What is a Strengths Assessment?
The Strengths Assessment is one of the two primary practice tools used in Strengths Model Case Management. Unlike traditional clinical assessments, its purpose is not to identify deficits, establish diagnoses, or determine eligibility for services. Rather, it provides a way for case managers and the people they support to discover what matters to the person, recognize their strengths and efforts, and explore possibilities for moving toward the life they want.
The Strengths Assessment is an integral component of the person-centered, recovery-oriented practices used in Strengths Model Case Management. It serves two important purposes. First, it helps people recognize that their identity, capabilities, and values are not defined by a diagnosis, symptoms, or adverse life experiences. Second, it helps people recognize their ability to take values-based, self-directed action toward meaningful and important goals, even amid life challenges.
The Strengths Assessment is not simply a form to complete and file away. It is an evolving practice tool that helps make a person’s aspirations, capabilities, interests, and resources visible throughout the helping relationship. As case managers learn more about the person and their experiences, the assessment continues to grow and change. In this way, the Strengths Assessment serves both as a process of discovery and as a resource for helping people identify and pursue meaningful goals.
While the Strengths Assessment is typically introduced early in the helping relationship, there is no specified timeframe in which it must be introduced. What matters most is finding a context that is relevant and meaningful to the person receiving services. Rather than introducing the Strengths Assessment simply because it is time to complete a form, case managers should look for opportunities to introduce it naturally through conversations about what matters to the person.
Finding a Meaningful Context for Introducing the Strengths Assessment
A meaningful context for introducing the Strengths Assessment begins with something that matters to the person. When the conversation is grounded in their experiences, concerns, values, or aspirations, the Strengths Assessment is more likely to be experienced as a useful practice tool rather than another form to complete. There are several ways to establish this context, even when someone has difficulty identifying a specific goal. Here are five possible starting points:
1. A goal the person has
While many goals can provide a meaningful context for introducing the tool, the Strengths Assessment can be particularly impactful when the goal is personally important and creates opportunities for the person to develop a sense of identity, connection, and support beyond formal behavioral health services. Examples might include finding a place to live, getting a job, pursuing an education, becoming involved in community activities, or developing and strengthening supportive relationships.
How it might sound in practice: It sounds like getting a job so you can earn some extra money is important to you. I’d like to show you a tool that might help us explore this goal a little further and see how I can best support you. Would it be okay if we started by writing down your goal of getting a job and why that’s important to you on the Strengths Assessment? You also mentioned that you had a couple of jobs in the past. Would it be okay if we talked more about those?
2. A symptom that is challenging or distressing to the person
This might seem surprising to some people, but a Strengths Assessment can also be introduced in the context of a symptom a person is experiencing. This can be useful when a person has difficulty identifying a goal because the symptoms they experience occupy so much of their mental space.
When introducing the Strengths Assessment in this context, one approach is to explore what the symptom has kept the person from being able to do (e.g., working, engaging with other people, or participating in community activities). Another approach is to explore what has been helpful or useful to the person when they experience the symptom (e.g., walking in the park helps me stay grounded in nature, or listening to music helps soften the intensity of the voices). A third approach is to explore what the person has been able to do even in the presence of symptoms (e.g., I’m still able to cook meals I enjoy, I have continued to draw, or I go to church with my mom and sister).
How it might sound in practice: It sounds like the social anxiety you expereince makes it difficult to be around others in public. At the same time, you’ve mentioned that you’d really like to go to some of the music festivals in town because live music is important to you. I’d like to show you a tool that might help us explore this a little further and identify some ways I could support you in moving toward that goal.
Would it be okay if we started by writing on the Strengths Assessment that you’d like to attend some music festivals? I know it’s difficult to imagine doing that right now, but I think it’s important to acknowledge that this is something you want to be able to do, even if you’re not sure how to get there yet.
Another example: From our conversation today, it sounds like the depression you experience has affected many areas of your life. At the same time, you’ve found a way to continue taking your dog for a walk each day and staying connected with your friend Sabrina. I think those are important things to recognize, particularly given how difficult things have been for you.
I’d like to show you a tool I use that might help us identify some of the things you’re still able to do, as well as the people and activities that are important to you. Would it be okay if we recorded a few of those things on the Strengths Assessment?
This doesn’t mean everything is the way you want it to be, or that depression isn’t having a significant impact on your life. However, it does help us recognize that there are still things you’re able to do and connections you’ve maintained. Maybe we can build on some of those things as we continue exploring ways to lessen the impact of depression on your life.
3. A behavior change a person wants to make
The Strengths Assessment can be introduced when a person is considering making a behavior change, even when they feel ambivalent or aren’t ready to act on it. This might involve substance use, physical activity, nutrition, addressing a health condition, sleep, spending, or other areas of life. Introducing a Strengths Assessment doesn’t require a person to commit to making a change; it’s simply an invitation to explore. It can be a way to better understand the person’s reasons for considering change, recognize efforts they may already be making, and explore potential barriers and strategies for moving forward if they decide to pursue change.
How it might sound in practice: It sounds like you have been thinking about the possibility of being sober again. I also hear that the thought of living without alcohol feels scary. I’d like to show you a tool that might help us explore this a little further. You don’t have to decide anything about drinking right now. We could start by looking at some of the reasons you’ve mentioned for wanting to quit, along with the people and resources that might support you if you decide to make a change.
Would you be open to exploring that together?
4. A value a person wants to move toward
Sometimes people don’t have a specific goal in mind. Other times, they may have a goal but feel overwhelmed or uncertain about where to begin. In these situations, the Strengths Assessment can be introduced through a value that is important to the person.
A value is different from a goal. Values represent directions we want to move toward in our lives rather than destinations we eventually arrive at. Examples might include being connected to others, being creative, learning, having a sense of purpose, family, spirituality, or independence.
Goals, on the other hand, are specific things we hope to achieve, such as getting a job, finding an apartment, or joining a gym. For example, having a friend to go to the movies with might be a goal, while developing meaningful connections with people who share our interests reflects a value.
How it might sound in practice: It sounds like being a good mother is really important to you. At the same time, you’re feeling like you’re not being the parent you want to be right now. I’ve also heard you describe several things you’re doing to care for your children, even under some difficult circumstances.
I’d like to show you a tool that might help us explore some of the things you’re already doing that reflect the kind of mother you want to be, as well as other possibilities for moving in that direction. Would you be open to looking at that together?
5. The person has no idea what they want
Sometimes people just don’t know what they want, where to start, or even how you can help them. This can sometimes create uncomfortable silence during sessions. While it can be easier to introduce a Strengths Assessment when you’ve identified something important, meaningful, or relevant to the person, it’s also possible to introduce it when you have very little to go on. In these situations, you can simply acknowledge the uncertainty and open the door to exploring possibilities together.
How it might sound in practice: It sounds like you’re not really sure what you want right now or how I might be able to help. That’s understandable. We’re still getting to know each other, and we don’t need to figure everything out today.
I’d like to show you a tool I use that might help us get to know each other a little better, explore some of the things that are important to you, and discover some areas where you might find support helpful. Would you be open to taking a look at it together?
The key is finding a meaningful place to begin with the Strengths Assessment. Once you’ve identified a context for introducing the tool, here are some tips for using it in ways that make the experience valuable to the person and help capture information that will be useful as you continue working together.
Tips for recording information on the Strengths Assessment
Don’t try to write everything a person says on the Strengths Assessment.
You want to stay in conversation mode when using the Strengths Assessment. While you want to validate people’s words, perspectives, and experiences, you don’t need to record everything they say on the tool. Trying to write down everything while someone is talking can unintentionally shift the interaction away from a conversation and toward an interview. It can also result in long narratives that quickly fill the small boxes on the Strengths Assessment.
Instead, use the space on the Strengths Assessment strategically to capture key values, desires and aspirations, capabilities, and other information that is meaningful or useful to the person.
If you’re concerned about forgetting something important, it’s fine to use a notepad during the conversation. Just be sure to ask the person’s permission before taking notes. Then, when there’s a natural opportunity to pause, you can bring some of that information over to the Strengths Assessment. This might happen toward the end of the session or at another point when recording something on the tool feels relevant to the conversation.
How it might sound in practice: I really appreciate the conversation we’ve had today. I have a better understanding of your interest in taking classes at the community college and some of the concerns you have about doing that. Even with those concerns, I think it’s important to recognize that you want to take classes so you can pursue a degree in computer science. I’d like to put that here in the middle column of your Strengths Assessment.
You’ve also already completed a few college courses, so we can record those accomplishments in the past column. You mentioned that one of your biggest worries is math, and your sister can help you with those classes. We can put that in the current column. You also said she’s willing to help you get re-enrolled and navigate the financial aid process, so let’s include that as well.
Does that sound right to you?
Don’t start in the upper left-hand corner.
Remember, the Strengths Assessment is not an interview or a document that you are simply trying to fill out. It’s a practice tool that is developed through conversation. You can begin anywhere on the Strengths Assessment that connects with what the person is talking about.
For some people, this might mean starting with a few aspirations in the middle column. For others, it might mean recording some capabilities or things they currently find useful or helpful in any of the life domains. There’s no need to begin in the upper left-hand corner or complete the assessment in a particular order.
How it might sound in practice: Since we’ve been talking about finding ways for you to feel more connected to others and become more involved in the community, I thought we might start with the leisure and recreation area of the Strengths Assessment. We could record some of the things you currently enjoy doing, along with activities you’ve been involved in before that have become more difficult for you lately.
It might also be helpful to look at the supportive relationships area and identify some of the people in your life you’ve been able to stay connected with. Would that be a good place for us to start?
Don’t ask people what their strengths are.
Asking people what their strengths are often leads to a blank stare. Some people feel uncomfortable talking about their strengths, and even those who are open to the conversation may not know what we mean by “my strengths.” When asked directly, people often respond by describing personal qualities or attributes, such as “Well, I’m hardworking, and I’m persistent in finding resources for what I need.”
While these are important strengths (and represent one of the four types of strengths in the model), they aren’t necessarily the ones that will be most useful in helping people move toward what they value or want in life.
One of the best ways to discover strengths is through an indirect approach grounded in conversation. Get curious about what people value, what they want in life, and what they hope to be able to do (desires and aspirations). Explore the people, places, and things they currently find useful or helpful (environmental strengths). And get curious about what they’re able to do, even in the midst of the problems or challenges they’re experiencing (capabilities, talents, and skills).
How it might sound in practice: It sounds like your neighbor has been really helpful with childcare. Are there other ways she’s been a support to you?
Another example: I know it’s been challenging for you to be around other people because of the voices you’ve been experiencing. I’m curious about how you’ve been able to manage the voices when you’re on the bus or at the grocery store. Is there anything you’ve found helpful?
Be careful not to transpose deficits, entrapping narratives, or things that aren’t strengths onto the Strengths Assessment.
When we are having conversations with people, they may share many things they are thinking, feeling, or experiencing. Some of these things may not be useful to record on the Strengths Assessment. For example, someone might tell us about things they don’t have, don’t want, or can’t do: “I don’t have any friends,” “I don’t know how to ride the bus,” “I don’t want to work,” or “I have a poor relationship with my father.” These are what we call deficits.
While these experiences may be very real, they aren’t strengths and don’t belong on the Strengths Assessment. That doesn’t mean we ignore or dismiss them. We can acknowledge and validate what the person is experiencing while remaining curious about what they would like to be different, what they hope to be able to do, or where they might welcome support. Those aspirations can then be explored and recorded on the Strengths Assessment.
The same is true of potentially entrapping narratives, such as “I always mess everything up,” “I can’t do that because of my anxiety,” or “Nothing will ever change, no matter what I do.” These are ways a person may think or feel about themselves or their circumstances. However, they aren’t strengths to record on the assessment. In fact, writing them on the Strengths Assessment may inadvertently reinforce those narratives.
One of the goals of the Strengths Assessment is to help create some space between these unhelpful thoughts, feelings, and narratives and the strengths, resources, and possibilities that are also present in the person’s life, even in the midst of these challenges.
How it might sound in practice (related to deficit-based language): It must be difficult trying to do some of these things without much support in your life. You mentioned that being connected to other people is important to you. Would it be okay if we recorded on your Strengths Assessment that you’d like to find some activities in the community where you could meet people who share your interests?
How it might sound in practice (related to entrapping narratives): I know you’re worried about how employers might view the five-year gap in your work history, especially since working was difficult for you during that time. And even though you have some reservations about looking for a job right now, you’ve also talked about wanting to work so you can get out of the house and be around other people.
I think that’s important to recognize because it’s something you value and want for yourself, even with the concerns you have about pursuing it. Would it be okay if we recorded that on your Strengths Assessment?
Only record strengths that the person is able to acknowledge.
Sometimes we see strengths in people that they have difficulty recognizing in themselves. Their feelings about themselves or the circumstances they’re experiencing may overshadow or diminish their ability to recognize things that are going well or that they find useful or helpful.
Remember, the purpose of the Strengths Assessment isn’t to convince someone that they have strengths. It isn’t to ignore, minimize, or invalidate how someone perceives their circumstances. Nor are we trying to reframe difficult or painful experiences into something more positive.
If we move too quickly to identify and record strengths that we see but the person doesn’t recognize or agree with, the experience can feel invalidating and may make it more difficult to engage them in the process.
As mentioned earlier, it’s fine to start slowly with the Strengths Assessment. We might begin with just a few things the person identifies as important or meaningful, something they want in life, resources they currently find useful or helpful, or things they’re able to do even in the midst of the challenges they’re experiencing.
How it might sound in practice: Right now, it doesn’t sound like you’ve found many things that have been helpful in coping with the voices you hear. That must be frustrating, especially since you’ve tried so many different things over the years without finding much relief.
At the same time, you’ve told me that you’d really like to be able to enjoy some of the things you used to do, like going out to eat, shopping, or even watching TV without being constantly interrupted by the voices.
Would it be okay if we recorded some of those things on the Strengths Assessment as activities you’d like to be able to enjoy again? As we continue exploring different ways you might respond to the voices, these could give us some meaningful things to work toward together.
Try to not spend more than five minutes working directly on the Strengths Assessment with the person, unless there is a specific reason to spend longer.
Occasionally, you’ll work with someone who becomes really engaged when you introduce the Strengths Assessment and wants to spend much of the session working on it with you. They may appreciate having their values and goals recognized and validated. They may also find it encouraging to see the strengths and resources already present in their lives and begin exploring how these might help them move toward what they want.
The Strengths Assessment can be an empowering experience. At the same time, we need to be careful not to move too quickly or feel compelled to fill in all the boxes. For many people, spending five minutes recording a few meaningful things that emerged from the conversation can be more valuable than spending an hour trying to capture everything on the tool.
The Strengths Assessment is most powerful when used regularly over time. It allows us to start where the person is, perhaps recording just a few things that reflect what’s important to them or where they want their life to go.
As we continue working with people, we stay in discovery mode. When something meaningful emerges, we can take a few minutes to record it on the Strengths Assessment. This might be something small that a person has discovered helps them feel grounded when experiencing racing thoughts. It might be a significant accomplishment, such as doing something they previously found difficult. Or it might be a new awareness of how an ordinary activity has a positive or helpful effect on their life, including what it is about that activity that makes it helpful—what we sometimes refer to as an active ingredient of a strength.
Even when we’ve spent an hour talking or doing something together, taking just five minutes to recognize and record what we’ve learned can help reinforce the person’s growing awareness of their capabilities, resources, and possibilities.
We don’t need to use the Strengths Assessment every time we meet. However, returning to it at least once a month can help us maintain a sense of purpose and direction in our work together.
And even when progress is slow, has stalled, or someone experiences a relapse, the Strengths Assessment can help us remain grounded in what is still present in the person’s life: their values, aspirations, capabilities, and the people, activities, and resources they find useful or helpful. These can provide a starting point as the person considers what their next step might be.
Final Thoughts
The intent of this article is simply to help you get started with introducing and using the Strengths Assessment. There are many additional approaches, techniques, and interventions you can learn to make the most effective use of this tool in your case management practice.
If you’d like to learn more about incorporating the Strengths Model into your work with people, consider joining us for one of our Strengths Model Case Management workshops.
