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“Client Strengths and Resources - Using the N.S.R.I.” This .pdf document contains the course materials you must read. Simply keep scrolling down and read every page. To receive CEU credit after reading this file, please follow the directions at the end of the course.

Peachtree is approved to provide continuing education services by the National Association of Alcohol and Drug Addiction Counselors (NAADAC) and the National Board of Certified Counselors (NBCC), as well as by many individual state regulatory boards for most mental health related professionals, including: NAADAC # 205 California BBS PCE #1852 Texas LMFT #181 Texas SW #CS1048 Kansas KBSRB #03-001

NBCC # 5701 California Nursing #14780 Texas LPC #444 Florida SW, MHC, MFT BAP #723 Oklahoma SW CEP #2011-0001

Please see www.fastceus.com/approvals.php for a complete state-by-state and discipline listing of all our Board CEU Provider Approvals, or contact your Board directly if you have course credit approval questions. We Have What You Need

PeachTree Professional Education, Inc. 15560 N. Frank L. Wright Blvd, #B4-118 Scottsdale, AZ 85260

e h T re Peac sional s Profe ion, Inc. at Educ

Voice: (800) 390-9536 Fax: (888) 877-6020 www.FastCEUs.com

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CLIENT STRENGTHS AND RESOURCES - USING THE N.S.R.I. 3 CEU Credit Hours All materials copyright © Richard K. Nongard.

All rights reserved.

No portion of this course may be reproduced without specific written consent of the author.

Course Description: Assess and focus on what is RIGHT with the client, not just on what is wrong with them. Excellent information for intake and assessment, and intervention strategies for monitoring and motivating client progress. Course Objectives: At the conclusion of this course the professional 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. Purpose of this course: The purpose of this Continuing Education course is to provide discussion of issues relevant to the mental health counselor concerning assessing and utilizing client strengths and resources, rather than simply focusing on their deficits. Information is provided to assist counselors in understanding client condition, treating clients, and providing patient education.

Course Outline: Part 1: Course organization, Documentation and Introduction. Part 2: Reading of the course materials (this document) Part 3: Administration and Completion of the Evaluation of Learning Quiz =========== 3 Clock Hours / CE Credits Your instructor is Richard K. Nongard, a Licensed Marriage and Family Therapist, Certified Clinical Hypnotherapist and a Certified Personal Fitness Trainer.

PeachTree Professional Education, Inc. 15560 N. Frank L. Wright Blvd, #B4-118 Scottsdale, AZ 85260 Voice: (800) 390-9536 Fax: (888) 877-6020 www.FastCEUs.com

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Client Strengths and Resources In Therapy — Utilizing the N.S.R.I. A 3-Hour Continuing Education Course YOUR INSTRUCTOR IS Richard K. Nongard

All Contents Copyright © Richard K. Nongard

COURSE INSTRUCTIONS: To receive 3 credit-hours of continuing education for this course, the professional is required to complete the following assignments: 1.) Read all of the course materials following this page 2.) Read and self-administer the included Nongard Strengths and Resources Inventory 3.) Read the accompanying professional use manual for the NSRI. 4.) Interpret your results. 5.) Complete the 20 Question True/False Evaluation Quiz found at the end of this course and submit it along with your payment either online or by fax or mail.

If you wish to order a reproducible copy (copy and use forever - never need to reorder) of the NSRI for use with your clients, including both adult and adolescent forms and the instructional use manual, please visit www.FastCEUs.com or contact our office.

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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.

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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. What we actually do have is the ability to take our clients strengths, and use them to compensate for their deficits (all 18 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 the year 2002, 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.

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In my book, The Perfect Victim Factor, 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.” 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 antidepressants, 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 is clear to me that you have been waking up every morning and instead of saying ‘Good Morning, God!’ you have been saying, ’Oh God, it’s morning,’ and you have 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 is 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.”

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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. 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, Sheila, 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, who is 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?

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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 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.

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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.

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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.

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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.

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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.

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More Strength and Resource Examples: Strength = Resource =

dependable 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

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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.

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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.

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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.

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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.” 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.

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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.

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THE

NSRI NONGARD Strengths and Resources Inventory Adult and Adolescent Versions and Professional Use Manual

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

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Permission to reproduce, for professional use with clients only, the following NSRI and NSRI-A forms is granted to\state licensed mental health professionals who have paid for the license to copy. For institutional use, or training purposes other than as part of this PeachTree Professional Education, Inc. home study course, please call our office for a facility or educational site license.

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PeachTree Professional Education, Inc. www.fastceus.com

(800) 390-9536

Copyright © Richard K. Nongard

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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 counselor get to know you better, and learn how to help you better. When you are finished, your counselor will go over your answers with you and discuss any questions you may have.

PeachTree Professional Education, Inc.

Copyright © Richard K. Nongard

21 Name:_______________________________________ Date:________________________________________

THE NSRI: NONGARD Strengths and Resources Inventory

I D#:________________________________________

Copyright © Richard K. Nongard

1/PUT: Make a mark next to any and all of the following items you may possess or have access to: _____ Bus Route ____ Car, Truck, Van, etc. _____ Phone, Pager, Cell ____ Scrap Book, Box etc. _____ Dog, or Other Pet ____ Personal Computer _____ Close Adult Friend ____ Photo Album

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

_____ 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

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_____ 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

3/EJS: Make a mark next to any and all of the following items that you have or can do:

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4/PCA: Make a mark next to six (6) of the following items that you think may best describe you: _____ Loyal ____ Dynamic or High Energy _____ Nice or Kind to Others _____ Trusting of Others _____ Risk Taker or Takes Chances ____ Law or Rule Follower _____ Trustworthy _____ Cares or Worries About Others ____ Honest or Do Not Lie _____ Will Ask for Help _____ Resourceful or Will Find A Way ____ Cautious or Slow to Act _____ Tidy or Orderly _____ Dedicated or Sticks With Things ____ Responsible,Owns Actions _____ Will Admit When Wrong _____ Predictable or Likes a Routine ____ Generous, Gives to Others _____ Respectful of Others _____ Creative or Have New Ideas ____ Will Try Again _____ Willing to Make Changes _____ Confident or Believes in Self ____ Sense of Humor

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

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____ 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

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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 counselor get to know you better, and learn how to help you better. When you are finished, your counselor will go over your answers with you and discuss any questions you may have.

PeachTree Professional Education, Inc.

Copyright © Richard K. Nongard

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Name:

A-NSRI: NONGARD ADOLESCENT Strengths AND Resources Inventory Copyright 1996-2003, Richard K. Nongard

1/PUT: Make a mark next to any and all of the following items you may possess or have access to: ____ Bus Route ____ Phone, Pager, Cell ____ Dog, or Other Pet ____ Close Adult Friend

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

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

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_____ 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

_______________________________ Date: _____________________________________ I D#: _____________________________________

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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

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

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_____ 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

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____ 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

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

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_____ 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

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

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

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About the Nongard Strengths and Resources Inventory (NSRI) GOAL In 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.

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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.

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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 noncompliant 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.

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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.

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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.

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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)

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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.

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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 reenforcement 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.

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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.

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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 explained 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.

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If you enjoyed this course, here are some OTHER RESOURCES YOU MAY FIND HELPFUL:
Our 1.5 -Hour CEU Course, “Using the 12-Steps in Counseling” (video and text)
Our 3-Hour CEU Course, “Addiction Answers” (audio and text)
Our 3-Hour CEU Course, “Dual Diagnosis” (audio and text)
“Getting Along: A Guide for Healthy Interactions With Others” - 60-page client workbook, which includes a “License to Copy” agreement.


“In Control: Healthy Anger Expression” - client workbook, which includes a “License to Copy” agreement.

THANK YOU FOR YOUR PARTICIPATION IN THIS COURSE To receive continuing education credit for this course, you must have read this entire text file. You must also complete and return the Evaluation of Learning Quiz and pay the CEU fee. (Instructions are on the next page.)

We always appreciate constructive input from our customers – even when it’s ‘negative’, so please feel free to fill in the “Additional Comments” section of the Grade This Course evaluation when you submit your quiz and payment.

Richard K. Nongard, LMFT, CCH, CPFT Executive Director

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“CLIENT STRENGTHS AND RESOURCES - USING THE N.S.R.I.” 3 Continuing Education Clock Hours

Procedures to Receive CEU Credit:
This document contains all of the course materials you needed to read.
Now you must complete the required True/False Evaluation of Learning Quiz and submit it to our office along with your payment, in order to obtain your CEU certificate.

FOR ONLINE SUBMISSION: Go back to www.FastCEUs.com and click the "QUIZ & PAY" button for this course. On the page that opens, enter your information and take the T/F Quiz. When you click SUBMIT, the program will instantly grade your quiz, and provided you pass by at least 80%, it will then charge your credit or debit card. Immediately, a new web page will open containing your Receipt and Certificate info, and a Link will be provided to access a fancy Certificate for you to Print and/or Save to your computer. You will also receive an Email containing this same information and the link.  You will NOT receive a paper certificate in the mail - This electronic system provides numerous options for you to print and save your CEUs. FOR FAX OR MAIL SUBMISSION: Print the Quiz and Payment forms on the next few pages of this document, and complete the requested information. Our 24-hour secure Fax number is (888)-877-6020. If you fax your quiz and payment to us, please do NOT also mail it. We process faxes within approximately 4 business hours after receiving them. Faxes submitted late in the day or after hours will be processed the next business morning. However, all certificates are dated the date we receive your course quiz and payment. You will NOT receive a paper copy of your Certificate in the mail. Enter either your fax number or an Email address and we will send your CEU Certificate to the contact info you provide. If you prefer to use a check or money order, please Mail the quiz and payment to: PeachTree Professional Education, Inc. 15560 N. Frank L. Wright Blvd, #B4-118 Scottsdale, AZ 85260

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EVALUATION OF LEARNING QUIZ - PAGE 1 of 3 PRINT & FAX or MAIL THIS PAGE AND THE ANSWERS PAGES TO OUR OFFICE * * * * OR * * * * You may complete and submit this information ONLINE by following this link:

https://www.fastceus.org/index.php?extension=nsri-strengths PLEASE NEATLY PRINT THE FOLLOWING INFORMATION: NAME as you want it on your CEU Certificate: ____________________________________ Your professional cert/license with numbers: _____________________________________ ADDRESS for record keeping: Street: _____________________________________ City: _____________________________________ State: ______________

Zip: ________________

DAYTIME TELEPHONE Number: (________)_________________________________



We will FAX or EMAIL your CEU Certificate (NO copy will be mailed).

— CLEARLY PRINT YOUR FAX # or EMAIL ADDRESS: _________________________________________________________________________ (IF you FAX us your Evaluations do NOT mail them. Please WRITE NEATLY so you get your CEUs.)

CLIENT STRENGTHS AND RESOURCES - USING THE N.S.R.I. This 3 Hour CEU Course is $49.00 CIRCLE:

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Check Enclosed

Card Number: ____________________________________________________ Card Expiration Date: _______________

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(Security Code is last 3 digits on back of card for MC, Visa, Discover - or 4 digits on front for Amex)

Signature: _______________________________________________________ Mail: PeachTree Professional Education, Inc. 15560 N. Frank L. Wright Blvd, #B4-118 Scottsdale, AZ 85260

Phone: (800) 390-9536 Fax: (888) 877-6020

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EVALUATION OF LEARNING QUIZ - PAGE 2 of 3 Course Title: “Client Strengths & Resources - NSRI” 3 Hours of Approved Continuing Education Credit The purpose of the following Evaluation of Learning questions is to: A.) Verify that you have read the required course materials B.) Demonstrate an understanding of the practical application of the course materials C.) Officially document your participation and completion of this course




PLEASE ANSWER THE FOLLOWING 20 EVALUATION OF LEARNING QUESTIONS.

T

F

1.) I have read all of the required reading for this course.

T

F

2.) Strengths are internal assets.

T

F

3.) An example of a resource is “dependable”.

T

F

4.) The NRSI is a self-report.

T

F

5.) Clients are often acutely aware of the problems that they possess, but are unaware of their own strengths.

T

F

6.) In couples counseling, the application of strengths to the problem solving process is quite clear.

T

F

7.) The “Treasure Chest” is an example of intervention in individual therapy.

T

F

8.) The self-report format helps a therapist define the client’s strengths.

T

F

9.) The purpose of the Nongard Strength and Resources Inventory is to help the clinician understand our clients’ perceptions of their strengths.

T

F

10.) Even with the most catastrophically ill clients, clinicians are able to draw on client strengths to begin a problem solving process.

T

F

11.) Personality Disorders are an Axis I diagnosis.

T

F

12.) Targeted interventions are important tools to develop in the therapeutic process.

T

F

13.) The Dependent Personality Disordered client is a loyal individual.

T

F

14.) Most couples come to counseling to start the mediation process.

T

F

15.) The Adolescent Version (A-NSRI) contains some statements or items that have been altered or modified for age appropriateness.

T

F

16.) The NSRI is conveniently presented on one page, and divided into two sections.

T

F

17.) The NSRI may be effectively re-administered to demonstrate and re-enforce positive changes, growth or progression.

T

F

18.) Because the NSRI focus on strengths, honesty is easily attained.

T

F

19.) The sixth section of the NSRI focuses on Situational Supports.

T

F

20.) This Online course was useful to me (either answer will be counted correctly, we simply wish to know your opinion).

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GRADE THIS ONLINE COURSE! – Page 3 It is helpful to us if you return this form via snail mail or fax, along with your Quiz & Payment. Thank-you!

Participant Assessment of Home Study CEU Course CLIENT STRENGTHS AND RESOURCES - Using the N.S.R.I. 3 Credit Hours Please Rate the Following Statements from 1-5 (1 being the Lowest, 5 being the Highest.) ______ 1. I found the PeachTree Online Home Study Course Instructions simple to follow.

______ 2. I found the PeachTree Online Home Study Course materials to be of professional quality, and easy to read.

______ 3. I found the PeachTree Online Home Study Course materials to be of educational value, relative, and useful to my counseling practice.

______ 4. I completed the 3 Hour PeachTree Online Home Study Course in approximately 3 hours.

______ 5. I would take another PeachTree Online Home Study Course, and/or recommend them to a co-worker. ADDITIONAL COMMENTS: