Building on Strengths: In Support of Children’s Mental Health

WATCH Training Claudette Fette, PhD, OTR, CRC Texas Woman’s University

Objectives:

Identify ◦ Authentic strength-based practice &

differentiate from identification of potential strengths as needs ◦ 3 strength-based frameworks for practice

Apply strengths based practices

What is Strength-Based?

Basis of strength-based service delivery is “premise that even the most troubled youth have unique talents, skills, and other resources that can be marshaled in the service of recovery and development” (page 287-8).

Cox (2006)

Why use Strengths? Disease model undercuts personal autonomy &

community responsibility (McCammon, 2012) Promotes wellness, reduces dysfunction,

reframes/balances provider perspective, affirms, increases rapport and empowers, & promotes positive identity (McCammon, 2012)

Antidote to depression, increases life satisfaction, improves learning, especially increases attention and creative thinking (Seligman, Ernst, Gillham, Reivich, Linkins, 2009)

Mental Health vs Mental Ill Health

Developmental & environmental

characteristics facilitate or inhibit at level of: ◦ Individual ◦ Family ◦ School & ◦ Community

(Bazyk and Arbesman, 2013, p8)

Protective factors:

Individual: Positive self concept, physical health, social efficacy, coping, connected to family

Social: Parental support, belonging, relationships, community participation

School & Community: Safety, economic security, positive educational experience, access to supports (health including MH)

(Bazyk and Arbesman, 2013, p 11)

STRENGTHS IN WRAPAROUND

Strengths in Wraparound

Strengths based. The wraparound process and the wraparound plan identify, build on, and enhance the capabilities, knowledge, skills, and assets of the child and family, their community, and other team members.

Bruns, Walker, Adams, Miles, Osher, Rast, VanDenBerg, & NWI

Advisory (2004)

Strengths in Wraparound Wraparound is intended to achieve

outcomes not through a focus on eliminating deficits but by identifying and using assets. The basic truth is that what you focus on expands whether that is positive or negative qualities.

Wraparound validates and builds on youth and family members’ psychological and interpersonal assets, and their expertise, skill, and knowledge.

Bruns, Walker, Adams, Miles, Osher, Rast, VanDenBerg, & NWI Advisory (2004)

Cathy Cox

Identify ◦ Capacities ◦ Interests ◦ Resources

Recognize Intervene Create

Enabling Niches

Cox, NWI Principles of Wraparound: Chapter 2.3

Try it on!

STRENGTHS IN POSITIVE PSYCHOLOGY

Positive Psychology’s 3 Pillars Positive subjective experiences ◦ Pleasure & positive experience ◦ Happiness

Positive individual traits ◦ Positive thinking ◦ Character strengths ◦ Values ◦ Interests, abilities, accomplishments ◦ Wellness

Positive institutions ◦ Interpersonal relationships ◦ Enabling institutions

Happiness: 3 Types Hedonic or “Pleasant life” which is a

positive emotional state Flow or “Engaged life” which results from

deploying one’s highest strengths to meet challenges

“Meaningful life” which is increased by connection to others or to causes that transcend self – using strengths to serve something greater than self

Seligman, Ernst, Gillham, Reuvich, & Linkins (2009)

Character Strengths: Values in Action Project

1. Wisdom and knowledge (creativity, curiosity, open-mindedness, love of learning, perspective)

2. Courage (honesty, bravery, persistence, zest) 3. Humanity (kindness, love, social intelligence) 4. Justice (fairness, leadership, teamwork) 5. Temperance (forgiveness, modesty, prudence,

self-regulation ) 6. Transcendence (appreciation of beauty and

excellence, gratitude, hope, humor, religiousness)

https://www.viame.org

www.viacharacter.org

A Survey

Character Strengths: Clifton Strengths Finder

Measures 10 “talent” themes for youth (34 for adults): 1. Achieving 2. Caring 3. Competing 4. Confidence 5. Dependability 6. Discoverer 7. Future thinker 8. Organizer 9. Presence 10. Relating

http://www.strengths.org/youthstrengthsfinder.shtml

Compare

Cox ◦ Capacities ◦ Interests ◦ Resources

Domains: ◦ Social ◦ Academic ◦ Athletic ◦ Artistic

/Creative ◦ Mechanical ◦ Spiritual

/Cultural

Clifton

Achieving Caring Competing Confidence Dependability Discoverer Future thinker Organizer Presence Relating

VIA Wisdom and knowledge (creativity, curiosity, open-mindedness, love of learning, perspective) Courage (honesty, bravery, persistence, zest) Humanity (kindness, love, social intelligence) Justice (fairness, leadership, teamwork) Temperance (forgiveness, modesty, prudence, self-regulation ) Transcendence (appreciation of beauty and excellence, gratitude, hope,

humor, religiousness)

Hope Theory Cognitive, motivational model Hope reflects ability to:

1. Clearly form goals 2. Develop strategies to reach goals

(pathways thinking) 3. Initiate and sustain motivation (agency)

Children’s Hope Scale

(Snyder, Lopez, Shorey, Rand, Feldman, 2003)

Try it on!

STRENGTHS PROMOTION IN SCHOOLS

Strengths in Schools The identification of strengths is mandated

in student’s individualized education plans (IEP) within special education.

Can be difficult to ground IEPs in child strengths within a system for which deficits are the key to access.

Positive psychology has been developing and advocating for strength based practices for youth in schools

(Knoop, 2011, Madden, Green, & Grant, 2011, Peterson & Park, 2011, Seligman, Ernst, Gillham, Reivich, & Linkins, 2009).

Applying Public Health Approach to Mental Health

http://www.apbs.org/new_apbs/SWDesc.aspx

Tier 1

Tier 3

PBIS Integrated Systems Framework

Tier 1 Universal Mental Health Promotion & Prevention

"Promotion efforts focus on competence enhancement and positive mental health in the whole population within the context of their everyday lives”

(Bazyk and Arbesman, 2013, p 21)

Continues across all three tiers!

Tier 1

Evaluation: examine environment and readiness for strength based approaches

Intervention: Response to Intervention, Social and emotional learning, Positive behavioral interventions and supports, Participation in structured leisure activities

EBP: ◦ Strong: Social skills programming ◦ Moderate to Strong: Play, recreation and/or leisure

programming increases social competence and positive peer relationships

(Bazyk and Arbesman, 2013)

Tier 2

Targets at risk youth who are likely not diagnosed but may have behavioral changes

Prevention (grading down demands/stressors) + promotion of competences to minimize early symptoms (Downing, 2011)

At risk may also mean at risk due to trauma, socioeconomic factors, learning disability etc (Bazyk and Arbesman, 2013)

Tier 2 Evaluation Recognize prodromal symptoms, assist with

early screening and education Recognize potential situational stressors and

develop supports to build competencies Recognize subtle impacts on performance

and offer early intervening supports (eg organization issues with ADD, decreased performance with mild depression, anxiety and difficulty presenting to class ...)

(Bazyk and Arbesman, 2013)

Tier 2

Intervention Collaborate with teachers to modify tasks,

environment to facilitate success Collaborate across disciplines to build and

facilitate supportive activities Small group interventions RtI in school settings EBP ◦ social skills for antisocial behavior, ADHD, ID ◦ Play, leisure, recreational programming for ID,

anxiety (Bazyk and Arbesman, 2013)

Tier 3 Evaluate occupational performance and social

participation Intervention: ◦ Systems of care/wraparound ◦ Youth empowerment ◦ Identification of strengths and promotion of wellbeing ◦ CBT ◦ Intensive social skills programs ◦ Intensive play, leisure & recreation programs ◦ Consultation and collaboration ◦ Accommodations specific to symptoms

(Bazyk and Arbesman, 2013)

Try it on!

STRENGTHS OPEN

Initial Research & Translation into Occupational Therapy

My research: 5 themes, 31 strengths

Personal Traits Attention, Cognition, Creativity, Health, Interests, Optimism, Positive Identity, Temperament

Achievement Orientation Adaptive Capacity, Sense of Mastery, Striving Behavior

Psychosocial Development (Self & Others) Self Management, General Coping, Resilience, Sensitivity to Others, Social Skills, Pro-social Behavior

Contextual Supports - External Supports & Relationships Community Participation, Cultural Factors, Material Possessions, Respect from Others, School Environment, School Foundations, Caring Adults, Family Bonds, Peer Relations

Academic Functioning Academic Skills, Class Engagement, Group Skills, Performance, Rule Compliance

Strengths OPEN Model

Strengths Recap Public Health

Model /PBIS+ SMH = ISF

Wraparound Positive Psychology

CFETTE@TWU.EDU

References & Resources

Bayzk, S., & Arbesman, M. (2013). Occupational Therapy Practice Guidelines for Mental Health Promotion, Prevention, and Intervention for Children and Youth. AOTA Press, Bethesda, MD.

Boyes, L.C., & Reid, I. (2005). What are the benefits for pupils participating in arts activities? The view from the research literature. Research in Education, 73, 1-14.

Bruns, E.J., Walker, J.S., Adams, J., Miles, P., Osher, T.W., Rast, J., VanDenBerg, J.D. & National Wraparound Initiative Advisory Group (2004). Ten principles of the wraparound process. Portland, OR: National Wraparound Initiative, Research and Training Center on Family Support and Children’s Mental Health, Portland State University. Downloaded on 12/1/2013 from http://www.nwi.pdx.edu/pdf/TenPrincWAProcess.pdf

Cox, K. (2008). A roadmap for building on youths’ strengths. In E.J. Bruns & J. S. Walker (Eds.), The resource guide to wraparound. Portland, OR: National Wraparound Initiative, Research and Training Center for Family Support and Children’s Mental Health. Retrieved from http://www.nwi.pdx.edu/NWI-book/Chapters/Cox-2.3-(youth-strengths).pdf

Cox, K.F. (2006). Investigating the impact of strength-based assessment on youth with emotional or behavioral disorders. Journal of Child and Family Studies, 15, 287-301.

Cullen-Powell, L., Barlow, J., & Bagh, J. (2005). The Self-Discovery Programme for children with special education needs in mainstream primary and secondary schools: An exploratory study. Emotional and Behavioral Difficulties, 10(3), 189-201.

Downey, J.A. (2008). Recommendations for fostering educational resilience in the classroom. Preventing School Failure, 53 (1), 56-64.

Downing, D. (2011). Occupational therapy for youth at risk of psychosis and those with identified mental illness, In S Bazyk (Ed.) Mental Health Promotion, Prevention, and Intervention for Children and Youth: A Guiding Framework for Occupational Therapy. AOTA Press, Bethesda, MD.

Earls, F., Raviola, G.F., & Carlson, M. (2008). Promoting child and adolescent mental health in the context of the HIV/AIDS pandemic with a focus on sub-Saharan Africa. Journal of Child Psychology and Psychiatry, 49(3), 295-312.

References & Resources

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Franz, J., & Miles, P. Paperboat Consulting http://www.paperboat.com/index.php?option=com_content&view=category&layout=blog&id=1&Itemid=3

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Madden, W., Green, S., Grant, A.M. (2011). A pilot study evaluating strengths-based coaching for primary school students: Enhancing engagement and hope. International Coaching Psychology Review, 6(11), 71-83.

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Current Psychology, 26(2), 86-101. National Wraparound Initiative http://www.nwi.pdx.edu/ Peterson, C. (2006). A Primer in Positive Psychology. Oxford University Press … This is a positive

psychology text that gives exercises, media and for practice of positive psychology practices

References & Resources

Peterson, C., & Park, N. (2011). Character strengths and virtues: Their role in well-being. In S.I. Donaldson, M. Csikszentimihalyi, and J. Nakamura (Eds.) Applied Positive Psychology: Improving Everyday Life, Health, Schools, Work, and Society. Routledge, New York, New York.

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Prescott, M.V., Sekendur, B., Bailey, B., & Hoshino, J. (2008). Art making as a component and facilitator of resiliency with homeless youth. Art Therapy, 25(4), 156-163.

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Seligman, M.E.P., Ernst, R.M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293-311.

Sidhu, R., Passmore, A., & Baker, D. (2006). The effectiveness of a peer support camp for siblings of children with cancer. Pediatric Blood and Cancer, 47(5), 580-588.

Schultz, S. W. (2014). Theory of occupational adaptation. In B. A. Boyt Schell, G. Gillen, and M. E. Scaffa (Eds.) Willard and Spackman’s Occupational Therapy, 12 ed., 527-540. Lipincott, Williams and Wilkins, Philladelphia, PA.

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