Highlighting Clients’ Strengths: The Benefits of Using the Balanced Diagnostic Impressions (DICE-PM) Model

People are generally prone to the negativity bias, and subsequently, psychological assessment has historically focused on pathology. Breaking with that tradition, research supports the effectiveness of infusing strengths in clinical practice to provide a more balanced approach. However, little research has examined the outcomes of providing education to students about intentionally using balanced assessment approaches. The purpose of this study was to examine the impact of teaching students about and the use of a strengths-based assessment approach—the Balanced Diagnostic Impressions (DICE-PM) Model. Results showed that undergraduate students’ attitudes towards strengths and what they attended to in the assessment process changed after learning about and using the DICE-PM Model compared to the control group. Specifically, students in the intervention group viewed positive psychology theory, strengths assessment, and attention to therapeutic gains as more important than the comparison group. Additionally, after reading a vignette with low pathology and without being prompted to attend to strengths, students from the intervention group indicated they wanted to know more about the client’s external strengths and less about individual weaknesses compared to the control group. Additionally, students in the intervention group experienced increased life satisfaction compared to the control group. Overall, results suggested teaching students strengths-based assessment is valuable. Training students and professionals could serve as a means to proactively address the negativity bias and help improve clinical services.