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A dynamic approach to psychological strength development and intervention. The Journal of Positive Psychology, 6(2), 106-118
Abstract and Figures
Many practitioners working with clients from a strengths perspective largely rely on ad hoc interventions and employ a simplistic ‘identify and use’ approach. In this article, we suggest that clients can extract greater benefits when practitioners adopt more sophisticated approaches to strengths intervention. We introduce an alternative approach that we call ‘strengths development’. This approach is distinguished by the view that strengths are not fixed traits across settings and time (the dominant, contemporary approach to personality). Instead, we adopt dynamic, within-person approaches from personality science to research, assessment, and interventions on strengths. Specifically, strengths are highly contextual phenomena that emerge in distinctive patterns alongside particular goals, interests, values, and situational factors. Strengths are potentials for excellence that can be cultivated through enhanced awareness, accessibility, and effort. Finally, we outline potential psychological risks associated with the strengths perspective that are worthy of explicit discussion with clients.
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... There are creativity, curiosity, judgement, love of learning, and the like (see Table 1). Although Biswas-Diener et al. (2011) argue most individuals possess all 24 character strengths to different degrees, signature strengths are the most prominent strengths that represent one's authentic identity and capabilities. However, only about one-third of people can identify their own strengths, and fewer use them consciously in their lives (Biswas-Diener et al., 2011). ...
... Although Biswas-Diener et al. (2011) argue most individuals possess all 24 character strengths to different degrees, signature strengths are the most prominent strengths that represent one's authentic identity and capabilities. However, only about one-third of people can identify their own strengths, and fewer use them consciously in their lives (Biswas-Diener et al., 2011). ...
... In the context of tourism, savouring can take place before the trip (anticipation), during the trip (in the moment), and after the trip (reminiscence). Despite the positive effects that the savouring intervention has on people's well-being, it is primarily used by therapists, coaches, and educators (Biswas-Diener et al., 2011). Only recently has savouring garnered researchers' attention in tourism (Miyakawa et al., 2022). ...
Reminiscing on memorable travel experiences is a common practice amongst many travellers. This study introduces positive psychology interventions-cultivation of character strengths and savouring strategies-to examine memorable and meaningful tourism experiences (MMEs). Although both interventions aim to increase well-being, little research has been conducted on their roles in enriching MMEs. MMEs are fundamental to understand as part of the travel reminiscence process. MMEs could be heightened by connecting tourists' past experiences with their character strengths (capacities for ways of behaving). Savouring, on the other hand, facilitates the connections to places. The reminiscence process helps tourists gain self-knowledge and make well-being oriented choices in their future journeys. In so doing, this research study created an interactive strengths-based journal that facilitated tourists to incorporate their character strengths in their past MMEs. The narratives were structured to connect explicit experiential components, such as tourism activities, with implicit psychological factors, such as emotions, character strengths, and values. Data collection involved ten tourists of diverse nationalities who created 51 MME narratives. Participants were then invited to savour their strengths used, reflect on their narratives, and express their behavioural intentions for their next trip. Data analysis, using grouped frequency distributions, found that MMEs were associated with the moderate strengths rather than the signature (prominent) strengths of the participants, such as curiosity and gratitude. Appreciation of beauty and excellence was the most dominant strength observed. The findings showed participants preferred their future journeys to be congruent with their character strengths. Theoretical and practical implications for tourist experience research are outlined.
... However, individuals have a natural preoccupation with weaknesses and problems, termed the negativity bias, so may need help in identifying their positive characteristics and reframing their problems with the language of strengths (Baumeister et al., 2001;Niemiec & Pearce, 2021). As the VIA-IS facilitates an examination of a coachees strengths from an objective viewpoint it can uncover unconscious strengths and combat strengths blindness (Biswas-Diener, Kashdan, & Minhas, 2011;Niemiec & Pearce, 2021;Richter et al., 2021). Self-awareness has been linked to better coaching outcomes (Gatling, Castelli, & Cole, 2013), therefore the VIA-IS may make a useful addition to coaching. ...
... Furthermore, strengths have been shown to be malleable and changeable with conscious effort (Kauffman, Silberman, & Sharpley, 2012;Niemiec, 2018). This flexibility can make a practical addition to coaching and contradicts the idea of them creating an iron cage (Biswas-Diener et al., 2011). The VIA-IS therefore, should be able to fit within facilitative coaching provided that the coach creates a safe space to discuss and dispute the results (Kurz & McDowall, 2007). ...
... This notion of strengths feeling natural or dormant until they were identified was observed in previous studies (Elston & Boniwell, 2011;Fouracres & van Nieuwerburgh, 2020). It links with the concept of strengths blindness where an individual does not recognise a strength because it feels natural to them (Biswas-Diener et al., 2011;Niemiec, 2020). Strengths blindness may be because people underestimate their strengths or they believe their actions and thoughts are more similar to others' and do not recognise their own uniqueness (Biswas-Diener et al., 2011). ...
This study aimed to understand how coachees experienced strengths-based coaching following the identification of their strengths with the VIA Inventory of Strengths (VIA-IS). The data was elicited from five semi-structured interviews and analysed with Interpretative Phenomenological Analysis (IPA). The study revealed three themes: strengths becoming conscious, development of subjective self and consciously applying strengths. The study has illuminated how strengths-based coaching helped to uncover strengths blind spots and raise coachees' awareness. Strengths became more tangible for the coachees providing a framework in coaching and facilitating discussions. Coachees were then able to consciously apply their strengths outside of coaching, making them feel more equipped for future challenges.
... Las fortalezas se presentan en los pensamientos, las emociones y la conducta de la persona (Niemiec, 2010). Existen múltiples definiciones del término fortalezas psicológicas, en cuyo nexo común subyace la concepción de las fortalezas como comportamientos en los que la persona sobresale por su excelencia (Biswas-Diener, Kashdan, & Minhas, 2011). ...
La psicología positiva es el estudio científico del funcionamiento psicológico óptimo. Desde una perspectiva práctica pretende conocer y analizar las condiciones, procesos y mecanismos que conducen a una vida plena. En el año 2004 se publicó el libro que estableció las bases para el estudio de las fortalezas humanas. Character Strengths and Virtues es la otra cara de la moneda, un Manual para clasificar el potencial humano y la pieza que faltaba en el modelo psicopatológico tradicional. El Manual propone que hay 24 fortalezas y 6 virtudes. El modelo Values In Action (VIA-IS) es también una nueva forma de evaluar los rasgos positivos de las personas. Empleado en esta investigación, VIA-IS (Peter & Seligman, 2004) es un cuestionario que evalúa detalladamente cada una de las fortalezas de la propuesta. Los estudios realizados con este modelo muestran que existen diferencias entre hombres y mujeres en las fortalezas, aunque no se tiene todavía evidencia empírica suficiente, y no se conoce de un solo estudio que analice la relación entre los roles de género y las fortalezas. Por lo tanto, se considera de importancia analizar si las diferencias sociales entre hombres y mujeres están influyendo en las fortalezas humanas. Este estudio utiliza el cuestionario de Mahalik et al. (2003; 2005): CFNI (para mujeres) y CMN (para hombres). Las principales conclusiones a las que se llega con este trabajo confirman la existencia de diferencias entre hombres y mujeres en algunas fortalezas humanas, considerando el tamaño del efecto de estas diferencias entre pequeño y moderado. En el caso de la feminidad, existen relaciones positivas entre este constructo y las fortalezas humanas; en el caso de la masculinidad, las relaciones son negativas.
... It is theoretically suggested that strengths as natural and virtuous capacities lead to optimal functioning, development, and performance for individuals throughout their lives [ 29 ]. The strengths that can be expressed through thoughts, emotions, and behaviors [ 30 ] tend to be both stable over time and changeable, depending on environmental factors [ 31 ]. In the process of children's strength development, family is the most in uential external environmental factor. ...
Design
The current study focuses on the chain mediating roles of core self-evaluations (CSE) and strengths knowledge in the relationship between family functioning and positive coping styles (PCS) and the moderating role of strengths knowledge in the relationship between family functioning and negative coping styles (NCS).
Methods
A total of 2746 (560 boys, 2186 girls) Chinese adolescents participated in this research. These participants completed the Family Functioning Assessment Scale, CSE scale, Strengths knowledge Scale and Simple Coping Scale. Models 1 and 6 of Process were used in SPSS 25 to investigate moderation and mediation roles.
Results
According to the results of the study, on the positive dimension, family functioning positively predicted PCS, with CSE and strengths knowledge formed a chain mediation. CSE and strengths knowledge were partial mediators. On the negative dimension, the direct effect of family functioning on NCS was not significant, but it was indirectly influenced through chain mediation of CSE and strengths knowledge. So CSE and strengths knowledge were full mediators. Moreover, there was a moderating role of strengths knowledge between family functioning and NCS. Simply put: family functioning effectively reduced application of NCS as increase of strengths knowledge. In addition, a new model was constructed, excluding family functioning, and it was found that strengths knowledge had a "masking effect" in mediating between CSE and NCS.
Conclusions
Family functioning and CSE as well as strengths knowledge are protective factors for adolescents’ coping styles. Family is an important source of support for adolescents. Family members, especially parents, must be suitable strength coaches for children. Based on intrinsic aspirations, a good attachment relationship can promote individuals’ CSE and strengths knowledge. But we should pay attention to "Things will develop in the opposite direction when they become extreme." Strengths knowledge is not the higher the better, too much strengths knowledge can lead to too much NCS. By family members optimizing the ecological system and functioning of family, adolescents can optimize their coping styles.
While many strengths intervention designs have been described in the literature and used by practitioners, only few have been validated. The purpose of this study was, first, to empirically evaluate the impact of a daily strengths alignment intervention on PERMA wellbeing and, second, to compare its effectiveness with a classic ‘Using Strengths in a New Way’ intervention. The results of this random-assignment study suggest that, while daily strengths alignment has a positive effect on wellbeing and all PERMA elements, it is particularly effective in fostering strengths use. This study contributes to the existing positive psychology literature by validating a new strengths intervention, replicating an existing one and comparing their effects. As a result, it provides a suitable tool for practitioners working with clients specifically towards increasing well-being through fostering their strengths use.
Purpose
This study investigated whether job resources (i.e. strengths use support, career self-management and person–job [PJ] fit) moderate the relationship between perceived involvement in a career accident (PICA) and work engagement.
Design/methodology/approach
The study adopted a time-lagged design ( N = 398; 69% male), and data were collected at two-point of measurements among Nigerian university academics.
Findings
Results of the present study indicated that employees with higher PICA scores reported low work engagement. Strength use support had significant direct positive main effects on employee work engagement and also produced a significant moderation effect between PICA and work engagement. Career self-management (CSM) was positively related to employee work engagement. The moderation effect of CSM on the relationship between PICA and work engagement was also significant. Results of the present study further indicated that P-J fit was related positively to work engagement and also moderated the negative relationship between PICA and work engagement.
Originality/value
Dearth of employment opportunities has led individuals to choose their career by chance, but empirical studies that validate this assertion are lacking. Few available studies on career accident were exclusively conducted in Western European contexts. The current study therefore deepens the understanding of career accident and work engagement in a neglected context such as Nigeria.
Research findings indicate an age-related decline in worker’s growth and learning. In this paper, we investigate to what extent these results may be affected by measures (e.g., growth need strength scale) that are influenced by educational approaches to workplace learning, framing learning as intentional processes of knowledge acquisition guided by educators. Based on Human Resource Development (HRD) and non-HRD literature, we propose that these measures may not fully capture learning processes of older workers who seemingly prefer learning outside of formal educational contexts (e.g., spontaneous, strengths-based, and collaborative forms of learning). We examine measures of growth motives and learning behaviors and conclude that these are strongly influenced by an educational perspective, encouraging inaccurate conclusions regarding older workers’ learning interest and activity. We provide suggestions for the development of new measures inspired by a noneducational perspective on work-related learning, for instance by tapping into spontaneous, strengths-based, and collaborative forms of learning.
This chapter offers a foundational primer on the core concepts and central scientific findings and practices with character strengths. A brief overview of the 24 character strengths and their formulations into the VIA Classification, including the core strengths criteria, are discussed. This leads to a scientific, multi-layered definition for character strengths and five character strengths principles relating to dimensionality, plurality, situational expression, positive outcomes, and development/malleability. A sampling of character strengths studies across nine domains of life functioning (e.g., work, leisure), eight areas of well-being (e.g., inner peace, autonomy), and eight areas of adversity (e.g., grief, chronic pain) are highlighted. The practice of character strengths emphasized here involves unifying frameworks, central interventions, and practical formulations. The science and practice in this chapter lays the groundwork for the remainder of the book that integrates character strengths across people with a wide range of disabilities and abilities.KeywordsCharacter strengthsVIA classificationVIA inventory of strengthsPositive identityPositive personalityCharacter strengths interventionsStrengths appreciationStrengths alignmentStrengths-spottingThe SEA model
Three experience-sampling studies explored the distributions of Big-Five-relevant states (behavior) across 2 to 3 weeks of everyday life. Within-person variability was high, such that the typical individual regularly and routinely manifested nearly all levels of all traits in his or her everyday behavior. Second, individual differences in central tendencies of behavioral distributions were almost perfectly stable. Third, amount of behavioral variability (and skew and kurtosis) were revealed as stable individual differences. Finally, amount of within-person variability in extraversion was shown to reflect individual differences in reactivity to extraversion-relevant situational cues. Thus, decontextualized and noncontingent Big-Five content is highly useful for descriptions of individuals' density distributions as wholes. Simultaneously, contextualized and contingent personality units (e.g., conditional traits, goals) are needed for describing the considerable within-person variation.
A workable vision of scientific practice has proven to be an elusive, if laudable, goal for professional psychology. The field cannot be faulted for failing to seek scientific wisdom, but it has been slow to integrate that wisdom fully with the wisdom of practice. This has proven to be a major oversight for, despite psychology's long if the standing commitment to science, practitioners are unlikely to think scientifically methods and products of science are described in ways that make it impossible to do so. Unfortunately, the rhetoric of science too often has done just that: So focused has it been on the problem of distinguishing good science from bad that it has inadvertently defeated any hope of a practical science developing in our field. We offer one remedy for this situation: This book is about scientific thinking for the professional psychologist. Specifically, it is a primer on the application of scientific logic to professional practice. We argue that the professional needs a more straightforward and realistic scientific identity than heretofore has been available. The professional consciously must become a local clinical scientist, bringing all the power of scientific thought to the specifics of the clinical situation. Contrary to forces in psychology that promote uncritical acceptance of science as given by academic researchers or, alternatively, that encourage criticism and ultimate disregard of the scientific endeavor, we call for a redoubling of efforts to incorporate scientific thought into practical professional inquiry.
The time is now ripe to build on traditional leadership development by giving greater attention to studying leadership strengths. Of particular consideration in this chapter is the question: How can individuals best use their leadership strengths to engage followers and stakeholders in order to achieve organizational or community objectives? To answer this, we will first step back and ask what leaders are required to do and then consider whether there are particular leadership strengths. Our chapter is informed by research that underpins the development of the Inspirational Leadership Tool, sponsored by Britain's Department of Trade and Industry (DTI) and the Chartered Management Institute (CMI). In one of the largest known studies of followership, they asked 568 followers in the UK workplace, "What would inspire you to follow someone?" In this chapter, we review some of the work using the Inspirational Leadership Tool, as well as exploring more broadly the topic of leadership strengths.
This research sought to integrate C. S. Dweck and E. L. Leggett's (1988) model with attribution theory. Three studies tested the hypothesis that theories of intelligence-the belief that intelligence is malleable (incremental theory) versus fixed (entity theory)-would predict (and create) effort versus ability attributions, which would then mediate mastery-oriented coping. Study 1 revealed that, when given negative feedback, incremental theorists were more likely than entity theorists to attribute to effort. Studies 2 and 3 showed that incremental theorists were more likely than entity theorists to take remedial action if performance was unsatisfactory. Study 3, in which an entity or incremental theory was induced, showed that incremental theorists' remedial action was mediated by their effort attributions. These results suggest that implicit theories create the meaning framework in which attributions occur and are important for understanding motivation.
The literature on subjective well-being (SWB), including happiness, life satisfaction, and positive affect, is reviewed in three areas: measurement, causal factors, and theory. Psychometric data on single-item and multi-item subjective well-being scales are presented, and the measures are compared. Measuring various components of subjective well-being is discussed. In terms of causal influences, research findings on the demographic correlates of SWB are evaluated, as well as the findings on other influences such as health, social contact, activity, and personality. A number of theoretical approaches to happiness are presented and discussed: telic theories, associationistic models, activity theories, judgment approaches, and top-down versus bottom-up conceptions.
Points to Be Mindful OfHappiness, Healing, Enhancement