| dc.description.abstract | The strength perspective of psychology involves focusing on an individual’s
resources rather than weaknesses. Recent studies have found that enhancing
existing strengths achieves the same outcome as the deficit approach, but with
additional benefits (Larson, 2000). A specific area where strength-based
assessment can be applied is with problems of school-age children. This
application intends to help students flourish in their classroom setting. The
present study examined the effects of a strength-focused program on the
academic and behavioral performance of behavior disordered children in day
treatment classes. Self-monitoring ability and level of self-concept were
investigated as potential moderators of the treatment effect. Findings indicate
that while there were decreases in problematic behaviors over time, they were not
the direct result of the strength intervention. There were no significant changes
in academic scores. Adequate construct validity of an alternative strength
assessment measure was demonstrated. These findings are discussed within the
context of strength-based theory. Limitations of the present study are
acknowledged and directions for future research are outlined. | |
