BSW Students Favor Strengths/Empowerment-Based Generalist Practice

Abstract

This article discusses the results of incorporating the strengths approach into a curriculum that employed a theoretical framework based on systems theory and problem-focused intervention. This approach was introduced in bachelor of social work (BSW) generalist practice courses in a school of social work where social justice is the guiding principle. BSW students used the strengths approach across a variety of client systems including the homeless, pregnant teenagers, the elderly, and the mentally and physically challenged. In a final class assignment, the students presented successful intervention outcomes with diverse populations using clients' strengths as the focus of problem resolution. The students' stories of their work and the use of this method for instruction showed evidence of clients' development of self-efficacy, increased self-esteem, and with clients taking more personal responsibility for their own change. The empowerment/strengths model developed by the author illustrates collaborative intervention with client and practitioner and applies a synergistic process to BSW students' practice with individuals, families, groups, organizations, and communities.