1.2 Compare the differences between strategies based on children and young people’s strengths and abilities and those based around their difficulties

This guide will help you answer 1.2 Compare the differences between strategies based on children and young people’s strengths and abilities and those based around their difficulties.

When supporting children and young people, staff can choose to focus on an individual’s strengths and abilities or on their difficulties and areas of need. These approaches lead to very different outcomes and experiences for the child. Understanding these differences helps practitioners to plan, deliver and evaluate support effectively in a range of settings, including early years, schools, residential care and youth services.

Strategies Based on Strengths and Abilities

These strategies focus on identifying what the child or young person can do, what they enjoy and where they have shown positive progress. The idea is to build on what is already working well.

Strengths-based approaches often include:

• Highlighting achievements in learning or personal development
• Encouraging talents such as art, sport, music or problem solving
• Supporting relationships that are positive and supportive
• Giving opportunities that match a child’s interests
• Setting achievable challenges linked to known skills

By focusing on abilities, the child feels recognised for their value and potential. This encouragement often boosts confidence and motivation. It can also make them more willing to take on new learning or responsibilities.

Example:
A child who struggles in literacy but shows interest and skill in building models could be encouraged to write simple step-by-step instructions for a project they create. This draws on their strengths while gently linking them to an area needing practice.

Key features of strengths-based strategies:

• Supports self-esteem by focusing on what is going well
• Builds resilience through success and recognition
• Creates a positive environment where achievements are celebrated
• Encourages independence and self-direction
• Allows learning to be linked to familiar skills or interests

Strategies Based Around Difficulties

These strategies focus on challenges, deficiencies or problem behaviours the child or young person shows. The aim is to address gaps, correct problems and improve areas that are holding them back.

Difficulties-based approaches often include:

• Direct interventions on problem areas such as reading delays or poor social skills
• Remedial activities targeted at a specific skill deficit
• Behaviour management plans to reduce disruptive behaviour
• Additional one-to-one support in subjects the child fails to grasp
• Therapeutic work for emotional or mental health challenges

By focusing on difficulties, staff aim to remove barriers to learning and participation. This can help ensure the child can meet expected developmental or academic milestones.

Example:
A young person with poor social communication skills might take part in small group sessions with a speech and language therapist to work through structured activities improving conversation and listening skills.

Key features of difficulties-based strategies:

• Targets problematic areas that may limit progress
• Provides intensive support where it is most needed
• Often uses structured, planned intervention programmes
• Can be short or long term depending on needs
• Focused on measurable improvement in specific skills

Comparing These Two Approaches

Strengths-based strategies and difficulties-based strategies differ in their starting point, focus and emotional impact.

Starting Point

• Strengths-based strategies start with what the child can already achieve or enjoy doing. The plan begins from a place of success.
• Difficulties-based strategies start from identifying what the child cannot yet do or where problems occur. The plan begins from an area of challenge.

Focus of Activity

• Strengths-based work uses activities that link to existing abilities and interests, blending growth with positive experiences.
• Difficulties-based work focuses directly on the areas of need, often through corrective measures or repeated practice of weaker skills.

Emotional Impact

• Strengths-based strategies can make the child feel valued, capable and motivated. Positive reinforcement boosts self-confidence.
• Difficulties-based strategies can be challenging for the child. If not balanced with encouragement, it may lead to frustration or lowered self-esteem.

Long-Term Outcomes

• Strengths-based approaches often lead to greater independence and problem-solving skills since they encourage self-belief.
• Difficulties-based approaches may remove specific barriers and help the child reach set developmental targets, but can risk becoming overly focused on deficits if not managed carefully.

Balancing Both Approaches

Good practice is rarely purely one approach. Effective support usually mixes strengths-based and difficulties-based strategies so the child benefits from encouragement and targeted help at the same time.

Ways to balance:

• Start each plan with recognition of strengths, setting a positive tone
• Integrate skill-building in weaker areas into activities based on interests
• Provide regular feedback showing both progress in difficulty areas and continued achievements in strengths
• Use strengths to motivate work in difficulty areas
• Avoid labels that only highlight problems

Example:
A young person with poor numeracy skills but strong art ability might be encouraged to keep a budget for art projects. This brings mathematics into something they enjoy and are good at.

Practical Implementation in the Workplace

Observation and Assessment

To choose the right strategy, practitioners should observe and assess both strengths and difficulties. Observations should be clear, factual, and focused on behaviour, skills and participation.

• Use checklists covering academic, social, emotional and physical areas
• Record examples where the child performs well or struggles
• Gather feedback from parents, teachers and other professionals

Planning Support

When planning:

• Identify key strengths to build into learning materials
• Set specific goals for difficulty areas, with clear timelines and measures
• Include variety in activities to keep engagement high
• Provide praise and rewards linked to effort as well as achievement
• Review and adapt plans regularly

Working With Families

Involving families is important for success in both approaches.

• Share positive observations so families can support existing strengths at home
• Explain interventions for difficulty areas in plain language
• Offer ideas for activities outside the setting that boost confidence and skills
• Encourage families to celebrate successes of all sizes

Monitoring Progress

Progress should be monitored without making the child feel under pressure.

• Use small, achievable targets for difficulty areas
• Keep a portfolio or folder that shows strengths alongside developing skills
• Share progress reports highlighting both strong points and improvements

Risks and Limitations

Risks of Strengths-Based Only

• May overlook vital skill gaps that could limit the child’s future opportunities
• Could create a false sense of ability without addressing hidden barriers

Risks of Difficulties-Based Only

• May damage confidence if focus stays on what the child struggles with
• Could lead to boredom or resentment if activities lack variety
• May create dependency on adult direction and reduce independence

Professional Reflection

Workers should reflect on their own attitudes. Some may naturally focus on problems while others look for positives. Practitioners should actively balance these tendencies.

Questions to ask when reflecting:

• Am I celebrating achievements as much as addressing problems?
• Are my intervention plans linking to known strengths?
• Have I involved the child in setting their own goals?
• Is the language I use positive and supportive even when tackling difficulties?

Examples in Different Settings

Early Years

A nursery practitioner might notice a child who is confident in outdoor play but shy indoors. Strengths-based work could involve using outdoor activities for group engagement, while difficulties-based support involves indoor social games to gradually build confidence.

Primary School

A teacher supports a pupil strong in story-telling but weak in writing. They integrate oral storytelling into class projects, then link these to writing tasks over time.

Youth Work

A young person engaged in music but withdrawn in group discussions could join a music group where collaborative projects require verbal communication, supporting development of social skills.

Final Thoughts

Balancing strategies that focus on strengths and abilities with those aimed at difficulties is a core skill in supporting children and young people. Focusing only on problems risks harm to confidence and engagement. Concentrating only on strengths can ignore barriers that need to be addressed. The most effective plans meet the child where they are confident, then use that confidence to tackle more difficult areas.

By recognising and celebrating abilities while addressing needs, workers encourage resilience, independence and lasting progress. This balanced approach helps children and young people feel valued, supported and capable of growth in all areas of life.