Strengths-Based Practice: A Metatheory to Guide the Social Work Profession

Simmons, Catherine A.; Shapiro, Valerie B.; Accomazzo, Sarah; Manthey, Trevor J.

doi:10.1891/9780826165565.0006

Cited by 2 publications

(3 citation statements)

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“…SBA makes an important contribution to the promotion of social justice (Gardner & Toope, 2011). Difficulties are not seen as the sole cause of problems and difficulties but are interpreted as opportunities for growth and resilience (Simmons et al, 2016).…”

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confidence: 99%

“…ECEC teachers are expected to shift their attention from children's limitations and difficulties to their resources and abilities. Strengths are seen as multifaceted, manifesting themselves through individual action, existing in unique combinations in everyone, positive traits, behaviours, thoughts and resources (Simmons et al, 2016). They include personal qualities, characteristics, talents, skills, interests, and aspirations, as well as the ability to consistently achieve positive outcomes even in the face of challenges or difficulties.…”

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confidence: 99%

“…These are theories that explain children's well-being, such as happiness theory, broaden-and-build theory, learned optimism theory, community building theory, resilience theory, theory of change, and many others (Heyne & Anderson, 2012;Sonnenschein & Sawyer, 2018). The main theoretical constructs of SBA are resilience, hope, empowerment, and self-determination (Simmons et al, 2016), and they are all reflected in a pedagogical practise informed by the principles of social justice, transparency, shared power, respect, self-determination, focus on strengths and abilities, and cooperation (Pulla, 2017). The SBA is considered in this paper as a quality framework for the prevention of negative developmental trajectories of children in a disadvantaged situation.…”

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confidence: 99%

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Pedagogical Response to the Needs of Preschool Children in a Disadvantaged Situation

Bouillet

2024

RISE

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The aim of this article is to analyse the pedagogical response of Croatian ECEC teachers to the needs of preschool children in a disadvantaged situation. The quality of pedagogical practise to prevent unfavourable developmental trajectories in children in a disadvantaged situation, particularly in the Croatian system, is poorly researched. A vignette describing an imaginary child in a disadvantaged situation was used and 35 preschool teachers from 15 ECEC institutions described in writing in an online application how they would support the child in his or her development. The qualitative thematic analysis was conducted according to the five components of the strengths-based approach (relationships, empowerment, collaboration, strengths and focus on change). This approach assumes that through reciprocal relationships between children, parents and teachers, previously agreed goals are achieved and personal resources, motivation and belief in the possibility of achieving sustainable change are unleashed. The results show that ECEC teachers are predominantly oriented towards individual components of the strengths-based approach (quality of relationships, focus on children's strengths), while the implementation of the entire strengths-based approach in its entirety is lacking. It is emphasised that the strengths-based approach needs to be more strongly affirmed in Croatian ECEC system so that its principles are recognisable in the pedagogical practise of all ECEC teachers.

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confidence: 99%

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confidence: 99%

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