The strengths-based approach can be applied to many different content domains, and when applied to such a domain, the strengths-based approach can often result in a positive outcome—often times an outcome which is more desirable to a deficits-based approach.
One of the domains the authors (Maton, et al. 2004) examined was in competence-based prevention. The deficits-based approach would navigate in competence-based prevention by treating the already identified problems (2004), whereas the strengths-based approach would look to build these competencies up in order to stop these problems from ever surfacing (2004). For example, a deficits-based approach would look at a child who is misbehaving and performing poorly academically and look to treat behavior problems as they happen, possibly offering tutoring to treat the academic problems and consoling of some sort to treat the behavior problems. Contrasting with a strengths-based approach which would look at nurturing academic skills as the child develops, which aside from providing an improved academic performance from the start by recognizing and building on existing strengths identified in the child (2004). As discussed in the lecture, this will also lower the child’s chances of misbehaving in school, as academic performance is a key element in fostering confidence within children.
Another area the authors (2004) explored is the area of youth development, and health / mental health promotion. The deficits-based approach looks to prevent discrete—that is, specific problems which arise in youths and adults, whereas the strengths-based approach would look to provide positive youth development (similar to the competence-based domain), and would also look to promote physical an...
... middle of paper ...
... slightly more to 13%.
The data also shows that different strengths can affect the probability in different ways. Positive school engagement was shown to reduce the probability for negative behavior problems much more than volunteering and club activity. For example, in 6-11 year olds with one risk factor (poor parent mental health) and no strengths, the probability of developing a behavior problem was 18%. When clubs and volunteer work is the strength, the probability drops to 15%, and when positive school engagement is the strength, the probability drops to 4% (2004). Also in every scenario presented in the data we can see that the presence of both strengths further lowered the probability of negative behavior problems developing by some degree (2004), which leads to the conclusion that the effect the strengths have upon risk factors is in fact cumulative.
In the lecture presentation by Dr Homes (Homes) he discussed how the strength-finder is a tool that he uses in his operations to help and identify strengths that both compliment and fill missing gaps. These assessments help identify compatibility. Compatibility includes your co-workers, superiors, subordinates and other in the work place but also in your personal life. He discussed the need to understand the strength of others so that we can relate to them better. And by relating better, we are able to manage, motivate and lead them better. He clearly articulated the value of the strength finder assessment for better leadership.
Positive psychology refers to strengths as positive qualities we each have as individuals. There are a few base principles to remember when working on strengths. It is important to value and develop individual talents, maintain healthy relationships, reflect on successes, practice, and teach others. It is important to focus on strengths and manage weaknesses. Our schools of today need to find ways to promote students into using their individual strengths. In classrooms individual talents should be valued and developed. For instance, one student in a class may be very strategic who is able to see patterns and issues within a project. This same class may also have someone analytical who likes to search for reasons as causes. A teacher who was taught to look for and recognize these strengths could draw on the strategic thinker to share with the class the patterns and issues they see ...
The second construct called positive adaptation, is defined in terms of social competence manifested by behavior or success at meeting stage-salient developmental goals). (Luthar SS, 1991) (Masten A, 1990) (Masten A C. J., 1998) (Waters E, 1983) A proper attachment with primary caregivers may be an example of social competence among young children, whereas indices such as school-based functioning such as academic achievement and good relationships with peers and teachers may be appropriate indices to measure positive...
My five greatest strengths according to the StrengthsFinder survey are activator, restorative, achiever, command and relator, in rank order. Upon reading about these strengths, I can see how I have used and will continue to use them. I was aware of these strengths, for the most part, but while researching I was able to learn a few things. One article that stood out to me was “Don't let your strengths become your weaknesses” (Kaiser, & Kaplan, 2013). In this article, the possibility of strengths becoming weaknesses when overused was discussed. The authors explained how overdoing can be just as purposeless as under doing. The ability to read and respond adeptly is crucial in handling challenges, they explained. As with everything else in life, balance is key!
Childhood Disruptive Behaviors Early Childhood Children at this stage (aged 4 to 8) understand the world by perceiving it, being influenced by it, and acting on it. In turn, the surrounding world shapes the child. This demonstrates the role of nurture within the child’s environment, as well as its role in developing behavior patterns. Longitudinal studies have demonstrated that behavior patterns and personality are established during the early formative years. Research suggests that, when children come from unhealthy backgrounds, such as dysfunctional, abusive homes, they are much less likely to develop adequately physically, academically, and emotionally.
Within psychology adolescence is described as a period of transition from childhood to adulthood. It is a period between year twelve and late teens, when the physical growth is complete, the person becomes sexually mature and establishes identity (Nolen-Hoeksema, Friedricson, Loftus & Wagenaar, 2009). During this period of development, the individual has to face several risk factors, which are considered as a hazard on normal psychological development of an individual (Colman, 2009). This means, that experiencing them is associated with vulnerability, developing mental health problems and problematic behaviors such as for instance greater risk taking, school related deviance and school failure, teen pregnancy, substance misuse, aggression, violence or vandalism or in other words delinquency and antisocial behavior (Perkins & Borden, 2003). Therefore risk factors have a potential not just endanger the present developmental period, but also jeopardize the future biological and psychological development (Beam, Gill-Rivas, Greenberger & Chen, 2002; Perkins & Borden, 2003). However, not all young individual will respond to risk factors by developing negative outcomes. Some develop resilience and adapt to changes and stressors (Crawford, 2006; Perkins & Borden, 2003). Furthermore it has been suggested, that risk factors are desirable for developing this kind of positive outcome (Fergus & Zimmerman, 2005). According to Fonagy et. al. (1994) (cited in Crawford, 2006) resilience can be defined as normal development under difficult conditions. It leads to overcoming and coping with the negative effects of exposure to risk factors (Fergus & Zimmerman, 2005). To maintain this, protective factors need to be put in place (Fergus & Zimmerman, 2...
In conclusion, development and improvement in early youth include collaboration of inner procedures, supported by outer help and stimulation. Understanding the idea of human development will bolster my training in evaluations, mediations and surveys. While both physical and biological changes affect the child, I should have the capacity to recognize
Strengths. The. a. The adage of the ad Clifton Strengths Finder -. Retrieved January 20, 2012, from http://www.cd From http://www.strengthsfinder.com/home.aspx. Sullivan, E. J., & Decker, P. J. (2009).
As developing leaders we need to be able to recognize the needs of the group we are leading. We need to know our participants emotionally, socially and their physical status. Goal-setting can help us check in with our participants and see how they are doing. Strength-based theory can help to find the positive in others. By applying these theories and topics, along with many others, to our resource box we can be more aware of how the groups or individuals are coming along in our program.
Child psychology, also known as child development, is the study of psychological growth of children; how these mechanisms develop from infancy to adolescence and why they deviate from one child to the next. Child development is associated with biological, psychological, and emotional diversity that occur in humans. Although there is a different advancement for each child, these developmental changes may be greatly determined by genetic factors and experience during prenatal life. The early years of a child’s life are very important for his or her health and development. Parents, health professionals, educators, and others can work together as partners to help children grow up to reach their full potential.
Another factor in the development of children is the education that they receive. If a child has a good experience in school, they will come out a better person. If the child has antisocial behavior, the experience in school may make that behavior wor...
Psychology is the investigation of the mind and how it processes and directs our thoughts, actions and conceptions. However, in 1879 Wilhelm Wundt opened the first psychology laboratory at the University of Leipzig in Germany. Nevertheless, the origins of psychology go all the way back thousands of years starting with the early Greeks. This foundation is closely connected to biology and philosophy; and especially the subfields of physiology which is the study of the roles of living things and epistemology, which is the study of comprehension and how we understand what we have learned. The connection to physiology and epistemology is often viewed as psychology, which is the hybrid offspring of those two fields of investigation.
Public Safety Officials have been battling the difficult question of profiling for quite a while. The question is how do they know the suspected individual fit the category associated with an offense? While it has been proven that many profiling cases are somewhat directed to a racial profile, it can be proven that people, given the discretion, are able to identify explanations for a series of behavioral events by identifying what that behavior accredits to. This theory, identified by Frite Heider, “suggested that we have a tendency to give casual explanations for someone’s behavior, often by crediting either the situation or the person’s disposition,” called the attribution theory. Until recently, a study of the like was considered to be a branch of sociology and not a form of psychology. Social psychology essentially became the focus on the individual rather than the group as a whole. Many thoughtful ideas are collected in response to the studies of social psychology. Human cognition is understood to arise from interacting socially; highlighting the importance of socialization. We use social cognition to develop our explanations and our ideas on why a person’s behavior is/does what it is/does.
Weick, A., Rapp, C., Sullivan, W., & Kisthardt, W. (1989). A Strengths Perspective for Social Work Practice. Social Work, 34(4), 350-354.
One of the more popular areas of psychology is Educational Psychology. Educational Psychology can be explained several ways. The idea is to study theories and concepts from different parts of psychology and apply them in educational settings. These educational settings may occur in different school settings such as preschool. The goal of educational psychology is to create a positive student-teacher relationship. Educational psychology uses five different types of psychology, behavioral, cognitive, developmental, and social cognitive, and constructivist in this research paper I will be briefly discussing each type of psychology listed above.