Stories of the Cards in Action

Teaching Strengths

 

Ever tried to get a whole committee to write a document? Ever tried to get a council to make a complex decision? Get a team of people to change a lightbulb? Teamwork can be very challenging (and rewarding). Ros Kempton brings us some stories about identifying strengths and team planning from her adventures in the classroom.

 

Ros Kempton is the Coordinator of the Certificate for Community Services and Disability at the Bendigo Regional Institute of TAFE. She teaches people who are training to be disability support workers and was herself a disability support worker with St Luke's for five years.

 

Assuming strengths

'It took me a while after I left St Luke's to reflect on how the strengths-based philosophy and the resources had affected me,' said Ros. 'I had a natural affiliation with this approach anyway, I believe, but I notice that now it is so much a part of me that I simply assume strengths in people. This is an asset in my current role working with students.'

 

Because of her background at St Luke's, Ros is familiar with the materials published at Innovative Resources and how they can be used with clients. She was keen also to use them with the students in her classes.

 

'I have used the Scales, the Strength Cards, the Strengths in Teams and the Healthy Thinking Kit with students and people with disabilities. My experience in using these resources to facilitate communication and interaction with service clients was readily adapted to using them with students. Experiencing the value of the cards in class work encourages the students to consider how they can be used in disability support settings,' said Ros.

Strength cards in the classroom

'We placed all the Strength Cards on the floor and I asked each person in the group to select two strengths that they perceived themselves as having and that they felt would be useful in their role as a disability support worker. Each person then spoke about these two strengths.

 

'Then I asked each person to select two strengths that they perceived in the person sitting next to them. This session was taking place more than half way through the year, so they all knew each other quite well. This was a very interesting process because quite often a strength chosen by a neighbour for their partner was similar or identical to one that the partner had chosen for themselves. On the other hand, it was sometimes a very positive surprise for a person to see what their partner had identified as a strength in them. It may have been a quality that the person had not previously seen in themselves at all!'

 

Hail, King Ken!

'This was great because it allowed the quieter people to express and acknowledge their strengths. For example, one reserved and very capable man was identified by the whole class as having strengths around honesty and integrity. Everyone expressed how much he or she would value this man's presence in any work setting that they may be involved in. In fact, the whole acknowledgement of this man's strengths led to a humorous and delightful moment in the classroom with people saying "Hail, Ken!" and indulging in some grand mock bowing.'

 

'The timing of this exercise was very good. By two thirds of the way through the class, everyone tends to be focussed on who is "going well" and who may not be. This exercise meant that everybody left with a focus on strengths and everybody was shown to have not just one, but at least four! This left such a positive and respectful feeling amongst the group.

 

The exercise highlighted the mutual respect that was developing within the group as they got to know each other over their year or two of studying together. The Strength Cards exercise enabled this respect to be articulated and acknowledged.'

 

Defusing team stress

On another occasion Ros decided to use the Strengths in Teams cards. One of the assessment tasks the class had was to plan a day-long group outing. The date for the outing was set and the planning began. Midway through the planning process, Ros perceived that some tension was arising in the group as the individuals tried to function as a cohesive team.

 

They were challenged by putting teamwork theory into practice. Many skills were required as they were called upon to identify the tasks, negotiate, collate and share information. As is often the case with planning in teams, the stress was around communication and roles.

 

'I decided that some gentle intervention might help to ease the tension. I invited everyone to get out from behind the desks and sit in a circle. I spread the Strength in Teams cards on the floor and asked each person to choose two cards that he or she saw as important characteristics for effective planning in teams. We discussed these and then I asked the group to select the elements that they felt were needed by this group to work more cohesively. What did they need to build in?

 

'In the discussion that followed, I found that it was really important to acknowledge the limitations and the causes of the stress. The fact that we had a real deadline really was an important factor.'

 

Renewed group cohesion

'I was very excited by this process of using the cards. Being able to focus on the ideals of effective teamwork and then focus on what we needed to do to get there was very useful. The team left with a renewed sense of respect and focus. They were able to stay on task and retain their ability to work together, which was my aim.

 

The outing was evaluated in class using the Scales. This was positive in reflecting back to the tension that had developed in the planning process. The students were able to acknowledge that, with a flexible team approach and trusting in their strengths as a team, they had achieved what they had set out to do. The Strengths in Teams intervention contributed to that outcome.'

 

 

 

Strengths Move the Heart

 

'We have an hour to go. How would you like to spend it?'

'I wanna play with them cards some more!'

 

Having worked with Aboriginal people in the far northern communities of Queensland for nearly 10 years, these words almost brought tears to my eyes. The cards this teacher aide was referring to were Strengths in Teams and The Bears.

 

I was asked to work with a small team of Indigenous teachers at a school to concentrate on setting up a great classroom environment. (I think they wanted me to work on the 'exterior' but I decided that the 'interior' would be an interesting place to start!)

 

We started the two-day session by talking about the strengths that each person would bring to the team. I had goose bumps when it was clear that each member was going to bring amazing strengths that could support the rest of the team in times of need. Again, I held back the tears. It was moving to see the smiles on the teacher's faces when they realised that they were being appreciated for who they are and what they can offer.

 

The team decided that they were going to display their strengths by using the Strengths in Teams stickers on a wall in the shared office. They could then look at the wall when they were going through a difficult or great time to see who they could share with.

 

Never before in my 10 years of working with teachers had I seen so much communicated in such a short time. We even addressed all the 'tough questions'. Unbelievable!

 

Thank you to the amazing team at Innovative Resources for producing, believing in and sharing the tools that allows us to develop closer relationships with those around us.

 

Jenni McDonald, Director and Educational Consultant, Class Act Educational Supplies, Cairns, Queensland

 

 

 

Career Counsellor Identifies Strengths

 

The careers and employment landscape in Australia has changed dramatically in the past decade. A job that begins at the end of a person's professional training and ends with retirement is a rare commodity these days. In fact, for more and more people, the life-long career is a thing of the past.

 

It is the task of careers advisors in schools to help young people to navigate this rapidly changing landscape. Bob Glasheen is a careers counsellor at All Saints College in Bull Creek, Western Australia.

 

'Many young people, especially boys, think that they will need to make only one decision regarding a choice of career,' said Bob. 'I try to help them understand that they may well have several different jobs during their working lives or even several part-time jobs at the same time. Each of these jobs may require a different set of skills, so multi-skilling is very important. I encourage them to keep their options as open as possible.'

 

Bob uses a variety of Innovative Resources' materials in his work with students. 'The Strength Cards are useful for helping students identify their own personal strengths and the strengths that different jobs may require. Sometimes we will use role play situations. For example, I may ask a student what strengths they will need to call upon when dealing with a difficult customer. Sometimes, I use the cards to encourage students to reflect upon the strengths they felt they had in Year 7 and then I ask them to identify the strengths they now have. I might then ask them what they think has helped them to develop these strengths and how these strengths could be used in the workplace.

'I also use the Strengths in Teams cards to help students develop the skills that they will need to function well as a member of a team in the work-place.

 

'I have a particular interest in issues surrounding 'boys in education' and in my work as a mentor with boys, I have come to see that the development of self-esteem is crucial for later success in the work-place.'

 

Bob believes that the Reflexions cards offer careers counsellors an opportunity to work with emotions and situations that affect self-esteem. He sees opportunities too, for using these cards as prompts for conversations and for writing.