Highlighting Clients’ Strengths: The Benefits of Using the Balanced Diagnostic Impressions (DICE-PM) Model

Abstract

People are generally prone to the negativity bias, and subsequently, psychological assessment has historically focused on pathology. Breaking with that tradition, research supports the effectiveness of infusing strengths in clinical practice to provide a more balanced approach. However, little research has examined the outcomes of providing education to students about intentionally using balanced assessment approaches. The purpose of this study was to examine the impact of teaching students about and the use of a strengths-based assessment approach-the Balanced Diagnostic Impressions (DICE-PM) Model. Results showed that undergraduate students' attitudes towards strengths and what they attended to in the assessment process changed after learning about and using the DICE-PM Model compared to the control group. Specifically, students in the intervention group viewed positive psychology theory, strengths assessment, and attention to therapeutic gains as more important than the comparison group. Additionally, after reading a vignette with low pathology and without being prompted to attend to strengths, students from the intervention group indicated they wanted to know more about the client's external strengths and less about individual weaknesses compared to the control group. Additionally, students in the intervention group experienced increased life satisfaction compared to the control group. Overall, results suggested teaching students strengths-based assessment is valuable. Training students and professionals could serve as a means to proactively address the negativity bias and help improve clinical services.

The Impact of Strengths-Based Assessment Education on Undergraduate Students’ Knowledge of Disorders and Mental Illness Stigma

“…In a college student sample, strengths knowledge was related to well-being (Govindji & Linley, 2007), and in a longitudinal study, strengths knowledge was related to enhanced strengths use and greater academic satisfaction (Allan et al, 2019a). From a larger data set that corresponded with this study, previous analyses showed students exposed to strengths-based assessment instruction reported: greater perceived importance of strengths-based counseling and assessment services, wanting to know more about a greater number of client strengths in a low pathology vignette, and enhanced life satisfaction (Owens & Motl, 2020).…”

“…This suggests equivalence among the two groups and that the inclusion of strengths in abnormal psychology curriculum does not deter from learning about disorders. Given the many benefits of using strengths-based approaches for students, clinicians, and clients (e.g., Allan et al, 2019b; Owens & Motl, 2020; Rashid, 2015), it appears the incorporation of strength-based assessment in abnormal psychology courses holds promise.…”

“…The data from the current study was drawn from a larger data set and has not been previously included elsewhere. Given the variety and number of outcomes examined related to the larger study, additional findings (perceived importance of strengths-based services, strengths assessed in clinical vignettes, and students’ life satisfaction) were reported in Owens and Motl (2020).…”

“…Given the prevalence of undergraduate abnormal psychology courses (e.g., Stoloff et al, 2010) and mental health concerns among college students (e.g., Pedrelli et al, 2015), strengths-based abnormal psychology curriculum may provide a unique opportunity to reduce mental illness stigma. As part of a larger investigation of the effects of teaching students a strengths-based assessment approach in an undergraduate abnormal psychology course, we examined to what extent students perceived strengths as valuable in clinical practice, to what extent students inquired about strengths after reading clinical vignettes, and how a strength-based assessment approach influenced students’ well-being, mental illness stigma, and overall knowledge of psychological disorders (see Owens & Motl, 2020). This paper examined the latter two topics—whether instruction in, and application of, a strengths-based assessment approach would decrease mental illness stigma and not detract from knowledge related to psychological disorders.…”

Moving past pathology: Clinical applications of the Balanced Diagnostic Impressions (DICE-PM) model.

“…Just as clinical diagnoses can change over time, so can each aspect of the DICE-PM Model, thus revisiting this model regularly throughout the course of clinical services is encouraged (Owens et al, 2015). Previous research has shown using the DICE-PM Model is effective in shifting individuals' focus toward a more balanced, strengths-based perspective (Owens & Motl, 2018); therefore, its use appears beneficial.…”