Analyzing Kisha’s Wellness and Strengths

Families with young children are also among the fastest-growing segments of the homeless. Although some are without family and friends, many have relatives or other social ties, but they believe those in their support network would not “take them in” for more than a day or two. Urban schools are struggling to provide educational opportunities for homeless children. The schools are faced with the challenge to educate during a time when children do not have a stable home and do not know where they will be living from day to day. There are also a growing number of teens who are homeless and not living with a parent or older adult.

Children in homeless situations are vulnerable. These children live in poverty and have a higher percentage of risk for domestic abuse, live with one or more parents with substance abuse problems, have developmental delays, and experience mental health problems such as anxiety and depression. They also face barriers to attending school because they may lack transportation, records from previous school, immunization records, and clothing (National Center on Family Homelessness, 2013). The following story illustrates one teen’s experience. Kisha became homeless when her parents threw her out of the house with only the clothes on her back.

 Kisha lived in four different places from January until March of last year. Over the years, she has lived in a variety of housing that includes a VW bus, a tent, an apartment, a temporary housing shelter, a sleeping bag under a bridge, and a cardboard box in an alley. She has lived alone, with her mom, with her grandmother, with friends, and with a couple of other teens who she met on the streets. She is tired of moving from place to place, but she can’t find anyone who will be able to help her for a long period of time. People don’t mind helping her out for a while, but then she gets embarrassed that she is staying there and taking charity. Sometimes they get tired of her living with them. She has attended three schools in the past four months and she wants a stable home so that she can go to school. She does not want the other teens to know that she has no home.

Now, we will look at Kisha in terms of the indivisible self wellness model and a strengths approach in Class Discussion in Box 8.3.

Class Discussion

Analyzing Kisha’s Wellness and Strengths

As an individual, small group, or class, answer the following questions about Kisha. Use the wellness model to determine client strengths.

What are Kisha’s strengths related to her creative self?

Does she use thinking, emotions, control, work, or positive humor to handle her situation?

What are Kisha’s strengths related to her coping self?

Does she use leisure, stress management, self-worth, or realistic beliefs to handle her situation?

What are Kisha’s strengths related to her social self?

Does she use friendship or love to handle her situation?

What are Kisha’s strengths related to her essential self?

Does she use spirituality, gender identity, cultural identity, or self-care to handle her situation?

What are Kisha’s strengths related to her physical self?

Does she use nutrition or exercise to handle her situation?

Can you summarize the factors that describe Kisha’s overall wellness?

Share your responses with your classmates.