From Strength To Strength: A Manual To Inspire and Guide Strength-Based Interventions With Young People

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From Strength to Strength: A manual to inspire and guide strength-based

interventions with young people
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From Strength
to Strength
A manual to inspire and guide strength-based interventions with young people
www.youthnow.co
Authors:
Benjamin Roebuck, PhD
Maryann Roebuck, MSW, PhD (Candidate) in Psychology
Jenny Roebuck, Director of Program, Research and Development, Youth Now
This manual was developed in consultation with the Youth Now staff team through
focus groups, written communication, and individual meetings.
Thank you to everyone who contributed their strengths and expertise.
We also wish to thank the following people for their helpful feedback:
• Edward Rawana, PhD, C. Psych.

• Win Turner, PhD, LADC
• Beda Jean-Francois, PhD
• Erin Dej, PhD Candidate
© 2011, Youth Now

ISBN 978-0-9868839-0-3
A.P.A. Reference
Roebuck, B., Roebuck, M., Roebuck, J. (2011). From Strength to Strength: A manual to
inspire and guide strength-based interventions with young people. Cornwall: Youth Now.
TABLE OF CONTENTS
1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1 What is this manual?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 How was the manual developed?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
2. What is the Strength-based Approach?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

2.1 Strength-based approach within the staff team. . . . . . . . . . . . . . . . . . . . . . . . . 4
2.2 What are strengths? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
2.3 Strengths versus deficits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
2.4 Risk/Needs assessments inform comprehensive plans to build on strengths. . 6
3. Resilience. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
4. Assessment Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
4.1 Understanding strengths and building a plan from the beginning . . . . . . . . . . 11
4.2 Two examples of strength assessment tools . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Strengths Assessment Inventory for Children and Youth (SAI-Y). . . . . . . . . . . . 12
Behavioral Emotional Rating Scale (BERS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
5. Cognitive Approaches within a Strength-based Approach . . . . . . . . . . . . 14

5.1 Albert Ellis and the A-B-C model of cognitive therapy. . . . . . . . . . . . . . . . . . . 14
5.2 Strengths-oriented CBT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
6. Building a Therapeutic Setting to Enhance Strengths . . . . . . . . . . . . . . . . 16

6.1 Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
6.2 Safety and security . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
6.3 Therapeutic environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
6.4 Therapeutic relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
7. Accountability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
7.1 Restorative justice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
7.2 Individual-based programming. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
7.3 Natural and logical consequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
7.4 Youth are held accountable to the point of their strength. . . . . . . . . . . . . . . . . 26
8. Strength-based Intervention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
8.1 SAFE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
9. Integrating Strengths Throughout Programs. . . . . . . . . . . . . . . . . . . . . . . . 34

9.1 Intake. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
9.2 Staff interactions and communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
9.3 Programs and tools. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
9.4 Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
9.5 Discharge planning and community supervision. . . . . . . . . . . . . . . . . . . . . . . . 35
10. The Challenge of Re-orienting around Strengths. . . . . . . . . . . . . . . . . . . . 36

10.1 The concept is simple, but the work is challenging . . . . . . . . . . . . . . . . . . . . 36
10.2 Countering a punitive culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
11. Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
11.1 Summary of strength-based practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
12. References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
13. APPENDIX A: Focus Group Participants. . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

1. INTRODUCTION
1.1 WHAT IS THIS MANUAL?
This manual operationalizes the strength-based approach for working with youth. It links
research with practice to train staff to use a strengths focus in all areas of work as an over-
arching philosophy of care. This approach is integrated in all programs provided through
Youth Now including community programs, child welfare, and corrections. It is applied
with young men and women from diverse backgrounds including recent immigrants,
aboriginal youth, sexual minorities, and youth experiencing mental health challenges. The
manual was developed as a training tool for staff members, and as a resource for youth-
serving agencies that emphasize strengths in their own philosophies of care.
This manual consolidates findings and recommendations from research on strength-

based intervention, and provides a practical guide for daily practices. It highlights key
themes, and introduces a model of intervention, integrating multiple strength-based
concepts.
The manual outlines multiple activities to assist readers and groups with applying the
concepts discussed. The activities are designed to stimulate personal reflection on how
strengths enhance the lives of the readers as well as how they apply to youth intervention.
Understanding how these concepts apply to our own lives will enhance our ability to work
with young people.
From Strength to Strength – A manual to inspire and guide strength-based interventions with young people | 1
Youth Now STRENGTH-BASED PHILOSOPHY
Strengths are the filter through which we assess, observe, interact and plan for
success. Resilience is born from enhancing strengths not by repairing weaknesses.
We recognize that even our most troubled youth have strengths, resources and
unique talents that can be incorporated into successful outcomes.
We provide the environment whereby a youth can exercise personal control.
The opposite is an environment with tools created for the purpose of the staff
team controlling the youth. I.e. level systems, points, consequences. This type
of environment creates power struggles with youth. Ultimately they want to be
“the masters of their own destiny”. That is the goal.
1.2 HOW WAS THIS MANUAL DEVELOPED?
This manual was developed in collaboration with the staff team of Youth Now. The authors
gathered information on the current implementation of the strength-based approach
and plans for future integration within the agency through one-on-one consultations
with Youth Now managers, observation of staff training sessions, and two focus groups
that brought together staff teams from three cities. In addition, the authors conducted a
literature review and consultations with experts in the field of strength-based assessment
and intervention to ensure that the final product is evidence-based.
2 | From Strength to Strength – A manual to inspire and guide strength-based interventions with young people
2. WHAT IS THE
STRENGTH-BASED APPROACH?
“It is an all-pervasive attitude that informs all of our staff’s interactions with
youth and each other” (Powell and Batsche, 1997).
Here are some ways the strength-based approach is described:
It holds the core belief that all individuals have strengths and resources
(Laursen, 2003).
It seeks to identify what is going well, to do more of it, and to build on it

(Barwick, 2004, p. 11).
It focuses on the untapped gifts, positive attributes, and under-developed

capabilities of persons, families, and communities (Nissen, 2006, p. 41).
It is founded on the premise that even the most troubled youth have unique
talents, skills, and other resources that can be marshaled to help in recovery and
development (Cox, 2006, p. 287-288).
It means that everything you do will be driven, in some way, on helping a person
to discover and embellish, explore and exploit his/her strengths and resources …
The strength-based approach relies heavily on ingenuity and creativity, courage
and common sense (Saleebey, 2002, p. 1).
It identifies the factors that help most young people to lead happy and
productive lives, and supports them. It works at developing the factors that
protect young people (Barwick, 2004, p. 6).
2.1 S
TRENGTH-BASED APPROACH WITHIN THE
STAFF TEAM
To be most effective, the strength-based philosophy should be applied within staff teams.
This will foster an environment where staff recognize and celebrate each other’s strengths
and will enhance the ability of staff members to acknowledge the strengths of young
people. It also promotes a positive work environment and models the strength-based
approach for youth. Furthermore, program-related tasks can be creatively tailored to the
strengths of individual staff members to enhance productivity and effectiveness.
Staff meetings, daily run-downs, and annual performance appraisals are excellent
opportunities to reflect on the strengths of staff members.
Remember: All staff must consistently work within the strength-based philosophy while
also contributing their own individual strengths and experience.
2.2 WHAT ARE STRENGTHS?
Rawana and Brownlee (2009) define strengths as “developed competencies and

characteristics.”
This implies that people work to grow in their strengths over time, and that these
abilities can be enhanced through further development opportunities. A strength-based
philosophy of care aims to create an environment conducive to developing strengths.
2.3 STRENGTHS VERSUS DEFICITS
“The strength-based philosophy is an alternative to ‘problem’ or ‘deficit-based’

approaches” (Nissen, 2006).
When youth are sentenced to custody, or referred to social programs for assistance,
they are acutely aware of their weaknesses. Furthermore, the intake processes of many
youth intervention programs include assessments that focus on risk factors and personal
deficits. The logic underlying this deficit approach is to understand what went wrong
in the past, and what may go wrong in the future. When a deficit model shapes youth
intervention, the types of tools chosen tend to focus on risk management and working
with youth on their perceived deficits.
Conversely, the goal of strength-based intervention is to identify and reinforce personal
strengths and competencies, planning for a successful future based on the unique skills
of each young person. When a strength-based model shapes youth intervention, the
types of tools chosen tend to focus on assisting young people to recognize and draw
upon their own strengths as resources to overcome obstacles.
The following diagram illustrates a hole, on the left, representing deficits, and a hill, on
the right, representing strengths. From a deficit perspective, the goal of intervention is
to try to fill in the hole, mitigating the influence of deficits. From a strengths perspective,
the goal is to build on personal strengths so that the deficits are no longer as significant.
Figure 1.0 Hill diagram contrasting the deficit and strength-based approaches to intervention.
Strengths
Deficits
The following table further contrasts both approaches to intervention:
Table1.0 The Deficit Perspective and the Strength-based Perspective (Adapted from Nissen, 2006).
Deficit Perspective Strength-Based Perspective
Isolates youth from communities. Connects youth to communities.
Damage control model. Success promotion model.
Limits youth. Celebrates youth’s potential.
Views youth problems as fundamental, Views youth problems as developmental,

enduring, and intrinsic. transitory and dependent on the guidance
of caring adults and positive opportunities
to resolve.
Culture as a factor associated with lack of Culture as a factor associated with a new
capacity for prosocial behaviour. variety of potential solutions, ideas, and
fuel for success for youth, families, and
communities.
Families often viewed as the cause of the Families viewed as essential partners in the
problem. ultimate success of the youth.
Opportunities for youth to “do their time” Opportunities for youth to repair harm
seen synonymously with paying debt to they’ve caused others, and emerge with
society. greater likelihood of durable community
relationships.
Youth responsibility to “change their ways” Youth expected to show up, acknowledge
and “turn their lives around”. wrongdoing, and participate actively in
building accountability and a pro-social life.
Focus on youth as bad or sick. Focus on youth as potential resources within

their families and communities.
2.4 RISK/NEEDS ASSESSMENTS INFORM COMPREHENSIVE

PLANS TO BUILD ON STRENGTHS
Identified risks and needs are valuable when planning strength-based interventions.
Careful attention should be given to designing a personalized plan that addresses areas
of risk using evidence-based strategies, while also identifying areas of strength that may
be useful tools for overcoming the identified risks and needs. Working with a young
person to enhance their related strengths should become the focus of intervention.
EXAMPLE
Bruce was admitted to youth custody and identified on the risk needs assessment as
having inflated self-esteem, and being physically and verbally aggressive, leading to
frequent outbursts. Through discussion of his strengths in managing his own behaviour
at intake, the intake worker was able to acknowledge that he participated in anger
management programs in the past, and had already learned to identify personal triggers.
In designing a personalized plan, this competency was acknowledged as a strength and
used as a tool to help Bruce progress.
ACTIVITIES
1. STRENGTHS AWARENESS
Distribute two pipe cleaners to each participant. Ask them to create an object with one
pipe cleaner that represents one of their strengths. Ask them to create a second object
with the second pipe cleaner that represents one of their strengths that they would like to
build on. Have participants present their creations to the group.
Follow up questions:
a. How many of you felt good about your first creation? Why?
b. How many of you created a second object that represented a weakness rather than
strength? Why might this have happened?
2. CELEBRATE SUCCESS
Have participants find a partner. Ask one member of each pair to think about a personal
success they have had at work that they feel good about and describe this success to
their partner. Have the partner write down three strengths demonstrated in the description
and share these strengths with the group. Make a list of all the strengths that are shared
to demonstrate the multiple strengths of the staff team.
Follow up questions:
a. Looking at this list, how do you feel about your competencies and those of your
staff team?
b. How are you affected when made aware of your strengths?
c. How might youth feel when they are celebrated for their strengths?
3. RESILIENCE
“Life is not a matter of holding good cards but playing a poor hand well”
(Robert Louis Stevenson).
Resilience is a concept at the heart of the strength-based approach. It is a judgement that

a person is adapting well despite significant experiences of risk.
Cicchetti (2003) defines resilience as:
A dynamic developmental process reflecting evidence of positive adaptation despite

significant life adversity.
Resilience is the “human capacity of all individuals to transform and change, no

matter what their risks” (Lifton, 1994).
One of the key outcomes of the strength-based approach is that youth develop
resiliency for future circumstances and challenges (Barwick, 2004, p. 14; Gleason, 2007).
Protective factors are resources that young people may draw on to adapt to adversity.
Internal protective factors include personal strengths while external protective factors
include resources in the home and community. Helping young people to develop their
strengths reinforces internal and external protective factors and contributes to resilience
(see Table 2.0).
Table 2.0 Internal and external factors contributing to resilience
External Factors Internal Factors
Support Skill Development

• Effective feedback and praise • Build social competence
• External support system - Empowerment
• Quality attention from a caring adult - Self-control
• Multigenerational support network - Self-concept
• Personally supportive role models - Cultural sensitivity
• Unconditional acceptance by at least one - Social sensitivity
other person • Participation in goal-focused programs
• Clear and enforced boundaries • Training in self-motivation
• Encouragement of pro-social values • Build critical thinking skills
• Appreciation of individual’s unique talents • Build skills in problem-solving and
decision-making skills
• Learn about cause and effect relationships
Experiences
• Exposure to mainstream society
• Access to resources for meeting basic
needs
• Provision of leadership opportunities
• Opportunities for decision-making
• Meaningful participation in the community
• Lack of frequency and short duration of
stressful incidents
Education
• High, realistic achievement standards
• Peer support of education
• Community support of education
• Provision of educational opportunity
• Positive school climate
• Exposure to caring teachers
Strong protective factors compensate for risk factors

For example, Harjeet experienced a lot of conflict with siblings at home but performed well
academically, had strong leadership abilities, and felt connected to the school community.
After discussion with staff, Harjeet decided to become more integrated in extra-curricular
activities after school. She also brainstormed ways to show positive leadership with her
siblings. This focus on strengths helped Harjeet to overcome obstacles at school and
at home.
ACTIVITIES
1. CONNECTING STRENGTHS WITH ADVERSITY
Facilitate a group discussion based on the following two questions. For a richer discussion,
follow up on some of the insights provided by participants. You may wish to record the
answers on flip chart paper.
1. Identify personal strengths that you rely on to overcome adversity in your own life.
How are these strengths useful when things get tough?
2. We are all surrounded by environments, which include families, neighbourhoods,
schools, community centres and workplaces. What are some positive aspects of
your environment that have provided you with strength when experiencing difficulty?
2. BUILDING ON PROTECTIVE FACTORS

Have participants find a partner and develop a scenario like the example provided before
this activity. Provide the pairs with 10 minutes for discussion, and then ask them to share
their scenarios with the group.
Question: Describe a challenge experienced by a young person, an area of strength,

and a relevant environment where the young person may apply their strengths. How
do you anticipate that this approach will assist the young person to be successful?
Note: You may wish to reflect on specific youth in your programs, or to draw on
your experience working with youth to develop your scenario. Please remember to
respect confidentiality when sharing with a group larger than your own staff team.
4. ASSESSMENT TOOLS
4.1 U
NDERSTANDING STRENGTHS AND BUILDING
A PLAN FROM THE BEGINNING
Strengths assessment is defined as the measurement of those emotional and behavioural
skills, competencies, and characteristics that create a sense of personal accomplishment,
contribute to satisfying relationships with family members, peers, and adults, enhance
one’s ability to deal with adversity and stress, and promote one’s personal, social and
academic development (Lappalainen, Savolainen, Kuorelahti, & Epstein, 2009).
Including a comprehensive assessment of strengths is an important component of

strength-based intervention (Rawana & Brownlee, 2009). Sometimes this assessment
takes the form of an interview; however, using a structured questionnaire enhances the
interview and includes details that might not be covered without the structure.
It can be useful to gather information about strengths from a number of sources, such as
the young person directly, and from teachers, parents, or clinicians.
Many assessment measures identify individuals with emotional and behavioural disorders
in need of services, but do not describe the child in a useful way or help to develop
a child’s support or treatment plan. Since a strengths assessment measures positive
skills, competencies, characteristics, and resources, it can be used to develop a young
person’s individualized program plan.
Remember: As discussed previously, a Risk Needs Assessment provides useful information for
developing case management plans. It is enhanced by strengths assessments, which provide a
snapshot of strengths that may be used as tools to overcome or mitigate identified risk factors.
4.2 TWO EXAMPLES OF STRENGTH ASSESSMENT TOOLS
Strengths Assessment Inventory for Children and Youth (SAI-Y)

The Strength Assessment Inventory: Youth Version (SAI-Y) was developed by a team of
researchers and practitioners at the Centre of Excellence for Children and Adolescents with
Special Needs at Lakehead University in Thunder Bay, Ontario. It is a checklist of behaviours
that youth aged 10-18 complete themselves (either by paper or online) or that can be filled in by
parents, teachers, or mental health staff familiar with the child. The online version is automatically
scored and produces bar graphs highlighting areas of strength. The assessment helps students
identify their positive qualities, competencies and characteristics in the following areas:
• Family / home functioning

• School functioning
• Employment
• Leisure and recreation
• Peer functioning
• Personality functioning
• Personal and physical care
• Community involvement
• Spiritual and cultural identity
• Current and future goals
Behavioral and Emotional Rating Scale (BERS)

The Behavioral and Emotional Rating Scale (BERS) was developed in 1998 by Epstein and
Sharma to measure the emotional and behavioural strengths of children and adolescents
aged 5-18 years. Since then, it has been revised (BERS-2) by adding a child and youth
self-reporting version (the previous version only allowed for parent and professional
ratings). The 52 items in the BERS assess five areas of childhood strength:
• Interpersonal strength (e.g. accepts criticism, accepts responsibility for actions)

• Family involvement (e.g. trusts a significant person in life, participates in family activities)
• Intrapersonal strength (e.g. talks about positive aspects of life, identifies personal strengths)
• School functioning (e.g. completes school tasks on time, attends school regularly)
• Affective strengths (e.g. shows concern for others’ feelings, expresses affection for
others) (Beaver, 2008; Lappaleinen et al., 2009).1
1 http://cecp.air.org/interact/expertonline/strength/transition/3.htm:
EXAMPLE
A Risk Needs Assessment indicated that Pierre had a history of disruptive classroom
behaviour, problems with teacher relations, and truancy. From a deficit perspective, this
could have indicated a weakness in education. However, a strength-based assessment
indicated that Pierre studied for tests, paid attention in class, read at the appropriate grade
level, and completed school work on time. In this case, having more information about
Pierre’s engagement in school provided a balanced assessment of his performance, and
stimulated creative thinking about the best way to assist him in achieving his educational
objectives.2
Note: Strength assessments do not replace the interactional process of program staff
observing and praising young people for their strengths. Often the most significant
strengths will be observed by staff members who regularly interact with youth. Strength
assessments are a starting point for an ongoing conversation about strengths, and assist
young people in recognizing the broad range of strengths that they possess.
ACTIVITY
1. USING THE STRENGTH ASSESSMENT INVENTORY: YOUTH VERSION (SAI-Y)3
Have participants form groups of four and read through the SAI-Y questionnaire. You
may wish to have the groups examine different portions of the questionnaire. Have the
participants discuss the following questions in their groups:
How can strength assessments assist in the development of case management plans?
Provide some specific examples based on items included in the SAI-Y.
How else might a strength assessment be useful for youth in your program?
2 These indicators of strengths are assessed in the SAI-Y.

3 Copies of the SAI-Y Questionnaire are required for this activity.
5. COGNITIVE APPROACHES
WITHIN A STRENGTH-BASED
APPROACH
Cognitive-Behavioural Therapy (CBT) seeks to alter a person’s faulty or self-destructive
beliefs, attitudes and thoughts as the basis for changing behaviour.
5.1 A
LBERT ELLIS AND THE A-B-C MODEL OF
COGNITIVE THERAPY
Albert Ellis’ interpretation of Cognitive Therapy is known as the A-B-C process. According
to his model, people experience Activating events (A), such as family troubles, unsatisfying
work, and childhood trauma. Our interpretation of these events results in specific Beliefs
(B) about events, the world, and our role in events. Emotional consequences (C) are
the result of our beliefs. Hence, the way individuals think about themselves and others
determines how they respond to the world with emotions and behaviours. The goal of
treatment is to change the way a person thinks about himself and the world.
CBT is a key component of youth intervention, and is based on the principle of facilitation.
The role of the therapist is to facilitate an opportunity for youth to evaluate their own
thought processes and related consequences.
5.2 STRENGTHS-ORIENTED CBT
Because a strength-based approach is about changing the way people think about
themselves, it is complementary to CBT. Strengths-oriented CBT, which focuses on
patient competencies and goals, enhances therapy outcomes in the areas of self-esteem,
mastery and clarification experiences (Flückiger, Caspar, Holtforth & Willutzki, 2009).
Flückiger & Holtforth (2008) found that priming people for ten minutes by discussing
their strengths before CBT (resource priming), increased the likelihood that people would
recognize and draw on their strengths during therapy (resource activation). Resource
priming was found to produce better outcomes for those in therapy than for people in
the same research study who received therapy without having their strengths highlighted
prior to CBT.
When a strength perspective is integrated throughout all aspects of youth programming, it

may serve as resource priming that further encourages resource activation, both in therapy
and in daily interactions. While program staff members may not be licensed therapists,
their relationships with young people are therapeutic in nature. Staff members assist
young people to recognize their strengths and how they may be applied to challenges
and obstacles through active collaboration. Staff members may apply the principles of
CBT to assist young people in evaluating how their thinking process influences their
behaviour, but will generally use every day language, rather than technical terminology
such as ‘cognitive distortions’.
Note: Staff teams should be frequently refreshed in Cognitive Behavioural Therapy

techniques. Consider whether your agency should invest in additional training in this area.
6. BUILDING A THERAPEUTIC
SETTING TO ENHANCE
STRENGTHS
When implementing a strength-based approach, the role of staff is to create a therapeutic
setting. This is done by addressing youth’s needs by:
a. Providing safety and security

b. Creating a therapeutic environment
c. Developing therapeutic relationships
C
A. Safety and Security
B. Therapeutic Environment
C. Therapeutic Relationships
6.1 NEEDS
In 1943, Maslow developed the Hierarchy of Needs, identifying five categories of needs:
1. Physiological (e.g. food, water, sleep)

2. Safety (e.g. security of the body, of the family, of health, of property)
3. Love/Belonging (e.g. friendship, family, sexual intimacy)
4. Esteem (e.g. self-esteem, confidence, achievement, respect of others)
5. Self-actualization (e.g. morality, creativity, spontaneity, problem solving, lack of
prejudice, acceptance of facts)4
In order for youth to thrive, their basic physical needs must be met, as well as their more
complex needs, such as attachment, achievement, and independence (Brendtro, 2004).
When their needs are met, they develop strengths, and if their needs are frustrated, they
display emotional and behavioural problems (Wolin, 2003; Brendtro, 2004; Winter &
Preston, 2006).
It is easy for residential youth programs to function in a reactive way, rather than recognizing
fundamental needs of young people. For example, the consequence given to a young
person who fights for freedom by resisting scheduled activities is frequently to take even
more freedom away such as removing privileges or imposing an earlier bedtime.
One of the essential ingredients for successful strength-based programs is to respond to

needs rather than reacting to behaviour (Brendtro, 2004).
6.2 SAFETY AND SECURITY
In order for youth to grow, by being willing to engage in conversations and to participate
in teachable moments, they need to feel they are secure, and that they can trust those
around them. Safety and security must be established in order to develop a therapeutic
environment and therapeutic relationships.
How do we create a safe atmosphere?
a. Meeting needs: Staff members ensure that the basic needs of young people are
met. Youth should have access to food, clean clothing, other daily necessities and be
treated with dignity and respect. More complex needs, such as access to education,
health care, and mental health services, are also prioritized so that youth know they
are important. Staff should communicate with youth to understand their needs.
4 Although Maslow’s theory is often illustrated with a pyramid diagram, this oversimplifies the interaction of individual
needs and how they may be addressed in youth programs.
b. Consistency: All staff members and management must be well trained in the
necessary intervention tools and skills required. They must work within the strength-
based philosophy of the agency, while contributing their individual strengths.
Young people must understand that they can expect similar treatment from all staff
members.
c. Respecting foundational legislation and principles: Youth serving agencies receive

direction from multiple pieces of legislation and principles that are designed for the
protection of young people. It is important that guidelines are respected, and that
staff are able to understand how the principles are translated into practice. Young
people should be informed of their rights and responsibilities within the program,
and sources of appeal outside of the agency. This transparency is important for
young people to feel secure.
ACTIVITIES
1. PROVIDING SAFETY AND SECURITY
Form groups of three or four people and facilitate a group discussion with the following
guidelines:
Reflect on the experiences of young people when they first enter your program, and as
they progress.
a. Make a list of all the ways youth are made to feel safe and secure.
b. Are there additional ways that young people could be made to feel more secure in
your program? Discuss this as a group and make a list to share with your program
directors.
2. RECOGNIZING FOUNDATIONAL LEGISLATION AND PRINCIPLES5

a. Preparation: Before the training session, select the pieces of legislation and guiding
principles that are most relevant to your agency and print off copies or summaries of
the documents. Examples may include:
• Your agency’s vision, mandate, strategic plan or philosophy of care
• Child and Family Services Act
• Youth Criminal Justice Act
• Ministry of Children and Youth Services Strategic Plan (or corresponding provincial
body)
• Open Custody/Detention Transformation Project
Write all of the key principles on separate strips of construction paper. Then write the
name of each piece of legislation or mandate on another page.
5 Preparation required for this activity
b. Activity: Break into small groups and provide each group with the name of a piece
of legislation or mandate. Have each group look through all of the principles to find
the ones that match their title. Once the groups feel that they have completed their
task, have them present to the larger group. Verify that all of the pieces have been
properly assigned. Reinforce the key principles of each piece of legislation.
Optional follow up question: How do these principles provide safety and security for
young people?
6.3 THERAPEUTIC ENVIRONMENT
Staff members implementing the strength-based approach create a balance between

safety and freedom. They create a positive and calm environment where youth are free
to exercise personal control by making choices that are not imposed. Staff may assist
young people to consider multiple options within the framework of healthy boundaries
Brendtro (2004) describes this element of strength-based intervention as “growth-

enhancing environments”. These environments minimize risks for physical and
psychological harm, such as preventing bullying by either peers or staff.
A therapeutic environment is:
• Safe and secure

• Structured in a way that allows youth to exercise self-control
• Consistent
• Respectful of individuality
• Designed to provide opportunities for youth to use their strengths
A therapeutic environment is not:
• Punitive
• Designed to control behaviour
• Rigid
• Dependant on imposed external consequences
Youth are also active contributors to the therapeutic environment. As they are encouraged
in their strengths and begin to understand the strength-based approach, they can begin
to acknowledge the strengths of their peers in the program.
Note: While the therapeutic environment is intended to help young people succeed,
it also allows the space for young people to make mistakes and to learn from these
experiences. For example, if a young person abuses her privileges with a certain object
and it is taken away indefinitely, how will she learn to use it appropriately in the future?
This punitive approach eliminates opportunities for skill development. Rather, staff should
structure the environment to provide opportunities that assist young people to control
their behaviour appropriately in the future.
ACTIVITY
1. EVALUATING THE ENVIRONMENTS WE CREATE
Facilitate a group discussion around the following question:
Do we hold youth in our programs to a higher standard of behaviour than other

adolescents?
• Ask participants to provide specific examples, and to suggest alternative approaches

that would provide opportunities to develop strengths.
6.4 THERAPEUTIC RELATIONSHIPS
“Healing almost always occurs within the safety of a relationship with a

person who truly cares. Respect, genuineness, concern, collaboration, and
empathy are all necessary attributes of a healing relationship” (Saleebey, 2002).
The therapeutic environment is a platform where people feel safe to form meaningful
relationships. Therapeutic relationships are at the core of strength-based care, which is a
relational approach to youth development.
Since changes in youth behaviour occur primarily through caring relationships, staff
should focus on building positive therapeutic relationships (Boldt, Witzel, Russell, &
Jones, 2007; Brendtro, 2004). One of the easiest practices of a strength-based approach
is to recognize and give credit for evidence of progress (i.e. encouragement) (Hewitt,
2005). Staff members are responsible for creating relationships that are client-centred,
being generous with their time and attention.
Elements of the therapeutic relationship include:
• Disclosure: Relationships develop when staff members give of themselves. For

example, when working with a young person suffering from anxiety, staff may find
appropriate ways to share what tools they may have used in the past to overcome
anxiety themselves.
• Clear boundaries: At the same time, staff members are present to support youth, not to
seek support from youth (e.g. if they are still suffering from a disorder or from the effects
of a past event, they should not unload personal problems on youth). Staff members
need to weigh the potential consequences of disclosing personal information.
• Encouragement: Staff members give credit for progress, are generous with praise,
and observe with the intent of acknowledging strengths in youth behaviour.
• Sincerity: Youth’s needs are not very different from what we, as adults, need, if we
ask ourselves what we require in a trusting relationship. Youth need to know that
staff members really care about them and are not simply interested in a paycheque.
Youth are able to discern authenticity, and they know when the staff members who
care for them are genuine.
Therapeutic relationships are also:
• Built solely for benefit of the youth, even though staff members may benefit
• Intentional
• Respectful
• Unconditional
• Ethical and appropriate
• Engaging
• Motivational
• Reliable
Therapeutic relationships are collaborative and non-judgmental. Together, staff and youth
engage in creative problem-solving, with staff allowing youth to create and evaluate
potential solutions.
The strength-based approach ensures that youth’s needs for safety and security are met.
It provides a therapeutic environment in which therapeutic relationships give a human
connection for assisting young people to build on their strengths and to exercise control
over their own lives.
EXAMPLE
Since therapeutic relationships are the core of the strength-based approach, their development
can be prioritized within daily routines. One residential program operating within the strength-
based paradigm shifted its management meetings each morning to an earlier time to ensure
that the maximum number of staff were available to interact with the young girls in their care
while they were beginning their daily routines. Management meetings in this facility were
never scheduled during times when the girls were likely to have high needs or when there
were greater opportunities for interaction, such as during meal times.
ACTIVITIES
1. BUILDING THERAPEUTIC RELATIONSHIPS
a. Reflection: Ensure that each participant has a pen and paper, then facilitate the
following discussion:
Think about a specific youth in your program with whom you feel you have formed
a connection. Write down three key moments that helped to build the connection.
What strengths did you use?
b. Feedback: Ask the participants to find a partner who works with them, and to discuss:
Three times when you observed your partner building relationships with young
people in your program. What strengths did your partner use?
2. EXPLORING DISCLOSURE
Group Discussion:
• When might it be appropriate to disclose personal experiences with youth? How

would you integrate a strength-based perspective in this form of disclosure?
• Why is it important to exercise discretion when providing disclosure?
7.0 ACCOUNTABILITY
7.1 RESTORATIVE JUSTICE
The strength-based philosophy integrates the values and principles of Restorative Justice.
Restorative Justice focuses on relationships rather than rules, believing that accountability
is achieved through taking ownership for a wrong and seeking to put things right with the
person(s) wronged, rather than through arbitrary punishments.
According to Zehr (2006), Restorative Justice is built on the following principles:
1. It focuses on harms and the resulting needs

2. It addresses the obligations to meet the needs
3. It uses inclusive, collaborative processes
4. It involves relevant stakeholders, and those impacted by the action in a problem-
solving process
5. It seeks to put things right
Restorative Justice operates around the following values (Zehr, 2006):
1. Interconnectedness: Our behaviour always impacts those around us.

2. Particularity (Individuality): People in similar situations have different needs that are
best addressed on a case by case basis.
3. Respect: Everyone is valuable and worthy of respect.
EXAMPLE
A residential facility for girls introduced “tea time” as a circle process to discuss problems
occurring in the house. In a circle process, people are given a turn to discuss situations
affecting them and to propose solutions. During tea time, the girls were encouraged
to discuss any problems they were experiencing, and ways to put things right. Staff
members facilitated the process and acknowledged the strengths that they observed as
the girls engaged in collaborative problem-solving.
7.2 INDIVIDUAL-BASED PROGRAMMING
The strength-based approach is individualized. It focuses on each person’s unique

situation and personality. It requires staff, parents and youth to think beyond the usual
categories and labels used in youth justice, such as mental health diagnoses or high risk
designations (Nissen, 2006). The program fits the person rather than fitting the person
into a static system of intervention (Powell & Batsche, 2007). This is especially important
because youth are diverse in areas such as gender, ethnicity, culture, cognitive ability,
sexual orientation and age. Many minority groups are over-represented in child welfare
and justice programs.
The main method of controlling and adapting behaviour in traditional youth justice is
through level or point systems. These are classic behavioural psychology methods
and do control behaviour at times. However, they do not equip children adequately to
be responsible adults (Boldt et al., 2007). They also do not leave room for individual
differences: behaviours are rewarded or punished in the same way regardless of each
person’s unique context and needs as well as personal strengths.
With a strength-based approach, youth are fully involved in identifying their own goals
and developing their individualized treatment plans (Barwick, 2004; Boldt et al., 2007).
The goal is to foster independence and the result is that youth grow in personal control.
Point and level systems are controlled by staff and decrease a young person’s personal
control (i.e. internal locus of control). A strength-based perspective hands control over
to the young person so they can develop internal control. In a deficit model things are
done “for” or “to” clients, whereas a strength-based approach fosters independence,
and results in people gaining control in their own lives (Powell & Basche, 1997).
When young people realize a discrepancy between their own personal goals and their
behaviour, they will, out of their own motivation and choice, change their behaviour (Boldt
et al., 2007).
Within the strength-based approach young people are encouraged to use their problem-
solving skills to find appropriate solutions to avoid scenarios that naturally lead to negative
consequences. They are encouraged to engage in self-advocacy and negotiation rather than
emotional responses and negative behaviours.
EXAMPLE
Barbara was a resident in a child welfare home for girls. She was consistently returning
home late and refusing to follow staff direction before bedtime. Instead of imposing
consequences on Barbara for this behaviour, Barbara was able to collaborate with staff
members to develop positive alternatives to the problems that were occurring. The staff
team was able to agree to a slightly later curfew under specific circumstances, and
Barbara agreed to comply with staff direction leading up to bedtime.
After this agreement, Barbara began to respect her curfew and cooperate with the staff
team. The police no longer had to be called for breaches of curfew, and Barbara accepted
more responsibility for herself which created more favourable outcomes. The respect
shown to Barbara by the staff members opened the door for ongoing conversations
about personal responsibility and appropriate ways to negotiate. If instead, the staff team
had decided to provide the consequence of an earlier curfew, Barbara would not likely
have respected it, and the police would be further involved.
7.3 NATURAL AND LOGICAL CONSEQUENCES
The strength-based approach does not ignore consequences to negative behaviour.

Rather, it uses natural and logical consequences of young people’s choices to teach real
life lessons. This is done with the following components:
• Developing independence and internal control – In order to develop internal control,

the task of staff is to help youth understand the concept of personal responsibility
and how to make everyday life decisions (Winter & Preston, 2006).
• Making choices – Young people are given the opportunity to make choices, and to
then experience the consequences of their choices (Powell & Batsche, 1997). Staff
members use positive relationships with youth to help them understand choices,
actions, and consequences, leaving it up to the young person to make a final
decision and to live with the results (Boldt et al., 2007).
• Natural and logical consequences – Consequences for problem behaviour are

determined on an individual basis and are natural and logical. For example:
– Failing a test you don’t study for
– Cleaning up a mess before going out
– Teaching peers about the dangers of tobacco when caught smoking
– Being assigned extra tutoring when grades fall
– In a residential program, limited community access when not respecting the safety
of those in the facility
• If disruptive behaviour is of sufficient gravity or involves safety concerns, privileges

may be temporarily frozen, however they are not lost altogether.
• Shared decision making – Above all, consequences are discussed calmly through a
caring relationship and “shared decision making”. They are presented as the results
of a youth’s own choices (Powell and Batsche, 1997).
This approach minimizes power struggles since natural consequences are the result of
the young person’s own decision-making rather than a choice imposed by staff members.
Youth are able to recognize that they are in charge of their own outcomes, not the staff.
Given that many young people in youth intervention programs have histories of poor
engagement with authority figures, and many have been abused by people in positions of
authority, it is logical that a better approach may be an individually tailored strength-based
intervention, which draws on natural consequences and seeks to engage in collaborative
problem-solving. In this way, youth are guided toward a personal sense of accountability
rather than being held accountable by others, such as staff.
7.4 Y
OUTH ARE HELD ACCOUNTABLE TO THE POINT
OF THEIR STRENGTH
When incentives are used to motivate young people to achieve goals, these incentives
need to be rewarded based on a realistic expectation of what a young person is able to
accomplish. Incentives can be awarded when youth demonstrate their strengths rather
than focusing on eliminating problem behaviours. When incentives are framed around
young people’s areas of weakness, youth may be set up to fail because it is unrealistic
to expect them to easily reverse patterns of behaviour learned over time. This practice
can result in youth consistently failing to achieve their goals, reinforcing their weaknesses
rather than building on their strengths.
In contrast, incentives based on youth using and growing in the strengths they already
possess reinforce a sense of competency and demonstrate the power of positive
behaviours in accomplishing goals.
EXAMPLE
Erica had a history of aggression and angry outbursts that frequently resulted in physical
assaults. Two days following intake at a youth justice facility, staff members spoke with a
manager, saying she was unmanageable and they had taken away her privileges because
she was unable to control her anger.
The manager questioned whether the staff had realistic expectations for what Erica could
achieve, given her history of poor anger management. The manager pointed out that Erica
had not yet been able to begin the individualized anger management program to help her
control her emotions, and asked what strengths Erica possessed. The staff members felt
that Erica was actually good at interacting positively with staff when she was not angry
and that she was an encouraging person.
A new plan was developed to provide incentives for Erica to interact positively with staff
and to encourage other girls in the house. Erica excelled at this, and began to focus
on positive interactions. She was able to accomplish her goals which reduced tension
between her and staff and allowed her to develop positive relationships with staff and
other youth in the facility.
This example occurred during the early implementation of a strength-based approach.

It contrasts the solutions typical of a deficit model of intervention with the possibilities
introduced from a strengths perspective.
8.0 STRENGTH-BASED
INTERVENTION
The SAFE model of strength-based intervention was developed as an accessible tool to
assist intervention workers when applying this approach in their work with young people.
8.1 SAFE
Strength-based interventions can be structured around the following four principles:
1. Safety through environment and relationship

2. Acknowledge strengths
4. Facilitate
5. Encourage
Safety through environment and relationship
Safety and security are provided within the therapeutic environment and through
therapeutic relationships. This should be the starting point for all strength-based
interventions. They emerge from an environment designed to help a young person be
successful and are facilitated by staff members who genuinely care for the well-being of
the youth. Consider the following questions:
• Is the young person in a place where she feels safe and is not a risk to others?
• Can staff change the environment to provide a greater sense of safety or dignity?
This might include moving to another room, or guiding a young person out of a
crowd to a place where she can express herself freely.
• Have you shown the youth that you are consistently treating her with respect?
• Does the youth perceive that you are interested in how she feels and in what she has to say?
• Does the staff provide a sense of calm despite the current circumstances?
Acknowledge strengths
Even in a difficult situation, a young person will draw on some strengths. A staff member
should look to identify these strengths and to encourage a young person to draw on other
strengths they possess that may be helpful. Consider the following questions:
• Does the youth know that you believe in her and in her abilities to overcome this obstacle?
• What strengths and skills does the youth possess, that you are aware of, that might
be useful?
• What strengths and skills are you able to observe the young person using?
Facilitate
The goal of the strength-based approach is to assist young people to develop an internal
locus of control, and to take responsibility for creating their own outcomes. The role of
staff during intervention is to facilitate a process that assists a young person to engage in
effective problem-solving, drawing on strengths as resources for developing appropriate
solutions. Cognitive techniques may be applied to help a young person evaluate beliefs
and behaviours. Consider the following questions:
• Who is in control of the outcome – the young person or the staff?

• Are you allowing the young person to express herself?
• Are you guiding her through a process of using strengths to overcome the current challenge?
• Are you applying a cognitive-behavioural approach to assist the youth in evaluating her
thought process?
• Has the youth been encouraged to consider her impact on others and how she may put
things right?
• Are youth involved in recognizing and accepting responsibility for the natural and
logical consequences of the choices they have made?
Encourage
Each intervention is a learning opportunity that should leave a young person more
confident and equipped to deal with challenges in the future. It is important for staff to
provide young people with opportunities to debrief and to reinforce the lessons learned.
Consider the following questions:
• How will this intervention help the young person to move forward?
• Have you left the youth feeling encouraged and aware of the strengths that he has used?
• Have you given her hope that she can overcome similar situations in the future?
Every intervention can guide a youth towards developing a personal sense of

accountability and capacity.
CASE STUDY 1
Keith was transferred to a custody facility after causing $15,000 of damage at a previous
facility. After he was transferred, he made a threatening remark to the probation officer and
his reintegration leave was revoked. He became very angry and began to rage. He ran to his
room, crashing and banging doors along the way.
A staff member stood at a safe distance from Keith, remained calm, not giving strong direction,
but only a few words at a time, attempting to de-escalate the situation. A student observing
the scenario described the situation as peaceful because of the atmosphere the staff created.
After some time with Keith, the staff member was able to assist him in re-directing his thinking
using cognitive behavioural strategies.
Keith remained agitated and demanded to speak with a program manager. He angrily went to
the office where he tried to control the environment and stood blocking the doorway with a
female program manager inside the office.
The manager calmly asked, “What about that Harry Potter book you wanted?”
He shouted, “Are you crazy?”
The manager asked, “Did you harm yourself or anyone else?”
He replied that he hadn’t.
The manager pointed out that even though he had become very angry and was shouting,
and even though he had probably lost his feeling of control, he contained most of his raging
to his room, and he was able to calm down without some of the destructive behaviours he
had displayed in the past. The manager continued to reaffirm that he was developing self-
regulation, which was a strength that would be helpful in the future when he became angry.
The manager continued to explain that if these were skills he could demonstrate in custody,
he would be able to transfer these strengths to the community.
This affirming strength-based approach opened the door for more communication with Keith.
The conversation turned into a powerful teachable moment where he became motivated to
discuss and learn more about how he could develop this strength to avoid future problems.
He realized that he did in fact possess the strengths required to control his anger.
When the manager asked how Keith felt about the staff while he was raging, he explained that
the calm approach by staff members made him feel safe.
Before this interaction, Keith had not taken responsibility for his threatening behaviour to the
probation officer, and was angry that his reintegration was revoked. However, this process
encouraged him to recognize that the loss of this privilege was the natural and logical
consequence of his threatening behaviour, and that it was merited and even important for the
protection of the probation officer. He acknowledged that what he did was wrong, and when
the probation officer called to check in on him, he apologized sincerely for the incident.
Consider the outcome of this case study, given the alternative of attempting to restrain Keith
and moving him to isolation. One indicator of the success of the strength-based approach is
the virtual elimination of power struggles with youth.
CASE STUDY 2
Upon intake in a youth justice facility for a serious violent offense, Jason collaborated in
developing his Individual Program Plan and responded well to a program designed to look at
the roots of violence.
Jason was a tall, muscular youth whose powerful presence was felt whenever he walked into
a room. He was not, however, openly aggressive, either verbally or physically. He had great
influence over his peers without speaking a word.
Very gradually, Jason’s response to the program and the staff team became confrontational,
resistant and angry. As a result, his probation officer refused his reintegration leave requests
which caused him further frustration and greater resistance. The other youth in the facility
followed his example.
The environment grew increasingly tense and a manager was asked to speak to Jason. Prior
to the meeting the manager reviewed Jason’s strengths. The purpose of the meeting was to
guide Jason through this difficult period by focusing on his strengths to overcome his present
challenges, not to further discipline him. continued on page 32
When Jason was asked by the manager to meet with him, he originally refused, assuming that
it would be just another meeting to discuss his present negative attitude.
Jason finally agreed to meet and the following is a condensed version of their hour-
long “chat”.
He entered the room with his hood over his head and his hands in his pockets and flopped
aggressively into a chair….
Manager: Hi Jason. Thanks for agreeing to talk to me.

Jason: (eyes down) Let’s get this over with.
Manager: You know, Jason, I’ve been watching you and I think that you are one
incredible young man!
Jason: (sitting up, eyes forward) What are you talking about? I’m in trouble every
day lately.
Manager: I think it must be very hard for you to be in an environment where you have
so many people telling you what to do.
Jason: (hood down, leaning forward attentively) Yah, so what?
Manager: So, you are quite capable of making decisions for yourself. You are usually
polite, respectful of other people, and mature in the way that you resolve
conflicts. In fact, you are such a great leader that the other boys in the
house follow you without you asking them to.
Jason: (engaged in the conversation and grinning) I guess I’ve been kind of tough
on everyone lately.
Manager: (laughing) That’s for sure! But I don’t think that’s really you. Why don’t
you and I come up with a plan that gives you more control over your life
and decisions.
Jason: Will I get my reintegration leaves back?
Manager: Let’s include that in the plan. You’re going to have to work towards that. Are
you up to the challenge?
Jason: I can do it. First I have some apologies to make.
During this meeting, Jason developed a new plan to use his leadership strengths to create
a positive atmosphere in the facility. Following the meeting, he developed a greater sense of
accountability and took on a greater leadership role with his peers. Jason was released early
due to good behaviour.
ACTIVITY
1. APPLYING THE SAFE MODEL OF STRENGTH-BASED INTERVENTION
a. In groups of four, read through the case studies above. Identify how components of
the SAFE model of intervention were implemented. How were the young people held
accountable to the point of their strengths?
b. In your group, develop an intervention scenario that would be typical of something

that happens within your program. You may wish to use a real example. Apply the
SAFE model of intervention to your scenario. What would each step look like in
practice?
9. INTEGRATING STRENGTHS
THROUGHOUT PROGRAMS
The following describes ways to integrate the strength-based approach at various stages
of youth intervention programs.
9.1 INTAKE
A focus on strengths at intake provides a positive context for building therapeutic relationships.
Strength assessment tools (such as the SAI-Y or BERS) are part of the intake package and
are used to develop Individual Program Plans (IPP). IPPs also inform Case Management
Plans (CMP) or Plans of Care, which outline the unique approach that will be used with each
young person throughout the program.
Many youth admitted to intervention programs arrive in complicated mental states, and
may have experienced significant trauma. Program staff members can provide a warm
welcome, and assist the young person with orientation and meeting other youth in the
program. A staff member may wish to introduce the newly arrived youth to the others,
making reference to a personal strength of each youth presented.
EXAMPLE
During intake into a youth custody facility, Francine was encouraged to identify the skills
and areas that she would like to strengthen. Staff members praised her for her awareness
of her strengths. This validation allowed a positive relationship between Francine and staff
to develop and Francine could begin to sense that the staff team was there to support
her and that they were not adversaries. Francine was able to feel a sense of control over
the development of her program as she and staff were able to collaborate based on her
identified strengths and interests.
9.2 STAFF INTERACTIONS AND COMMUNICATION
Staff members reinforce the strengths of youth through acknowledgement and validation
in their daily interactions. They also update each other at shift changes and at weekly
clinical meetings on the strengths that youth have been showing. Strengths are integrated
in all aspects of work, with staff being careful to note the strengths of youth in log books,
and even in serious occurrence reports. It could be perceived as biased to acknowledge
the failures of youth without mentioning anything that they did well.
9.3 PROGRAMS AND TOOLS

Evidence-based programs and tools for working with youth (e.g. anger awareness, problem-
solving, cognitive-behavioural therapy, motivation enhancement therapy, and motivational
interviewing) are filtered through an emphasis on strengths. Many of these programs and
therapy models were developed with an understanding of strengths; however, staff must
ensure that discussion of strengths is explicit in all areas of service delivery.
9.4 EDUCATION
Strength assessments are used to identify competencies that may be used to produce
successful outcomes in the school setting, whether the young person attends school in the
community or within a residential program. The school is an excellent setting to reinforce and
encourage strength development. For youth who attend school in the community, staff will
liaise to explain the strength-based approach to teachers and relevant school administration
employers in order to develop a continuity of care and a consistent plan to support youth.
9.5 D
ISCHARGE PLANNING AND COMMUNITY
SUPERVISION
Effective discharge planning begins at intake. Strengths help to mitigate many of the
risks and needs that youth will experience when they return to their communities. Young
people may be supported to continue growing in their strengths after discharge from the
program in the following ways:
• Connecting youth with resources in the community to capitalize on their strengths

• Negotiating terms with the probation officer prior to discharge to allow participation
in pro-social activities
• Providing information about young people’s strengths to those who will be supporting
them in the community
• Working with young people to identify how their strengths can shape future short
and long-term goals
10. THE CHALLENGE OF
RE-ORIENTING AROUND
STRENGTHS
10.1 T
HE CONCEPT IS SIMPLE, BUT THE WORK
IS CHALLENGING
Adjusting to a fully strength-based philosophy of care requires a tremendous amount
of effort from everyone involved in the agency. It includes changes in policies and
procedures, in documentation practices, in the structure and content of staff interactions,
and most importantly, it includes a change of thinking. While the idea of working with
strengths is simple in theory, it is more difficult to apply in practice, especially within the
quick time frames required when responding to a crisis situation. It is easy to fall into
power struggles and imposing consequences.
A complete shift requires regular staff training and leadership provided in staff meetings
to ensure that everyone is on the same page. A strength-based philosophy of care needs
to be applied consistently across the agency, and it may take time to get everyone fully
on board. Strength assessments and intervention models like SAFE can assist youth
workers to apply the strength-based approach consistently.
10.2 COUNTERING A PUNITIVE CULTURE
While the strength-based philosophy is expanding rapidly in the fields of social work
and psychology, agencies hoping to adopt this approach may still encounter institutional
resistance, particularly if working with youth in the correctional system.
Advocacy to counter the correctional mindset:

In the area of youth justice, the strength-based approach may be viewed as “soft
on crime” and unappealing to those who prefer a more punitive approach. It is
particularly useful to advocate for the approach, highlighting its benefits for young
people. Staff of strength-based programs will also need to advocate for their youth
to other agencies and educators (e.g. schools, case workers, probation officers,
and additional referrals), highlighting their strengths, and promoting the skills they
are developing.
Celebrating success:
Although the clinical evidence supporting a strength-based approach is strong and
convincing, the anecdotes of young people’s successes can be even more powerful.
Celebrating success stories can foster support from people who have been previously
resistant, and discussing the success of a young person in a clinical or Plan of Care
meeting is motivating for all involved.
Successes tend to be cumulative in nature. As young people succeed in one area, they
are motivated to continue building on their strengths. As a case management team
sees success, they are motivated to use strength-based approaches with other clients
and situations. As people outside an agency see the positive outcomes of a strengths
approach, they gain a respect and confidence in an agency’s ability to work with youth.
11. CONCLUSION
Adopting a strength-based philosophy of care means that all decisions within an
agency are made through the filter of strengths. Within this approach, every therapeutic
relationship, intervention, program and written report reflects the mandate of building on
the strengths of young people.
A strength-based approach helps young people use the strengths they already possess
and develop new strengths to overcome obstacles. Youth build confidence, accept
responsibility for their actions, and draw on their resources to set achievable goals.
At its core, the strength-based approach draws on encouraging relationships to inspire

people to believe in themselves and their potential. It helps young people to recognize
their personal value and their ability to contribute to society.
The strength-based approach is one aspect of youth programming and fits well with
youth empowerment strategies that intentionally create spaces and platforms for young
people to use their strengths.
11.1 SUMMARY OF STRENGTH-BASED PRACTICES
Principle Activities Outcomes
Young person has •y

oung person makes decisions • young person’s need for
personal control. around his/her program plan, independence is met and
program goals, consequences to developed
negative behaviour, and everyday • young person develops
living personal control and personal
motivation
• young person is equipped to
apply behavioural progress in
real life settings
Young person •n atural and logical consequences are • young person develops
makes choices applied to negative behaviour independence
regularly and • t hrough positive staff-youth • young person develops the
experiences relationships, staff teach youth about ability to make personal
natural and logical choices, actions, and consequences. decisions
consequences to •y oung people make choices around • young person develops an
behaviour. their behaviour and everyday living understanding of real life
consequences to behaviour
Staff create a • s taff control and create an • young person’s need for
positive and environment that makes a young belonging is met
calm therapeutic person successful (i.e. sets a young • young person understands his/
environment. person up for success); one where a her personal strengths
child can control him/herself • young person lives in a calm,
• t he environment is positive and supportive environment where
calm. he/she can make rational
• s taff build caring relationships with decisions
young people
• s taff notice and give credit for
progress and strengths
Young person’s • s taff identify unmet growth needs • young person’s basic and
needs are related to negative behaviour (e.g. growth needs are met
identified and met. need for independence, mastery, • young person gains
belonging, and generosity) understanding of his/her basic
• s taff respond to needs instead of and growth needs
reacting to behaviour by developing
positive ways to meet these needs
Programming is • r esidents have individual program •y oung person gains

individual-based. plans, which account for a young understanding of his/her
person’s unique characteristics and unique strengths, skills, and
strengths ; internal and external personal goals
strengths • young person develops within a
• individual plans include personal program that is tailored to his/
goals developed by residents her interests and personal goals
themselves
12.0 REFERENCES
Barwick, H. (2004). Young Males: Strength-based and Male-focused Approaches,
A Review of the Research and Best Evidence. New Zealand: Ministry of Youth Development.
Beaver, B. R. (2008). A positive approach to children’s internalizing problems. Professional

Psychology: Research and Practice, 39, 2, 129-136.
Boldt, R. W., Witzel, M., Russell, C., & Jones, V. (2007). Replacing coercive power with
relationship power. Reclaiming Children and Youth, 15, 4, 243-248.
Brendtro, L. (2004). From coercive to strength-based intervention: Responding to the

needs of children in pain. – from Reclaiming Children and Youth
Cicchetti, D. (2003). Forward. In Luthar, S.S. (ed.), Resilience and Vulnerability: Adaptation
in the Context of Childhood Adversities. New York: Cambridge University Press.
Cox, K. F. (2006). Investigating the impact of strength-based assessment on youth with

emotional or behavioural disorders. Journal of Child and Family Studies, 15, 3, 287-301.
Flückiger, C., Caspar, C., Holtforth, G., & Willutzki U. (2009). Working with patients’ strengths:
A microprocess approach. Psychotherapy Research, 19, 2, 213-223.
Flückiger, C. & Holtforth, M. G. (2008) Focusing the therapist’s attention on the

patient’s strengths: A preliminary study to foster a mechanism of change in outpatient
psychotherapy. Journal of Clinical Psychology, 64, 7, 876-890.
Gleason, E. T. (2007). A strengths-based approach to the social developmental study.

Children & Schools, 29, 1, 51-59.
Hewitt, M. B. (2005). The importance of taking a strength-based perspective. Reclaiming
Children and Youth, 14, 1, 23-26.
Lappalainen, K., Savolainen, H., Kuorelahti, M., & Epstein, M. H. (2009). An international
assessment of the emotional and behavioral strengths of youth. Journal of Child and
Family Studies, 18, 746-753.
Laursen, E. K. (2003). Frontiers in strength-based treatment. Reclaiming Children and Youth,

12, 1, 12-17.
Lifton, R. (1994). The protean self: Human resilience in an age of fragmentation. New York:
Basic Books.
Nissen, L. (2006). Bringing strength-based philosophy to life in juvenile justice. Reclaiming

Children and Youth, 15, 1, p. 40-46.
Powell, D. S. & Batsche, C. J. (1997). A strength-based approach in support of multi-risk

families: Principles and issues. Topics in Early Childhood Special Education, 17, 1.
Rawana, E., & Brownlee, K. (2009). Making the possible probable: A strength-based
assessment and intervention framework for clinical work with parents, children, and
adolescents. Families in Society: The Journal of Contemporary Social Services, 90, 3,
255-260.
Saleebey (2002). The Strengths Perspective in Social Work Practice, 3rd Ed. Toronto: Allyn
and Bacon.
Winter, T. F. & Preston, B. Q. (2006). Functional behavioral assessment based on circle of

courage needs. Reclaiming Children and Youth, 15, 3, 171-174.
Wolin, S. (2003). What is a strength? Reclaiming Children and Youth, 12, 1, 18-21.
Zehr, H. (2002). The Little Book of Restorative Justice. Intercourse, PA: Good Books.
13. APPENDIX A:
Focus Group Participants
Thank you to the following participants who contributed their expertise:
Talitha House, Ottawa Park Place for Youth, Peterborough

Danielle Stang – Program Manager Andy Schweigert – Managing Director
Lesline Irons – Program Co-ordinator Steve Kowacz – Program Manager
Renee Potts – Supervisor Jason Mazda – Shift Supervisor
Johanna DeVries – Program Facilitator Andrew Mercer – Primary Worker
Jordana Booth – Prime Worker Paul McGill – Youth Worker
Christina Vukovic – Prime Worker Bryant Peters – Reintegration Worker
Fatima Mawani – Youth Worker Tony Posthumus – Shift Supervisor
Amanda Bettencourt – Youth Worker
Kristen Haslett – Youth Worker Youth Now Directors
Nicole Giroux – Youth Worker Dave Wood, President and Board
Angela DeWolf – Youth Worker Brenda Kelly, Managing Director and Board
Patrick Slack, Board
Grace Arbour, Cornwall Jenny Roebuck, Director of Program,
Wanda Comtois – SAM Prime Worker Research and Development
Roger Poitras- SAM Prime Worker
Jamie Flaro—Youth Worker
Summer Jean- Youth Worker
Andrea Mac Donald- Supervisor
Tara Reginer- Student
Alanna Wall- Program Manager
Kimberly Hayward- Managing Director
www.youthnow.co
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From Strength to Strength: A manual to inspire and guide strength-based

Book · January 2011

Benjamin Roebuck Maryann Roebuck

SEE PROFILE SEE PROFILE

The user has requested enhancement of the downloaded ﬁle.

Thank you to everyone who contributed their strengths and expertise.

• Edward Rawana, PhD, C. Psych.

© 2011, Youth Now

2. What is the Strength-based Approach?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

5. Cognitive Approaches within a Strength-based Approach . . . . . . . . . . . . 14

6. Building a Therapeutic Setting to Enhance Strengths . . . . . . . . . . . . . . . . 16

9. Integrating Strengths Throughout Programs. . . . . . . . . . . . . . . . . . . . . . . . 34

10. The Challenge of Re-orienting around Strengths. . . . . . . . . . . . . . . . . . . . 36

13. APPENDIX A: Focus Group Participants. . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

This manual consolidates findings and recommendations from research on strength-

We provide the environment whereby a youth can exercise personal control.

1.2 HOW WAS THIS MANUAL DEVELOPED?

Here are some ways the strength-based approach is described:

It seeks to identify what is going well, to do more of it, and to build on it

It focuses on the untapped gifts, positive attributes, and under-developed

2.2 WHAT ARE STRENGTHS?

Rawana and Brownlee (2009) define strengths as “developed competencies and

2.3 STRENGTHS VERSUS DEFICITS

“The strength-based philosophy is an alternative to ‘problem’ or ‘deficit-based’

Deficit Perspective Strength-Based Perspective

Isolates youth from communities. Connects youth to communities.

Damage control model. Success promotion model.

Limits youth. Celebrates youth’s potential.

Views youth problems as fundamental, Views youth problems as developmental,

Focus on youth as bad or sick. Focus on youth as potential resources within

2.4 RISK/NEEDS ASSESSMENTS INFORM COMPREHENSIVE

Resilience is a concept at the heart of the strength-based approach. It is a judgement that

Cicchetti (2003) defines resilience as:

A dynamic developmental process reflecting evidence of positive adaptation despite

Resilience is the “human capacity of all individuals to transform and change, no

External Factors Internal Factors

Support Skill Development

Strong protective factors compensate for risk factors

2. BUILDING ON PROTECTIVE FACTORS

Question: Describe a challenge experienced by a young person, an area of strength,

Including a comprehensive assessment of strengths is an important component of

4.2 TWO EXAMPLES OF STRENGTH ASSESSMENT TOOLS

Strengths Assessment Inventory for Children and Youth (SAI-Y)

• Family / home functioning

Behavioral and Emotional Rating Scale (BERS)

• Interpersonal strength (e.g. accepts criticism, accepts responsibility for actions)

2 These indicators of strengths are assessed in the SAI-Y.

When a strength perspective is integrated throughout all aspects of youth programming, it

Note: Staff teams should be frequently refreshed in Cognitive Behavioural Therapy

a. Providing safety and security

1. Physiological (e.g. food, water, sleep)

One of the essential ingredients for successful strength-based programs is to respond to

6.2 SAFETY AND SECURITY

How do we create a safe atmosphere?

c. Respecting foundational legislation and principles: Youth serving agencies receive

2. RECOGNIZING FOUNDATIONAL LEGISLATION AND PRINCIPLES5

5 Preparation required for this activity

6.3 THERAPEUTIC ENVIRONMENT

Staff members implementing the strength-based approach create a balance between

Brendtro (2004) describes this element of strength-based intervention as “growth-

A therapeutic environment is:

• Safe and secure

2.4 RISK/NEEDS ASSESSMENTS INFORM COMPREHENSIVE

Programming is • r esidents have individual program •y oung person gains