Towards a Balanced Lens: Strengths-Based Psychoeducational Assessments in Canadian Schools

Abstract

Psychoeducational assessments are commonly used in schools to evaluate concerns relating to cognitive domains (e.g., academic, attention, memory, etc.). After the assessment, the goal for the student and their family may be to have a better understanding of themselves, how they function within their world, and the possibility that they can recognize and use their strengths. Unfortunately, social-emotional-behavioural outcomes seem to worsen over time through deficit-focused lenses as negative experiences tend to be more salient than positive experiences. Grounded in positive psychology and resilience perspectives, strengths-based approaches (SBA) to assessment offer an alternative approach that highlights students’ assets and resilience, while paying equal attention to areas of challenge. Studies show that despite adopting strengths-based tools and strategies, client and family engagement (e.g., retention and satisfaction) is truly dependent upon if the clinician taking this SBA recognizes its worth. While SBA is conceptually supported in the literature, little is known about how aware school psychologists and psychological associates in Canada are about SBA, and how they implement these practices in their assessment work. The present study surveyed 42 Canadian school-based clinicians to examine beliefs and practices related to SBA, as well as whether clinician characteristics predict SBA practice. Multiple regression models indicated that stronger endorsement of SBA beliefs and greater years of experience (i.e., later career stage) significantly predicted greater use of SBA practices. These results suggest that both clinician attitudes and continued professional development are key to integrating SBA within psychoeducational assessments. This study sheds light into assessment practices in Canadian schools and provides a foundation for future research and training to promote more balanced and empowering assessments for students.