Strength-based education
Strength-based education uses a methodology that values purposeful engagement in activities that turn students into self-reliant and efficient learners. It holds the view that everyone possesses natural gifts that are unique to one’s personality (e.g. computational aptitude, musical talent, visual arts abilities) and upholds the idea that children, despite their inexperience and tender age, are capable of coping with anguish, able to survive hardships, and can rise above difficult times.[1] [2] [3] [4] [5]
Strength-based approach[edit]
A method of dealing with people that looks at situations logically and seeks opportunities that could harmonize and support current strengths and capacities. This perspective runs contrary to the view that focuses on, and staying with, an issue or concern. In this standpoint, the problem is detached from the person, yet, the problem is never played down.[6]
The question being asked in this point of view is not “What is wrong with this student?” but “what has this student been through?” or “what does this student need to reach his/her potential?” This angle of questioning allows educators to focus not from what is wrong but is needed and what can possibly be done to resolve an issue.[7]
Strength-based school culture[edit]
This is a type of school culture where school management, academic staff, families of students, community members and volunteer workers are encouraged to engage in open and honest communication. In this environment, expectations regarding different facets of work, routines, approaches and behaviors are apparent as are everyone’s privileges and duties. Success is noted and good practice is always acknowledged.[8]
This culture has the following attributes:
- recognizes that the strength-based approach is an idea grounded on ideals and beliefs in working with all learners to create positive change;
- deal with learners in a manner that expresses constructive and encouraging mind-sets regarding their self-respect, capabilities, rights, their individuality and shared aims;
- generates conditions, distinct prospects for teachers and diverse opportunities for students to discover, value, and draw upon their strengths and capabilities in ways that produces significant and sustainable headway headed for change and the attainment of goals;
- offers, drums up, and activates resources that match a learner’s current strengths and resources instead of focusing on alleged deficiencies; a holistic approach of merging first-rate training with initiatives to support the learner’s well being;
- recognizes and tackles power imbalances between learners and adults/educators-mentors;
- endeavors to discover, categorize, and respond to societal, personal, ethnically-related, and structural difficulties to a learner’s preferred targets, development and independence
References[edit]
- ↑ Suzy Barry, "Dr Lea Waters on strengths-based school culture," 8 August 2017. Retrieved 21 September 2018 from https://www.school-news.com.au/education/dr-lea-waters-on-strengths-based-school-culture/
- ↑ Resiliency Initiatives (2011). "Embracing a strength-based perspective and practice in education". The California School Psychologist. 9: 1–24.
- ↑ The Hechinger Report, "California School District Explores Strength-Based Learning," 2 February 2018. Retrieved 21 September 2018 from https://www.usnews.com/news/best-states/articles/2018-02-02/california-school-district-explores-strength-based-learning
- ↑ Brett Henebery, "Strengths-based approach’ needed for Indigenous education," 19 December 2017. Retrieved 21 September 2018 from https://www.theeducatoronline.com/au/news/strengthsbased-approach-needed-for-indigenous-education/245053
- ↑ Brown, J. H., D’Emidio-Caston, M., & Benard, B. (2001). Resilience education. Thousand Oaks, CA: Corwin
- ↑ Dept. of Education and Early Childhood Development Victoria State Government. (2012). “Strength-based approach: A guide to writing Transition Learning and Development Statements.” Retrieved 21 September 2018 from https://www.education.vic.gov.au/documents/childhood/professionals/learning/strengthbappr.pdf
- ↑ Leah Waters and Tom Brunzell, “Five Ways to Support Students Affected by Trauma,” Greater Good Magazine, 18 August 2018. Retrieved 21 September 2018 from https://greatergood.berkeley.edu/article/item/five_ways_to_support_students_affected_by_trauma
- ↑ Alberta Mentors. “Creating Strength-based Classrooms and Schools: A Practice Guide for Classrooms and Schools.” 2013 October. Retrieved 23 September 2018 from https://albertamentors.ca/wp-content/uploads/2013/10/SB_for_Schools_and_Classrooms.pdf
External links[edit]
StrengthsQuest: Developing Your Strengths!
Creating Safe, Strength-Based Classrooms
Mother Teresa Middle School Program on SBEd
Getting Started with Reflective Practice
Further readings[edit]
Is strength-based learning a “magic bullet?”
Kids Do Well If They Can: A Strength-Based Approach
Strengths-Based Education and Student Engagement
Strengths-Based Approach to Teaching Gives Special Education Students Hope
How can strength-based interventions be useful for educational psychologists working with children and young people (Rodanthi Chatzinikolaou, Educational Psychology Research and Practice, vol. 1, no. 1. September 2015. pp. 10–16).
Start with Student Strengths to Promote Learning
Our Pathway to Student Success Begins with Developing Strengths
A strengths-based approach to education and parenting
What can reflective practice mean for you ... and why should you engage in it?
Assessment for Learning Formative Assessment
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