Character strengths at school Definitions, attributes and interventions
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Published:
May 4, 2020
Keywords:
positive psychology, character strengths, VIA system, school internevtions, development
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Abstract
The concept of character strengths and the VIA system of strengths (Peterson, Seligman, 2004) are central ideas of positive psychology. These personal attributes and strengths are in the focus of numerous research and interventions, with a robust knowledge about their function and impact (Peterson, Park, Seligman, 2006; Vela et al., 2016). In spite of this robust knowledge, the development of character strengths is not widespread and systematic at schools. In this article we aim to introduce the concept and the functions of character strengths, the general attributes of psychological processes in connection with strengths and interventions for their development.
Furthermore a detailed account is given of school-based interventions for improving strengths in light of positive psychology, which can provide scientific foundations for strength-oriented institutional culture and teaching and learning. Finally some strength-focused short practices are introduced (eg. strength spotting, 360 degree evaluation, strength observation), which help to learn about and encourage to try simple and short, easily manageable strength-focused school-interventions.
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Fodor, S., & Molnár, A. (2020). Character strengths at school: Definitions, attributes and interventions. Iskolakultúra, 30(4-5), 20–39. https://doi.org/10.14232/ISKKULT.2020.4-5.20
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References
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Gander, F., Proyer, R. T., Ruch, W., & Wyss, T. (2013). Strength-based positive interventions: Further evidence for their potential in enhancing well-being and alleviating depression. Journal of Happiness Studies, 14(4), 1241–1259. doi.org/10.1007/s10902-012-9380-0
Gander, F., Hofmann, J., Proyer, R. T., & Ruch, W. (2019). Character strengths – Stability, change, and relationships with well-being changes. Applied Research in Quality of Life. 1-19. doi.org/10.1007/s11482-018-9690-4
Ghielen, S. T. S., van Woerkom, M., & Christina Meyers, M. (2017). Promoting positive outcomes through strengths interventions: A literature review. The Journal of Positive Psychology, 13(6) 1–13. doi. org/10.1080/17439760.2017.1365164
Hamvai Csaba & Pikó Bettina (2008). Pozitív pszichológiai szempontok az iskola világában: a pozitív pedagógia kihívásai. Magyar Pedagógia, 108(1), 71-92.
Hoare, E., Bott, D., & Robinson, J. (2017). Learn it, Live it, Teach it, Embed it: Implementing a whole school approach to foster positive mental health and wellbeing through Positive Education. International Journal of Wellbeing, 7(3), 56-71. doi.org/10.5502/ijw.v7i3.645
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Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Lavy, S., Littman-Ovadia, H., & Boiman-Meshita, M. (2017). The wind beneath my wings: Effects of social support on daily use of character strengths at work. Journal of Career Assessment, 25(4), 703–714. doi.org/10.1177/1069072716665861
Lavy, S. (2019). A Review of Character Strengths Interventions in Twenty-First-Century Schools: their Importance and How they can be Fostered. Applied Research Quality Life 1-24. doi:10.1007/s11482-018-9700-6
Ledertoug, M. M. (2016). Strengths-based learning – Children’s Character Strengths as a means to their learning potential. PhD thesis. DPU/Aarhus University, Denmark.
Linkins, M., Niemiec, R. M., Gillham, J., & Mayerson, D. (2015). Through the lens of strength: a framework for educating the heart. Journal of Positive Psychology, 10(1), 64-68. doi.org/10.1080/17439760.2014.888581
Linley, P. A., Nielsen, K. M., Wood, A. M., Gillett, R., & Biswas-Diener, R. (2010). Using signature strengths in pursuit of goals: Effects on goal progress, need satisfaction, and well-being, and implications for coaching psychologists. International Coaching Psychology Review, 5(1), 8–17.
Littman-Ovadia, H., Lavy, S., & Boiman-Meshita, M. (2017). When theory and research collide: Examining correlates of signature strengths use at work. Journal of Happiness Studies, 18(2), 527–548. doi.org/10.1007/s10902-016-9739-8
Lottman, T. J., Zawaly, S. & Niemiec, R. (2017). Well-being and well-doing: Bringing mindfulness and character strengths to the early childhood classroom and home. In Positive Psychology Interventions in Practice. Springer International Publishing. 83-105.
Lounsbury, J. W., Fisher, L. A., Levy, J. J., & Welsh, D. P. (2009). Investigation of character strengths in relation to the academic success of college students. Individual Differences Research, 7(1), 52-69.
Niemiec, R. M. (2014). Mindfulness and character strengths: A practical guide to flourishing.. Boston: Hogrefe.
Niemiec, R. M. (2018). Character strengths interventions: A field guide for practitioners. Hogrefe Publishing.
Niemiec, R. M. (2019). Finding the golden mean: the overuse, underuse, and optimal use of character strengths. Counselling Psychology Quarterly, 32(3-4), 453-471. doi.org/10.1080/09515070.2019.1617674
Noddings, N. (2015). The challenge to Care in Schools, 2nd Edition. Teachers College Press.
Oláh Attila (2004). Mi a pozitívuma a pozitív pszichológiának? Iskolakultúra, (11), 39–47.
Oláh Attila (2012). A pszichológia napos oldala. Magyar Pszichológiai Szemle, 67(1), 3–11. doi.org/10.1556/MPSzle.67.2012.1.1
Oppenheimer, M. F., Fialkov, C., Ecker, B., & Portnoy, S. (2014). Teaching to strengths: Character education for urban middle school students. Journal of Research in Character Education, 10(2), 91–105.
Orosz G., Péter-Szarka, Sz., Bőthe B., Tóth-Király I. & Berger, R. (2017). How Not to Do a Mindset Intervention: Learning from a Mindset Intervention among Students with Good Grades. Frontiers in Psychology, 8(311), 1-11. doi.org/10.3389/fpsyg.2017.00311
Palmer, P. (1998). The courage to teach. San Francisco: Josey Bass.
Pang, D. & Ruch, W. (2019). Fusing character strengths and mindfulness interventions: Benefits for job satisfaction and performance. Journal of Occupational Health Psychology, 24(1), 150-162. doi: 10.1037/ocp0000144
Park, N., Peterson, C. (2009). Character strengths: Research and practice. Journal of College and Character, 10(4), 1-10. doi: 10.2202/1940-1639.1042
Parks, A. C. & Biswas-Diener, R. (2013). Positive interventions: Past, present, and future. In Kashdan, T. B. &. Ciarrochi. J. (szerk.), The Context Press mindfulness and acceptance practica series. Mindfulness, acceptance, and positive psychology: The seven foundations of well-being Context Press/New Harbinger Publications. 140-165.
Parks, A. C. & Layous, K. (2016). Positive psychological interventions. In Norcross, J. C., VandenBos, G. R., Freedheim, D. K. & Krishnamurthy, R. (szerk.), APA handbooks in psychology®. APA handbook of clinical psychology: Applications and methods. American Psychological Association. 439-449.
Peterson, C., Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. American Psychological Association; Oxford University Press.
Peterson, C., Park, N. & Seligman, M. E. P. (2006). Greater strengths of character and recovery from illness. The Journal of Positive Psychology, 1(1), 17–26. doi.org/10.1080/17439760500372739
Peterson, C. (2006). A primer in positive psychology. Oxford University Press
Pléh Csaba (2012). A pozitív pszichológiai szemlélet előfutárairól. Magyar Pszichológiai Szemle, 67(1), 13–18. doi:10.1556/MPSzle.67.2012.1.2.
Proctor, C., Tsukayama, E., Wood, A. M., Maltby, J., Eades, J. F., & Linley, P. A. (2011). Strengths gym: The impact of a character strengths-based intervention on the life satisfaction and well-being of adolescents. The Journal of Positive Psychology, 6(5), 377–388. doi.org/10.1080/17439760.2011.594079
Quinlan, D., Swain, N. & Vella-Brodrick, D. A. (2012). Character strengths interventions: Building on what we know for improved outcomes. Journal of Happiness Studies, 13(6), 1145–1163. doi: 10.1007/s10902-011-9311-5
Quinlan, D. M., Swain, N., Cameron, C. & Vella-Brodrick, D. A. (2015). How ‘other people matter’ in a classroom-based strengths intervention: Exploring interpersonal strategies and classroom outcomes. The Journal of Positive Psychology, 10(1), 77–89. doi.org/10.1080/17439760.2014.920407
Quinlan, D., Vella-Brodrick, D. A., Gray, A. & Swain, N. (2018). Teachers matter: Student outcomes following a strengths intervention are mediated by teacher strengths spotting. Journal of Happiness Studies, 20(8), 1–17. doi.org/10.1007/s10902-018-0051-7
Rashid, T., Anjum, A., Lennox, C., Quinlan, D., Niemiec, R. M., Mayerson, D. & Kazemi, F. (2013). Assessment of character strengths in children and adolescents. In C. Proctor & P. A. Linley (szerk.), Research, applications, and interventions for children and adolescents. Dordrecht: Springer. 81-115.
Ryan M. Niemiec (2019). Finding the golden mean: the overuse, underuse, and optimal use of character strengths, Counselling Psychology Quarterly, 32(3-4), 453-471. doi: 10.1080/09515070.2019.1617674
.
Seligman, M. E. P. (1999). The President's Address (Annual Report). American Psychologist, 54(8), 559-562.
Seligman, M. E., & Csikszentmihalyi, M. (2000). Positive psychology. An introduction. The American Psychologist, 55(1), 5–14. doi.org/10.1037/0003-066X.55.1.5
Seligman, M. E. P., Steen, T. A., Park, N. & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60(5), 410- 421. doi.org/10.1037/0003-066X.60.5.410
Seligman, M. E. P. (2011). Flourish-élj boldogan! A boldogság és jól-lét radikálisan új értelmezése. Budapest: Akadémiai Kiadó.
Shankland, R. & Rosset, E. (2017). Review of brief school-based positive psychological interventions: A taster for teachers and educators. Educational Psychology Review, 29(2), 363–392. doi.org/10.1007/s10648-016-9357-3
Sin, N., & Lyubomirsky, S. (2009). Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: A practice-friendly meta-analysis. Journal of Clinical Psychology, 65(5), 467–487. doi.org/10.1002/jclp.20593
Smiley, P. A., Dweck, C.S. (1994). Individual differences in achievement goals among young children. Child Development, 65(6), 1723–1743. doi.org/10.1111/j.1467-8624.1994.tb00845.x
Vela, J. C., Sparrow, G. S., Ikonomopoulos, J., Gonzalez, S. L. & Rodriguez, B. (2017). The role of character strengths and family importance on Mexican American college students’ life satisfaction. Journal of Hispanic Higher Education, 16(3), 273-285. doi.org/10.1177/1538192716628958
Waters, L. (2011). A review of school-based positive psychological interventions. Australian Educational and Developmental Psychologist, 28(2), 75–90. doi.org/10.1375/aedp.28.2.75
White, M. A. & Waters, L. E. (2015). A case study of ‘the good school:‘examples of the use of Peterson’s strengths-based approach with students. The Journal of Positive Psychology, 10(1), 69–76. doi.org/10.1080/17439760.2014.920408
Wood, A. M., Maltby, J., Gillett, R., Linley, P. A. & Joseph, S. (2008). The role of gratitude in the development of social support, stress, and depression: Two longitudinal studies. Journal of Research in Personality, 42(4), 854-871. doi.org/10.1016/j.jrp.2007.11.003
Biswas-Diener, R., Kashdan, T. B. & Minhas, G. (2011). A dynamic approach to psychological strength development and intervention. Journal of Positive Psychology, 6(2), 106–118. doi: 10.1080/17439760.2010.545429
Dweck, C. (2006). Mindset: The new psychology of success. New York, NY: Ballentine Books.
Fodor Szilvia (2019). A csoportos képességméréseken alapuló tehetségazonosítás alapelvei és gyakorlati kérdései. In: Bajor Péter, Balogh László, Bucsi Szabó Zsolt, Polonkai Mária & Révész György (szerk.) A tehetség kézikönyve. Magyar Tehetségsegítő Szervezetek Szövetsége, Budapest. 154-166.
Fodor Szilvia & Korényi Róbert (2019). Jóllét és teljesítmény az iskolában - A kibékíthető ellentét. In: Polonyi Tünde, Abari Kálmán & Szabó Fruzsina (szerk.) Innováció az oktatásban. Oriold és Társai Kiadó, Budapest. 83-103.
Freidlin, P., Littman-Ovadia, H., & Niemiec, R. M. (2017). Positive psychopathology: Social anxiety via character strengths underuse and overuse. Personality and Individual Differences, 108, 50–54. doi.org/10.1016/j.paid.2016.12.003
Gander, F., Proyer, R. T., Ruch, W., & Wyss, T. (2013). Strength-based positive interventions: Further evidence for their potential in enhancing well-being and alleviating depression. Journal of Happiness Studies, 14(4), 1241–1259. doi.org/10.1007/s10902-012-9380-0
Gander, F., Hofmann, J., Proyer, R. T., & Ruch, W. (2019). Character strengths – Stability, change, and relationships with well-being changes. Applied Research in Quality of Life. 1-19. doi.org/10.1007/s11482-018-9690-4
Ghielen, S. T. S., van Woerkom, M., & Christina Meyers, M. (2017). Promoting positive outcomes through strengths interventions: A literature review. The Journal of Positive Psychology, 13(6) 1–13. doi. org/10.1080/17439760.2017.1365164
Hamvai Csaba & Pikó Bettina (2008). Pozitív pszichológiai szempontok az iskola világában: a pozitív pedagógia kihívásai. Magyar Pedagógia, 108(1), 71-92.
Hoare, E., Bott, D., & Robinson, J. (2017). Learn it, Live it, Teach it, Embed it: Implementing a whole school approach to foster positive mental health and wellbeing through Positive Education. International Journal of Wellbeing, 7(3), 56-71. doi.org/10.5502/ijw.v7i3.645
Kashdan, T. B., Uswatte, G. & Julian, T. (2006). Gratitude and hedonic and eudaimonic well-being in Vietnam War veterans. Behaviour Research and Therapy. 44(2), 177-199. doi: 10.1016/j.brat.2005.01.005
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Lavy, S., Littman-Ovadia, H., & Boiman-Meshita, M. (2017). The wind beneath my wings: Effects of social support on daily use of character strengths at work. Journal of Career Assessment, 25(4), 703–714. doi.org/10.1177/1069072716665861
Lavy, S. (2019). A Review of Character Strengths Interventions in Twenty-First-Century Schools: their Importance and How they can be Fostered. Applied Research Quality Life 1-24. doi:10.1007/s11482-018-9700-6
Ledertoug, M. M. (2016). Strengths-based learning – Children’s Character Strengths as a means to their learning potential. PhD thesis. DPU/Aarhus University, Denmark.
Linkins, M., Niemiec, R. M., Gillham, J., & Mayerson, D. (2015). Through the lens of strength: a framework for educating the heart. Journal of Positive Psychology, 10(1), 64-68. doi.org/10.1080/17439760.2014.888581
Linley, P. A., Nielsen, K. M., Wood, A. M., Gillett, R., & Biswas-Diener, R. (2010). Using signature strengths in pursuit of goals: Effects on goal progress, need satisfaction, and well-being, and implications for coaching psychologists. International Coaching Psychology Review, 5(1), 8–17.
Littman-Ovadia, H., Lavy, S., & Boiman-Meshita, M. (2017). When theory and research collide: Examining correlates of signature strengths use at work. Journal of Happiness Studies, 18(2), 527–548. doi.org/10.1007/s10902-016-9739-8
Lottman, T. J., Zawaly, S. & Niemiec, R. (2017). Well-being and well-doing: Bringing mindfulness and character strengths to the early childhood classroom and home. In Positive Psychology Interventions in Practice. Springer International Publishing. 83-105.
Lounsbury, J. W., Fisher, L. A., Levy, J. J., & Welsh, D. P. (2009). Investigation of character strengths in relation to the academic success of college students. Individual Differences Research, 7(1), 52-69.
Niemiec, R. M. (2014). Mindfulness and character strengths: A practical guide to flourishing.. Boston: Hogrefe.
Niemiec, R. M. (2018). Character strengths interventions: A field guide for practitioners. Hogrefe Publishing.
Niemiec, R. M. (2019). Finding the golden mean: the overuse, underuse, and optimal use of character strengths. Counselling Psychology Quarterly, 32(3-4), 453-471. doi.org/10.1080/09515070.2019.1617674
Noddings, N. (2015). The challenge to Care in Schools, 2nd Edition. Teachers College Press.
Oláh Attila (2004). Mi a pozitívuma a pozitív pszichológiának? Iskolakultúra, (11), 39–47.
Oláh Attila (2012). A pszichológia napos oldala. Magyar Pszichológiai Szemle, 67(1), 3–11. doi.org/10.1556/MPSzle.67.2012.1.1
Oppenheimer, M. F., Fialkov, C., Ecker, B., & Portnoy, S. (2014). Teaching to strengths: Character education for urban middle school students. Journal of Research in Character Education, 10(2), 91–105.
Orosz G., Péter-Szarka, Sz., Bőthe B., Tóth-Király I. & Berger, R. (2017). How Not to Do a Mindset Intervention: Learning from a Mindset Intervention among Students with Good Grades. Frontiers in Psychology, 8(311), 1-11. doi.org/10.3389/fpsyg.2017.00311
Palmer, P. (1998). The courage to teach. San Francisco: Josey Bass.
Pang, D. & Ruch, W. (2019). Fusing character strengths and mindfulness interventions: Benefits for job satisfaction and performance. Journal of Occupational Health Psychology, 24(1), 150-162. doi: 10.1037/ocp0000144
Park, N., Peterson, C. (2009). Character strengths: Research and practice. Journal of College and Character, 10(4), 1-10. doi: 10.2202/1940-1639.1042
Parks, A. C. & Biswas-Diener, R. (2013). Positive interventions: Past, present, and future. In Kashdan, T. B. &. Ciarrochi. J. (szerk.), The Context Press mindfulness and acceptance practica series. Mindfulness, acceptance, and positive psychology: The seven foundations of well-being Context Press/New Harbinger Publications. 140-165.
Parks, A. C. & Layous, K. (2016). Positive psychological interventions. In Norcross, J. C., VandenBos, G. R., Freedheim, D. K. & Krishnamurthy, R. (szerk.), APA handbooks in psychology®. APA handbook of clinical psychology: Applications and methods. American Psychological Association. 439-449.
Peterson, C., Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. American Psychological Association; Oxford University Press.
Peterson, C., Park, N. & Seligman, M. E. P. (2006). Greater strengths of character and recovery from illness. The Journal of Positive Psychology, 1(1), 17–26. doi.org/10.1080/17439760500372739
Peterson, C. (2006). A primer in positive psychology. Oxford University Press
Pléh Csaba (2012). A pozitív pszichológiai szemlélet előfutárairól. Magyar Pszichológiai Szemle, 67(1), 13–18. doi:10.1556/MPSzle.67.2012.1.2.
Proctor, C., Tsukayama, E., Wood, A. M., Maltby, J., Eades, J. F., & Linley, P. A. (2011). Strengths gym: The impact of a character strengths-based intervention on the life satisfaction and well-being of adolescents. The Journal of Positive Psychology, 6(5), 377–388. doi.org/10.1080/17439760.2011.594079
Quinlan, D., Swain, N. & Vella-Brodrick, D. A. (2012). Character strengths interventions: Building on what we know for improved outcomes. Journal of Happiness Studies, 13(6), 1145–1163. doi: 10.1007/s10902-011-9311-5
Quinlan, D. M., Swain, N., Cameron, C. & Vella-Brodrick, D. A. (2015). How ‘other people matter’ in a classroom-based strengths intervention: Exploring interpersonal strategies and classroom outcomes. The Journal of Positive Psychology, 10(1), 77–89. doi.org/10.1080/17439760.2014.920407
Quinlan, D., Vella-Brodrick, D. A., Gray, A. & Swain, N. (2018). Teachers matter: Student outcomes following a strengths intervention are mediated by teacher strengths spotting. Journal of Happiness Studies, 20(8), 1–17. doi.org/10.1007/s10902-018-0051-7
Rashid, T., Anjum, A., Lennox, C., Quinlan, D., Niemiec, R. M., Mayerson, D. & Kazemi, F. (2013). Assessment of character strengths in children and adolescents. In C. Proctor & P. A. Linley (szerk.), Research, applications, and interventions for children and adolescents. Dordrecht: Springer. 81-115.
Ryan M. Niemiec (2019). Finding the golden mean: the overuse, underuse, and optimal use of character strengths, Counselling Psychology Quarterly, 32(3-4), 453-471. doi: 10.1080/09515070.2019.1617674
.
Seligman, M. E. P. (1999). The President's Address (Annual Report). American Psychologist, 54(8), 559-562.
Seligman, M. E., & Csikszentmihalyi, M. (2000). Positive psychology. An introduction. The American Psychologist, 55(1), 5–14. doi.org/10.1037/0003-066X.55.1.5
Seligman, M. E. P., Steen, T. A., Park, N. & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. American Psychologist, 60(5), 410- 421. doi.org/10.1037/0003-066X.60.5.410
Seligman, M. E. P. (2011). Flourish-élj boldogan! A boldogság és jól-lét radikálisan új értelmezése. Budapest: Akadémiai Kiadó.
Shankland, R. & Rosset, E. (2017). Review of brief school-based positive psychological interventions: A taster for teachers and educators. Educational Psychology Review, 29(2), 363–392. doi.org/10.1007/s10648-016-9357-3
Sin, N., & Lyubomirsky, S. (2009). Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: A practice-friendly meta-analysis. Journal of Clinical Psychology, 65(5), 467–487. doi.org/10.1002/jclp.20593
Smiley, P. A., Dweck, C.S. (1994). Individual differences in achievement goals among young children. Child Development, 65(6), 1723–1743. doi.org/10.1111/j.1467-8624.1994.tb00845.x
Vela, J. C., Sparrow, G. S., Ikonomopoulos, J., Gonzalez, S. L. & Rodriguez, B. (2017). The role of character strengths and family importance on Mexican American college students’ life satisfaction. Journal of Hispanic Higher Education, 16(3), 273-285. doi.org/10.1177/1538192716628958
Waters, L. (2011). A review of school-based positive psychological interventions. Australian Educational and Developmental Psychologist, 28(2), 75–90. doi.org/10.1375/aedp.28.2.75
White, M. A. & Waters, L. E. (2015). A case study of ‘the good school:‘examples of the use of Peterson’s strengths-based approach with students. The Journal of Positive Psychology, 10(1), 69–76. doi.org/10.1080/17439760.2014.920408
Wood, A. M., Maltby, J., Gillett, R., Linley, P. A. & Joseph, S. (2008). The role of gratitude in the development of social support, stress, and depression: Two longitudinal studies. Journal of Research in Personality, 42(4), 854-871. doi.org/10.1016/j.jrp.2007.11.003