Flourish: A Strengths-Based Approach to Building Student Resilience

Rashid, Tayyab; Louden, Ruth; Wright, Laurie; Chu, Ron; Maharaj, Aryel; Hakim, Irfan; Uy, Danielle; Kidd, Bruce

doi:10.1007/978-3-319-51787-2_3

Cited by 13 publications

(5 citation statements)

References 35 publications

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“…There are also a few successful illustrations where strength-based approaches (e.g., character strengths interventions) could help build resilience and flourish. For example, the Flourish program enhances the resilience of the first-year students (Rashid et al, 2017). The four-step strength-based CBT helps clients strengthen resilience in clinical settings (Padesky & Mooney, 2012).…”

Section: Sfi Developmentmentioning

confidence: 99%

Strength-Based Flourishing Intervention to Promote Resilience in Individuals With Physical Disabilities in Disadvantaged Communities: A Randomized Controlled Trial

Bu¹,

Duan

2020

Research on Social Work Practice

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Purpose: The current study developed a strength-based flourishing intervention (SFI) and examined its efficacy on fostering the resilience of people with physical disabilities in poor areas, using a randomized (1:1) parallel-group controlled, and single-blind trial. Method: A total of 51 participants ( M age = 42.16, standard deviation = 8.42; 43.14% males; 29 for the intervention group, whereas 22 for the control group) completed preintervention, postintervention, and 3-month follow-up tests. Results: The 2 × 3 mixed repeated measure analyses and post hoc analyses revealed a significant main group effect ( F = 4.46, p = .04) and a short-term effect (i.e., 3 month; F = 6.35, p = .02) of the SFI. The results indicated that the SFI could significantly promote resilience in the intervention group. However, the effects of the intervention did not immediately appear. Discussion: The SFI could assist in providing research-based and cost-effective health services to promote flourishing and resilience in vulnerable populations.

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Section: Sfi Developmentmentioning

confidence: 99%

Strength-Based Flourishing Intervention to Promote Resilience in Individuals With Physical Disabilities in Disadvantaged Communities: A Randomized Controlled Trial

Bu¹,

Duan

2020

Research on Social Work Practice

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“…This is further indicated by the vast array of propriety psychometric instruments used to identify or assess strengths (Richter et al, 2020 ). These include, but are not limited to, the Clifton Strengths-Finder (Rath, 2007 ), the VIA Signature Strengths Inventory for adults (Peterson and Seligman, 2004 ) and children (Ruch et al, 2014 ), the Signature Strengths Questionnaire-72 (Rashid et al, 2017 ), the Personal Strengths Inventory (Kienfie Liau et al, 2011 ), the Realise2 Strengths Finder (Linley et al, 2010 ), and the Employee Strengths At Work Scale (Bhatnagar, 2020 ). Each of these instruments aims to measure various forms of manifested strengths ranging from character strengths to inherent talents.…”

Section: Literature Reviewmentioning

confidence: 99%

The Strengths Use Scale: Psychometric Properties, Longitudinal Invariance and Criterion Validity

et al. 2021

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Strengths use is an essential personal resource to consider when designing higher-educational programs and interventions. Strengths use is associated with positive outcomes for both the student (e.g., study engagement) and the university (e.g., academic throughput/performance). The Strengths Use Scale (SUS) has become a popular psychometric instrument to measure strengths use in educational settings, yet its use has been subjected to limited psychometric scrutiny outside of the U.S. Further, its longitudinal stability has not yet been established. Given the wide use of this instrument, the goals of this study were to investigate (a) longitudinal factorial validity and the internal consistency of the scale, (b) its equivalence over time, and (c) criterion validity through its relationship with study engagement over time. Data were gathered at two-time points, 3 months apart, from a sample of students in the Netherlands (n = 360). Longitudinal confirmatory factor analyses showed support for a two-factor model for overall strengths use, comprised of Affinity for Strengths and Strengths Use Behaviors. The SUS demonstrated high levels of internal consistency at both the lower- and upper bound limits at both time points. Further, strict longitudinal measurement invariance was established, which confirmed the instrument's temporal stability. Finally, criterion validity was established through relating strengths use to study engagement at different time stamps. These findings support the use of the SUS in practice to measure strengths use and to track the effectiveness of strengths use interventions within the higher education sector.

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“…Существует значительное количество разнообразных ППИ, направленных на стимулирование определенных положительных характеристик личности. В контексте данной статьи мы бы хотели рассмотреть группу ППИ, направленных на стимулирование гибкости в восприятии внешней среды, концепции, напрямую связанной с психологической устойчивостью индивида (Rashid et al, 2017).…”

Section: важные аспекты программ по профилактике и противодействию агрессивного поведения детей и подростковunclassified

Protective and provocative family factors of aggressive behavior in children and adolescents

Реан¹,

Stavtsev²

2021

Vestnik SPbSU. Psychology

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The article examines the protective and the provocative family factors of aggressive behavior in children and adolescents. The negative influence of aggression on the process of socialization is described as well as possible ways of preventive influence to even out the negative influence. During the analysis of scientific literature, including empirical studies of family factors and their influence on the manifestation of aggressive behavior in children and adolescents, two significant clusters are identified: a family’s socio-demographic factors and intrafamily psychological factors as well as social attitudes. In this article, the authors describe a family’s psychological factors, and social attitudes in terms of their protective or provocative influence on the manifestation of aggressive behavior in children and adolescents, as well as in terms of a possible preventive and/or corrective effect on these factors. The frequent manifestation of acts of aggression, as well as the high level of aggressiveness and hostility of children and adolescents relative to the average indicators of their society, is considered as a consequence of deviations in the process of their socialization. The relationship between aggressive behavior and socialization allow the authors to state the importance of a complex integrated approach to the prevention and correction of the aggressive behavior of children and adolescents from the “risk group” from such “agents” of socialization as family and school. The work also examines current examples of complex preventive impact on the personality of a student with the help of positive psychological interventions (PPI), based on the example of foreign experience in the use of PPI. In addition, it substantiates the need for coordinated interaction between the institution of the family and the educational institution for an effective positive impact on the processes of socialization, as well as for the prevention and/or correction of aggressive behavior of minors.

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Flourish: A Strengths-Based Approach to Building Student Resilience

Cited by 13 publications

References 35 publications

Strength-Based Flourishing Intervention to Promote Resilience in Individuals With Physical Disabilities in Disadvantaged Communities: A Randomized Controlled Trial

Strength-Based Flourishing Intervention to Promote Resilience in Individuals With Physical Disabilities in Disadvantaged Communities: A Randomized Controlled Trial

The Strengths Use Scale: Psychometric Properties, Longitudinal Invariance and Criterion Validity

Protective and provocative family factors of aggressive behavior in children and adolescents

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