Asking Children What Matters: The Impact on Mental Health Wellbeing

Traditionally, mental health has been viewed through a deficit-based lens, focusing on what is wrong or dysfunctional, rather than what is positive and functional. However, a growing body of research suggests that taking a strengths-based approach to mental health can have significant benefits, particularly for children.

One key aspect of a strengths-based approach is asking children what matters to them, rather than simply focusing on what is the matter with them. This approach acknowledges and builds upon a child's existing strengths, interests, and passions, and encourages them to develop new ones. By focusing on what is important to the child, rather than just their symptoms or problems, a strengths-based approach can help children feel more empowered and in control of their mental health.

Research has shown that taking a strengths-based approach to mental health can have a positive impact on a range of outcomes, including reducing symptoms of anxiety and depression, improving self-esteem, and promoting academic achievement (Bryant & Veroff, 2007; Seligman et al., 2009). In addition, a strengths-based approach can help build resilience, which is a key factor in promoting long-term mental health wellbeing.

Empowering children to be active participants in their own mental health journey is also important. By involving children in decisions about their treatment and care, and giving them a say in the goals and strategies that are used, children can develop a sense of agency and control over their mental health. This can lead to increased motivation and engagement in the process, as well as improved outcomes (Caldwell & Harris, 2011).

In summary, taking a strengths-based approach to mental health, and asking children what matters to them, can have significant benefits for their mental health wellbeing. By building on existing strengths, empowering children to be active participants in their own mental health journey, and focusing on promoting resilience, we can help children develop the skills and resources they need to thrive.

References

Bryant, F. B., & Veroff, J. (2007). Savoring: A new model of positive experience. Mahwah, NJ: Erlbaum.

Caldwell, K., & Harris, M. A. (2011). Setting goals in pediatric rehabilitation: A brief report on what we know and what we need to know. Physical Therapy, 91(4), 614-617.

Seligman, M. E. P., Parks, A. C., & Steen, T. (2009). A balanced psychology and a full life. In S. J. Lopez & C. R. Snyder (Eds.), Oxford handbook of positive psychology (2nd ed., pp. 63-73). Oxford, England: Oxford University Press.