The Strengths-Based Inclusive Theory of Psychotherapy in Schools

This chapter describes a new developmental positive psychology counseling theory called the Strengths-Based Inclusive Theory (S-BIT) of Psychotherapy (Owens, 2022) and its application to children and adolescents in the school setting. The main goal of the S-BIT of Psychotherapy is to simultaneously address clients’ mental health concerns and enhance their well-being. The theory emphasizes a strengths-based approach, considering both individual and contextual factors, for diverse groups. The theory consists of three core assumptions and four theoretical propositions. The core assumptions include the following: (a) focusing on contextual factors is important for developing a comprehensive conceptualization of clients, (b) a balanced view is helpful to a wide range of people, and (c) fulfillment (a comprehensive conceptualization of well-being) is a beneficial goal for many people. The theoretical propositions include (a) people with promotive contexts experience fulfillment to a greater extent and challenges to a lesser extent, (b) people are more likely to attain promotive contexts if they experience greater contextual support and fewer contextual barriers, (c) contextual supports can promote fulfillment and positive individual characteristics, and (d) positive individual characteristics help achieve fulfillment and address challenges. This chapter explores clinical applications of the S-BIT of Psychotherapy, including positive psychological interventions that align with the theory. Lastly, a school-based case example is provided, demonstrating the use of the S-BIT of Psychotherapy to conceptualize the case and corresponding treatment recommendations informed by the positive psychology literature.