A tool or resource for working with people is never a panacea.
Generally, strengths-based tools require two preconditions. One
is a trusting and respectful relationship and the other is a willingness
to take a risk. There are as many approaches to using tools as
there are people in the world. Often these sensitivities will
mean that the right conditions take some time to establish.
Here are some important points to remember:
> There are lots of good tools but no perfect tools.
> Even the best tools are not guaranteed to work.
> Good tools are culturally-relevant.
> Good tools are inclusive and respectful.
> Good tools lead towards enhanced fairness and social justice.
> Good tools celebrate the skills and strengths of the learner
not the cleverness of the teacher.
> The best tools are made by, or shaped by, the learners themselves.
> Good tools have diverse uses and applications.
> Good tools do not require experts, detailed instructions
or extensive training.
> Good tools are practical, useful and are catalysts for change.
> Good tools use plain language and are jargon-free.
> Often good tools will contain humour providing it is respectful,
and neither offensive nor condescending.
> Good tools demonstrate that the learner is valued through
quality design.
Here are some questions for a professional to consider before
implementing any tool:
> Is the physical environment one that feels comfortable and
safe for the people using the tool? Is there privacy so that people’s
confidentiality is protected? If it is their home or a place of
their choice, does it hold some clues about the person’s
strengths, preferences and challenges?
> Is the person an active participant in the conversation?
Is it a two-way conversation in which everyone can freely contribute?
Can the conversation proceed at the client’s pace? What
is the client’s concentration span? Do they have the ability
to ask for a break or end the session?
> Can the user progress through the tool in their own way?
Can they decide which of the scales they want to talk about and
in what sequence? Can the conversation move into areas of the
user’s interest that may be quite removed from the focus
of the original conversation?
> 
Can
participants do their own recording? When might it be appropriate
that they do this by themselves, when should it be done with a
carer or worker present? When is it appropriate for a carer or
worker to do the actual recording? Is it ever appropriate for
a carer or worker to complete any recording without the client
being present?
> When is it appropriate to challenge a person’s perception,
reframe or offer an alternative opinion? When a consumer falls
into a negative set how might a strengths emphasis be re-established?
