Strengths-Based Positive Schooling Interventions: a Scoping Review

Kumar, Aneesh; Mohideen, Fahima

doi:10.1007/s40688-019-00260-1

Cited by 13 publications

(11 citation statements)

References 48 publications

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“…Based on their research, Peterson and Seligman (2004) identified 24 character strengths, which they classified into six broad virtues (Wisdom and Knowledge, Courage, Humanity, Justice, Temperance, and Transcendence). Overall, character strengths have been considered protective factors against psychological difficulties during adolescence, reducing the risk of psychiatric disorders and violent behaviors or attitudes (Bromley et al, 2006;Ferragut et al, 2013;Kumar & Mohideen, 2021;Ma et al, 2008;Park & Peterson, 2006;Yépez-Tito et al, 2021).…”

Section: Character Strengths and Life Satisfactionmentioning

confidence: 99%

Life Satisfaction and Character Strenghs in Ecuatorian Adolescents

et al. 2021

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There is empirical evidence that life satisfaction (LS) in adolescence is associated with adequate development and future well-being. Research into the factors underpinning LS can therefore help to promote healthier development of societies. The aim of this study was to extend knowledge about LS among adolescents in Ecuador, a Latin American country for which research on this topic is lacking. Specifically, we analyze the relationship between LS and character strengths, controlling for gender, age, socioeconomic status, and family structure. Participants were 659 adolescents (43.1% female) aged between 12 and 18 years who completed the Students’ Life Satisfaction Scale (SLSS) and the Values in Action Inventory of Strengths for Youth (VIA-Y). Their parents or legal guardians completed the Survey of Socioeconomic Stratification (SSES). Correlation analysis and regression modeling were performed. Results showed that LS was not related to age or socioeconomic status, but there was a significant association with gender and family structure, insofar as boys and adolescents living in intact families reported higher levels of LS. Overall, the majority of character strengths were positively related to LS. After eliminating overlap between strengths and controlling for sociodemographic variables, the strengths of hope, zest, love, and prudence significantly predicted LS. We discuss how these strengths, related to the cognitive component of well-being, may play a protective role against difficulties during adolescence. Character strengths-based interventions are proposed to promote healthy development in Ecuadorian adolescents.

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Section: Character Strengths and Life Satisfactionmentioning

confidence: 99%

Life Satisfaction and Character Strenghs in Ecuatorian Adolescents

et al. 2021

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“…Character strengths-based intervention (CSI) is an intervention in positive psychology that aims to identify, use, and develop character strengths, 18 , 19 and has been shown to protect against negative adversarial outcomes. 20 , 21 Character strengths are defined as positive, trait-like capacities for thinking, feeling, and behaving in ways that benefit oneself and others.…”

Section: Introductionmentioning

confidence: 99%

“…CSI may help to promote hope, engagement, 24 , 25 self-efficacy and self-esteem, 26 class cohesion 27 and reduce negative emotion or behavior, 28 although some studies showed no significant effect on some negative mental health outcomes. 18 …”

Section: Introductionmentioning

confidence: 99%

“…Character strengths were thought to be connected with positive outcomes and against negative outcomes 20 , 21 , 35 in mental health. Well-being, including happiness, subjective well-being, and psychological well-being, is the second most common positive outcome related to CSI, 18 while depression is the most common negative outcome related. 20 Although the early COVID-19 pandemic brought much negative outcome on individuals, 3 , 5 , 6 some have post-traumatic growth 36 which refers to positive changes that share a common factor of struggling with trauma, adversity, or stress.…”

Section: Introductionmentioning

confidence: 99%

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Effects of Character Strength-Based Intervention vs Group Counseling on Post-Traumatic Growth, Well-Being, and Depression Among University Students During the COVID-19 Pandemic in Guangdong, China: A Non-Inferiority Trial

Yu¹,

Sangthong²,

Wichaidit³

et al. 2022

PRBM

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Purpose This study assessed the effects of character strengths-based invention (CSI) vs group counseling (GC) on mental health outcomes (ie, post-traumatic growth, well-being, and depression) among university students in Guangdong Province, China. Materials and Methods We conducted a randomized non-inferiority trial among 124 undergraduates at a medical university during the COVID-19 pandemic. We randomly allocated students to receive either CSI (n=62) or GC (n=62). A qualified psychologist delivered both activities on campus during two consecutive weekends with a total of 7.5 hours and also gave assignments to students during weekdays. We measured the outcomes at pre-intervention, post-intervention, and 1-month follow-up. We then analyzed data using descriptive statistics and a general linear mixed model. Results CSI and GC groups had similar baseline characteristics. Both CSI and GC experienced an increase in post-traumatic growth and well-being. The mean±SD scores for post-traumatic growth were significantly higher in CSI compared to GC groups (87.70±14.22 vs 78.15±20.72, respectively), whereas well-being scores were similar between CSI and GC (82.58±16.57 vs 83.68±15.59, respectively). Neither CSI nor GC experienced a reduction in depression scores. Conclusion CSI had non-inferior effects compared to GC with regards to improvement of post-traumatic growth and well-being during the COVID-19 pandemic. However, caveats regarding lack of blinding of investigator and limited generalizability should be considered in the interpretation of the study findings.

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“…The rapid rise of positive psychology has further expanded to school interventions by emphasizing strength enhancement and development for healthier subjective wellbeing, wellbeing, and happier living [ 1 ]. The integration of positive psychology into educational paradigms in school settings is referred to as positive education; it attempts to promote students’ wellbeing (interchangeable with happiness), and enhance their academic performance [ 2 , 3 ].…”

Section: Introductionmentioning

confidence: 99%

An Innovative Model of Positive Education with Traditional Chinese Moral Values: An Evaluation of Project Bridge

Chan

Lee

Kong

et al. 2022

IJERPH

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Project Bridge, as a new, contextualized positive education program, is designed to enhance university students’ character strengths and moral development, resulting in the promotion of their psychological wellbeing. Taking into account the differences between Western and Chinese cultures, the project integrated both Western and Asian concepts and values in the delivery of university education that would likely bring about optimal outcomes. In the evaluation, mixed methods were applied to demonstrate the outcomes of this newly developed positive education program. Pre- and post-test, as well as reflective writing, were adopted to measure the outcomes. Both quantitative and qualitative results demonstrated satisfying outcomes. Implications and future developments are discussed in the conclusion.

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Strengths-Based Positive Schooling Interventions: a Scoping Review

Cited by 13 publications

References 48 publications

Life Satisfaction and Character Strenghs in Ecuatorian Adolescents

Life Satisfaction and Character Strenghs in Ecuatorian Adolescents

Effects of Character Strength-Based Intervention vs Group Counseling on Post-Traumatic Growth, Well-Being, and Depression Among University Students During the COVID-19 Pandemic in Guangdong, China: A Non-Inferiority Trial

An Innovative Model of Positive Education with Traditional Chinese Moral Values: An Evaluation of Project Bridge

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