The strengths approach in practice: How it changes lives

Undoubtedly, of all the theories I encountered as a student, general systems theory and the emerging ecological systems theory were the most significant for my professional development.

Systems theory is the idea that behaviour is influenced by a variety of factors that work together as a system. It can shift a singular focus on the pathology of a young offender serving a custodial sentence for aggravated assault, to a wider appreciation of the social forces impacting on their development – notably domestic violence, peer pressure and undiagnosed dyslexia which badly affected their education and self-esteem. It placed them in context as a young parent who wanted to learn to read stories to their son.

Systems theory exposes the complexity of practice and encourages more evidence-informed approaches, especially in the understanding generated by CAS (complex adaptive systems) and more recently systems convening. Its importance in the field of social work cannot be over-estimated.

Thinking systemically is second nature to practitioners and helps us to appreciate the strengths perspective as a whole systems approach. Put simply, staff at all levels of an organisation have an obligation to respect and value one another, modelling the practice of practitioners who are required to consider the strengths and capabilities of people drawing on social care. With this underpinning ideology and the publication of the Strengths-based approach: practice framework and practice handbook local councils have given greater consideration latterly to the implications of the strengths approach for organisations, leaders and senior managers. Crucially, work is also being undertaken to promote co-production with people receiving social care and to foster the strengths of their communities.

A ‘whole systems’ approach challenges us to embed strengths in all aspects of the organisation and its business, not simply the workforce alone. A service for refugees, founded 20 years ago on the principles of the strengths approach, illustrates how this can work in practice. Students and Refugees Together (START) is staffed by placement students from social work, occupational therapy, clinical psychology and other disciplines.

They work with individuals and families from countries across the globe, many whose circumstances raise safeguarding and mental health concerns. Consequently, while placed in the third sector, students work closely with statutory authorities as they learn how to apply the strengths approach. Relationships with local councils are mirrored at a commissioning level through funding streams for Syrian families, for example. Using a strengths approach, START maintains and informs these wider systems.

At START, students join a community of practice, which emphasises the interconnection of theory and practice. They thrive in a culture where they learn with, and from the people they are supporting, respecting their resources and capabilities. In turn they are valued for their own unique skills and attributes. As they grow in confidence, students learn to value their professional autonomy and creativity.

The strengths approach is embedded in the organisation’s mission statement and students find that it resonates with their professional values. In this learning organisation they are encouraged to engage purposefully with the complexities of subjects like law. They explore how to promote a strengths perspective by developing legal literacy and exercising professional discretion. As well as casework, students get involved with activities that facilitate community growth such as a ‘Cultural Kitchen’, a women’s group and two community allotments. These safe spaces are characterised by reciprocity and mutual dependence that are hallmarks of a strengths approach.

START welcomes research opportunities in order to improve its service and give voice to the people who receive it. Some students negotiate with START to undertake research focusing on refugees. Here they learn the principles of strengths-informed methods such as Appreciative inquiry, and the practical realities of co-production. They understand that research itself is a form of intervention which must be conducted with sensitivity and care, founded on relationships of trust.

START adopts a strengths approach to its organisational development, governance and management. Learning accrued over time offers guidance: for example, the importance of maintaining trust in people’s capacity for regeneration, healing and transformation; best practice as the result of consensus built through shared responsibility. All of these features, as well as the other aspects mentioned in this blog, are explored in a new book – The Strengths Approach in Practice: How it Changes Lives which employs START as a case study. The book also examines the history of the strengths perspective in social work and how it finds expression in two methods of intervention - Human Givens and narrative work.  

As a Research in Practice associate I have been encouraged by the commitment of people working in adult social care to embrace the strengths approach systemically. Embedding strengths throughout the system is particularly significant for staff wellbeing and therefore outcomes for people they work with, but it is challenging to achieve in conditions exacerbated by the pandemic - loss on an unparalleled scale, depleted resources and uncertainty about the future.

The stories of refugees we capture offer the motivation to persevere, with themes characteristic of the strengths approach - above all hope.