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Values in Action (VIA) Classification of Strengths Manual
... The DSM (American Psychiatric Association 2013) provides elaborate descriptions of the deficits of (among others) neuroatypical individuals. In contrast, the values in action (VIA) classification of strengths (Peterson and Seligman 2006) that was developed as a positive counterpart of the DSM provides insights in individual strengths, including those of neurodivergent individuals. The VIA classification identifies 24 strengths, such as creativity, perseverance, humor, or judgment (Peterson and Seligman 2006) and recognizes that strengths are trait-like characteristics that are largely stable but can also be developed (Peterson and Seligman 2006), for instance with the use of supportive HR practices like training and development or job design (Volpone, Avery, and Wayne 2022). ...
... In contrast, the values in action (VIA) classification of strengths (Peterson and Seligman 2006) that was developed as a positive counterpart of the DSM provides insights in individual strengths, including those of neurodivergent individuals. The VIA classification identifies 24 strengths, such as creativity, perseverance, humor, or judgment (Peterson and Seligman 2006) and recognizes that strengths are trait-like characteristics that are largely stable but can also be developed (Peterson and Seligman 2006), for instance with the use of supportive HR practices like training and development or job design (Volpone, Avery, and Wayne 2022). ...
... In contrast, the values in action (VIA) classification of strengths (Peterson and Seligman 2006) that was developed as a positive counterpart of the DSM provides insights in individual strengths, including those of neurodivergent individuals. The VIA classification identifies 24 strengths, such as creativity, perseverance, humor, or judgment (Peterson and Seligman 2006) and recognizes that strengths are trait-like characteristics that are largely stable but can also be developed (Peterson and Seligman 2006), for instance with the use of supportive HR practices like training and development or job design (Volpone, Avery, and Wayne 2022). ...
Although the attention for neurodiversity in human resource management (HRM) is growing, neurodivergent individuals are still primarily supported from a deficit‐oriented paradigm, which points towards individuals' deviation from neurotypical norms. Following the HRM process model, our study explored to what extent a strengths‐based HRM approach to the identification, use, and development of strengths of neurodivergent groups is intended, implemented, and perceived in organizations. Thirty participants were interviewed, including HRM professionals (n = 15), supervisors of neurodivergent employees (n = 4), and neurodivergent employees (n = 11). Our findings show that there is significant potential in embracing the strengths‐based approach to promote neurodiversity‐inclusion, for instance with the use of job crafting practices or (awareness) training to promote strengths use. Still, the acknowledgement of neurodivergent individuals' strengths in the workplace depends on the integration of the strengths‐based approach into a supportive framework of HR practices related to strengths identification, use, and development. Here, particular attention should be dedicated to strengths development for neurodivergent employees (e.g., optimally balancing strengths use). By adopting the strengths‐based HRM approach to neurodiversity as a means of challenging the ableist norms of organizations, we add to the HRM literature by contributing to the discussion on how both research and organizations can optimally support an increasingly diverse workforce by focusing on individual strengths.
... There was a total of 11 assessments presented in the form of an online survey, administered through Qualtrics. These assessments consisted of (1) an Adaptive Intelligence Attitudes Scale (AIAS) we have created, composed of 37 items; (2) two psychometric assessments, which included Letter Sets and Figure Classification in order to assess fluid intelligence (from the Kit of Factor-Referenced Cognitive Tests; Ekstrom et al. 1976); (3) the Very Short Authoritarianism (VSA) scale (Bizumic and Duckitt 2018); (4) the 12item Three-Dimensional Wisdom Scale (Thomas et al. 2017); (5) the Creativity Scale from Seligman et al. (2004) Values in Action (VIA); (6) the Critical Thinking Dispositions Scale (CTDS) (Sosu 2013a(Sosu , 2013b); (7) the Need for Cognition (NFC) scale (Cacioppo et al. 1984 (Hart et al. 2015); and (11) a demographic questionnaire we constructed. ...
... Among them, 8 items measure creativity. This measure was found to have acceptable internal consistency reliability (all alphas > 0.70) and temporal reliability (test/retest > 0.70) for the overall test, and an alpha of 0.85 for creativity strength (Seligman et al. 2004). ...
... The time limit for Letter Sets was 7 min and for Figure Classification it was 8 min. The following sections, including the Adaptive Intelligence Attitudes Scale, the Very Short Authoritarianism scale (Bizumic and Duckitt 2018), the 12item Three-Dimensional Wisdom Scale (2017), the Creativity Scale (the Values in Action of Seligman et al. 2004), the Critical Thinking Dispositions Scale (2013), the Need for Cognition scale (1984), the Openness to Experience Scale (IPIP-NEO-60 2017), the Dogmatism scale (2002), the Balanced Inventory of Desirable Responding-Short Form (2015), and the demographic questionnaire, all did not have a time limit. ...
This study provides an empirical test of a previously proposed assertion that intelligence as adaptation has an attitudinal as well as an ability component. The ability component deals with what the basic knowledge and skills are that underlie intelligence, and how much of each one an individual has. The attitudinal component deals with how an individual chooses to deploy the abilities they have. In other words, to what use are the abilities put? It is argued that it is impossible fully to separate the measurement of the ability component from the attitudinal one. In a diverse population, even taking an intelligence test will show itself to involve an attitude toward the test, which may enhance or detract from performance, as when one sees the test as irrelevant or harmful to one’s life, or as a sociocultural misfit to one’s life experience. To succeed, people need not only to have abilities, but attitudes that put those abilities to effective use to accomplish individuals’ life goals. In the study, we found that intelligent attitudes are related, but non-identical, to germane constructs, such as wisdom, the need for cognition, creativity, and openness to experience. Scores on the attitudinal measure were not related to scores on tests of fluid intelligence and academic abilities/achievement. Thus, the range of attitudes regarding how to deploy intelligence can vary over ability levels.
... Neuroticism represents a tendency to frequently experience negative emotions, feelings, and moods. In addition to the Big five personality traits, the literature also describes self-efficacy, self-control, social intelligence, gratitude, spirituality, and other dimensions of personality (e.g., Matthews et al., 2003;Roberts, 2018;Peterson & Seligman, 2006). Personality traits are usually stable in different situations across time (Mottus et al., 2017). ...
... Big Seven Factors (Saucier, 1997) Emotional Stability 16 Personality Factor Questionnaire (Cattell, 1979) Introversion 16 Personality Factor Questionnaire (Cattell, 1979) Self-efficacy NEO Personality Inventory (Costa & McCrae, 1992) Spirituality Values in Action (Peterson & Seligman, 2006) The adventurousness/curiosity trait was originally measured in the Six Factor Personality Questionnaire with four positive and six negative items (Goldberg et al., 2006;Jackson & Tremblay, 2002). The scale was previously validated with an acceptable reliability rate (Cronbach's alpha=.70). ...
... Finally, the spirituality dimension of the transformation scale was based on the previous Values in Action scale by Peterson and Seligman (2006) (Cronbach's alpha = .91). Four items were adapted: Compared to before, now I practice religion more; I am a more spiritual person than before; I keep my faith even during hard times more than before; I believe more than before that each person has a purpose in life. ...
Tourist transformation has recently received ample attention. Although personality traits are considered to be overall stable across time, there is evidence that personality might change under the influence of different environmental and contextual factors such as those offered in transformative travel experiences. This study developed and validated a scale to measure travelers’ personality changes after transformative travel experiences. The steps of the study include
personality change scale item generation, scale purification, and construct validation with principal component analysis and confirmatory factor analysis. The study results indicated the validity of a six-dimensional tourist transformation scale that may be effective in capturing travelers’ personality change through travel experiences.
Keywords: transformation, transformative experience, tourism, personality traits, self-change
... Character refers to attributes that allow a child to interact with the environment in ways that are beneficial to the self, others, and society (Baehr, 2017;Lerner, 2018;, and therefore the study of character is embedded within the broader field of positive psychology. Character strengths reflect behaviors that are highly valued (Seligman et al., 2004). Good character is not just the absence of problematic behaviors but involves the presence of virtuous characteristics that contribute to the well-being of both individuals and societies (Lerner, 2018;Seligman et al., 2004;Shoshani & Schwartz, 2018). ...
... Character strengths reflect behaviors that are highly valued (Seligman et al., 2004). Good character is not just the absence of problematic behaviors but involves the presence of virtuous characteristics that contribute to the well-being of both individuals and societies (Lerner, 2018;Seligman et al., 2004;Shoshani & Schwartz, 2018). There is a moral dimension to character as it is not just knowledge of what to do but involves the desire to do the "right" thing (Baehr, 2017;. ...
... There is a moral dimension to character as it is not just knowledge of what to do but involves the desire to do the "right" thing (Baehr, 2017;. Character strengths are viewed as universally valued characteristics which are the mechanisms that promote the attainment of virtues such as humanity, justice, and wisdom Seligman et al., 2004). In addition, character strengths are viewed as assets that promote thriving and wellbeing (Lavy, 2020;Niemiec, 2020). ...
Secure attachments to parents have been linked to social competence, but few studies address how attachment is related to character strengths. This study examined how attachment security is associated with a broad set of character strengths in early adolescence. In a mixed methods study with a sample of 10- to 14-year-olds (N = 92), we assessed attachment with the Friends and Family Interview, which was scored for markers of secure attachment. Children completed the Values in Action Inventory questionnaire of character strengths. More securely attached children more strongly endorsed Interpersonal Strengths (fairness, forgiveness, humor, and kindness), Temperance Strengths (honesty, persistence, and prudence), and the Transcendent Strength of spirituality. By contrast, secure attachment did not predict Intellectual Strengths (creativity, love of learning, appreciation of beauty). The findings show that secure attachments are associated with several character strengths, and future work could consider the foundational processes that account for these associations.
... The VIA Assessment was developed to identify important positive traits of an individual and has been used in a wide variety of research, primarily as a predictor of well-being and life satisfaction, and has a growing number of translations for use in cross-cultural research (McGrath, 2015a(McGrath, , 2015bPark & Peterson, 2006;Park et al., 2004). Character refers to the set of positive traits that are crucial for the "good life," virtues are defined as core characteristics established by moral philosophers and character strengths are the psychological processes or mechanisms that define those virtues (Park & Peterson, 2006;Seligman et al., 2004). ...
... The designation of a "master" virtue has historically been debated, however, there is no consensus concerning which virtue is the most important in a fulfilling life . The VIA Assessment is organized into six broad virtues -Wisdom, Courage, Humanity, Justice, Temperance, and Transcendence -each comprised of three to five individual character strengths (see Table 1; McGrath, 2015b;Park & Peterson, 2006;Seligman & Csikszentmihalyi, 2000;Seligman et al., 2004). Park et al. (2004) believed the VIA classification system was a universal construct and confirmed it across 50 cultures with similar structures. ...
... In their assessment of resilience and virtues, Seligman et al. (2004) stated that "strengths and virtues determine how an individual copes with adversity" (p. 65). ...
Objectives: The objective of this study was to observe the relation of Values In Action (VIA) virtues, well-being, and resilience within a unique, non-Western population of Indigenous youth in the Peruvian Amazon. Methods: Data were collected from students (n = 172, age range: 11-16 years) attending a rural village school via self-report surveys to assess relationships using the VIA Youth-96 (VIA-Y-96) Assessment, Personal Wellbeing Index (PWI-A), and the Child and Youth Resilience Measure (CYRM-28). Results: The factor analysis of the CYRM-28 yielded a 3-factor breakdown (Social Engagement, Cultural Citizenship, and Guidance) instead of eight. Different VIA virtues predicted each of the three factors of the revised 3-factor CYRM-21-Peru model (CYRM-21-P); Transcendence, Humanity, and Wisdom were predictors of well-being; and higher reported resilience leads to higher well-being. Most participants scored very high on the PWI-A. Implications: Research presented in this paper involved a unique population of Indigenous youth residing in the Peruvian Amazon, and found that (a) VIA virtues were differentially associated with well-being, (b) Humanity was a significant predictor across Cultural Citizenship and Social Engagement in the revised CYRM-21-P, and (c) higher resilience was correlated with higher well-being. Implications of this research can be used to inspire future research of Indigenous populations in a Latin American context to develop youth development programs that teach students from a strength-based perspective to improve vocational, academic, psychological, and social well-being.
... Hope is understood as the ability to wait for the best in the future and work to achieve it, believing that a good future is possible (Peterson & Seligman, 2002). The construct is derived from goal-directed cognition, composed of motivations to achieve established goals (agency) and through achieving such objectives (routes) (Snyder et al., 1991). ...
... Hypothesis 3: career adaptability will positively predict hope levels and negatively depressive symptomatology (Peterson & Seligman, 2002). ...
The objective of this study was to verify the mediating effect of career adaptability in levels of depressive symptomatology, hope, and satisfaction in postgraduate students in Stricto Sensu, and, as well as differences based on sociodemographic variables. A total of 2115 postgraduate students participated, with an average age of 28.91 years (SD = 5.17), 51.8% of whom were Master's degree students, and 74.4% were female. Participants responded to the Career Adapt-abilities Scale, Cognitive Hope Scale, and Baptista Depression Scale (adult version). The results indicated higher levels of depressive symptomatology for scholarship students and in the final phase of the course. The structural equations model indicated that career adaptability has a mediating effect over hope and depressive symptomatology. Self-centered hope and satisfaction on being a postgraduate student directly influence the level of career adaptability and depressive symptoms.
... El sentido del humor como una capacidad de afrontamiento ante las adversidades, es un enfoque relevante ante la perspectiva psicológica del humor, autores como Seligman (2004) señala al humor como una estrategia de afrontamiento, es decir como un recurso psíquico que genera una actitud de buena disposición ante las adversidades y momentos de riesgo. De igual manera, Ruch, Proyer y Weber (2009) señalaron en su investigación que el sentido de humor toma un papel relevante en diversos aspectos de la vida de las personas en especialmente en adultos mayores, debido a que se relaciona con la satisfacción con la vida y un alto compromiso con la vida. ...
This paper presents the results of a preliminary review of the state of the art for the doctoral research project entitled «The Sense of Humor and Its Relationship to Resilience in University Professors as They Reach Older Age,» which focuses on understanding how aging occurs within the academic environment. The exploration of the data indicates that aging within the educational context, as well as in the social sphere, is fraught with stereotypes and prejudices that foster ageist practices. Therefore, in this context, it is necessary to recognize the character strengths that allow us to cope with these situations. Among these, a sense of humor stands out because it not only acts as an individual coping mechanism but also as a bridge that connects teachers and students, thereby favoring pedagogical and communication strategies. Resilience is also approached as a psychological capacity beyond resistance to change, considering it in terms of the active adaptability of older teachers, sustained by experience and professional and personal identity. This paper proposes to open a dialogue about the aging stage in teachers, highlighting the challenges as well as the opportunities that aging brings within the academy. It emphasizes a sense of humor and resilience as key factors for achieving active aging and well-being, especially in the face of ageism.
... Over the past two decades, the field of well-being sciences has advanced significantly, driven by Western and Chinese research. Foundational theories such as Maslow's "Theory of Human Motivation" (Maslow, 1943) and Martin Seligman's positive psychology movement (Seligman et al., 2004) have deepened our understanding of human happiness and psychological well-being. Central to this field is the distinction between hedonic well-being, focusing on pleasure attainment, and eudaimonic well-being, which concerns virtues and selfrealization (Lucas, 2007;Ryan & Deci, 2001). ...
Since the positive psychology movements spread across the globe, numerous highly influential theories, research and applications emerge for the past several decades. China is undergoing large-scale modernization and social change, the rapidly evolving socio-economic landscape of China presents both opportunities and challenges for wellbeing research. As the country continues to undergo significant transformations, such as Chinese modernization, technological advancement, and demographic shifts, it is crucial to examine how these social changes impact the well-being of individuals and communities. Our current work synthesizes recent cutting-edge research on Wellbeing in Chinese cultural contexts. Future research should prioritize the development and evaluation of evidence-based interventions that can be implemented in culturally diverse Chinese contexts, such as schools, workplaces, and communities. It is our hope that our current work can provide a brief overview and the state of the art and future exciting directions for well-being research in China and across the globe.
... In line with this strength-based approach, one of the most extensively researched models is 'VIA Classification of Strengths and Virtues' that focuses on finding the answer to 'what's best in people' and its impact on their wellbeing. (Peterson & Seligman, 2004). ...
Adolescence has long been viewed as a stage of storm and stress. This conceptualization has led to focus primarily on the problems associated with this life-stage. In line with the recent shift towards prevention science and positive psychology, there emerges a need to study adolescence from a strength-based perspective. It can help in gaining a holistic understanding of this population by focusing on their existing resources that can be utilized further for promoting their wellbeing. In this regard, the Classification of Strengths and Virtues has been an extensively researched model that focuses on one's strengths by finding the answer to 'what's best in people' and its impact on their wellbeing. This study has aimed to assess the trends of these character strengths among Pakistani adolescents aged 13 to 17 years. Values in Action Inventory of Character Strengths-Youth Survey Revised (VIA-YR2) was conducted on 500 participants, recruited from schools of Rawalpindi/Islamabad using cluster random sampling. Findings revealed that constructs of Appreciation of Beauty and Excellence, Love, Hope, Creativity, and Love of Learning appeared as the highest whereas Humility, Self-regulation, Fairness, Zest, and Honesty were the lowest prevalent strengths among the participants. Both genders presented a similar pattern of strengths apart from females displaying gratitude instead of love of learning as one of their highest strengths. Group comparison showed that females scored significantly higher on most character strengths as compared to males except for the self-regulation. These findings can be utilized in designing and implementing interventions that can foster the well-being of adolescents.
... The investigation of character strengths has been a primary focus of research on well-being and human functioning since positive psychology was introduced by Seligman, Csikszentmihalyi [67]. Initially created to establish a basis for studying the factors that contribute to good character and a fulfilling life [91], the VIA classification [79] has since become a fundamental component of positive psychology [128]. Building on the theoretical framework of the VIA classification, character strengths can be described as a family of positively valued personality traits that allow individuals to perform at their personal best, that is, to flourish and thrive [91][92][93][94]. ...
A substantial amount of research, resources, and effort has been invested in the search for a 'holy grail' of twenty-first century leadership competencies. Ironically, despite the increasing significance of leadership and the substantial investments in uncovering the attributes of successful leaders, concerns persist regarding the quality of leadership worldwide. While the literature extensively outlines 'what' twenty-first century-ready leaders should embody, there remains a gap in outlining 'how' to nurture such leaders. We contrast existing practices that have focused on teaching functional content and relying on retrospective and deficit-based competency models by advocating for a strengths-based perspective. While there has been an increasing interest in positive psychology, which promotes a shift away from prevalent deficit correction approaches towards a framework that emphasises social-emotional and meta-cognitive strengths, character strengths have received little attention in corporate leader development programmes. We argue that nurturing character strengths offers a more sustainable, self-reinforcing process for twenty-first century leader development to overcome the limitations of short-lived leadership training results that fade over time. The Values in Action Classification of Character Strengths and Virtues provides a robust framework for identifying and nurturing these strengths. However, character strengths have traditionally been viewed as personal attributes, rather than leadership competencies. We challenge traditional views on leader development by arguing that character strengths reflect the competencies required of twenty-first century-ready leaders, as these more 'humane' characteristics remain relevant over time and valued across cultures because they represent qualities that are universally appreciated in defining 'what makes a good person'.
... Afin de dresser un portrait global des personnes superviseures de cette HEP, nous avons repris en détail, en annexe 1, les données sur leur expertise de supervision, leurs connaissances et leur expérience avec des SSH. Elles disent se sentir à l'aise par rapport à la supervision et témoignent de vertus humanistes pour encadrer les stagiaires comme l'empathie, l'écoute et la disponibilité (Paul, 2020;Seligman et Peterson, 2006). Les personnes superviseures estiment être expérimentées en accompagnement des pratiques. ...
... Identifying and evaluating own strengths and difficulties is the third main focus of the teaching materials. Based on the VIA (Value in Action) Classification of Character Strengths (Seligman et al., 2004), pupils learn about the main categories, which are wisdom and knowledge ( . ., creativity and curiosity), courage ( . ...
... Optimism (regarded as a "positive attitude" in Bennett, 2011;Scheier & Carver, 1992) is sometimes considered the same as hope (e.g., Maier, Peterson, & Schwartz, 2000;Peterson & Seligman, 2001). Other research distinguishes between optimism and hope by taking the probability of an event into account: individuals are "optimistic" about a prospect when it is highly likely to be true, whereas they "hope" for things which are not likely but still possible to be true (Bruininks & Malle, 2005; see empirical results in Bury, Wenzel, & Woodyatt, 2019). ...
... The intent of the field was to focus on "what is strong" rather than "what is wrong" in order to counteract psychology's long-standing focus on psychopathology (Seligman, 2002). Work in the field of Positive Psychology has contributed substantially to the conceptual development of what represents strengths and positive outcomes, including the construction of new measures of various aspects of positive attributes such as a catalog of individual strengths (Peterson & Seligman, 2006). Furthermore, different aspects of wellbeing have been identified, including hedonic (i.e., feeling well), eudaimonic (i.e., perception of meaning), and evaluative wellbeing (i.e., satisfaction with life), to mention the most relevant ones. ...
The field of developmental psychopathology has made significant contributions to our understanding of both typical and atypical development. However, while there are established theories for developmental psychopathology with detailed criteria for pathological outcomes, there is less agreement regarding development under optimal conditions and the definition of positive outcomes. In this conceptual paper, I make the case that a better understanding of positive child development is crucial because it will not only advance our general knowledge on human development but also complement current work on developmental psychopathology. After defining positive development as the development of positive functioning in children, such as skills, strengths, competencies, and wellbeing, rather than the absence of problems, current concepts with relevance for positive development are reviewed, before highlighting gaps in our knowledge on positive development and suggestions for future research. Although several of the reviewed frameworks provide important contributions to the conceptualization of positive development, most of them focus on positive functioning in adults with limited consideration of development in the early years. More research is needed that specifically targets the development of positive outcomes from early childhood onward in order to develop a more comprehensive and holistic theory of positive child development.
... Within the positive youth development and resilience literatures, there are multiple scales that evaluate aspects of prosocial behavior within a wider context of resilience promoting variables, protective factors and character strengths (Benson et al., 2006;Gissandaner et al., 2023). Some of these measures include: the Behavioral and Emotional Rating Scale -Second Edition (BERS-II; Epstein, 2004); the Positive Youth Development Student Questionnaire (PYD; Lerner et al., 2005); the Positive Youth Development Inventory (PYDI; Arnold et al., 2012); the Values in Action Inventory of Strengths (VIA; Seligman et al., 2004); the Positive Youth Development Sustainability Scale (PYDSS; Sieng et al., 2018); the Child and Youth Resilience Measure (CYRM; Ungar and Lienbenberg, 2011); the Strengths and Difficulties Questionnaire (SDQ; Goodman, 2001); and the Developmental Assets Profile (DAP; Benson et al., 2006). However, there is limited information on many of these measures with justice-involved adolescents. ...
Purpose
Though prosocial attributes are linked to positive outcomes among justice-involved adolescents and are a mainstay of numerous interventions, few measures have been specifically designed to evaluate prosocial functioning within this population. Although multiple instruments measuring aspects of prosocial behavior exist, these instruments were not designed to measure prosocial behaviors among youth in juvenile justice settings. This study aims to provide a preliminary validation of a new measure of prosocial attributes (the Prosocial Status Inventory – PSI), which was designed to comprehensively evaluate in greater depth the prosocial functioning of urban, justice-involved youth.
Design/methodology/approach
Youth ( n = 51) were recruited as part of a larger study and were participants in a community-based mentoring program in a large, urban county in the Southern USA. Youth completed the PSI at baseline prior to their participation in the community-based mentoring program. The authors obtained follow-up data on recidivism from the county juvenile justice department.
Findings
PSI scores were positively related to a lower rate of recidivism and a decrease in offending frequency over a 12-month follow-up period.
Originality/value
The current findings complement previous work, suggesting that prosocial attributes are measurable and related to important outcomes among justice-involved youth and support the utility of strengths-based treatment approaches. Moreover, it provides preliminary evidence of the utility of a new self-report measure to assess these traits within a juvenile justice population.
... An early entry in virtue measurement was made by Seligman et al. (2004), with their creation of the value in action (VIA) framework and the value-in-action inventory of strengths (VIA-IS). The VIA-IS remains one of the most widely used self-report instruments of virtues in adults (McGrath, 2019). ...
We will consider four answers to the question about whether the concept of personality is capacious enough to incorporate virtues. The simplest is that the concept of personality encompasses all individual variations in persons. It follows from this answer that virtues would, as individual differences, be incorporated into personality. Unfortunately, definitions of personality do not always invoke such capaciousness, and, in practice, most scholars limit their work to the Big Five or HEXACO models, which do not incorporate virtues. The second answer is that the concept of personality incorporates all trait or dimension level variations across persons, with some exceptions, such as intelligence, attachment style, and psychopathy. Following this definition, virtues, as traits, would be incorporated into such a broad definition of personality. Unfortunately, the boundaries for inclusion and exclusion into personality are fuzzy in this case, and there is no extant definition of personality that solves this problem. The third answer is that personality traits and virtue traits are similar, but distinct concepts. This article presents conceptual and empirical arguments for this similarity in seeing traits as a higher order concept that includes the species of personality and the species of virtue. The fourth answer is that personality and virtue are unrelated. This answer is dismissed because there are many studies that indicate that they are correlated, and few advocate such a clear differentiation. The conclusion is that, pending conceptual and empirical results indicating otherwise, the genus-species relationship seems most fitting where traits are a genus, and personality and virtue are each a species within that genus.
... El carácter y sus fortalezas asociadas es considerado como el resultado global de los rasgos positivos que han surgido a lo largo de la historia y las culturas, considerados universales y como el centro de la buena vida La clasificación VIA de la fortalezas del carácter se basan en amplia investigación estableciendo la presencia de seis (6) virtudes (Sabiduría y Conocimiento, Coraje, Humanidad y amor, Justicia, Templanza/Moderación y Trascendencia) y veinticuatro (24) caminos (fortalezas) para alcanzarlas, presentes en todos los seres humanos y culturas, desarrollables e importantes por valor propio y no como medio para obtener un fin (Peterson y Seligman, 2004). ...
Se presenta el resultado de las Jornadas llevadas a cabo en la Universidad Metropolitana de Caracas en la que participaron ponentes nacionales e internacionales y disertaron sobre Psicología educativa y los nuevos retos a enfrentar.
... RESUMEN E ste capítulo busca relatar la experiencia de promoción del bienestar y la felicidad desde el ámbito de la educación superior con experiencias de formación virtual con alumnos de pregrado y postgrado en Colombia, México y Venezuela. El enfoque conceptual que se ha utilizado en las diversas experiencias que se reseñarán ha sido la Ciencia del Bienestar o Psicología Positiva (Seligman 2002(Seligman , 2011Peterson y Seligman, 2004;Fredrikson, 2009;Lyubomirsky, 2008) y sus aplicaciones al ámbito educativo, conocido como Educación Positiva (Adler, 2016;Arguis et al., 2012;Ballesteros-Valdés y Charles-Leija, 2021;Hoyos, 2019;International Positive Education Network, 2017;Norrish et al., 2013). La metodología empleada corresponde a la sistematización de experiencias (Gordon de Isaacs, 2010;Sánchez, 2016) que busca la comprensión y análisis de un programa o proyecto que es objeto de estudio para derivar conclusiones o lecciones aprendidas teóricas y prácticas que denotan transformación o nuevas perspectivas. ...
Esta publicación cumple el objetivo de analizar a profundidad las estrategias, experiencias o modelos de tecnología aplicadas a la educación superior que demuestran que, con ellas, se está incidiendo en los procesos de enseñanza-aprendizaje, es por esto, que el libro recibió trabajos que versaron sobre lo que pasaba antes del primer confinamiento provocado por el COVID-19, y logra también ofrecer un panorama después de lo que se ha denominado: la educación en postpandemia. Esos análisis y conclusiones derivadas del ejercicio académico de la investigación, son entregados a sus lectores en este libro, y se convierte en un panorama actualizado sobre el papel de la tecnología en las universidades en el momento actual.
Todos los 14 capítulos cumplen con la misma estructura metodológica de artículo de investigación: título, identificadores de los autores con ORCID y filiación institucional, resumen, introducción con objetivos, marco teórico, resultados, conclusiones y referencias bibliográficas. Los capítulos han sido desarrollados desde dos metodologías: los que cumplen con resultados productos de alguna intervención, diagnóstico o caracterización (N=9), y aquellos que se estructuran como revisiones sistemáticas (N=5).
... Strength is an extraction of positive aspects of individuals' abilities, traits, and environmental conditions for better adaptation, which is currently widely shared among professionals of mental health and social work (Rapp & Goscha, 2006). In addition, in the context of positive psychology, extracted individuals' strengths have been utilized along with the assessment of deficits or disorders using the Values in Action Inventory of Strengths (VIA-IS; Seligman et al., 2004), which is a self-rating measure of individuals' strengths. Regarding the relationship with autistic traits, despite having recognized the value of strength assessment clinically, empirical research is limited to two contexts-1) ability, skill, and coping methods related to special interests (Kirchner & Dziobek, 2014;Teti et al., 2016) and 2) positive aspects related to personality and character (Kirchner et al., 2016). ...
Recently, individuals with autistic traits, especially female, have been known to use compensatory strategies (e.g. hiding their autistic traits or compensatory learning) for better adaptation. Though these strategies are predicted to be relevant with the non-clinical undiagnosed autistic people, their adaptive status and the factor contributing to it remain largely unexplored, especially the influence of gender. We explored the strengths of non-clinical adults with high autistic traits (high, N = 89, scored 19 or higher on Autism Spectrum Screening Questionnaire: ASSQ, self- and/or other-ratings) who were respondents to an online survey recruited from all over Japan, using items of the personal strengths in the Adult Self Report (ASR) and Adult Behavior Checklist (rating by others). We compared the high group with the low autistic traits group (low, N = 408, less than 19 on both ASSQ self- and other- ratings on the online survey) and the autism spectrum disorder group (ASD, N = 50, initial visit to hospital), as well as by gender. Personal strengths estimated by others were significantly higher than those by self in the high group, especially in females, but were opposite in the ASD group and equivalent in the low group, respectively. Multiple regression analysis revealed that personal strengths estimated by others increased adaptive functioning, with worsening of internalizing symptoms in high group females, both of which were assessed using ASR. Thus, non-clinical autistic females appeared to have unique adaptation styles.
... It is stated that "strengths and virtues determine how an individual copes with adversity" [36] (p. 65). ...
Character strengths and training have a great impact on students’ whole-person development. This study examined the applicability of the Chinese virtues questionnaire (CVQ) and the relationships between students’ perceptions of virtues and resilience in Hong Kong, SAR, China. A total of 2468 pupils from primary and secondary schools in Hong Kong were recruited as the sample for this study. The results of confirmatory factor analysis (CFA) supported a measurement model of Chinese virtues, and the results of structural equation modeling (SEM) suggested that Chinese virtues were positively related to positive resilience and succumbing. Significant relationships were found between gender and students’ positive resilience, and school grade level showed a significant impact on the Chinese virtues, which in turn affect resilience. Student resilience could be enhanced by nurturing virtues and related character strengths, keeping in mind the role of gender and grade level.
... While gratitude focuses on sources of positivity in life, strengths-based PPIs aim to increase peoples' awareness and use of their character strengths [15]. These interventions often involve a strengths assessment (e.g., the Values in Action character strengths test [32]) and ask participants to use their identified strengths in a new way or develop these strengths [29]. These interventions can lead to increased happiness and decreased depressive symptoms [29], while also improving life satisfaction [33] and happiness [30]. ...
Positive psychology interventions are an effective means for cultivating flourishing, addressing low levels of wellbeing, and preventing languishing. Peer-led interventions can be a particularly advantageous delivery method of positive psychology interventions, as participants tend to respond more favourably to people that they can identify with personally. Such interventions have been applied in a variety of settings and populations, but the literature on peer-led positive psychology interventions has not yet been summarised. This paper provides a narrative overview of peer-led positive psychology interventions. We reviewed relevant peer-led interventions, assessed the available evidence on their effectiveness, and highlighted promising opportunities for peer-led positive psychology interventions. We found that the majority of the studies were observational in design but showed a high level of acceptability for participants across the reviewed domains. In particular, schools, workplaces, the aged care sector, and community settings are noted as promising target domains for these interventions. However, more studies—particularly high-quality research—will be needed to comprehensively test the effectiveness of peer-led positive psychology interventions. We discuss opportunities for future research in this field.
... The literature on positive psychology, community studies and anthropology posit that collective well-being is an outcome of working intergroup relationships, social identities, opportunities for intergroup dialogue, sense of belonging and community and individual and group character strength and virtues in action (c.f. Peterson and Seligman, 2006). These factors can drive transformative dialogue and develop collective well-being. ...
Purpose–Recent marketing research provides conceptual models to investigate the well-being of collectives, but service system well-being (SSW) remains untested empirically. This research conceptualises and develops a measure for SSW at the micro, meso and macro levels.
Design/methodology/approach–Using a series of studies, a multidimensional SSW scale is developed and validated to ensure its generalisability. After the development of preliminary items, Study 1 (N = 435 of service employees) was used to purify items using factor analyses. Study 2 (N = 592 of service employees) used Structural equation modelling (SEM) with AMOS and SmartPLS to test the scale’s dimensionality, reliability, and validity.
Findings–The results confirm the validity and reliability of the nine dimensions of SSW. The measure was validated as a third-order micro-, meso- and macro-level construct. The dimensions of existential and transformative well-being contribute to micro-level well-being. The dimensions of social, community and collaborative well-being contribute to meso-level well-being. Government, leadership, strategic and resource well-being drive macro-level well-being. In addition, a nomological network was specified to assess the impact of SSW on service actor life satisfaction and customer orientation.
Research implications- We contribute to services literature by theorising SSW as a hierarchical structure and empirically validating the dimensions and micro-meso-macro levels that contribute to SSW.
Practical implications–The SSW scale is a useful diagnostic tool for assessing levels of well-being across different systems and providing insights that can develop strategies and programs to improve the well-being of collectives.
Originality/value– The research is the first study to theorise the micro-meso and macro levels of service system well-being and operationally validate the SSW construct.
Keywords Service system, Multilevel, Collective Well-being
Paper type Research paper
... Several attempts have been made towards developing models for classifying individuals into different personalities. Some of these attempts include the Value In Action (VIA) classification of Character Traits [107], Four personality types proposed by Gerlach [37], the Jungian Theory of personality [11], and the Five-Factor Model (FFM) of personality [39]. The FFM proposes five personality factors: Extraversion, Openness, Neuroticism, Conscientiousness, Agreeableness. ...
Persuasive gamified systems for health are interventions that promote behaviour change using various persuasive strategies. While research has shown that these strategies are effective at motivating behaviour change, there is little knowledge on whether and how the effectiveness of these strategies vary across multiple domains for people of distinct personality traits. To bridge this gap, we conducted a quantitative study with 568 participants to investigate (a) whether the effectiveness of the persuasive strategies implemented vary within each domain (b) whether the effectiveness of various strategies vary across two distinct domains, (c) how people belonging to different personality traits respond to these strategies, and (d) if people high in a personality trait would be influenced by a persuasive strategy within one domain and not in the other. Our results show that there are significant differences in the effectiveness of various strategies across domains and that people’s personality plays a significant role in the perceived persuasiveness of different strategies both within and across distinct domains. The Reward strategy (which involves incentivizing users for achieving specific milestones towards the desired behaviour) and the Competition strategy (which involves allowing users to compete with each other to perform the desired behaviour) were effective for promoting healthy eating but not for smoking cessation for people high in Conscientiousness. We provide design suggestions for developing persuasive gamified interventions for health targeting distinct domains and tailored to individuals depending on their personalities.
... El Values in Action Inventory of Strengths (VIA-IS; Peterson & Seligman, 2000), está formado por 24 ítems a los que se ha de contestar según una escala tipo Likert de 5 puntos. Evalúa la frecuencia con la que el individuo se percibe realizando conductas representativas de las 24 fortalezas y 6 virtudes analizadas (Sabiduría y Conocimiento, Coraje, Humanidad y Amor, Justicia, Contención, y Trascendencia). ...
Las variables personales de los docentes, desde la perspectiva de la Psicología Positiva, son de especial relevancia en el ámbito educativo. Al respecto, este trabajo tiene como objetivo principal analizar las fortalezas y virtudes personales, felicidad subjetiva, sentido del humor y personalidad de los docentes en función del país de origen (España y República Dominicana) y el género. Formaron parte del estudio 454 docentes de las diferentes etapas educativas, 76.9 % de España y 23.1% de República Dominicana. En función del género, 156 eran hombres (34.4 %) y 298 mujeres (65.6 %). La edad mínima fue de 19 y la máxima de 66 (Edad media = 40.04 años, DT = 10.51). Para la recogida de información se emplearon los siguientes instrumentos: Valores en Acción Inventario de Fortalezas (VIA-IS), Escala de Felicidad Subjetiva (SHS), Escala Multidimensional del Sentido del Humor (MSHS) e Inventario de Personalidad de los Cinco Factores (BFI-10). Se hallaron diferencias en función del país y el género. Al respecto, los docentes de República Dominicana puntuaron más alto que los de España en fortalezas y virtudes personales, felicidad subjetiva, sentido del humor y en el factor de personalidad Apertura a nuevas experiencias. Los docentes españoles, por su parte, puntuaron más alto en el factor de personalidad Neuroticismo. En función del género, las mujeres alcanzaron valores más altos en la escala Humanidad del VIAIS, en la felicidad subjetiva y en el factor de personalidad Extroversión. Se discute la relevancia del estudio de los constructos psicológicos analizados en los docentes, dado que implican procesos cognitivos, afectivos y motivacionales conducentes a un desempeño exitoso. Igualmente, las diferencias culturales entre los dos países de comparación y en función del género. Se estable la necesidad de llevar a cabo estudios transculturales, así como profundizar en los estudios de género.
... Identifying and evaluating own strengths and difficulties is the third main focus of the teaching materials. Based on the VIA (Value in Action) Classification of Character Strengths (Seligman et al., 2004), pupils learn about the main categories, which are wisdom and knowledge ( . ., creativity and curiosity), courage ( . ...
... Alpha coefficient was .80. (Seligman, Park & Peterson, 2005) This eight-item scale measures levels of optimistic thinking. Participants respond on a fivepoint Likert scale. ...
The aims explored associations between stress ratings and influences on coping on student mental health and motivation and compared defensive-pessimism against optimism as a strategy for learning motivation. Most research construes stress as distress, with little attempt to consider positive ‘eustress’ experiences. Undergraduate psychology students (N=162) were surveyed on student and pandemic-related stressors, personality, support, control, mental health and learning motivation. Overall, lack of motivation and procrastination were acute. Uplifting ratings of teaching and optimistic thinking were associated with good mental health, but context control was key. Hassle ratings of teaching lowered learning motivation. Support and conscientiousness bolstered learning motivation, with the latter an important buffer against hassle experiences on motivation. Openness was associated with the stress involved in learning. For those anxious-prone, defensive-pessimism was as effective as optimism was for those not anxious-prone, in stimulating learning motivation. Developing context control, support and strategies linked to personality could bolster student resilience during and post Covid-19.
... Individuals who are more optimistic tend to see challenges as opportunities for growth, which is associated with better psychological responses and improved wellbeing following trauma (Yehuda et al., 2006). Similarly, gratitude reflects a tendency to respond with appreciation for aspects of one's life (Seligman et al., 2004). Individuals higher in gratitude tend to mindfully focus on the present, experience more positive affect, and engage in more social and adaptive activities, all of which may help survivors cope with trauma-related distress (Kashdan et al., 2006). ...
Objective:
Posttraumatic stress symptoms related to sexual assault have been linked to greater suicidal ideation, yet little is known about protective factors that may weaken this link and reduce thoughts of suicide in the context of posttraumatic stress. Drawing on the broaden-and-build theory of positive emotions and prior research, psychological strengths associated with resilience, such as optimism and gratitude, have the potential to be associated with attenuated suicidal ideation among sexual assault survivors.
Method:
We tested this possibility in a sample of 425 undergraduate women who reported unwanted sexual experiences during adolescence or adulthood.
Results:
A linear regression analysis revealed that greater sexual assault-related posttraumatic stress symptoms in the past month were associated with greater concurrent suicidal ideation. However, moderation analyses revealed the link between assault-related posttraumatic stress and suicidal ideation was attenuated for individuals higher in optimism and gratitude. Further, at the highest levels of optimism and gratitude, there was no longer a significant association between posttraumatic stress and suicidal ideation.
Conclusions:
Given optimism and gratitude are modifiable strengths that individuals can develop and grow over time, these results suggest boosting optimism and gratitude may be a valuable way to attenuate thoughts of suicide in interventions for college women who have experienced sexual assault. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
... Sevgi; nezaket, cömertlik, duygusal doyum ve sevilme kapasitesinin yanı sıra sevme kapasitesini de içerir (Seligman, 2004: 12). Sevme ve sevilme yeteneği, karakter özelliklerinden biridir ve kişilerarası uyum için gereklidir (Peterson & Seligman, 2001). ...
Araştırmanın amacı sevgi konusunu yaşlılık dönemi manevi gereksinimleri kapsamında incelemektir. Huzurevi yaşlılarının duygu, düşünce ve davranışları üzerinde araştırma yapılarak bu inceleme gerçekleştirilmiştir. Bu amaçla araştırma fenomenolojik yöntem kapsamında tasarlanmış ve yapılandırılmamış görüşme soruları ikili görüşmeler yoluyla huzurevi yaşlılarına uygulanmıştır. Bu görüşmelerden elde edilen bulgular üzerinde kategorik değerlendirmeler yapmadan önce geniş kapsamlı bir alan yazın taraması gerçekleştirilerek; sevginin işlevleri, sevginin nesneleri, sevgiye ilişkin yaklaşımlar, yaşlılık döneminde sevgi ve yaşlık dönemi manevi gereksinimleri konularında detaylı bilgiler edinilmiştir. Hem alan yazından elde edilen bu bilgiler hem de huzurevi yaşlıları ile gerçekleştirilen görüşmeler ve alan uzmanlarının görüşleri dikkate alınarak huzurevi yaşlılarında sevgi konusunu ele almak üzere sekiz farklı kategori belirlenmiştir. Sevgiyle bağlantılı olarak katılımcılar tarafından ‘arkadaşlar ile ilişkili olarak sevgi’ kategorisine en fazla ve ‘yakın tanıdıklar ile ilişkili olarak sevgi’ kategorisine ise en az atıf yapılmıştır. Araştırmanın sonuçlarına göre; olumsuz kendilik algılarına sahip olmaları ve benlik bütünlüklerinin hasar görmesi gibi durumlardan yola çıkarak huzurevi yaşlılarının ‘kendi’lerine yönelik sevgilerinde eksiklik olduğu tespit edilmiş; huzurevinde kalma zorunluluğu ve terk edilmişlik duyguları gibi nedenlerin onların ‘yaşama’ sevinçlerini olumsuz etkilediğine ulaşılmıştır. Eşlerine duyulan öfkelerinin devam etmesi ve eşlerini yalnız kalmalarının sebebi olarak düşünmeleri gibi durumların huzurevi sakinlerinin ‘eş’ sevgisini engellediği gözlemlenmiş; çocukları tarafından huzurevine bırakıldıklarının ve kardeşleri tarafından hiç aranmadıklarının katılımcılar tarafından belirtilmesine bağlı olarak, yaşlılarda ‘aile üyeleri’ne yönelik sevgi eksikliği olduğu tespit edilmiştir. Bunun yanında yaşlılar tarafından huzurevindeki diğer sakinlerin hep olumsuz özelliklerinin dile getirilmesi ve küçük bir hata dahi mazur görülmeyerek hata yapanla bütün iletişim kanallarının kapatılması gibi durumlara bağlı olarak huzurevi yaşlıları arasında ‘arkadaşça’ bir sevginin olmadığına ulaşılmış; akrabalarıyla misafirliğe gidip geldikleri zamanları şimdi çok aradıklarının ve aralarında sorunlar olduğu için gelinlerini sevmediklerinin ifade edilmesi gibi durumlardan yola çıkarak katılımcıların ‘yakın tanıdıklar’ına yönelik sevgi beslemedikleri tespit edilmiştir. Diğer yandan katılımcıların toplum tarafından terk edildiklerini düşünmeleri ve toplumun kendilerine karşı sevgi ve saygı göstermediklerine dair algılarından yola çıkarak yaşlıların ‘toplum’a yönelik herhangi bir sevgi duygusunun olmadığına ulaşılmış; huzurevi sakinlerinin maruz kaldıkları olumsuzlukları Allah’a şikâyet ederek bunları yapanlara gerekli cezanın Allah tarafından verilmesini beklemeleri, olumsuz bir geçmişe sahip oldukları eşlerine yönelik olarak sürekli beddua etmeleri, huzurevine bırakan çocuklarının Allah tarafından cezalandırılmalarını istemeleri gibi durumlardan yola çıkarak ‘Allah’ ile aralarındaki bağın sevgi temelli olmadığı sonucuna ulaşılmıştır. Sonuç olarak huzurevi yaşlılarındaki sevgi gereksinimlerinin sekiz kategoride ele alınabileceği tespit edilmiştir: kendi, yaşama, eş, aile üyeleri, arkadaşlar, yakın tanıdıklar, toplum ve Allah.
Background. Despite a considerable number of studies in trauma psychology, there remains a lack of research focused on how traumatic experiences influence socialization during adolescence. Understanding how traumatic events affect the development of social connections, self-perception, and adolescents' ability to integrate into society is particularly pertinent. Results. The study identifies the crucial role of traumatic experience in shaping behavioral models and social adaptation in adolescents. Trauma alters not only an individual's psychological structure but also affects their perceptions of social norms and values and their ability to integrate into society. Traumatic experiences can result in social isolation, disruption of interpersonal relationships, and the emergence of antisocial or deviant behavior. Post-trauma socialization becomes a challenging process requiring specialized support and corrective measures. The study analyzed the characteristic features of traumatic experiences and their impact on social behavior, revealing specific changes in the perception of social roles and values that influence the socialization process after traumatic events. Conclusions. Traumatic experiences significantly affects the process of socialization in adolescents, determining their ability to integrate into society and adapt to social norms. Socialization after trauma involves overcoming internal conflicts, restoring social connections, and reintegrating into the social environment. The process of socialization depends on how well individuals can align their experiences with social norms and values, as well as on the support provided by social institutions. This emphasizes the importance of developing effective support and rehabilitation programs for adolescents who have experienced trauma.
This study aimed to investigate the dimensions of positive psychological constructs in the career context. Descriptive analyzes and inferences were conducted in a sample of 231 people between 18 and 20 years old. The participants answered the sociodemographic questionnaire, Life Project Scales for Adolescents, Character Strengths, and Selfefficacy for Professional Choice. The results of the relationships between strengths, self-efficacy, and life projects ranged from 0.13 to 0.69. As for the linear regression, the impartiality force was explained by two dimensions of the Life Project, while the citizenship force was the one that most described all the domains of Self-efficacy for Professional Choice. Thus, the results suggest that positive variables contribute to understanding career behavior.
Теоретичні та емпіричні дані підтверджують, що травмувальні ситуації під час війни, які пов'язані з парамет¬рами посттравматичного стресового розладу (ПТСР) та розладів адаптації (РА), негативно впливають на особистісний розвиток людини. Мета дослідження - надати докази впливу психологічних механізмів травми війни на особистісний розви¬ток українців під час війни.
Методи. Міссісіпська шкала Кеану та ін.; опитувальники Шмішека, "Адаптивність" Агаєва та ін., "Цінності-у-дїї" Селігмана та ін.; Локатор велика п'ятірка Говарда та ін.
Результати. За МШ вибірка українців поділилася на дві полярні групи. Одна - 128 (56,9 %) учасників після експозиції травми війни залишаються адаптованими, що свідчить про еволюційну ресурсність їхнього особистісного розвитку. Інша - 97 (43,1 %) через травмувальний досвід загрози життя маніфестує ознаки РА і ПТСР (36,9 % і 6,2 % відповідно). Дані "Адаптивності" підтвердили статистично значущі відмінності (за t-тестом) між групами, особливо в компонентах "нервово- психічна стійкість" і "моральна нормативність" (t = 7,945, t = 8,743, р = 0,000 для обох відповідно за компонентами).
Достовірно частіше в дотравмувальний період є відмінності в акцентуаціях як потенційних РА / ПТСР ризик-факторів у двох групах (за t-тестом): тривожний, збудливий, емотивний, дистимний, циклотимний, застрягний типи. У періоді пост- травми тенденції до посилення акцентуацій і РА є у: дистимного, застрягного, тривожного, збудливого, демонстративного, педантичного типів. Це зайвий доказ загрози виникнення більш важких особистісних порушень та більшого ризику травматизації на рівні еволюційних властивостей темпераменту, ніж рис характеру.
Кореляційний аналіз підтвердив: у добре адаптованих топ-п'ятірка рис Великої п'ятірки є надійним предиктором соціо- культурного особистісного розвитку. В осіб полярної групи п'ятірка рис негативного фокусу - нейротизм, соціальна деза- даптивність, зависока емоційність, депресії, відхилення у поведінці - є предиктором травмувального особистісного розвитку. Установлено: чим вищий рівень розладів адаптації, тим нижчим є рівень позитивних цінностей, таких як "мудрість", "сміливість", "справедливість", але зберігається додатний зв'язок між показниками ПТСР і РА та цінностями "помірність " і "трансцендентність " (за F-Фішера, усі на рівні р = 0,000).
Висновки. Порушення особистісного розвитку українців у періоді посттравми тим легше долати, чим коротша експозиція травми війни та чим швидше травмувальний досвід загрози життя ідентифіковано психологами.
Social media platforms have been adopted rapidly into our current culture and affect nearly all areas of our everyday lives. Their prevalence has raised questions about the influence of new communication technologies on moral reasoning, judgments, and behaviors. The present scoping review identified 80 articles providing an overview of scholarly work conducted on morality in social media. Screening for research that explicitly addressed moral questions, the authors found that research in this area tends to be atheoretical, US-based, quantitative, cross-sectional survey research in business, psychology, and communication journals. Findings suggested a need for increased theoretical contributions. The authors identified new developments in research analysis, including text scraping and machine coding, which may contribute to theory development. In addition, diversity across disciplines allows for a broad picture in this research domain, but more interdisciplinarity might be needed to foster creative approaches to this study area.
O presente estudo tem como objetivo verificar o potencial explicativo de variáveis positivas como indicadores de saúde mental no trabalho de 270 professores brasileiros. Foram utilizados um questionário demográfico, Escala de Forças de caráter, Escala de Satisfação com o Suporte Social, Escala de Autoeficácia no Trabalho e o Burnout Assessment Tool. Os resultados indicaram bons níveis de suporte social e autoeficácia docente. As principais forças de caráter pontuadas pelos professores foram: imparcialidade, gratidão, bondade, perseverança e amor ao aprendizado. Os resultados também apontam diferenças entre os grupos de dados sociodemográficos. As correlações corroboram com estudos anteriores nas quais foram encontradas associações positivas entre autoeficácia e forças de caráter e correlações negativas significativas entre essas variáveis e os fatores de burnout.
Introduction
The study’s objective was to evaluate whether a qualitative, collaborative, and multimethod assessment protocol increased reports of character strength interest, knowledge, and perceived skills.
Methods
Thirty-two participants completed three phases of data collection. Participants were first screened for well-being, which was used as an auxiliary covariate to order participants into experimental conditions. Selected participants were randomly assigned to a control or collaborative and multimethod assessment (card sort × qualitative interview) condition. Participants completed pre- and post-measures of strength interest, knowledge, and perceived skill. In the final phase, second phase participants were invited to report on strength-related outcomes 24 h post-administration using an online survey.
Results
A series of 2 (Assessment Condition) × 3 (Time) mixed ANOVAs were analyzed. Results revealed a significant assessment condition by time interaction for strength knowledge and perceived skill. Participants in the collaborative and multimethod assessment condition reported higher strength knowledge and perceived skills compared to control participants. These effects were maintained for 24 h.
Conclusion
The findings offer preliminary yet sizable support for using collaborative and multimethod assessment procedures to increase strength knowledge and perceived skill. Because of the qualitative, collaborative, and individualized nature of our assessment protocol, the findings offer a low-cost and contextually bound pathway to increase strength-based outcomes.
Social network websites are an important source of control of our lives in the current scenario. Being humans, we don’t exist without the presence of other fellow beings surrounding us. With the advent of technologies, computers and smartphones have taken this responsibility of connecting people to one another. Even though these tools have simplified human efforts, they have become an inseparable part of our life which could replace human relations itself. This book is an effort to explore the various driving force behind social networking, and the consequences of various social networking behaviours.
Strengths-based leadership helps employees identify, utilize, and develop their strengths. Does such leadership facilitate employee work engagement and performance? In this study, we integrate Job Demands-Resources (JD-R) and Leader-Member Exchange (LMX) theories to hypothesize that strengths-based leadership is positively related to employee task performance through employee work engagement, and that this effect is moderated by LMX quality. We collected survey data at two time points – with one month interval – from 556 Chinese workers and their managers (N = 104 teams). The results of path modelling showed that strengths-based leadership was positively related to supervisor-ratings of employee task performance via employee work engagement. As predicted, the positive relation between strengths-based leadership and employee work engagement was stronger when LMX was of high-quality. However, the predicted moderated-mediation effect was not supported. We discuss the implications of these findings for research on strengths-based leadership, as well as the practical implications.
Authenticity, or being true to oneself, has been identified as a key construct related to well-being and the effective performance of leaders. This paper describes the construct of authenticity in the context of existing positive psychology and coaching psychology research. We discuss the Authenticity Scale and its suggested use both as a self-report and peer-report instrument in the context of executive coaching. In order to further develop evidence-based approaches to coaching and coaching psychology we need to extend and develop a broad range of validated and freely available outcome measures which can allow researchers to further develop our understandings of the psychological processes underpinning the purposeful, positive change encapsulated in coaching. The Authenticity Scale may prove to be a useful tool in this endeavour.
The environment in which dental professionals work matters enormously to their mental well‐being. This chapter hones in on an environment at work that is compassionate, positive, and centred on well‐being and allows dental professionals to perform in optimal states. It explores in depth two key ways dental professionals can be active in creating positive work environments: through improving relationships at work by boosting High‐Quality Connections (HQC), and increasing engagement by activating their top strengths with patients and the team. There are several pathways to building HQCs in dentistry, interacting both with dental professionals' patients and team. The chapter focuses on four pathways: mindful listening, team gratitude, positive communication, and mentoring. Drawing on the science of strengths, utilising dental professionals' key strengths in their everyday in new and engaging ways can boost their well‐being and build resilience.
The aims explored the associations between stress, personality and coping on student mental health and compared defensive-pessimism and optimism as influences on learning motivation. Most research construes ‘stress’ as ‘distress’, with little attempt to measure the stress that enhances motivation and wellbeing. Undergraduate psychology students (N = 162) were surveyed on student and pandemic-related stressors, personality, support, control, mental health and learning motivation. Overall, adverse mental health was high and the lack of motivation acute. While positive ratings of teaching and optimistic thinking were associated with good mental health, context control was key. Adverse ratings of teaching quality lowered learning motivation. Support and conscientiousness bolstered learning motivation and conscientiousness buffered against the adverse impact of stress on motivation. Openness was associated with the stress involved in learning. For those anxious-prone, defensive-pessimism was as effective as optimism was in stimulating learning motivation. Developing context control, support and strategies linked to personality could bolster student resilience during and post Covid-19.
Incorporating the theoretical conceptualizations of Jon Kabat-Zinn and Ellen Langer, this volume illustrates how performers from a variety of disciplines - including sport, dance and music - can use mindfulness to achieve peak performance and improve personal well-being. Leading scholars in the field present cutting-edge research and outline their unique approach to mindfulness that is supported by both theory and practice. They provide an overview of current mindfulness-based manuals and programs used around the globe in countries such as the United States, China and Australia, exploring their effectiveness across cultures. Mindfulness and Performance will be a beneficial reference for practitioners, social and sport psychologists, coaches, athletes, teachers and students.
The presented research aimed to determine whether the selected psychological variables are related to the desire to have a child in childless women diagnosed with schizophrenia, to check the differences in terms of these variables between women diagnosed with schizophrenia who declare the will to have a child, and those who do not plan to have one, as well as the comparison of the results obtained in the group of women with no history of psychopathology. 30 women diagnosed with schizophrenia and 30 healthy women participated in the study. The Self-esteem Scale by Rosenberg and the Strength of character VIA-120 by Peterson and Seligman were used. The results indicate differences in self-esteem and selected character strengths between women who want to have a child and those who do not declare such a willingness and between the group of women diagnosed and the comparison group.
Character strengths could effectively prevent negative psychological outcomes in adults. However, there was little research conducted among early adolescents. The present study aimed to explore character strengths that were independently related to fewer behavior problems in early adolescents. In total, 521 early adolescents (mean age 10.92 ± 0.04, range 10–12 years) were recruited from primary schools in Sichuan, China. Character strengths were measured using the Values in Action Inventory of Strengths for Youth (VIA-Youth). Behavior problems were measured using the Conners Parent Symptom Questionnaire (PSQ). The results showed that behavior problems were negatively correlated with character strengths ( r = −0.14 to −0.3, p < 0.05 Bonferroni corrected). Character strengths explained a significant proportion of additional variance (14–22%) in five types of behavior problems after controlling the effect of demographic factors (residence, left-behind experiences, maternal education level). Moreover, several specific character strengths showed an independent contribution ( β = −0.34 to −0.14 for self-regulation, perseverance, zest, humility, and leadership; β = 0.21 to 0.34, for hope; all p < 0.05) to behavior problems. Our study revealed that character strengths were protective factors against behavior problems in early adolescents.
The aims explored associations between stress ratings and influences on coping and personality on student course satisfaction and anxiety. Most research construes stress as distress, with little attempt to consider positive ‘eustress’ experiences. Undergraduate students (N = 162) were surveyed on student and pandemic-related stressors, personality, support, control and on course satisfaction and anxiety. For course satisfaction, conscientiousness was the strongest predictor, followed by uplifting ratings of learning resources adapted during the pandemic. These uplifting ratings also support the efficacy of optimism. Support ratings were significant, but only as a hassle. This suggests work still needs to be done to maximise support opportunities on virtual learning platforms. Lack of motivation was strongly associated with anxiety. Context control and optimism had a buffering and mediating effect on levels of anxiety. Optimistic thinking strategies were effective in managing pandemic circumstances outside student control. Conscientiousness, control, support and optimism are integral in building student coping.
In the framework of positive psychology approach, the present study reports the effect of a mixed human resources (HR) intervention program. We developed an intervention by the integration of the classic resource‐based intervention with the specific strength training program named FAMILY. Then, we examined the extent to which such a combined intervention enhanced commitment, work engagement, job performance, and decreasing exhaustion of the participants. N = 69 sales consultants operating in an Italian pharmaceutical company participated in our study. To monitor the interventions used, participants had to complete a diary with self‐report measures on the dimensions considered for four weeks. Data were analyzed by using growth models to study the variability of the dimensions considered overtime. Afterward, we used multilevel model analyses to test the associations between them. Our results showed that our combined training intervention increased in‐role and extra‐role performance, emotional commitment, and decreased the reported exhaustion level of the employees. Moreover, relationships among such dimensions have been explored in relation to antecedents that affect them (i.e., negative and positive emotions experienced, and job demands, and resources).
“RECRÉATE, abriendo el aula a la creatividad” es una experiencia diseñada
por el Centro de Innovación Urkide para el Colegio Urkide centrado en el
desarrollo de la creatividad y la innovación en el ámbito educativo.
“RECRÉATE” es un itinerario de actividades, técnicas y dinámicas para
trabajar la creatividad con alumnos de infantil, primaria y secundaria cuyo
objetivo es asegurarse mediante el establecimiento en programación de este
itinerario, que todo el alumnado tras completar este recorrido adquiera
capacidades y herramientas necesarias para el desarrollo de la creatividad y el
emprendimiento, dos conceptos clave para el futuro de nuestros estudiantes.
Humour, a positive psychology (PP1.0) construct (Fischer, Carow, & Eger, 2020) is a central component of resiliency. Having a sense of humour is a sign of human strength, intelligence, and psychological maturity (Abel, 2016; Ghaemi, 2011). Humour allows individuals to emotionally distance themselves from a stressful event in order to cope. Humour is considered as a crucial job resource for individuals across cultures. It has been further credited for several positive outcomes such as resilience and well-being (Billig, 2018). The objective of the chapter is to present a critical review of the moderating role of resilience in adaptive humour styles (self-enhancing and affiliative humour) and well-being at work from a PP1.0 perspective. The findings of the study of Bhattacharyya, Jena, and Pradhan (2019) indicate a significant association between the adaptive humour styles and well-being at work, with resilience as a moderator.
The historically recurring controversy over the existence of cross-situational consistencies in behavior is sustained by the discrepancy between intuitions, which affirm their existence, and the research literature, which does not. It is argued that the nomothetic assumptions of the traditional research paradigm are incorrect, and that by adopting some of the idiographic assumptions employed by intuitions, higher cross-situational correlation coefficients can be obtained. A study with 64 undergraduates is reported which shows that it is possible to identify on a priori grounds those individuals who will be cross-situationally consistent and those who will not. It is concluded that not only must personality assessment attend to situations-as has been recently urged-but to persons as well. (52 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
COLLEGE SS OVERHEARD AN EPILEPTIC SIEZURE. THEY BELIEVED EITHER THAT THEY ALONE HEARD THE EMERGENCY, OR THAT 1 OR 4 UNSEEN OTHERS WERE ALSO PRESENT. AS PREDICTED, THE PRESENCE OF OTHER BYSTANDERS REDUCED THE INDIVIDUAL'S FEELINGS OF PERSONAL RESPONSIBILITY AND LOWERED HIS SPEED OF REPORTING (P < .01). IN GROUPS OF 3, MALES REPORTED NO FASTER THAN FEMALES, AND FEMALES REPORTED NO SLOWER WHEN THE 1 OTHER BYSTANDER WAS A MALE RATHER THAN A FEMALE. IN GENERAL, PERSONALITY AND BACKGROUND MEASURES WERE NOT PREDICTIVE OF HELPING. BYSTANDER INACTION IN REAL LIFE EMERGENCIES IS OFTEN EXPLAINED BY APATHY, ALIENATION, AND ANOMIE. RESULTS SUGGEST THAT THE EXPLANATION MAY LIE IN THE BYSTANDER'S RESPONSE TO OTHER OS THAN IN HIS INDIFFERENCE TO THE VICTIM.
Six qualitative studies have been carried out to better understand courage among individuals who range in age from 14 to 94 years and are experiencing a variety of lingering threats to their well-being. The purpose of this meta-interpretation was to synthesize those works and further delineate an emergent formal theory of courage. Based on the findings, courage is a dynamic phenomenon that is precipitated by a perceived threat. The ability to be courageous develops over time and includes efforts to fully accept reality, problem solve based on discernment, and push beyond ongoing struggles. Courageous behavior is characterized by efforts to be productive, make contributions, and help others and results in a sense of personal integrity and thriving. Courage is promoted and sustained by several interrelated intrapersonal and interpersonal forces as well as the reflective awareness that one has developed a courageous persona.
The conclusion by Hartshorne and May (1928) regarding the specificity of moral behavior has been reconsidered in light of reanalyses of their data using factor analysis and Guttman's (1955) simplex model. Other studies relevant to the issue of specificity versus generality of moral behavior were also considered. The evidence indicates there is some underlying generality in moral behavior although there is still much of the variance of the honesty tests due to specific test determinants. A model is proposed to account for the findings. This model involves 2 generalization gradients: a gradient involving just the stimulus elements in a particular situation, and a gradient pertaining to verbal mediation in which certain cognitive elements are abstracted from one situation and generalized to a different and perhaps entirely new setting. Attention was given to the organizing and heuristic value of the model. (47 ref.)
The psychological syndrome of learned helplessness is a uniquely modern phenomenon, deeply rooted in cultural concepts of personal power and security. This timely and valuable work examines learned helplessness with reference to the salient emphases in contemporary culture of individuality and personal control. An indispensable reference of interest to a broad spectrum of researchers in psychology.
The observation of a clinical paradox led to an enquiry into the nature of courage and its relation to fear. In the course of carrying out some of the behavioral treatment programs, patients who are adversely affected by excessive fear are required to perform courageously, and they generally do so. These performances of courageous acts by fearful people suggest that we might more properly refer to courageous acts rather than to courageous actors.On the other hand, a series of investigations carried out on military bombdisposal operators uncovered two pieces of information that independently point to the existence of a small group of people who may be especially well suited to carrying out dangerous/difficult tasks. These investigations and related enquiries form the basis on which distinctions are drawn between fear, fearlessness, and courage.
Successories: Stories for a generation. The Plain Dealer
- F Ahrens
Ahrens, F. (July 29, 2001). Successories: Stories for a generation. The Plain Dealer, Section L 1-2.
Persons of the year-the whistleblowers: Sherron Watkins of Enron
- R Lacayo
- A Ripley
Lacayo, R., & Ripley, A., (2002). Persons of the year-the whistleblowers: Sherron Watkins of
Enron;