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Integrating Strength-Based Perspectives in Psychoeducational Evaluations

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Abstract

Emerging from the risk and resilience literature is the recognition that a focus on psychopathology and deficit-based assessment has its limitations. Developing an understanding of a youth’s developmental needs and the creation of a suitable intervention strategy also requires knowledge of her or his life contexts and personal assets. This holistic and optimistic perspective, which seeks to enhance positive development in youth, has been referred to as “strength-based” assessment. Until recently, children’s social/interpersonal strengths have not been systematically examined and there have been few standardized measures specifically designed to assess strengths. This article discusses the importance of a strength-based perspective when assessing students. Principles will be emphasized by demonstrating the utility of two strength-based instruments: the Behavioral Emotional Rating Scale (BERS) and the California Healthy Kids Survey (CHKS) in school psychology research and practice.

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  1. Gevirtz Graduate School of Education, University of California, Santa Barbara, Santa Barbara, CA, 93106-9490, USA

    Sabrina Rhee, Michael J. Furlong, Joseph A. Turner & Itamar Harari

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  1. Sabrina Rhee
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  2. Michael J. Furlong
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  3. Joseph A. Turner
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  4. Itamar Harari
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Correspondence to Michael J. Furlong.

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Rhee, S., Furlong, M.J., Turner, J.A. et al. Integrating Strength-Based Perspectives in Psychoeducational Evaluations. Contemp School Psychol 6, 5–17 (2001). https://doi.org/10.1007/BF03340879

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