Moving from Pathology to Possibility: Integrating Strengths-based Interventions in Child Welfare Provision

Abstract

Child welfare providers are increasingly required to demonstrate that strengths-based, evidence-informed practices are central to their intervention methodology. This case study describes how a large child welfare agency instituted cognitive behavioural therapy (CBT) as the core component of a strength-based practice model with the goal of developing a unifying methodology for treatment and intervention across diverse programmes that range from community-based counselling to wraparound to acute residential care. One factor that aided implementation was that many agency staff had previously been using a variety of strengths-based tools, such as therapeutic crisis intervention, skills-based training, solution-focused therapy, and relaxation techniques in their work with children and youth. Challenges included creating a common training curriculum about CBT, trauma-focused CBT, and solution-focused therapy for hundreds of diverse staff; implementing ongoing support in the form of supervision and training; managing staff members' other theoretical orientations and some resistance to change; and developing documentation to integrate CBT into clinical assessments, progress notes, and service plans. This paper also describes the evaluation plan to assess fidelity to the practice model, including trauma-focused CBT practice checklists, a revised utilisation review process to assess documentation of strengthsbased interventions in case records, and the use of functional assessments to measure client outcomes.

Conceptualising a Proposed Support Strategy for Sexually Abused Boys in Middle Childhood

“…Therefore regular meetings are advised where feedback is given on how the MCSA victim is doing in the different settings, such as at home, school, residential facility and counselling environment. Sabalauskas et al (2014) mention that, in adopting the strengths perspective, the role players discuss coping strategies and cognitive restructuring during these meetings rather than having a focus on consequences and restitution. Kutash et al (2014) also stress the importance of communication in the collaborative team.…”

“…The role players will not be able to support the MCSA child effectively unless this relationship is deep (Handwerk, Huefner, Ringle, Howard, Soper, Almquist & Chmelka, 2008) and built on trust (Arias & Johnson, 2013;Cohen et al, 2012). The strengths perspective highlights that this relationship should be one where the role player believes in the boy as an individual (Jones-Smith, 2011; Sabalauskas et al, 2014). Ranahan (2013) concurs that there is no other form of intervention which is as immediate and grounded in the present as the relationship.…”

“…These safe spaces will enable the boys to learn to deal with guilt, anger, aggression and sexuality, as well as avoid re-experiencing the trauma associated with the MCSA. Sabalauskas et al (2014) mention that these safe spaces can include instances where the role players focus on the thought processes that lead these MCSA victims to act out, rather than focusing on the acting out behaviour itself. From this exploration, role players can develop strategies with the boy, not for him, to enable the boys to shift their thinking to something more positive.…”

“…According to Sabalauskas et al (2014), the strengths perspective enables the child to be inherently strong and resilient rather than feel flawed and in need of help. This can also build the self-worth of the MCSA victim as individual.…”

“…The weaknesses of the MCSA boy, such as the emotional and behavioural impact of the MCSA, will also be taken into account. Seen from the strengths perspective all individuals possess the potential and strengths that can be marshalled to improve quality of life as it builds on the individual's resources, possibilities, resiliencies and capacities for change and transformation (Jones-Smith, 2011;Sabalauskas, Ortolani & McCall, 2014;Saleebey, 2012). The research aim was to conceptualise qualitatively, by means of a qualitative interpretive design, a possible support strategy for sexually abused boys in their middle childhood who are placed in a clinic school in Gauteng.…”