1

The following document comprises a required coursework component of the ICBCH Certified

Clinical Hypnotist program.

Please carefully read this information and follow the instructions.

Client Strengths

and Resources

NBCC/NAADAC

STATE BOARD APPROVED AP

PR

OV

ED

CO

NT

IN

UIN

G

ED

UC

AT

IO

N

2

Client Strengths and Resources

In Therapy — Utilizing the N.S.R.I.

An ICBCH Approved Continuing Education Course

by Richard K. Nongard

All Contents Copyright © Richard K. Nongard

COURSE INSTRUCTIONS:

To receive credit for this course component, your are required to complete the following assignments: 1.) Read all of the course materials following this page. 2.) Self-administer the included Nongard Strengths and Resources Inventory. 3.) Interpret your results.

Course Objectives: At the conclusion of this course, you will be able to: 1.) Understand the differences between client strengths and resources 2.) Create a helping framework for resolving client treatment needs based on utilizing their identified strengths and resources 3.) Understand the administration and uses of the NSRI. 4.) Evaluate the practical application of the NSRI by assessing your own strengths and resources.

3

USING CLIENT STRENGTHS AND RESOURCES

Understanding applications of the Nongard Strength and Resources inventory.

THE IMPORTANCE OF UNDERSTANDING

CLIENT STRENGTHS AND RESOURCES

This course is important. When the NSRI was first developed, we knew that it

would have applications to the specific clients that we were working with.

However, over the years, many clinicians have found many other uses and

applications for the material in the Nongard Strength and Resources Inventory.

The importance of understanding client strengths first occurred to me years

back in the hospital environment as I was completing and dictating client

assessments. I would typically spend a couple of hours interviewing a new

client, and then spend an hour or so dictating a psychosocial evaluation. As I

was reading the material from the patient interview to create these

psychosocial evaluations, I often thought to myself that we focus so much

attention on our clients problems, and so little on what they have going for

them.

In a typical psychosocial evaluation, I would ask and write 18 pages of

answers about the client’s vocational problems, the client’s social problems,

their problems related to drug or alcohol abuse, legal problems, family

problems, economic problems, political problems and sexual problems. It

always struck me as odd and even a bit ridiculous that at the conclusion of the

psychosocial evaluation, the very last (and by now trivial sounding) question

we would ask the client was, “What are your strengths and resources?”

By the time most clinicians spent two hours with a client and finally made it to

the very last question, they were ready to go home, the client was ready to

go, and spending only a brief amount of time on the last question became the

norm.

As I would read the interviews back during the dictation process, I would often

think to myself, this last question, the question we spent the least amount of

time on, really is the most important question.

The reason it is the most important question is simple: In the era of managed

care, the era of limited time and resources, we truly do not have the ability to

fix our clients’ problems.

4

What we actually do have is the ability to take our clients strengths, and use

them to compensate for their deficits (all 18 intake form pages worth).

Ideally, I guess, the goal of Freudian psychoanalysis is personality

restructuring. When a patient would see someone like Sigmund Freud for

therapy, they would meet with him about twice a week, and lay on the couch

for an hour or two. They would do that 50 weeks a year (2 weeks a year off

for the clinician), and at the end of a 10 year process they would emerge from

psychoanalysis with a new, completely restructured personality.

While it may be a theoretical possibility in this new millennium, fixing our

clients’ problems from top to bottom is probably not a practical reality. We

don’t have 10 years, 2-4 hours a week to work with a client. We do not have

the capacity to wait two years, or five years, or ten years into the therapeutic

process to see the emergence of client change.

What we do have in the era of managed care, in six capitated outpatient

sessions; what we do have on a 23-hour crisis stabilization unit; what we do

have in a 21-day residential treatment center; what we do have in couples

counseling - is the capacity and ability to take what is right with the client, and

use those strengths to formulate strategies to overcome or alter their deficits.

The purpose of the Nongard Strength and Resources Inventory is to help the

clinician understand our clients’ perceptions of their strengths.

It is important for us to recognize that while we may see the strengths and

resources that another person possesses, we are likely unable to use these

effectively in the therapeutic environment unless they also recognize these

things to be their personal strengths and available resources.

Clients are often acutely aware of the problems that they possess, but are

completely unsure or even unaware of their own strengths.

In our book, The Perfect Victim Factor: Taking Control of Destructive

Personality Traits, I gave the example of Sheila, a depressed counselor.

Sheila came to me during a break at one of my workshops and said,

“Richard, I have a hypothetical question to ask you.”

I said, “Go ahead, tell me about yourself.”

5

She went on to say, “What would you tell a person, who for ten years

had been going to recovery groups, who for ten years has been taking anti-

depressants, for ten years they have been journaling, for ten years they have

been doing everything they need to do, and at the end of ten years—they are

still depressed?”

I said, “What I would tell that person to do is stop defining themselves

as ‘Sheila, the depressed counselor’, and start defining themselves by their

strengths.”

Sheila gave me a puzzled look, and said, “What?”

I had an index card sitting on my desk, and I handed it to her. I said,

“Look, I want you to do something for me. It's clear to me that you've been

waking up every morning and instead of saying ‘Good Morning, God!’ you've

been saying, ’Oh God, it’s morning,’ and you've been defining yourself by your

deficits.

“I want you to take this index card and write down three things that are

right with you; three strengths that you possess; three things that you admire

about yourself.”

She looked at me with an almost heart-broken expression and said,

“But, there's nothing right with me.”

I laughed and said to her, “I have your CEU certificate for this workshop.

Until you have come up with three things that are right with you, I am keeping

your certificate.”

(I was only joking with her of course, but she got my point.)

Sheila looked at the index card. She looked at me. She stared at the

card, almost in tears.

I smiled at her and said, “Three things, before I am going to give you

your CEU certificate.”

As I stepped out for a bite to eat I watched Sheila sitting at the table in

frustration. It took her over 20 minutes.

Unfortunately, I can no longer remember exactly what Sheila wrote down,

maybe it was ‘trustworthy’, ‘honest’, and ‘loyal’. Whatever it was, finally after

20 minutes she did come up with three adjectives to describe what was right

with her.

6

Looking slightly embarrassed, she brought me the card and said, “Okay,

now what am I supposed to do?”

I said, “Tape this card to your bathroom mirror where you can see it

each and every morning. Then, instead of defining yourself by what is wrong

with you, you will see that while you may be a depressed counselor, you are

also these three things.

“Start out your day by saying, ’Good morning Sheila, the trustworthy

person’, and ‘Good morning Sheila, the friendly person’, and ‘Good morning

Sheila, the courteous person’.

“Begin to define yourself by your strengths and they will increase, and

the importance of your deficits will be decreased.”

Not only are there applications for using strengths in individual counseling, but

also in couples counseling, and even when working with some of our most

difficult clients.

I have always thought if it was that difficult for Sheila - a professional - to

identify what is right with her, how much more difficult must it be for our

clients to define what is right with them?

7

APPLICATIONS IN Couples Counseling Let’s say Bob and Bertha come in for couples counseling. There are always a

few dynamics that are going to be pretty interesting when you work with

couples.

Bob, after 5, 10, 15 or 20 years of marriage to Bertha, typically has a list of

complaints about her. Bertha, when she comes in to the counseling process,

usually has a fairly long list of complaints about Bob. In the average couples

counseling session, Bob wants to talk about what’s wrong with Bertha, and

Bertha, of course wants to talk about what’s wrong with Bob.

When I listen to their complaints about each other, one thing I have decided

over the years is that most of these complaints are usually valid. They may

expresses themselves in harsh ways, but what Bob says about Bertha is usually

correct, and what Bertha says about Bob is usually correct.

Now, if it is true that these things have been wrong with each of them for 5, 10,

15 or 20 years of marriage, it is going to be impossible for me, as the clinician,

to fix those deficits or problems in the next six weeks of one hour therapy

sessions.

Another observation of mine is that most couples do not come to couples

counseling to get well. Instead, it seems that most couples come to counseling

to start the mediation process.

As a clinician, this means that I only have maybe six weeks - a handful of

sessions - to change the dynamics of 15 or 20 years of marriage. That is not

much time.

The only way I know to effectively do this is to tell them to stop trying to fix

what is wrong with each other.

The process of effective change is brought about by helping Bob to recognize

what is right with Bertha, and to help Bertha recognize what is right with Bob.

This way, they can use the strengths that they possess individually and as a

couple to begin a problem solving process.

8

The assignment I give to every couple is simple: Take a spiral notebook, write

The Jones Family Treasure Chest, or Bob and Bertha’s Treasure Chest on the

cover. Each day, write down one thing that you value about your partner.

When I give this assignment to couples, I tell them, “You do not have to do

this together, you don’t even have to talk about it between sessions. Put the

‘treasure chest’ in the bathroom, the bedroom, the kitchen, or wherever both

of you will pass through each day, and make an effort to write down one word,

one sentence, one short paragraph - simply one thing you value about your

partner, today.”

This assignment is often the first time in 5, 10, 15 or 20 years of marriage that

Bob has looked at what is right with his life partner. This is the first time

Bertha has looked at what is right with her husband.

The treasure chest assignment is straightforward and uncomplicated. It does

not ‘fix’ what is wrong, but it does reframe the couples’ relationship in the

context of what is right.

Using the clients’ combined strengths to begin the problem solving process is

one of the most effective tools for producing change in the context of couples

counseling.

9

APPLICATIONS WITH

Personality Disorders.

Even with the most catastrophically ill clients, clinicians are able to draw on

client strengths to begin a problem solving process.

I meet many clinicians who are extremely frustrated working with personality

disordered clients, especially the infamous borderlines and the antisocials.

Personality disorders are diagnosed on the second axis. This is because their

condition is presumed to be a lifelong constant. There is no medication to cure

personality disorder. Although treatment can reduce the severity of

complications our clients experience as a result of personality disorder, it will

not restructure their personality.

Because our clients who have a personality disorder will remain personality

disordered when they leave our caseload, it is important for us to find

interventions that draw upon their strengths and resources to solve their

problems, rather than trying to create a new personality dynamic.

Personally, I have always liked working with even the most difficult of clients—

I guess I like a challenge.

I love working with the borderline because they are mercurial, they are flexible

and adaptable.

I love working with the antisocial because they are adventuresome and they

are risk takers. I wish more of my clients were risk takers.

I like working with the paranoid client because they are cautious.

Our schizoid clients are autonomous, they function well independently.

Our schizotypal clients are creative, resourceful and productive.

The narcissistic personality disordered client has high levels of self-esteem.

Don’t you wish more of your clients had high self esteem?

The histrionic personality disordered client knows adjectives to describe their

feelings and emotions.

10

The dependent personality disordered client is a loyal individual, and loyalty is

a problem solving attribute that can go an incredibly long way in the process

for making healthy changes.

The obsessive/compulsive client is able to function within rule, structure and

order. Don’t you wish more of your clients were compliant and had a sense of

structure and order in their life?

The avoidant client has empathy and is able to see how their actions affect

others.

As you can see from these examples, even with the most catastrophically ill,

we can develop interventions predicated on understanding client strengths.

11

UNDERSTANDING the Difference between Strengths and Resources

Strengths are the internal attributes or personality traits and characteristics

that can help a person manage life challenges.

Think of the Boy Scouts when thinking of strengths:

♦ Helpful

♦ Loyal

♦ Courteous

♦ Kind

♦ Clean

♦ Brave

♦ Reverent

♦ Dependable

and so on.

Think of ‘personal ads’ or ‘resume points’ when thinking of strengths:

♦ Is a team player

♦ Good listener

♦ Resourceful

♦ Adventurous, likes to try new things

♦ Neat and clean

♦ Loves a challenge

♦ Thinks things through before speaking or acting

and so on.

Resources are the practical tools or people present in the client’s life and

available to assist in problem solving.

♦ Mother

♦ Father

♦ Sister

♦ Brother

♦ Support Group Sponsor

♦ Pastor or Minister

♦ Neighbor

and so on.

12

More Strength and Resource

Examples:

Strength = dependable

Resource = has a reliable car

Strength = works well under pressure

Resource = has a college degree

Strength = can do math and balance a checkbook

Resource = Mother lives in the neighborhood

Strength = can visualize concepts

Resource = has steady employment

Strength = great sense of humor

Resource = is bi-lingual

13

Administration of the

Nongard Strength and Resources Inventory

The NSRI is a simple self-report assessment tool. I like the self-report format

because it accomplishes two things:

(a) it helps me to understand my client’s perception of their strengths, rather

than me assigning strengths to the client;

(b) when taken privately, it allows my client to quickly, and in almost an

anonymous way, to take a risk and define their strengths. Although they

know we will go over these materials together in just a matter of minutes,

it allows them to answer honestly their own perception of their strengths, in

a very non-threatening way.

The Nongard Strength and Resources Inventory can be used as a tool during

the intake process, or even in the later stages of therapy during the discharge

process.

The adult version includes six different sections, each focusing on different

aspects of life. The adolescent version is very similar (tailored to a younger

population) and also includes six specific sections.

The administration process is pretty simple. You can either read each

statement to the client and mark each of the client’s affirmative responses,

or, the client can read each statement and mark his or her response by

themselves.

The NSRI is an open, self-reporting of the client’s strength and resources. It

could be used effectively by the professional in future sessions to confront the

client or hold them accountable for any behaviors that would seem to go

against what the client initially stated about his or her character or abilities.

The functional design of the NSRI is all-encompassing.

The first section looks at practical and useful things in the client’s world. For

example, do they have a phone? Do they have a close adult friend? Do they

have a photo album? Do they have a personal computer? These are examples

of specific resources available to a client to help them in the problem solving

process.

14

The second element measured by the NSRI are interactions with self and

others. This is how the client perceives their ability to solve problems, follow

directions, work well with others, work one on one, or to listen well. It is

really at introspective look at one’s strengths.

The third element of the NSRI is specifically related to education and job skills.

Many of our clients have psychological problems, social, spiritual, or relational

problems, or family problems which are complicated by their vocational

difficulties.

The fourth element of the Nongard Strength and Resources Inventory is

personal attributes and abilities. These are things that they really like about

themselves, or believe to be valuable personal characteristics.

The fifth area on the NSRI is personal interests and abilities. This section is

particularly useful to the clinician, as it allows us to identify ancillary tools in

the therapeutic process that can help involve the client in developing

situational supports apart from the professional environment.

The sixth element of the NSRI is social and situational supports. These are the

actual people who are important in the lives of our client.

There differences between the NSRI adult version and the NSRI adolescent

version are not in the areas measured, but in the examples given in each

section. For example, the adolescent version will provide options more

focused on school, than on work.

The entire administration of the NSRI typically will take less than 15 minutes,

and the information yielded can be particularly useful in creating interventions.

15

CREATING Targeted Interventions from Strengths and Resources Targeted interventions are important tools to develop in the therapeutic

process. Targeted interventions take our client’s specific and unique strengths

and use them to apply specific counseling strategies for resolving the client’s

specific problems.

For example, all clients need to set goals. More cognitively oriented clients are

able to complete a written goal-setting assignment using pencil and paper and

the English language to describe specific steps and objectives towards reaching

a goal that is beneficial, useful, and has a reasonable time frame. However,

our lower functioning clients, those without verbal or written skills, may not be

able to complete the same type of therapeutic assignment or intervention.

If we have identified, for example, that the client was artistic as one of their

strengths, we would then be able to use this strength to create an intervention

unique to that individual that would accomplish the same goal.

One client of mine was a very creative and artistic individual, although he

certainly had deficits in his verbal and written skills. While the assignment

might not have been appropriate with many other clients, I had this client take

magazines and cut out photos that represented the things that he wished he

had in life.

He cut out an advertisement of guy and a girl holding hands walking down the

beach, because he wished he had a girlfriend.

He cut out a picture of nice car, because he wished he had a car that ran, that

would reliably take him to work each day.

He cut out a yellow smiley face from a Wal-Mart ad, because he presented

with major depression and wished that he was happy.

He took all of the magazine cut-outs and glued them to a poster board.

I had him take that collage, just like a second grade classroom would do, and

stick it to the inside of his bedroom door. Why? This was the last place he

looked every night, and the first place he looked every morning.

I told him, “As you grab your door knob, as you look at those pictures every

morning, realize that when you step over the threshold those are the things

you are aiming for in each one of your actions throughout the day.”

16

So, goal setting may be a need for all of our clients, but the way we

accomplish the goal setting process has to be predicated on each client’s

individual strengths and resources. This is why tools like the NSRI can be

particularly useful to the clinician in creating interventions, managing client

behavior and beginning an effective problem solving process during the course

of psychotherapy.

YOUR ASSIGNMENT

The following pages contain the original versions of both the Adult and

Adolescent NSRI, along with the original professional use manual.

Please take time to carefully review all of the following pages. Then, complete your own NSRI.

Evaluate how your answers could benefit you, if you were experiencing life

difficulties.

You do not need to turn this assignment in to us—but we do expect you to

complete it, as it is part of the required coursework to receive professional

continuing education credit, and it is for your own benefit.

17

Copyright © 2008 Richard K. Nongard

TTTTHEHEHEHE

NSRI NSRI NSRI NSRI

NONGARD Strengths and Resources Inventory

Adult and Adolescent Versions

and Professional Use Manual

An Effective Tool for Managing New Clients and Clients with Self-Defeating Patterns by Self-Identification of Perceptions of Strengths

SAMPLE COPY

FOR

EDUCATIONAL PURPOSES

ONLY

18

Copyright © 2008 Richard K. Nongard

THE

NSRI

NONGARD

Strengths and Resources Inventory

Instructions for Adult Form: This is a simple, one-page form that has six (6) short sections, each focused around your personal strengths, abilities and resources; or in other words, the things you have or can do. Each section will have its own directions that ask you to make a check-mark on any items within the section that you feel may apply to you. Please think carefully and mark your answers honestly. Your responses will be used to help your clinical consultant get to know you better, and learn how to help you better. When you are finished, your clinical consultant will go over your answers with you and discuss any questions you may have.

19

4/PCA: Make a mark next to six (6) of the following items that you think may best describe you:

5/PIA: Make a mark next to four (4) of the following that you think best describe your interests or abilities:

THE NSRI: NONGARD Strengths and Resources Inventory

Copyright 2008, Richard K. Nongard

1/PUT: Make a mark next to any and all of the following items you may possess or have access to:

____ Car, Truck, Van, etc. ____ Scrap Book, Box etc. ____ Personal Computer ____ Photo Album

_____ Bus Route _____ Phone, Pager, Cell _____ Dog, or Other Pet _____ Close Adult Friend

2/ISO: Make a mark next to four (4) of the following statements that you think best describe you: _____ Can Solve Problems _____ Can Follow Directions _____ Can Give Directions of Lead Others _____ Can Work Well in Groups _____ Can Work Well One-on-One _____ Can Take Good Notes _____ Can Listen Well to Others _____ Can Express Thoughts or Feelings _____ Can Work Well Alone _____ Can Plan Ahead _____ Can Strategize or make Plans _____ Can Sort Out Options or Alternatives

Name:_______________________________________ Date:________________________________________ I D#:________________________________________

3/EJS: Make a mark next to any and all of the following items that you have or can do: _____ G. E. D. or High School Graduate

_____ Military, Vocational or Technical Training

_____ Some College Credits

_____ Bachelor’s Degree

_____ Graduate or Post-Graduate Schooling

_____ Resume or Printed List of Work History

_____ Professional License or Certification

_____ Management or Supervision Experience

_____ Volunteer or Charity Work

_____ Job Skills in Many Areas

_____ Time on a Job More than Six Months

_____ Time on a Job More than Two years

_____ Can Learn New Skills Easily

_____ Can Read Well

_____ Can Write Well

_____ Can Speak Well

_____ Can Type

_____ Can Visualize Ideas Well

_____ Can Present Self Well to Others

_____ Can Pass Alcohol or Drug Screening Test

_____ Nice or Kind to Others

_____ Risk Taker or Takes Chances

_____ Cares or Worries About Others

_____ Resourceful or Will Find A Way

_____ Dedicated or Sticks With Things

_____ Predictable or Likes a Routine

_____ Creative or Have New Ideas

_____ Confident or Believes in Self

_____ Loyal

_____ Trusting of Others

_____ Trustworthy

_____ Will Ask for Help

_____ Tidy or Orderly

_____ Will Admit When Wrong

_____ Respectful of Others

_____ Willing to Make Changes

____ Dynamic or High Energy ____ Law or Rule Follower ____ Honest or Do Not Lie ____ Cautious or Slow to Act ____ Responsible,Owns Actions ____ Generous, Gives to Others ____ Will Try Again ____ Sense of Humor

____ Like to Travel, See New Things ____ Like to Learn New Things ____ Like to Read True Stories ____ Like to Read Made Up Stories ____ Like to Dance ____ Can Cook

_____ Can Write Stories or Poems _____ Can Play a Musical instrument _____ Likes to Be With Other People _____ Can Play Chess or Checkers _____ Can Draw or Paint _____ Can Sing

_____ Can Play A Sport _____ Can Make Crafts _____ Likes Music _____ Can Fix Things _____ Can Build Things _____ Can Entertain

6/SSS: Make a mark next to all of the following people who you think are or could be helpful with problems:

_____ Mother _____ Step-Mother _____ Father _____ Step-Father _____ Brother

_____ Sister _____ Aunt _____ Uncle _____ Cousin _____ Niece

_____ Nephew _____ Child _____ Group Sponsor _____ Counselor _____ Neighbor

_____ Teacher _____ Co-Worker _____ Boss _____ Friend _____ Church People

SAMPLE COPY ONLY — NOT LICENSED FOR OFFICIAL USE

20

Copyright © 2008 Richard K. Nongard

The

A-NSRI NONGARD

Strengths and Resources Inventory

Instructions for Adolescent Form:

This is a simple, one-page form that has six (6) short sections, each focused around your personal strengths, abilities and resources; or in other words, the things you have or can do. Each section will have its own directions that ask you to make a check-mark on any items within the section that you feel may apply to you. Please think carefully and mark your answers honestly. Your responses will be used to help your clinical consultant get to know you better, and learn how to help you better. When you are finished, your clinical consultant will go over your answers with you and discuss any questions you may have.

21

A-NSRI: NONGARD ADOLESCENT

Strengths AND Resources Inventory Copyright 2008, Richard K. Nongard

1/PUT: Make a mark next to any and all of the

following items you may possess or have access to:

____ Car, Truck, Van, etc ____ Scrap Book, Box etc ____ Personal Computer ____ Photo Album

____ Bus Route ____ Phone, Pager, Cell ____ Dog, or Other Pet ____ Close Adult Friend

2/ISO: Make a mark next to four (4) of the following statements that you think best describe you:

_____ Can Solve Problems _____ Can Follow Directions _____ Can Give Directions of Lead Others _____ Can Work Well in Groups _____ Can Work Well One-on-One _____ Can Take Good Notes _____ Can Listen Well to Others _____ Can Express Thoughts or Feelings _____ Can Work Well Alone _____ Can Plan Ahead _____ Can Strategize or Make Plans _____ Can Sort Out Options or Alternatives

Name: _______________________________ Date: _____________________________________

I D#: _____________________________________

3/EJS: Make a mark next to any and all of the following items that you have or can do: _____ G. E. D. or High School Graduate

_____ Military, Vocational or Technical Training

_____ Some College Credits

_____ Good Grades in School

_____ School Awards or Recognition

_____ Band Member or Sports Player, etc.

_____ School Club or Class Politics Member

_____ Member of Boy or Girl Scouts, etc.

_____ Volunteer or Charity Work

_____ Work Experience

_____ Time on a Job More than Six Months

_____ Time on a Job More than Two years

_____ Can Learn New Skills Easily

_____ Can Read Well

_____ Can Write Well

_____ Can Speak Well

_____ Can Type

_____ Can Visualize Ideas Well

_____ Can Present Self Well to Others

4/PCA: Make a mark next to six (6) of the following items that you think may best describe you:

____ Nice or Kind to Others ____ Risk Taker or Takes Chances ____ Cares or Worries About Others ____ Resourceful or Will Find A Way ____ Dedicated or Sticks With Things ____ Predictable or Likes a Routine ____ Creative or Have New Ideas ____ Confident or Believes in Self

_____ Loyal _____ Trusting of Others _____ Trustworthy _____ Will Ask for Help _____ Tidy or Orderly _____ Will Admit When Wrong _____ Respectful of Others _____ Willing to Make Changes

____ Dynamic or High Energy ____ Law or Rule Follower ____ Honest or Do Not Lie ____ Cautious or Slow to Act ____ Responsible, Owns Actions ____ Generous, Gives to Others ____ Will Try Again ____ Sense of Humor

_____ Likes to Travel _____ Likes to Learn New Things _____ Likes to Read True Stories _____ Likes to Read Made Up Stories _____ Likes to Dance _____ Can Cook

_____ Can Write Stories or Poems _____ Can Play a Musical instrument _____ Likes to Be With Other People _____ Can Play Chess or Checkers _____ Can Draw or Paint _____ Can Sing

_____ Can Play A Sport _____ Can Make Crafts _____ Likes Music _____ Can Fix Things _____ Can Build Things _____ Can Entertain

5/PIA: Make a mark next to four (4) of the following that you think best describe your interests or abilities:

6/SSS: Make a mark next to all people who you think are or could be helpful with problems:

_____ Mother _____ Step-Mother _____ Father _____ Step-Father _____ Brother

_____ Sister _____ Aunt _____ Uncle _____ Cousin _____ Niece

_____ Nephew _____ Child _____ Group Sponsor _____ Counselor _____ Neighbor

____ Teacher ____ Co-Worker ____ Boss ____ Friend ____ Church People

SAMPLE COPY ONLY — NOT LICENSED FOR OFFICIAL USE

22

About the Nongard Strengths and Resources Inventory (NSRI)

GOAL The NSRI was designed and developed to offer professionals a simple tool

for gathering helpful positive client information during the intake or

assessment process.

BENEFITS The NSRI format is a self-report survey. The client is asked to mark the

NSRI statements or items that he/she identifies with in six areas, thus

creating a self-reported “list of personal assets”, from transportation, to

education and job skills, to character attributes, interests and healthy

situational supports.

RESULTS When completed, the professional has a convenient one-page inventory of

information that can be easily referred to for assessing the client’s potential

strengths and resources that will be useful in facilitating and expediting the

therapeutic recovery process of the client’s determined problems.

FOCUS The NSRI, unlike most assessment tools, doesn’t ask, “What’s wrong with

the client?”, but instead only asks, “What is right with the client?”

Other assessment tools can and should be used to discover and evaluate

the client’s problems, deficits and disorders, for diagnosis and clinical

direction.

USE The NSRI is used to develop a list of potential “starting points”, or physical,

emotional and psychological resources and strengths that the client believes

they already possess, that the professional can draw upon when

strategizing interventions for overcoming the client’s diagnosed problems.

23

UNIQUE While other assessment tools often contain a section to report client

strengths, they are often limited in scope, objective, and are generally

placed near the end of the assessment, and thus are easily overlooked

when the material is reviewed.

The NSRI is a single form with a single purpose: identifying the client’s

strengths and resources.

VERSIONS The NSRI is available in two standard forms: the Adult Version and the

Adolescent Version.

The overall content of the statements that the client will be asked to

identify him/herself with is the same on each version, however the

Adolescent Version (A-NSRI) contains some statements or items that have

been altered or modified for age appropriateness.

LANGUAGE The language used on the NSRI is simple and modern, and therefore should

allow the NSRI to be effectively administered to most persons, including

those with some developmental difficulties.

24

Administration of the NSRI

CLIENT INFORMATION The interviewer or client should complete the client information on the top

right corner of the NSRI.

It is intentionally placed in this position for ease in indexing and retrieving

completed NSRI forms.

ADMINISTRATION PROCESS The NSRI can be administered a short period of time, in either one of two

ways:

1). The interviewer can read each statement to the client, and then mark

each of the client’s affirmative responses, or

2). The client can read each statement and mark his/her appropriate

responses by themselves.

If administered during the intake process, the NSRI may be handed to the

client to complete alone with other assessment or evaluation tools, such as

those for chemical dependency (NSAS: Nongard Substance Addiction

Screening) or depression (NDI: Nongard Depression Index).

Although this may or may not yield definitive information, for the non-

compliant person it could possibly provide useful information that otherwise

can not be obtained by the client themselves.

HONESTY AND RELIABILITY The structure of the NSRI is a self-report survey, which in general should

be expected to elicit fairly honest responses, as it focuses on the client’s

positive attributes, rather than on his/her problems or deficits.

25

ADDITIONAL USES Since the NSRI is an open, self-report of the client’s strengths and

resources, it could be effectively used by the professional during future

sessions to confront and/or hold the client accountable for any behaviors

that would seem to go against what the client initially stated about his/her

character or abilities.

Additionally, if during the therapeutic process the client makes personal

accomplishments in education of employment (e.g., learns to trust others,

takes up a hobby), the NSRI may be re-administered to effectively

demonstrate and re-enforce positive changes, growth or progression.

IMPORTANT NSRI NOTE: As the NSRI is a subjective reporting of the client’s personal strengths

and resources, there is always the potential for biased or over-reporting

of positive qualities, and this should be considered and assessed by the

professional, through clinical interview.

26

Interpretation of the NSRI

SCORING

There is no formal scoring for the NSRI.

The Nongard Strengths and Resources Inventory is simply a

subjective survey of what the client feels are his best personal possessions,

resources, abilities or accomplishments.

However, the intrinsic interpretation of the identified items and

statements should still offer the professional valuable information that can

assist in the therapeutic process.

Everyone has some (likely many) positive qualities and characteristics

that can be useful in some healthy way.

However, sometimes it may take some searching to determine what

they are, and then it may require some creative evaluation to determine

their usefulness.

This is the professional’s prime objective when administering and

interpreting the NSRI.

27

LAYOUT

The NSRI is conveniently presented on one page, and divided into six

sections, as follows:

1/PUT Practical and Useful Things (8 options, choose any or all) 2/ISO Interactions with Self and Others (12 options, choose 4 best) 3/EJS Education and Job Skills (20 options, choose any or all) 4/PAA Personal Attributes and Abilities (24 options, choose any or all) 5/PIA Personal Interests and Abilities (12 options, choose 4 best) 6/SSS Social and Situational Supports (20 options, choose any or all)

28

Interpretation

of the Six NSRI Sections

1/PUT Practical and useful Things This section contains eight items that could be considered positive

for the client to have access to.

Transportation, telephones and pagers have obvious positive uses,

ranging from the ability to travel to and from work or school, support group

meetings, or therapy sessions and being locatable for employers, peers and

family. Additionally, the continued possession or accessibility of these

items could perhaps reflect basic prioritized responsibility in some clients.

Having a pet could show the ability to be responsible and care for

others, and can also be a great subject for ‘breaking the ice’ when

conversing appears difficult, (especially with adolescents) adding a sense

of “humanness” or personal connection to the therapeutic process.

Photo albums can also be a subject for conversation, but they could

also demonstrate organization, attachment to others, pride, or

connectedness.

Personal computers can often depict cognitive skills, responsibility,

or focused attention abilities, depending on the client. Additionally, they

can be used to encourage completion of journaling assignments, or other

written therapeutic exercises.

A close adult friend has obvious benefits, if the friend is determined

through clinical interview to be a healthy influence and actively supportive

of the client.

The practical value of the above items will of course vary form client

to client, but with some positive searching, the professional should be able

to infer some potential strengths and resources from the client’s possession

or accessibility of them.

29

2/ISO Interaction With Self and Others This NSRI section contains 12 statements from which the client is

asked to identify four (4) that best describe how the client perceives that

he/she interacts with him/herself and others.

While the answers here are subjective and thus yield no definitive

information, they can provide the professional with an idea about the

client’s willingness and ability to follow assignments or directions, express

themselves, participate in or even lead group activities, actively listen to

clinicians or others, set goals, etc.

These strengths and personal resources are keys to help in

strategizing therapeutic interventions.

For example, if the client identifies statements that include working

with other people, then they may be a likely candidate to reap personal

benefits in group therapy settings.

3/EJS Education and Job Skills This NSRI section contains 20 possible items or statements from

which the client may identify as having or being capable of any or all of

them.

Levels of education, participation in activities or organizations,

employment duration and job/life skills can depict responsibility, potential

cognitive abilities, desire for personal advancement or achievement, future

orientation, or common sense.

They can also reflect follow through, pride, leadership, organization,

confidence, or security and significance. These strengths and personal

resources, when evaluated, can be potential starting points to draw upon

for many clients.

For example, the adolescent client may be additionally encouraged to

stop acting out and become a better role model for others, by reminder re-

enforcement of their ironically admitted good grades in school and

volunteer activities. The adult client may be more effectively persuaded to

stop drinking or drugging, for fear of potential career damage or

professional license loss, if they have reported having such items.

30

4/PAA Personal Attributes and Abilities This NSRI section contains 24 quality characteristics from which the

client is asked to identify the six (6) that he/she feels may best identify

themselves.

Again, this is a subjective self-report, however, intrinsic evaluation of

these characteristics may be built upon to strategize and reach therapeutic

goals.

For example:

Items identified with such as ‘loyalty’, ‘trustworthiness’ and ‘honesty’

may indicate the potential level of client/professional therapeutic

relationship.

‘Dedication’, ‘resourcefulness’ and ‘creativity’ may indicate potential

levels of compliance.

‘Risk taking’ and ‘willingness to try again’ may indicate follow through

on making changes.

‘Cautious’ and ‘responsible’ may indicate abilities to avoid relapse

behavior; and so on.

In this section, the client is reporting what they believe to be true

about their own character. It is the professional’s task to assess these

attributes and determine their usefulness as internal starting points for the

therapeutic process.

5/PIA Personal Interests and Abilities This NSRI section contains 18 items of personal interest (such as

hobbies) and abilities (things they can and like to do), from which the

client is asked to select four (4) that they feel best reflects themselves.

The items that the client identifies that he/she likes and can do may

be drawn upon for healthy socialization resources (e.g., dancing, sports,

traveling), for expressive assignments (e.g., writing, drawing, crafts), or for

therapeutic education assignments (e.g., reading, learning new things).

It is the professional’s task to evaluate the potential strengths and

resources of these interests and abilities, to identify useful external starting

points for therapeutic process.

31

6/SSS Social and Situational Supports This section asks the client to identify from 20 options the people in

his/her life that could be potentially helpful to them.

It is the professional's duty to thoroughly evaluate and discuss with

the client each marked response, assessing the usefulness and healthy

aspects of each person.

For example, an identified brother may, in fact, have an extra bed for

the homeless client. However, if that brother is a substance user, he

probably would not be the most healthy or helpful choice for the recovering

addict to call in a time of need.

Keep in mind also that many clients may be hesitant or resistant to

contacting healthy family members that they have alienated, or healthy

church people if they have not been active members in the recent past or

have had ‘bad experiences’ at a church.

It is here that the professional may be able to re-enforce many of the

client’s self-identified strengths and personal resources in order to

overcome this resistance, by re-establishing confidence or addressing

willingness and ability to make changes, through positive confrontation.

Author’s Note: Churches should never be overlooked as potential resources

for client support or socialization. Even if the client has been upset with

Brand X Church in the past, they may be willing if encouraged to explore

Brand Y or Z Church this time.

Additionally, the use of churches as client resources need not always

focus on religious doctrine or activities, and this concept should be ex-

plained to the client, when appropriate. Many have programs for parents,

couples, divorcees, singles, HIV+ persons, and facilities for various religious

and non-religious based support groups.

Youth groups and their many varied activities often offer excellent

healthy socialization opportunities for adolescents.

Professionals should keep responsibly abreast of the different

churches in their community and the programs that each may have to offer

to members and non-members alike.

32

Thank you for your participation in this component of the

ICBCH Clinical Hypnosis Certification program!

There are no True/False questions related to this coursework on the Evaluation of

Learning Exam, but we anticipate that you will find the content to be of great

benefit to both yourself and your clients.

If you would like to order a functional copy of the NSRI: Nongard Strengths and

Resources Inventory to use with your clients, click the picture or the link below,

for details:

http://subliminalscience.com/index.php?main_page=index&cPath=29