDERING THE CLIENT’S VIEW IS
PRIORITIZED IN THE HELPING RELATIONSHIP

14. CASE EXAMPLE DISCUSSION QUESTIONS
• CONSIDER HOW YOU MIGHT PROCEED WITH THIS CASE. AS YOU LEAVE
LUISA’S HOME, WHAT ARE SOME REFLECTIONS YOU MIGHT HAVE ABOUT THIS
CASE? WHAT ARE THE PROBLEMS SHE IS CURRENTLY FACING? WHAT ARE THE
INTERNAL AND EXTERNAL STRENGTHS THAT COULD HELP INFORM YOUR
ASSESSMENT?
P.72 – 75---TEXTBOOK

15. CASE EXAMPLE DISCUSSION QUESTIONS,
CONTINUED
• AS YOU MOVE FORWARD WITH THIS CASE, HOW MIGHT YOU INTERACT WITH
LUISA IN A WAY THAT WOULD DISPLAY A HOPEFUL OUTLOOK ON HER
SITUATION? THINK ABOUT THE MICROSKILLS THAT WERE DISCUSSED IN
CHAPTER 1. WHAT QUESTIONS WOULD YOU ASK THAT ACKNOWLEDGE YOUR
BELIEF IN HER CAPACITY TO SUCCESSFULLY 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?

16. CASE EXAMPLE DISCUSSION QUESTIONS,
CONTINUED
• WHAT ARE SOME INTERVENTIONS YOU MIGHT CONSIDER WHEN WORKING
WITH LUISA AND HER FAMILY AS A PARENT AID THAT WOULD FIT THE
PRINCIPLES OF THE STRENGTHS PERSPECTIVE AS DEFINED IN THIS
CHAPTER? HOW DO THESE INTERVENTIONS COMPARE AND CONTRAST WITH
OTHER THEORETICAL PERSPECTIVES YOU HAVE LEARNED ABOUT THUS FAR?

17. LIMITATIONS OF STRENGTHS PERSPECTIVE
• DESPITE STRENGTHS-BASED PRACTICE BEING WELL-ACCEPTED IN SOCIAL
WORK, IT IS IMPORTANT TO UNDERSTAND THERE ARE SOME CRITIQUES
• IF SOCIAL WORKERS FOCUS TOO MUCH ON REFRAMING TOWARD THE POSITIVE
AND MISS REALLY LISTENING TO THE CLIENT, THIS POOR IMPLEMENTATION OF THE
STRENGTHS PERSPECTIVE CAN CAUSE SOME CLIENTS TO FEEL THEIR VERY REAL
PROBLEMS ARE NOT VALIDATED
• SOME SUGGEST THE STRENGTHS PERSPECTIVE IS STILL IN ITS EARLY
DEVELOPMENT AND FURTHER WORK IS NEEDED TO DEVELOP SPECIFIC PRACTICES
• BECAUSE IT IS BROAD, IT IS MORE DIFFICULT TO MEASURE STRENGTHS-BASED
PRACTICE, LIMITING THE EVIDENCE TO LEND EMPIRICAL SUPPORT TO ITS USE