Strengths-based approaches in multi-agency meetings: The development of theory and practice

Abstract

The article describes the development and evaluation of strengths-based approaches to multi-agency meetings (SBMAs) in a local authority context in Scotland. SBMAs are part of the authority’s staged intervention process to support children and families. The approach draws on solution-focused and narrative approaches that enable clients to create solutions to problems in a collaborative way (White, 2007; Ajmel & Rees, 2001). Emphasis is on the voice of the child and effective participation in SBMAs (Todd, 2007).Vygotskian and activity-theoretical notions of a collective zone of proximal development, dual stimulation, and theoretical generalisations are introduced as a means by which the meetings could be understood as participants move to a more systems-based understanding of problems and their solutions (Engeström & Sannino, 2011). Evidence is provided for the impact of the approach at various levels: individual; systemic; and institutional. The notion of ‘centripetal potential’ is introduced as a means by which to explain the ‘ripple’ effect of Educational Psychologist (EP) activity and its impact on the contexts within which EPs work. In so doing, the paper highlights how EPs can employ praxis (the combination of theory and practice) to good effect in their day-to-day work.Conclusions focus on the need for EPs to be more explicit about the approaches they use and to articulate better the conceptual frameworks within which the complexity of their work is set. It is further suggested that EPs need to develop more sophisticated methodologies that demonstrate the impact of their involvement and how best value for employers, clients and other service users is evidenced.