Strengths-based Practice Research Articles

International students and social work education: a scoping review

ABSTRACT With increasing numbers of international students across the globe, it is essential that social work education continually adapts and innovates in ways that are inclusive of and responsive to this diverse group of students. Innovations in social work education with international students requires an understanding of the existing perspectives and knowledge base. This scoping review investigates published peer-reviewed articles written in English from January 2003-March 2023 on international students’ experiences of entry-to-practice social work courses. Twenty-four relevant articles are reviewed, with the majority examining experiences of students located in Australia. Prominent in the reviewed articles are discussions about the impacts of cultural and language differences, as well as the impacts of international students’ knowledge of local systems on their educational and everyday experiences. Findings highlight the need for the social work curriculum to promote diverse perspectives and ways of learning, and to effectively leverage students’ and educators’ knowledge of international systems. Evident is also the need for more strengths-based practice and research, for better understand and promote the diverse strengths and contributions that international students bring to their social work communities.

Strengths-based practice in adult social care: Understanding implementation.

There has been increasing emphasis towards adopting strengths-based practice (SBP) within adult social care in England. Whilst there is agreement that SBP is the right approach to discharge adult social care duties, there is limited evidence regarding the implementation of SBP. This paper presents findings from the evaluation of the implementation of SBP in fourteen local authorities in one region in England. We employed a mixed methods research design, drawing on data from a scoping review, 36 interviews with practice leaders and two surveys, one with wider adult social care staff and the other, with external organisations like independent care providers and community and voluntary organisations. Our data collection and analysis were guided by two well established implementation theories: the Consolidated Framework for Implementation Research (CFIR) and Normalisation Process Theory (NPT). Interviews were analysed deductively, and surveys were analysed descriptively. Local authorities are at different stages in their implementation journey. The Care Act 2014 and support for SBP demonstrated by key professional groups were seen as major drivers for implementing SBP. Whilst SBP resonated with the professional principles of social workers and occupational therapists, staff did not always have the confidence and skills to adapt to SBP. Changing paperwork and recording systems, providing training opportunities to develop staff competencies, establishing new care pathways, genuine co-production, and senior management buy-in were key enablers supporting implementation. To successfully implement SBP, a whole system approach that meaningfully collaborates with key professionals across sectors is essential. When implemented well, SBP has the potential to empower individuals by focusing on what matters to them.

Building on strengths to develop the leadership of social workers

ABSTRACT The importance of leadership to creating supportive organizational cultures and positive team cultures for social work practice is well recognized. Yet, there are few opportunities provided for developing leadership behaviors among social workers. Jointly developed by a university and an improvement body, this paper examines the experiences of social workers participating in a post-qualifying leadership program that was aimed at developing participants’ leadership that is embedded in the principles of strengths-based practice. Employing a case study approach, the study presents findings from an end-of-program survey, semi-structured interviews, self-reflection forms, and focus groups. Following the Kirkpatrick evaluation framework as our analytical tool for data collection and analysis, our findings suggest that the design and delivery of the program provided theory informed opportunities for reflection, improving the knowledge, skills, and leadership behaviors of participants. By offering theoretical and practical opportunities for reflection, participants were more confident in claiming a leadership identity and recognizing how to reflect their social work values within their leadership. Greater emphasis in social work education and by professional bodies on the nature of social work leadership would further strengthen its legitimacy and contribution.

Strengths-based practice in adult social care: Understanding implementation

Background There has been increasing emphasis towards adopting strengths-based practice (SBP) within adult social care in England. Whilst there is agreement that SBP is the right approach to discharge adult social care duties, there is limited evidence regarding the implementation of SBP. This paper presents findings from the evaluation of the implementation of SBP in fourteen local authorities in one region in England. Methods We employed a mixed methods research design, drawing on data from a scoping review, 36 interviews with practice leaders and two surveys, one with wider adult social care staff and the other, with external organisations like independent care providers and community and voluntary organisations. Our data collection and analysis were guided by two well established implementation theories: the Consolidated Framework for Implementation Research (CFIR) and Normalisation Process Theory (NPT). Interviews were analysed deductively, and surveys were analysed descriptively. Results Local authorities are at different stages in their implementation journey. The Care Act 2014 and support for SBP demonstrated by key professional groups were seen as major drivers for implementing SBP. Whilst SBP resonated with the professional principles of social workers and occupational therapists, staff did not always have the confidence and skills to adapt to SBP. Changing paperwork and recording systems, providing training opportunities to develop staff competencies, establishing new care pathways, genuine co-production, and senior management buy-in were key enablers supporting implementation. Conclusions To successfully implement SBP, a whole system approach that meaningfully collaborates with key professionals across sectors is essential. When implemented well, SBP has the potential to empower individuals by focusing on what matters to them.

Use of strength-based perspective to empower children in communities

Use of strength-based perspective to empower children in communities: Strengths-based practice is a collaborative process between the person supported by services and those supporting them, allowing them to work together to determine an outcome that draws on the person's strengths and assets. This paper seeks to show how strength based perspective can be applied to child protection and children's rights. Working in a collaborative way promotes the opportunity for children to be co-producers of services and support rather than solely consumers of those services. In child protection context, strengths based practice is solution focused and views the safety of the child or young person as paramount. It uses the strengths of individuals and families to develop strategies to achieve safety and change. It appreciates that the valuable skills and experiences children have is key to getting alongside them and co-producing. Principles of the strengths based approach include, social workers best save the clients by collaborating with them, every environment is full of resources and children have the capacity to determine what's best for them. However, weaknesses of this approach in child protection include the fact that, children can be manipulated by money leading to emotional and sexual abuse in private sectors and the approach also ignores people's problems can be heavy to such an extent they will not share or disclose to anyone.How to cite this article using ASWNet styleChanyau, E. (2023). Use of strength-based perspective to empower children in communities. People centred – The Journal of Development Administration (JDA), 8(3), 91. Social Work and Development Student Conference (SWDSC), 16 June 2023. https://dx.doi.org/10.4314/jda.v8i3.6
 Conference AbstractSocial Work and Development Student Conference (SWDSC), Held on 16 June 2023, Day of the African Child (DAC), Organised by Africa Social Work and Development Network (ASWDN).
 Conference Organising Committee: Danzel Rademan, University of the Free State, South Africa (Chairperson); Atuhairwe Collins, Student, Master of Social Work, Makerere University, Uganda (Vice-Chairperson); Never Winnie James Sebit, South Sudan; Bachelor in Social Work, RCSS, India (Secretary); Tatenda Sukulao, Bachelor of Social Work, Midlands State University, Zimbabwe (Vice-Secretary); Norman T. Manyika, Student, Bachelor of Social Work, University of Zimbabwe (Committee member) & Takudzwa Banda, Bachelor of Social Work, University of Zimbabwe (Committee member).
 Visit journal website: https://jda.africasocialwork.net

Strengths-Based Practice to Enhance Mental Health for Autistic People: A Scoping Review

AbstractImportance: Existing autism assessments, interventions, and research focus primarily on deficits rather than strengths, which affects autistic people’s well-being and their physical and mental health.Objective: To develop an operational definition for strengths-based practice, develop a taxonomy to classify studies that characterize and provide strengths-based assessments and interventions, and present the impact on the mental health and well-being of autistic people of using strengths and interests in practice.Data Sources: Literature was searched from 2000 to 2021 in the CINAHL, PsycINFO, EBSCOhost, MEDLINE, Web of Science, JSTOR, and ERIC databases.Study Selection and Data Collection: A five-stage scoping review framework was merged with Joanna Briggs Institute enhancements to scrutinize peer-reviewed studies written in English that characterized and provided strengths-based assessments and interventions.Findings: We sorted the 38 studies into four categories: strengths-based interventions, descriptive studies, exploratory studies, and commentaries. We found three fundamental themes: mental health outcomes, increased knowledge in interest areas, and supportive environments. Strengths-based interventions were related to positive social engagement, learning, self-advocacy, and anxiety reduction. Descriptive studies used strength assessments and examined stakeholder perceptions of strengths. Exploratory studies explored ways to incorporate strengths in practice. Finally, commentaries discussed the need to presume autistic competence and involve autistic people in research and practice.Conclusions and Relevance: Despite the small body of literature, these findings have implications for pushing the boundaries of support to center the needs of autistic people and form genuine client collaborations.What This Article Adds: This article adds to the understanding of using the strengths and interests of autistic people by incorporating their voices into occupational therapy research and practice in meaningful and purposeful ways.Positionality Statement: This article uses the identity-first language autistic people. This nonableist language describes their strengths and abilities and is a conscious decision. This language is favored by autistic communities and self-advocates and has been adopted by health care professionals and researchers (Bottema-Beutel et al., 2021; Kenny et al., 2016).

The challenges and experiences of academics supporting psychological capital among students at the emergence of COVID-19: A qualitative investigation of award-winning educators at a British university.

Studies show that student mental health has continued to deteriorate over the years. Developing strengths-based approaches could aid educators in the development of Psychological Capital (PsyCap) and positive protective factors in students to support their mental well-being and aid in their success; however, little is known of the subject experience of educators who attempt this. This study aims to understand the experience of award-winning educators; both in their attempts to cultivate positive protective factors in students and in challenges to the pursuit of that goal during the shifting academic landscape at the emergence of COVID-19. Six award-winning educators from a British university. Participants were interviewed over video calls in this research design using semi-structured interviews. Thematic analysis was used to analyse the data. The results showed two major themes; pressures for academics and strength-based approached to cultivating PsyCap. These themes reflected that educators saw an urgent need for students to develop resilience as they struggle to handle subjective failure and that students struggle with imposter syndrome. The educators identified the challenges as feeling taken for granted, having unmanageable workloads along high expectations placed on them. COVID-19 has added significantly to the workloads of educators and demonstrated students' need for resilience. This research identifies the experiences of educators trying to improve strengths-based practice while identifying the challenges of pursuing that goal in the changing pedagogy post-COVID-19.

Language Matters: Developing Inclusive, Strengths-Based Practice in a Cluster of Resource Teachers: Learning and Behaviour

AbstractResource Teachers: Learning and Behaviour (RTLB) work with teachers to identify learning and behaviour needs of students who experience barriers to educational success. The language RTLB use can have a significant impact on teachers’ response to the inclusion of students with special learning needs and is key to improving educational outcomes for all learners. We examined the extent to which RTLB in New Zealand used inclusive, strengths-based language in initial meetings with teachers and whether shifts could be made through professional learning and development (PLD). Data collected included audio recordings, transcripts of initial meetings pre- and post-PLD, RTLB reflections on both transcripts, and questionnaires. Results indicate limited use of inclusive, strengths-based language prior to PLD. However, PLD that provided targeted opportunities to reflect on evidence of language behaviour and to practise requisite skills markedly increased RTLB awareness, knowledge, and skills with respect to inclusive, strengths-based language. Findings indicate that change often requires disrupting long-held beliefs and practices and a need for evidence of these to be able to do so. The findings have implications for the type of in-depth PLD needed to facilitate change in the language RTLB use when working with teachers.

Holding space for those who heal: Reflections from the Rahbar Supportive Supervision Programme during the Covid 19 pandemic

ABSTRACT The pandemic impacted the well-being of communities globally. In providing psychosocial care, mental health practitioners at the frontlines had to deal with soaring demands that left them feeling overwhelmed. In response, a supportive supervision program was launched by Rahbar in India. This paper presents supervisors’ reflections on providing supervision based on principles of social justice, trauma informed, and strengths-based practice to mental health practitioners and psychosocial care workers to navigate challenges in remote counseling, supporting children and persons diagnosed with Covid-19 and managing their own well-being. Implications for supervision programs, specifically in crisis/trauma contexts, are outlined.

Conceptualizing a Foundation to Lead a School–University Research Partnership

Research within schools has taken place for decades, yet longstanding skepticism between researchers and practitioners has resulted in hesitation to work together to develop research partnerships. Two school-based leaders and one university researcher sought to conceptualize a foundation for their school–university research partnership. During the initial stages of the partnership development, terminology and interpretation of language used to describe research in schools emerged as both an area of concern and an opportunity for exploration. The partners recognized a need to revise their lexicon from terms that implied teachers needed assistance fixing “problems of practice” to terms promoting an approach embracing innovation and a strengths-based practice in schools. Through an action research approach, the authors draw on their meeting notes, reflections, and documentation to describe the process they used to develop a research-partnership model. Results from this inquiry explicate how partners reflected on their leadership approach, key moments, and a changing context to develop guiding principles and a partnership model with potential for sustainability.

‘It is Really Important That We Sometimes Remember the Children and Their Views Rather than Just Our Own’: The Presentation and Representation of Children’s Views in the Child Protection Conference

In the UK, children are entitled to have their views, wishes and feelings conveyed to a child protection conference in person or through professional representation. This paper presents findings from a qualitative study undertaken in a local authority in England which explored perspectives of attending a conference in person and investigated how children’s views were represented when they were absent. Findings emerged through interviews with four children, focus groups conducted with four social workers and four conference Chairs, and case record analysis of reports submitted to and generated in child protection conferences for twenty-eight children. Three interrelating discourses of childism, participation and autonomous professional practice emerged within an overarching conceptualisation of power and generational ordering. The findings support contemporary understandings of the privileging of protection rights over participatory rights within child protection practices and add to the limited international evidence base concerning the extent to which young children can express their views, wishes and feelings. They also suggest a need to evaluate the impact of strengths-based practice frameworks, and approaches for assessment and recording practices that promote authentic participation for children across all age ranges.

World Social Work Day, 15 March 2022

We live in a bizarre world that is constantly changing. While thousands fall into a country demarcated below poverty lines, the world's top ten wealthiest men appeared to have more than doubled their fortunes during the epidemic. 'Davos Man: How the Billionaires Destroyed the World,' a book written by New York Times reporter Peter Goodman, explored how the ultra-rich are responsible for things like climate change, violence, and the collapse of democracy. Social workers seem to go along with fixing the society and reach the last impoverished man on the planet, unmindful of what appears to happen to resources. The following is a report on the topics that were discussed at a meeting of social workers from around the world on 15 March 2022, which the Brisbane Institute of Strengths-Based Practice organised. Journal Space and Culture, India was also a part of this endeavour. There were nearly one hundred social workers attending the conference and a few thousand through other social media outlets.

Resourcing the arts for youth well-being: challenges in Aotearoa New Zealand

ABSTRACT Background This paper synthesises findings from two research projects with organisations involved in arts for youth well-being. Since 2017, Aotearoa New Zealand’s government has recognised the importance of the arts for well-being. However, the sector in Aotearoa has historically lacked recognition and support and this paper identifies a number of challenges that remain entrenched in the funding system. Methods Study One used an online survey to understand the approaches, aspirations and challenges of 19 organisations involved in youth arts for well-being. Study Two used ethnographic methods with three youth arts organisations to explore their experiences of the funding and policy context. Results Specific aspects of the funding system in Tāmaki Makaurau, Auckland, hinder the sustainable development of creatively rich, culturally responsive, inclusive and strengths-based practice that takes youth participation seriously. Conclusions New approaches to resourcing youth arts for well-being are needed to better support good practice and sector development.

Strengths-Based Interprofessional Practice and Education: Transforming Care Through Disruption

In December 2020 we began conducting phone interviews with Veterans, and their caregivers, receiving care through the United Sates (US) Department of Veterans Affairs (VA) Home Based Primary Care (HBPC) program. Our goal was to describe experiences of Veterans and caregivers managing changes in care delivery related to the COVID-19 pandemic and navigating increased social isolation due to social distancing. We interviewed 38 Veterans (average age 78) and caregivers (average age 62) across seven VA HBPC programs. Findings showed those living in their own homes found increased isolation more manageable than those living in assisted living facilities, which restricted visitors. Caregivers had a harder time managing isolation than Veterans, as Veterans were used to being primarily homebound. Veterans and caregivers relied on increased phone communication with their HBPC teams, with some began participating in virtual visits. Implications include insights into better supporting older, homebound adults and their caregivers during disasters.

Virtues and Character Strengths in Persons with Mild Alzheimer's Disease and Related Dementias

Ample research suggests that musical interventions have the potential to boost social connection, engender positive emotions, and potentially buffer against depression in people with dementia (PwD). Here, our focus concerns expanding the present body of knowledge by quantifying the benefits of a music-based nonpharmacological intervention. The Voices in Motion (ViM) choir is an intergenerational sociocognitive lifestyle intervention designed to support caregivers and PwD. Over the course of 18 months, the well-being of PwD and caregiver dyads (N = 32; mean age = 79.6 years; 53% female) were rigorously assessed using an intensive repeated measures design. This project set out to determine whether positive change in the social dimensions of health (i.e., social connection [SC] and psychological well-being [WB]) ameliorates depression in PwD. Multilevel modeling was employed to examine longitudinal change within and between individuals. SC significantly predicted intraindividual change (□20 = -0.48, p =.03), with a predictive trend for between person differences (□00 = -0.58, p =.08). On occasions when PwD reported more SC, relative to their own baseline, they also reported fewer depressive symptoms. The effect associated with WB was significant at the between-person level (□00 = -0.18, p =.01). Our analysis suggests that a lifestyle intervention targeting psychological health and wellbeing may also contribute to the depressive signs and symptoms in PwD. As the current health care system is forced to adapt to social distancing and constant precautionary measures, it is crucial to understand and potentially harness the protective effects of modifiable lifestyle factors.

Strengths-Based Practice in Child Welfare: A Systematic Literature Review

This paper examines the academic research discourse on strengths-based practice in child welfare. A gap in the literature exists concerning systematic research studies addressing strengths-based practices with families in the child welfare system. Therefore, the aim of this paper is to examine how a strengths-based approach facilitates working relationships between child welfare services and families. A systematic review was performed following the principles of the PRISMA statement and included 11 peer-reviewed articles, published in English, in academic journals from multiple scientific databases, reporting primary research. Strengths-based skills were found to be essential to fostering a stronger rapport with families and to building relationships with them. Furthermore, strengths-based approaches facilitate personal engagement, which can increase the sense of empowerment and encourage families to find solutions and to make decisions about their own lives. One of the study’s findings suggests that in the process of empowering families, workers themselves learned to empower themselves. Workers shifting towards strengths-based thinking enhanced their sense of self-empowerment, which increased their knowledge and skills to help empower families. The findings of this review indicate that the strengths-based perspective reported from the studies facilitates positive interaction between workers and families, including collaboration and the building of relationships.

Supplemental Material for The Meaning of “strengths” for Strengths-Based Mental Health Practice in Hong Kong Chinese Culture: A Qualitative Exploratory Study

Supplemental Material for The Meaning of “strengths” for Strengths-Based Mental Health Practice in Hong Kong Chinese Culture: A Qualitative Exploratory Study

Strengthening approaches to respond to the social and emotional well-being needs of Aboriginal and Torres Strait Islander people: the Cultural Pathways Program.

Aboriginal and Torres Strait Islander holistic health represents the interconnection of social, emotional, spiritual and cultural factors on health and well-being. Social factors (education, employment, housing, transport, food and financial security) are internationally described and recognised as the social determinants of health. The social determinants of health are estimated to contribute to 34% of the overall burden of disease experienced by Aboriginal and Torres Strait Islander people. Primary health care services currently 'do what it takes' to address social and emotional well-being needs, including the social determinants of health, and require culturally relevant tools and processes for implementing coordinated and holistic responses. Drawing upon a research-setting pilot program, this manuscript outlines key elements encapsulating a strengths-based approach aimed at addressing Aboriginal and Torres Strait Islander holistic social and emotional well-being.The Cultural Pathways Program is a response to community identified needs, designed and led by Aboriginal and Torres Strait Islander people and informed by holistic views of health. The program aims to identify holistic needs of Aboriginal and Torres Strait Islander people as the starting point to act on the social determinants of health. Facilitators implement strengths-based practice to identify social and cultural needs (e.g. cultural and community connection, food and financial security, housing, mental health, transport), engage in a goal setting process and broker connections with social and health services. An integrated culturally appropriate clinical supervision model enhances delivery of the program through reflective practice and shared decision making. These embedded approaches enable continuous review and improvement from a program and participant perspective. A developmental evaluation underpins program implementation and the proposed culturally relevant elements could be further tailored for delivery within primary health care services as part of routine care to strengthen systematic identification and response to social and emotional well-being needs.

Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

Intimate Partner Violence: Innovations in Theory to Inform Clinical Practice, Policy, and Research

Intimate partner violence (IPV) and intergenerational transmission of IPV in families are destructive social issues in need of considerable attention. Knowledge of the multi-level, complex causes, and consequences of IPV in the United States has increased significantly over the last two decades. Given these gains in learning, the authors’ aim here is to highlight recent critical and emerging theoretical perspectives on IPV. Frameworks included for application are intersectionality theory, historical trauma and decolonization, human rights, constructivist self-development theory, the posttraumatic growth paradigm, and adverse childhood experiences. This discussion will help to illuminate the dynamics of IPV that are actionable by practitioners using frameworks that promote cultural sensitivity, inclusion, and strengths-based practice with diverse populations. The authors discuss the scope of IPV while focusing on critical vulnerable people and exploring issues of relative privilege and oppression. Next, the authors review the historical body of theory informing understandings of IPV, and emerging theoretical frameworks on IPV. We offer conclusions throughout as they relate to the application of highlighted theories to IPV.