• Introduction
• Strength-Based Assessment
• Behavioral & Emotional Rating Scale
• Scoring
• Uses
• Mark:  A Case Study
  • Background
  • Presenting Problem
  • Strength Assessment
  • Transition Planning Team
  • Interpersonal Strength
  • Family Involvement
  • Intrapersonal Strength
  • School Functioning
  • Affective Strength
• Summary
• References

After the planning session, Mark was transitioned to his home, school, and community settings. The transition plan was implemented by the transition team that met every four weeks at Mark’s school to monitor progress. Within a months much of Mark’s transition plan had been implemented. He had signed up to play baseball in a community league, joined the school band, and began to attend the youth church group. At school he had been assigned a peer tutor for math and study skills and started to use a daily homework planner. At home Mark’s parents had secured an in-home family preservation worker and the family was meeting on a weekly basis with the youth pastor to enhance their communication. Monthly reports were provided to the team to monitor Mark’s accomplishments with the transition plan. A six-month reevaluation using the BERS and other information was scheduled.

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