Social work graduate students’ understanding of strength-eliciting questions in the context of social work assessment

Abstract

ABSTRACTThis exploratory study examines Estonian social work graduate students’ (n = 46) understanding of strength-eliciting questions in the context of social work assessment, using a quasi-experimental, pre/post-test research design. Students’ responses indicate some changes in their reflections of strength-eliciting questions after the training course. In the beginning of the course, students’ responses suggested somewhat more emphasis on a deficit approach, including focus on the past, deficiencies, hardships, and problems, while the importance of solutions, resources, etc. was acknowledged to a lesser extent. Comparing the post-intervention to the baseline, less responses and questions were focused on feelings, problems, ‘why’, and closed questions. Some changes in the students’ perspectives about strength-eliciting questions after the training course can be seen according to the concept of the strengths perspective described in the literature review. These changes include more focus on understanding solutions, strengths from the present, the view of the client as the expert, and the importance of motivation and change as well as empowering and encouraging.