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We cannot escape disability. If you live long enough, you will experience some kind of disability. It might be a “hidden” disability such as depression, alcohol addiction, or an eating disorder. It might be something that slowly progresses in your body such as rheumatoid arthritis or Alzheimer’s disease.
Disability is simply part of the human experience. In the present day, almost ¼ of people have a disability. Despite the universality of the experience of disability, the mindset in helping people with disabilities is archaic yet improving. I outline the two main phases of how people with disabilities have been approached by professionals and what I view as an important third phase that we can strive toward.
Phase 1: Deficit-Based
For decades, the disability field has been the poster child for a deficit-based approach. In other words, target and understand what's wrong. Certainly, this is a giant leap from the prior inhumane approaches in which the sole focus was to separate people with disabilities from people without noticeable problems. And, much has been gained from properly labeling what is wrong. This can inform healthcare decisions and treatment. However, it is only one part of the equation. There is much more to every person than their problems and deficits. To focus only on the disability/problem is to grab an elephant by the tail and proclaim that you know what an elephant is. Such approaches, often found in the psychological and medical professions, are necessary and important, but not sufficient. We can do better.
Enter Phase 2.
Phase 2: Strengths-Based
In the last decade or two, some people in the disability field have recognized this incomplete picture and asked some important questions: What is positive about the person? What are their skills and interests? What are their supports in their environment?
Each person has many kinds of strengths. To see the person’s talents (what they are good at), interests (what they like doing), skills (proficiencies in life they have developed), and resources (external supports) is a step in the right direction. These strengths-based approaches have been a step in the right direction for the disability field.
Critics note that there is a downside to this approach in that it sometimes is merely crossing a “t” or dotting an “i.” Ask a couple strengths-based questions and move on. There are many gaps in this amorphous and non-systematized approach. And, largely, it is missing the individuality of the person.
It’s time to take the next step. The next step involves a shift to something that has received very little attention in the disability field – strengths of character.
Enter Phase 3.
Phase 3: Character Strengths-Based
Who is the person with the disability at their core? What are their best qualities? Are they perseverant with an activity, never giving up? Are they very curious, questioning, looking around, and exploring new things? Are they especially kind, in that they are quick to do a favor, caring to people and other living beings, and always generous? Are they humorous, ready to tell a joke or to laugh at one, quick to be silly and to try to lighten the mood of others?
Identifying core character strengths of every person, regardless of age and ability-level, is the beginning of Phase 3. There is a substantive science of character strengths that can inform interventions and activities. Phase 3 represents the start of a shift to truly “see” people through a lens of ability, uniqueness, and goodness.
What follows are a few practical examples to help make your character strengths lens stronger.
1.) Identifying character strengths:
- Bill, take a look at this list of positive human qualities. Which ones do you think are strongest in you?
- Zoe, I see a lot of self-regulation, humility, and zest in you. From my perspective, these seem to be an important part of who you are. What about from your view?
2.) Offering feedback about character strengths
- Johnny, I saw how brave you were today to go out on the playground. You walked right up to that group of kids and starting playing with them. That took a lot of bravery!
- (A couple talking about their newborn) Isn’t our little Avery so curious? She is always looking around, exploring new toys. And whenever someone new walks in the room, she turns her head to look. She’s so curious and inquisitive!
3.) Exploring character strengths
- Susan, you seemed to be having so much fun playing soccer with your team. What character strengths were you using? How did you bring these strengths forth so strongly? Do you think you brought out the strengths of your teammates as well?
4.) Encouraging and reinforcing character strengths
- Tyler, you were quite creative in making this picture at school today. The way you used the colors was very unique. I hope you continue to use your creativity with your paintings and drawings. And, maybe you could use your creativity in working on your math problems too?
5.) Reframing problems with character strengths
- Sarah, I know you got in trouble at school today for not listening to the teacher and goofing around in the back of the classroom. I bet you were using your strength of humor and playfulness, weren’t you? Being funny and humorous is such a great quality that you have. I hope you never forget that. I hope you also know that you can use your humor differently when you are with your friends on the playground than in the classroom when the teacher is teaching. Maybe you can find a way to use humor in class in a way that your teachers would find acceptable?
Summary
This shift toward a character strengths mindset is for everyone. It is particularly crucial for those working with people with any kind of disability because such individuals are quick to be stigmatized and viewed in a one-dimensional way. The character strengths lens helps to prevent or minimize such stigma. It prioritizes the human being. It celebrates who the person is. It accentuates what is best in them. It empowers them to be resilient and even stronger than they know.
Phase 3 is the phase of the future.
Note
This article was written to celebrate 3-21 day (March 21st), named to signify the 3rd copy of the 21st chromosome in people with Down syndrome. This day is also known as World Down Syndrome day.
Resources (character strengths and disability)
- Seminal article published in the scientific journal, Education and Training in Autism and Developmental Disabilities, arguing for character strengths in assessing and treating people with intellectual/developmental disabilities. The full PDF is here.
- VIA Institute website with hundreds of resources on character strengths. Here's the "accessible" version of the site here. It is friendly for people who have had a stroke, paralysis, vision impairment, multiple sclerosis, dyslexia, Parkinson's, literacy problems, and many other conditions.
- Supplemental guide for parents/teachers/helpers to assist people with intellectual/developmental disabilities to take the VIA Survey of strengths.
- Summary of research articles on character strengths and disability.
- Article weaving character strengths into IEPs.
