Karaktererősségek az iskolában Fogalmak, jellemzők és a fejlesztésre irányuló intervenciók
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máj 4, 2020
Kulcsszavak:
pozitív pszichológia, karaktererősség, VIA rendszer, iskolai intervenció, fejlesztés
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Absztrakt
A pozitív pszichológia egyik központi eleme a karaktererősségek fogalma, illetve a 2004-ben kialakított VIA karaktererősségek rendszere (Peterson és Seligman, 2004). Az ebben leírt erősségek és személyes jellemzők a pozitív pszichológiai kutatások és intervenciók egyik fókuszpontját jelentik, melyek működéséről és hatásmechanizmusáról már elég sokat tudunk (Peterson, Park és Seligman, 2006; Vela és mtsai, 2016). Ugyanakkor az erősségek iskolai megjelenése, illetve az azok fejlesztésére irányuló iskolai gyakorlatok még kevésbé ismertek, alkalmazásuk nem gyakori. Cikkünkben ezért bemutatjuk a karaktererősségek fogalmát és működését, az erősségekkel kapcsolatos pszichológiai munka általános jellemzőit, valamint az ennek fejlesztésére irányuló intervenciókat. Ezen túl részletesebben ismertetjük a pozitív pszichológiai irányú, különösen az erősségek fejlesztésére irányuló beavatkozások iskolai lehetőségeit, melyek megteremtik az erősségorientált iskolai szervezeti kultúra és tanítási-tanulási folyamat tudományos alapjait. A tanulmány végén olyan rövid gyakorlatokat mutatunk be (pl. erősségek azonosítása, 360 fokos értékelés, erősség-megfigyelés), melyek lehetőséget teremtenek a rövid és egyszerűen kivitelezhető erősségfókuszú intervenciók iskolai kipróbálására, megismerésére.
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Fodor, S., & Molnár, A. (2020). Karaktererősségek az iskolában: Fogalmak, jellemzők és a fejlesztésre irányuló intervenciók. Iskolakultúra, 30(4-5), 20–39. https://doi.org/10.14232/ISKKULT.2020.4-5.20
Folyóirat szám
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Tanulmány
Hivatkozások
A 2014-ben végrehajtott európai lakossági egészségfelmérés eredményei. (2018). Budapest. http://www.ksh.hu/docs/hun/xftp/idoszaki/elef/elef2014_osszefoglalo.pdf
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
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