Social work graduate students’ understanding of strength-eliciting questions in the context of social work assessment

ABSTRACT

This exploratory study examines Estonian social work graduate students’ (n = 46) understanding of strength-eliciting questions in the context of social work assessment, using a quasi-experimental, pre/post-test research design. Students’ responses indicate some changes in their reflections of strength-eliciting questions after the training course. In the beginning of the course, students’ responses suggested somewhat more emphasis on a deficit approach, including focus on the past, deficiencies, hardships, and problems, while the importance of solutions, resources, etc. was acknowledged to a lesser extent. Comparing the post-intervention to the baseline, less responses and questions were focused on feelings, problems, ‘why’, and closed questions. Some changes in the students’ perspectives about strength-eliciting questions after the training course can be seen according to the concept of the strengths perspective described in the literature review. These changes include more focus on understanding solutions, strengths from the present, the view of the client as the expert, and the importance of motivation and change as well as empowering and encouraging.

KOKKUVÕTE

Artikkel kirjeldab eel-eksperimentaalset uurimust Eestis sotsiaaltöö erialal õppivate bakalaureuseõppe üliõpilaste (n = 46) mõistmist tugevustele suunatud küsimustest hindamise kontekstis. Uuringust nähtub, et tugevustele suunatud küsimused, tuginedes siinkohal tugevustele suunatud käsitlusele, erinevad loengukursuse alguses ja lõpus. Loengukursuse alguses kirja pandud küsimused viitavad pigem puudustele keskendumist, sh rõhk minevikule, puudujääkidele ja probleemidele, vähem keskendumist lahendustele ja ressurssidele. Loengukursuse lõpus sisaldavad küsimused vähem probleeme käsitlevaid, samuti ‘miks’ ja suletud küsimusi, samas enam on küsimused suunatud lahendustele, oleviku tugevustele, kliendile kui eksperdile; küsimused on motiveerivas võtmes ning julgustavad mõtlema vajalikele muudatustele heaolu edendamiseks.

KEYWORDS:

• Estonia
• strengths perspective
• social work education
• social work assessment
• students

VÕTMESÕNAD:

• Eesti
• tugevustele suunatud lähenemine
• sotsiaaltöö haridus
• hindamine
• üliõpilased

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Karmen Toros is Professor of Social Work in School of Governance, Law and Society, Tallinn University. She is actively involved in social work education and training of child protection workers. Her research focuses on child welfare and protection, strengths perspective in child protection practice and is particularly interested in assessment of child well-being. She has been conducting research on the assessment practices of child protection workers in Estonia with an aim to lay the foundation for creating comprehensive assessment system and effective assessment practice.