Training in strength‐based intervention and assessment methodologies in APA‐accredited psychology programs

Abstract

The importance of identifying and building on individual strengths has been a key component of many psychoeducational theories and modalities focused on developing interventions. However, program training in this growing area is not well known. As such, this is the first study designed to ascertain the American Psychological Association-accredited psychology programs strength-based training practices. Results show that a majority of faculty (83.9% of school psychology, 48.4% of counseling psychology, and 50.0% clinical psychology) thinks that strength-based practices are very beneficial; however, training in these methodologies has not kept pace with faculty beliefs, with over 60% of faculty not being familiar with strengthbased manualized interventions. Implications are discussed in terms of improving the research base to alleviate trainers' concerns and challenges that impede their implementation of dual models of mental health in their psychology programs.