When Strengths Actually Inform the Plan
How many of us—families and providers alike—have sat in a Wraparound meeting and heard a list of strengths that sounded something like “Mom loves her children; Johnny likes video games; Dad is hardworking?” They can be all true, and a fantastic first step, especially when there has been tension, stress and frustration built up for so long it is difficult to immediately switch to positivity.
However, after identifying some strengths that warm our hearts while listing them and maybe even writing them on the board, do they disappear quietly when we move into exploring needs and strategies, never to be considered again?
One of the ways Wraparound functions as a strengths-based process is by connecting identified strengths to specific strategies written into the Plan of Care. Research has found that using signature strengths in pursuit of goals is associated with better goal progress, which then is associated with greater psychological need fulfillment and well-being (Linley et al., 2010). Spotlighting our powers feels much more motivating than highlighting our deficits—especially for children and youth. It reinforces the notion that we already have a head start in our efforts.
When strengths are meaningful to the plan, then we recognize those are valuable resources. A question that can help move us from listing positive family qualities to actually using them is to ask: How can we use this strength?
For example, if Johnny’s love of video games is identified as a strength, perhaps explore what is behind that interest. Does he enjoy competition, problem-solving, connecting with others, immediate gratification or working to achieve the next level? Those details can help develop strategies that may more likely engage Johnny, making his plan highly individualized. If Dad is hardworking, perhaps the consistency, follow-through and focus can be built into strategies on the plan.
The same can be true of family and community strengths. If Big Sister is protective of and helpful with her younger siblings, and one of her needs identified is needing positive connection and feeling successful at school, let us build on that. Perhaps her strengths of empathy and responsibility may lead to ways she can help in the kindergarten classroom.
One example a Wraparound team problem-solved was with a middle schooler who was missing weeks of school. He shared that he did not feel like he had any positive connections there. He felt awkward and out of place. However, he also loved video games and was a natural leader at home. The strategy he wanted to try after brainstorming during the team and family meeting was asking his favorite teacher to sponsor him starting a gaming club after school, with the requirement of attending school all day three days a week starting out. He was excited to try!
As we move through the Wraparound process, throughout each phase, keep one question in the conversation: Which of the identified strengths can help us here? Keep them visible. Don’t just name the strength—give it a job to do.
Linley, P.A., Nielsen, K.M., Gillett, R. & Biswas-Diener, R. (2010). Using signature strengths in pursuit of goals: Effects on goal progress, need satisfaction and well-being, and implications for coaching psychologists. International Coaching Psychology Review, 5(1), 6-15.