Building on Family/Child Strengths and Resources

A philosophy of Family-Centered Services demands that programs be built on existing strengths of the family and the child. These strengths are traits, efforts, talents and existing systems that can be used to achieve specific outcomes. In this way, the family is empowered to view itself as capable in meeting the needs of their child and the need for professional services is minimized, thereby minimizing the immediate and long-term costs to the community. In addition, a more collaborative work relationship is established between family members and professionals when existing resources are mobilized first. This shared input permits mutual responsibility and pride for the outcomes targeted.

This portion of the IFSP meeting involves both the family and professionals identifying, in explicit terms, the existing strengths and resources available to the family for addressing each targeted outcome. This might include a review of information collected in previous communication/visits and responses to some of the following questions/statement:

Who has been the most help and support to you during difficult times?

What are you most proud of about how you or your family has handled (child's name) needs?

It sounds like your child brings you some joy. Tell me about that. Tell me what you and your family (or previous professionals) have done to help your child gain those skills?

What's your view on how well it was working?

If you didn't have us to help, what would you do to achieve that dream/goal?

What do you do for him and what do you assume he/she can do for themself?

Strengths and resources could include knowledge, skills and talents of the child as well as of individual family members, friends, relatives and associates and personal traits that make the promise of a successful program possible. Resources such as existing insurance, income, transportation, space, time and easy access to information should also be considered strengths. Too often the professionals identify family/child strengths when families struggle ot answer the direct question: "what are your strengths?". But strengths from the professionals' perspective often reflect professionals' evaluations of the family rather than descriptions of existing strengths and resources that would be useful in meeting the specific outcome. These strengths are recorded on the IFSP Outcome page 7a. For example:

Outcome: Kerrey will communicate her wants clearly to care providers.
Strengths: Both parents currently read Kerrey's cues accurately for distress, pleasure, interests. Parents are interested in non-vocal as well as vocal modes of communication for Kerrey. Kerrey is social and smiles in response to strangers' approach .

Outcome: Kerrey will have a safe travel chair and other adaptive equipment for seating, standing and bathing at home and at her child care setting.
Strengths: Mrs. Smith does carpentry and can build some equipment herself. Mr. Smith works for DHHS and can investigate possible financial assistance available for purchasing equipment.

When asked about strengths, most people will automatically respond in general terms. The goal of the IFSP process, however, is to help to identify specific, concrete examples of strengths upon which to build when developing realistic outcomes for the child and family. By listening, observing and asking questions that encourage families to expand upon their descriptions, it is possible to identify useful examples of the child and family strengths. The focus should be on finding strengths/resources that would help meet specific outcomes rather than statements that reflect evaluations of the child or family. Avoid asking "what are your strengths?".

For example:

Parent: Jesse communicates well.
Services Coordinator: Can you give some examples of this?
Parent: Jesse uses gestures and some sounds to let us know what he needs or wants. When playing with other children, he is able to point at objects he wants or say simple words.
Strength: Jesse uses gestures and sounds to identify what he needs or wants. He indicates what he wants by pointing at objects or saying simple words.

Parent: Shannon is a happy child.
SC: How does Shannon display this...how do you know when she is happy?
Parent: Escpecially around other children, Shannon smiles and laughs a lot and tries to get other children involved in play activities.
Strength: Shannon smiles and laughs frequently and tries to play with other children.

Parent: Marcel's grandparents help out a lot, expecially with Marcel.
SC: How are Marcel's grandparents involved? What types of things do they do that are helpful to your family?
Parent: Marcel's grandfather helps teach gymnastics at a local gym so he takes Marcel there once or twice a week and plays with him. He does things like roll balls to Marcel and encourages him to return them or lets him crawl on the mats. His grandmother also tries to help him by pointing to everyday things, like cars or trees, and saying the words. She can get Marcel to talk a lot more than we can sometimes!
Strength: Marcel's grandfather helps him with large motor skills such as pushing a ball and crawling and his grandmother encourages him to imitate and learn new words.

Parent: Casey has lots of playmates in the neighborhood.
SC: Are there children in the area that are Casey's age that she plays with?
Parent: Actually, most of the kids are older. But one child in particular, Marc who is 10, is really good about doing things with Casey. When we were working in the yard the other day, Marc came over and entertained Casey by blowing bubbles and letting her chase them. He is around a lot and Casey is always happy to see him. He helps by watching out for her when we are working on the house.
Strength: A neighbor child helps the family by playing with Casey when her parents are doing household chores. Casey enjoys playing with the neighbor.

Click here for some more examples of specific and general strength statements.