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The Strong Model

of Interaction and Intervention

Serving Troubled Teens, Their Families, and Treatment Professionals


The Strong Model of Interaction and Intervention

The following diagram provides a graphical look at the Strong Model. The diagram itself is quite simple. However, the dynamics surrounding its proper implementation are powerful and insightful. (See also Origins of the Strong Model)

To summarize what you are seeing, and to help you understand the power of the model, look simply at the matrix approach to interaction:

1. Implied in the process from left to right, the equation states that the desired outcome of all discipline levels (authority, group, and self), when combined with helpful intent, is value-based performance. This goes beyond mere obedience, which requires only adherence to the dictates of authority.

2. Following the flow from top to bottom, the equation implies that the individual (self) is closer to his/her problems than anyone else. If the self level of discipline can become motivated to seek solutions on his/her own, without continued intervention from other levels of discipline, long-term success is assured. Though the individual may seek help from other levels of discipline, the individual becomes vested in personal success, and therefore does not wait for intervention to overcome issues as they arise.

Note that the most important level of discipline is self discipline, when it comes to solving problems. However, it is the authority level who is responsible for maintaining a climate and culture of change, growth, and safety. The dynamics of this understood difference in roles is critical for individual, group, and leadership success.

Observe the model, and read on.


The Strong Model of Interaction and Intervention


Parents, and often staff members and intervention specialists regularly become caught in the trap of creating systems of interaction that actually reinforce the thinking errors of troubled young people, and in effect reinforce their negative power. For instance, consequences and punishments alone are not solutions to problems. Yet the overwhelming majority of authority figures have been taught their entire lives that rigid, well-defined consequences for inappropriate action provides adequate control over negative behavior. Therefore, when they issue a consequence, they incorrectly believe that they have done all they need to do to solve a child's problem.

Although this basic flow of thought is quite simple, consider these questions:

  • Who needs to solve the child's problems? The adult or the child?


  • Who is responsible for the child's problems? The adult or the child?


  • If the adult continually administers consequences and rewards, thinking this is sufficient, the child may (or may not) hop through the hoops of performance for the adult. But if the child's values remain inconsistent with the adult's, has the problem been solved? What will happen when the adult, the consequences, and the rewards are no longer around?


    • In his seminars to parents, and in his instruction to staff members and intervention specialists, Michael Behning stresses that inappropriate (and far too common) approaches to child and adolescent discipline actually reinforce weakness, and fail to demand strength. Why, ultimately, do adults fail to demand value-based performance of the children in their charge? The answers to that question vary. Often adults simply don't believe the children are capable of that kind of maturity or strength. Sometimes, however, the adults have been taught to deal with behavior problems through conflict and punishment, and they simply don't realize that there are far more powerful ways to handle adolescent problems. Sadly, sometimes adults don't care enough to attempt, then to stay loyal to other, stronger approaches to child management. This occurs in family, academic, and treatment settings far too often.

    Ironically, young people are eager to display their strength. Yet their thinking errors often interpret strength as destructive or defiant behavior. This is compounded when a child's self-concept is low due to learning or psychological problems, drug use, abuse issues, etc. Moreover, when a troubled child "digs in his heels" against a parent or authority figure, his errors in thought keep him defiant. Why? Because he thinks he is strong. Sometimes an unpopular child in a classroom actually gains the reward of being the hero of the classroom's subculture simply by fighting against the teacher, rules, rewards, and consequences.

    Subscribe to the Strong Model newsletter (Demanding Strength), and participate in Strong Model Seminars and Workshops for far more depth and insight into the dynamics of the Strong Model of Interaction and Intervention. But ask yourself these final questions, and honestly consider the answers.

  • If an adult administers a punishment, and the child chooses to behave as a result of the punishment (or to avoid the punishment), who is in control, the adult or the child? Has not the child chosen to be in control?

  • If an adult provides a reward, and a child does what is desired for the reward, who is in control of the childs's behaviors, the adult or the child?

  • If the child has been in control all along, what happens when the child chooses to no longer respond to the punishments and rewards of authority? Here's you're clue: the child keeps the same control he/she always had. From that point forward the adult's punishment and reward system becomes futile, and will completely fail without becoming increasingly oppressive and difficult to manage.

  • How often do you think adults suffer from the delusion that their systems of rewards and consequences keep them in control?

    The failure of adults to understand the power of adolescents limits their ability to draw upon that power. Adults feel they need to control. Adolescents naturally fight against giving up their perceived power, and suddenly adults and adolescents find themselves in the middle of a power struggle. Sadly, with proper intervention, both the adults and the adolescents can get what they want.

    But it takes strength. Are you strong enough?