Strengths Interventions:<i>Current Progress and Future Directions</i>

Louis, Michelle C.; Lopez, Shane J.

doi:10.1002/9781118315927.ch4

Cited by 17 publications

(14 citation statements)

References 30 publications

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“…Character strengths. While there is not a fully agreed-upon conceptualization of strengths (e.g., Louis & Lopez, 2014), and scholars debate the philosophical underpinnings and appropriateness of strengths classifications and strengths-based approaches (e.g., Fowers, 2008;Kristjánsson, 2010), the VIA Classification of Strengths and its corresponding VIA-Inventory of Strengths (VIA-IS) have strong support in the literature (see Harzer, 2016;Littman-Ovadia & Niemiec, 2016). Within this framework, character strengths are trait-like, moral characteristics that enable people to be virtuous (Peterson & Seligman, 2004).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Character Strengths in Counselors: Relations With Meaningful Work and Burnout

Allan

Owens

Douglass

2017

Journal of Career Assessment

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The primary goal of this study was to examine the relations from counselors' character strengths to burnout via the potential mediating effect of meaningful work. We also compared mean levels of counselors' character strengths to population means and conducted regression analyses to examine which character strengths uniquely predicted meaningful work and burnout. Counselors in our sample reported significantly higher levels on 13 of the 24 character strengths compared to a normed sample, with strengths like love of learning, perspective, and social intelligence being particularly elevated. Additionally, regression analyses revealed that prudence and hope predicted both meaningful work and burnout; love, perspective, and zest predicted meaningful work; and forgiveness, honesty, and self-regulation predicted burnout. These character strengths were included in the final structural equation model. Partially supporting hypotheses, prudence, perspective, and zest were related to meaningful work, which were, in turn, negatively related to burnout.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Character Strengths in Counselors: Relations With Meaningful Work and Burnout

Allan

Owens

Douglass

2017

Journal of Career Assessment

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“…The results showed that the psychological well-being of the experimental group differed statistically in the pre-test and the post-test after completing the designed online positive psychology intervention. The online positive psychology intervention used in this research referred to the activities created by integrating the concepts of positive psychology of Seligman, Steen, Park and Peterson (2005), Louis and Lopez (2014), Walsh et al (2018), and Herreroa et al (2019. Positive psychological interventions (PPIs) refer to activities that were used to enhance the well-being of individuals with the main objectives of developing and raising the awareness of positive feelings and creating self-esteem, internal needs, and abilities.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of Online Positive Psychology Intervention on Psychological Well-Being Among Undergraduate Students

Yurayat¹,

Seechaliao²

2021

JEL

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Positive psychology intervention is mediation that aims to promote quality of life and well-being. Current research integrating positive psychology with the Internet is called online positive psychology (OPP) which promotes and prevents mental health problems, improves well-being, and reduces depression. This experimental research aimed 1) to compare the psychological well-being of the experimental group that received online positive psychology intervention in the phase of pre-test, post-test, and follow up and 2) to compare the psychological well-being between the experimental group and the controlled group. The subjects were 24 undergraduate students from Mahasarakham University, Thailand, selected by purposive sampling. Thereafter, the subjects were equally divided into experimental and controlled groups. Measures used in this study were as follows: 1) the online positive psychology intervention to improve psychological well-being and 2) the scale of psychological well-being based on Ryff’s psychological well-being. The statistics used in the data analysis were the Friedman Test, Wilcoxon signed-rank test, and the Mann Whitney U Test. The results of the pre-test and the post-test showed that the mean scores of psychological well-being of the experimental group were significantly different at 0.05 levels. Additionally, the mean scores of psychological well-being between the experimental group and the controlled group in the phases of post-test and follow-up were significantly different at 0.05 levels. The online positive psychology intervention was effective in increasing the psychological well-being of undergraduate students.

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“…To think about the variety and different strategies, there are various wellbeing frameworks that could be used to scaffold this. PERMAH (positive emotion, engagement, relationships, meaning, accomplishment, health) is one such framework (see for example McQuaid and Kern's, 2017 development of this framework with the addition of H from Martin Seligman's ( 2011 ) original PERMA framework) or Five Ways of Being (connect, be active, take notice, give, keep learning) (Marks, Cordon, Aked and Thompson, 2008 ) might be one as well, allowing individuals to build on their talents and what energises them in order to support their wellbeing (Louis and Lopez, 2014 ). As the pre-service teachers build their self-care toolbox of strategies, and indeed become aware of the need to do this, this poem represents moments in time of awareness of what wellbeing strategies can be accessed to assist one to be able to build, maintain, sustain and protect one’s wellness.…”

Section: Lines Of Building a Toolbox Of Wellbeing Strategiesmentioning

confidence: 99%

Wellbeing in initial teacher education: using poetic representation to examine pre-service teachers’ understanding of their self-care needs

Lemon

2021

Cult Stud of Sci Educ

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Creating psychologically safe spaces for pre-service teachers to talk about their hopes, dreams and tensions of becoming teachers is complex work that requires teacher educators to engage with a range of pedagogical practices. A teacher educator must consider how they create this safe space, offering opportunity for vulnerabilities to be revealed. But a teacher educator must also be vulnerable them self; with an awareness for not always knowing what one will be told, will hear or will see. I argue that a mindfulness practice supports being grounded and an ability to hold the space for pre-service teachers as they explore their wellbeing and thus develop, grow, maintain and protect their self-care. In this paper, I draw on reflective and goal setting data to examine pre-service teachers’ understandings of their own wellbeing and self-care needs. I use poetic representation to illuminate practices that provide insight into what resources are drawn upon, and what concerns pre-service teachers have as they prepare for their last professional experience placement before graduation. Poetic representation of data provides opportunity to connect with the experiences of pre-service teachers and reveals where there are gaps that can provide us opportunities to consider where we locate pre-service teacher wellbeing in initial teacher education.

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Strengths Interventions:Current Progress and Future Directions

Cited by 17 publications

References 30 publications

Character Strengths in Counselors: Relations With Meaningful Work and Burnout

Character Strengths in Counselors: Relations With Meaningful Work and Burnout

Effectiveness of Online Positive Psychology Intervention on Psychological Well-Being Among Undergraduate Students

Wellbeing in initial teacher education: using poetic representation to examine pre-service teachers’ understanding of their self-care needs

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