Strengths Based Approach
Towards
Working With Students
Objectives
Establishing & Maintaining Cooperative,
Change-Focused Relationships
 Developing Solution-Focused Strategies
 Identifying Competencies Instead of
Deficits
 Finding the Exceptions
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Dropping the Rope
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You can not have a tug of war if no one is
pulling the other end of the rope.
Strategies for Establishing &
Maintaining Cooperative,
Change Focused Relationships
Adopt the ambassador perspective
 Match the student’s language
 Match the student’s position
 Use presuppositional language
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(Refer to Table 4.2)
Solution-Focused Strategies
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Set a reasonable goal working with the student
Identify past positive experiences
When has this student shown abilities to be
successful?
Start small so that student can be successful
Refer to Developing Solution-Focused Strategies
(A Worksheet for Teachers).
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MIRACLE QUESTION
Guidelines for Using a SolutionFocused Approach
It is not necessary to promote insight in
order to be helpful
 Students and teachers are more motivated
when they define their own goals
 A snowball effect can occur when one
person makes a change
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Guidelines For Using a SolutionFocused Approach
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Fitting into the student’s world view lessens
resistance and encourages cooperation
Motivation is a key and can be encouraged by
aligning with students against the problem
There is no such thing as resistance when we
cooperate
Focusing on the possible and changeable
lessens frustrations
Go slowly and focus on tasks that lead to
success
Competency-Based Conversations
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Listen to the given language, assist the student
&/or parent with identifying a goal that is relevant
for him or her.
Search for exceptions to the problem.
Assist the student/parent by creating possibilities
for the problem to be solved by reframing.
Reminisce about past successes in school
Collaboratively develop a task based on the
identified exceptions to the problem
Basic Beliefs, Assumptions, and Attitudes
Assumptions about teachers:
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Believe that good education enhances a child’s chance of success in life.
Want to provide children the best possible environment to become
contributing member of the society.
Want to provide every child the best possible learning opportunity.
Believe that all children learn best when they have a positive relationship
with teachers and other adults in their life.
Want to see a child master a new challenge and build on it, which will in turn
enhance their self image.
Want to have a good relationship with parents and their students.
Want to feel they are good teachers.
Basic Beliefs, Assumptions, and Attitudes
continues…
Assumptions that students want:
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Their parents and teachers to be proud of them.
To please their parents and other adults important to them.
To learn new things.
To enjoy a mastery of new skills and knowledge.
To make choices when given an opportunity.
To be accepted as apart of a social group.
To be active and involved in activities with others.
To voice their opinion and choice when given a chance.
To belong to a social group.
Basic Beliefs, Assumptions, and Attitudes
continues…
Assumptions that parents want:
 To be proud of their child.
 Have a positive influence on their child.
 Hear good news about their child and what their child is good at.
 Give their child a good education and best chance of success in life.
 Have a good relationship with their child.
 Be hopeful about their child.
 Feel they are good parents.
 See their child’s future is better than theirs.
Major Tenants
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If it isn’t broke, don’t fix it
If something works once, do more of it
If something does not work, do something different
Change is constant and inevitable
Carry a magnifying glass with you all the time
The future is negotiated & created
Small solutions can lead to large changes
The solution is not always directly related to the
problems
No problem happens all the time
Useful Tools
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Socializing & small talk
Asking questions rather than telling students what to do
Negotiating good goals
Compliments
Classroom success scales
Exception to problem
Selective attention
Reframing
Questions that change a child
Teachers & Schools as Catalysts
for Change

Caring and Support (Refer to Figure 6.1)

High Expectations (Refer to Figure 6.2)

Opportunities for Participation/Contribution
(Refer to Figure 6.3)
Six Steps of Resiliency
1.
2.
3.
4.
5.
6.
Increase bonding
Set clear, consistent boundaries
Teach life skills
Provide caring and support
Set and communicate high expectations
Provide opportunities for meaningful
participation
Fostering Resiliency

Students

Educators

Schools
The Connection
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School’s purpose
Nature of knowledge
Nature of learning
Good teaching
Curriculum
Leadership
Decision making
Assessment
References
-Berg, I., & Shilts, L. (2004). Classroom solutions woww approach. 1-37.
-Bernard, B. Turnaround teachers and schools. closing the achievement gap.
2nd ed., 115-137.
-How Schools Foster Resiliency in Students. Resiliency in Schools. 17-32.
-Metcalf, L. (1999).The Solution Focused Classroom. Teaching toward
solutions. 1st Ed., 1-29.
-Murphy, J. (1997).The Case of Janet: An introduction to Solution-Focused
Counseling. Solution-Focused Counseling In Middle and High Schools. 3-9.
-Powers, G. (2002).Toward a Resilience-Based Model of School Social Work: A
turnaround Mentor. Toward a resilience-based model of school social work.
153-170.