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Character Strengths Among Youth
Abstract
Four hundred and fiftynine students from 20 different high school classrooms in Michigan participated in focus group discussions about the character strengths included in the Values in Action Classification. Students were interested in the subject of good character and able to discuss with candor and sophistication instances of each strength. They were especially drawn to the positive traits of leadership, practical intelligence, wisdom, social intelligence, love of learning, spirituality, and the capacity to love and be loved. Students believed that strengths were largely acquired rather than innate and that these strengths developed through ongoing life experience as opposed to formal instruction. They cited an almost complete lack of contemporary role models exemplifying different strengths of character. Implications of these findings for the quantitative assessment of positive traits were discussed, as were implications for designing character education programs for adolescents. We suggest that peers can be an especially important force in encouraging the development and display of good character among youth. Peer Reviewed http://deepblue.lib.umich.edu/bitstream/2027.42/45293/1/10964_2004_Article_379439.pdf
... The same character strengths are assessed, just in ways that are relevant to youth and the settings and situations most familiar to them. Modified items were reviewed by youth, teachers, and parents (Steen, Kachorek, & Peterson, 2003). The original VIA-Youth included 198 items, but a short form (96 items) was created to promote usability. ...
... Pak Soyoung & Cho Ami (2018) observed the abilities that teachers should have in adolescent sex education, understood the actual power needed for adolescent sex education based on teachers' educational experience, and put forward plans to master and improve teachers' abilities. Steen, T.A., Kachorek, L.V. & Peterson, C (2003) analyzed 459 students from 20 different high school classrooms in Michigan who participated in focus group discussions on the character strengths contained in the "Value in action" classification. The results showed that: Students are interested in subjects of good character and can discuss examples of each merit candidly and diplomatically. ...
In order to understand the status quo of adolescent character education and to promote the formation of excellent quality, this paper uses literature research and qualitative analysis to study adolescent character education. Firstly, this paper's research literature on adolescent education through retrieval analyzes the existing theoretical achievements from four dimensions of connotation, problems, strategies, and enlightenment of character education for teenagers and understanding its prior status and progress. And then the findings are as follows: the research results of youth character education in the world could be better. Astonishingly, in recent years, Chinese scholars' research on youth character education is still rare. The findings indicate that more than the emphasis on adolescent personality education is needed. Based on theoretical literature, take the Chinese perspective and set two suggestions: follow the regular and pay attention to practice. Firmly believe these theoretical results should be combined with practice to achieve educational goals. This paper has theoretical and practical significance in developing excellent youth character and the perfection of the theoretical system of adolescent character education
... The youth digital work is part of youth social action and peer learning (Arthur et al., 2015). Peers and friendships can exert positive force for their other friends/peers to develop and demonstrate similar displayed good conduct (Steen et al., 2003). They exemplify good conducts (such as praying character/E1-V1, discipline behaviour/E1-V5, positive learning characters/E1-V5, E1-V15, E1-V21, E1-V26, E1-V34, E1-V43, E1-V50) and bad conduct causing disaster or life problems, such as issues caused by overuse of gadget (E1-V23, E1-V42, E1-V46). ...
Frequently, youth is stigmatized as trouble makers and immature groups. Thus, they still need to be educated, nurtured and supervised, especially in this millennial era. In spite of negative label attributed to youth, youth is potential community educators, especially during this digital world. Their natural interest to social media and technology can be investment to engage them in community education through digital works. This study aims to explore educational aspects that several young students emphasize and educate to their online peers and digital community through their digital works creation which they upload at YouTube. The study adopts qualitative methods and employs thematic analysis to examine 50 uploaded videos. The study reveals that digital works can be media for youth to educate character, non-violence and environmental-health education to their peers and other communities. This also encourages youth to learn to be active and responsible citizens, undertake direct experiential learning process, enhance their social media responsibility, provide role models for others, promote community well being and alleviate negative youth stigma.
... When it comes to the positive development of young people, the most important part is the character strengths which are evaluated within the scope of positive traits. Character strengths are recognized as one of the newest research areas of positive psychology (Steen et al., 2003). Positive psychology focuses on the questions of what is good for the person, how can we measure, how do we build good character in children and young people. ...
This research examined the relationship of character strengths with peer bullying and peer victimization. The research group consists of 663 high school students in Kocaeli chosen by convenience sampling method. Character Growth Index, Peer Bullying Scale Adolescent Form and Personal Information Form have been used. The results indicated that peer bullying was related to the strengths of perseverance, humility, optimism, kindness, love/care, calmness, wisdom, spirituality, and honesty, while no relationship was found with courage and forgiveness. It was also found that peer victimization was related to the strengths of perseverance, humility, optimism, kindness, love/care, calmness, courage, wisdom, spirituality, and honesty character strengths, while there was no correlation with the strength of forgiveness. As a result of the regression analysis, the strength of perseverance and honesty in the Character Growth Index explained 10% of the total variance in being a victim of peer bullying, while the strength of perseverance, humility, spirituality, and honesty in the Character Growth Index explained 16% of the total variance in performing peer bullying. In the examination made according to the gender variable, it was found that there was a statistically significant difference in the sub-dimensions of optimism, kindness, calmness, courage, wisdom, and honesty in the Character Growth Index scale according to gender.
Positive changes in terms of personal growth have been observed in individuals dealing with traumatic or difficult situations, as well as with positive situations. In the present research, we asked whether positive and negative autobiographical memories would be linked to specific character strengths. One hundred and ninety-four participants generated memories regarding their most valuable and enriching experience. Autobiographical memories and character strengths were identified and classified by two independent coders. Results revealed that the majority of the events related to academic transitions, followed by illnesses, and death of beloved ones. Results also suggested that both positive and stressful experiences were linked to character strengths, with the character strengths of perspective, bravery, gratitude, and spirituality connected to 45% of the events. Thus, the present research adds to the literature on autobiographical memories and personality variables by exploring the link between personally significant events and character strengths in young adulthood.
This entry aims to provide an introduction to conceptualizations of character, with an emphasis on the VIA Classification of Character Strengths and Virtues. After describing the classification and the measurement of character strengths, the entry discusses findings of age‐related differences in adolescence as well as potential influences on the development of character in adolescents. These aspects are complemented by empirical results on the role of character strengths in different realms of adolescents' lives and on strengths‐based interventions.
Objectives: There are several definitions of strengths within psychology, united by a common theme: strengths are what people do best and most easily. Research shows that actively using strengths provides a range of benefits, and suggests that strengths-based coaching is a valuable approach. This study’s purpose was to investigate strengths-based coaching using qualitative methods, concentrating on the experience of the coachee.
Design: The study explored what happened when six women in financial services practised using their strengths at work, through a coaching intervention and the VIA strengths inventory. Through three semi-structured interviews centred around a coaching intervention, participants described their experience using strengths, and the effects of greater awareness and practice of strengths.
Methods: The data was analysed using grounded theory. The value of strengths emerged as the central phenomenon, consisting of eight sub-themes: positive emotion, inspiring action, attention to the positive, feeling authentic, awareness of own value, valuing difference, sense of achievement and positive reflections from others.
Results: The study found that all participants derived value from using strengths. This appeared to lead to a ‘virtuous circle’: this positive benefit reduced the intervening factors that previously impeded using strengths. The virtuous circle was not identical for each participant, but all experienced it.
Conclusions: The study finds ways in which women may use strengths and gain value from using strengths in the workplace. This has practical implications for those wishing to improve their workplace experience and increase engagement with work, and for those who coach and employ them.
يهدف علم النفس الايجابي إلى تحقيق الازدهار، وهي نتائج أكدتها العديد من الدراسات العالمية. وعليه، تعتبر الدراسة الحالية كامتداد لهذه الدراسات، والتي نهدف من خلالها لمعرفة طبيعة العلاقة بين مكامن القوى الشخصية والتوافق النفسي، وذلك من خلال التعرف على مكامن القوى المميزة لأفراد عينة الدراسة، وتحديد القوى التي تتنبأ بالتوافق النفسي، مع التحقق من وجود فروق بين الجنسين في كل من مكامن القوى والفضائل الانسانية والتوافق النفسي.
ولتحقيق أهداف الدراسة والاجابة عن التساؤلات والتحقق من الفروض، تم اختيار عينة متكونة من 188 فرد من طلبة المدرسة العليا للأستاذة بكل من بوزريعة والقبة منهم 19 ذكر و169 أنثى. تم تطبيق مقياس مكامن القوى والفضائل العاملة ومقياس التوافق النفسي. وبعد التحقق من الخصائص السيكومترية للمقاييس وجمع المعطيات واجراء التحليلات والمعالجات الاحصائية، بينت نتائج الدراسة وجود علاقة ارتباطية طردية بين مكامن القوى الشخصية والتوافق النفسي، حيث تم تحديد بصمة القوى التي تميز طلبة المدرسة العليا للأساتذة والتي تمثلت في قوة الانصاف، قوة الاستقامة، قوة اللطف والكرم، قوة الروحانية والتدين وقوة التواضع، كما توصلت هذه الدراسة إلى أن مكونات مكامن القوى في الشخصية المتمثلة في كل من قوة الحب وقوة البراعة والابداع وقوة الرأي والتقدير قد أسهمت في التنبؤ بالتوافق النفسي، وقد بينت النتائج كذلك أنه لا توجد فروق بين الجنسين في مكامن القوى والفضائل الانسانية والتوافق النفسي، كما أبدا الأفراد المشاركين في هذه الدراسة من طلبة المدرسة العليا للأساتذة قدر فوق المتوسط من السعادة الحقيقية.
وقد بينت نتائج الدراسات السابقة أن نتائج الدراسة الحالية قد ترتبط ايجابا بالسعادة الحقيقية، الرفاه، العاطفة الايجابية، والرضا عن الحياة الجامعية والتفوق في الأداء الدراسي الجامعي، وهو ما يحتاج للدراسة والبحث.
في جانب آخر من هذه الدراسة أظهرت النتائج وجود انخفاض في مؤشرات قوة حب التعلم وقوة البراعة والابداع، كما احتلت فضيلة الانسانية من حيث أهميتها ذيل الترتيب، وهو ما يجعلنا ننوه إلى ضرورة دعم وتنمية هذه القوى والفضائل لتحقيق أعلى مستويات التوافق النفسي، وهو ما قد يساهم في ضمان جودة مخرجات التكوين، ما قد ينعكس ايجابا على مهنة التدريس مستقبلا.
الكلمات المفتاحية: علم النفس الايجابي؛ مكامن القوى في الشخصية والفضائل؛ التوافق النفسي؛ طلبة المدرسة العليا للأساتذة.
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Positive psychology aims to achieve flourishing. It central tenet’s is based on identifying and activating and developing personal strengths, as a multidimensional construct that helps to understand and develop the characteristics of good personality, which contributes towards the positive development of individuals which may achieve happiness and well-being, These results have been confirmed by many international studies. Accordingly, this current study is considered as an extension of these studies, through which we aimed to identifying the nature of the relationship between character strengths and psychological adjustment, by identifying the strengths which characterize the sample members of the study, and identifying the strengths that predict psychological adjustment, and verify Gender differences in both strengths, human virtues and psychological adjustment.
In order to achieve the objectives of the study, to answer the questions and verify the hypotheses, a sample consisting of 188 students was selected from the teacher training school at Bouzerah and Al-Qobba, 19 of whom were male and 169 female. The measure of Values in Action Inventory of Strengths (VIA-IS) and the psychological adjustment standard have been applied. After verifying the psychometric characteristics of the scales, collecting data and conducting statistical analyzes and treatments, the results of the study showed the existence of a positive correlation between the strengths character and psychological adjustment, and Signature strengths that characterize students of the teacher training school was determined, which were the strength of fairness, the strength of authenticity, the strength of kindness and generosity. The strength of spirituality, religiosity, the strength of humility and modesty. This study also found that the components of strengths character of personality, represented by the strength of love, the strength of ingenuity and creativity, the strength of opinion and perspective, contributed to the prediction of psychological adjustment, individuals who participate in this study also showed an above average measure of authentic happiness.
The results of previous studies indicated that the results of the current study may be positively related authentic happiness, well-being, positive emotion, and satisfaction with university life and excellence in university academic performance, which needs study and research.
In another side of this study, the results showed a decrease in the indicators of the strength of the love of learning and the strength of ingenuity and creativity, and the virtue of humanity in terms of its importance ranked the bottom of the order, which makes us note the need to support and develop these strength and virtues to achieve the highest levels of psychological adjustment , which may contribute In ensuring the quality of training outcomes, what may be reflected positively on the teaching profession in the future.
Key words: Positive psychology; character strengths and virtues; psychological adjustment; students of the teacher training school.
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La psychologie positive vise l’épanouissement de l’individu, son principe fondamental consiste à l’identification, l’activation et le développement des forces de caractère représentant des constructions psychologiques multidimensionnelles. Cette discipline aide à comprendre et à développer les caractéristiques de la bonne personnalité, ce qui contribue à l’optimisation du développement positif des individus et leur apporte du bonheur et du bien-être. De nombreuses études internationales ont confirmé ces résultats. Par conséquent, le présent travail est considéré comme une extension de ces études, Nous cherchons en l’occurrence à identifier la nature de la relation entre les forces de caractère et l’ajustement psychologique en déterminant les forces qui caractérisent les membres de l’échantillon d’étude et celles qui prédisent l’ajustement psychologique tout en vérifiant les différences entre les deux sexes aussi bien au niveau des forces de caractère, des vertus humaines et de l’ajustement psychologique.
Afin que nous puissions vérifier nos hypothèses, répondre à nos questionnements et atteindre enfin les objectifs de notre étude, nous avons sélectionné, parmi les étudiants de l'École Normale Supérieure (E.N.S) de Bouzareah et celui de Kouba chargées de la formation des enseignants, un échantillon composé de 188 éléments dont 19 hommes et 169 femmes. Nous avons appliqué sur notre échantillon la mesure des valeurs en action et de l’inventaire des Forces (VIA-IS) et la mesure d’ajustement psychologique. Après la vérification des caractéristiques psychométriques des mesures, la collecte des données et la réalisation des analyses et des traitements statistiques, les résultats de l’étude ont montré l’existence d’une corrélation positive entre les forces de caractère et l’ajustement psychologique, nous avons également trouvé que les forces de caractère distinctives qui caractérisent les étudiants des deux écoles étaient la force de l’équité, la force de l’honnêteté, la force de la gentillesse et de la générosité, la force de la spiritualité et de la religiosité et la force de la modestie. Notre étude a également révélé que les composantes des forces de caractère, qui sont la force de l’amour, la force de l’ingéniosité et de la créativité et la force de l’opinion et de l’estimation, ont contribué à la prédiction de l’ajustement psychologique. Les personnes ayant participé à cette étude ont également montré une mesure supérieure à la moyenne en matière de bonheur authentique.
Les résultats des études précédentes avaient indiqué que ceux de la présente pouvaient être liés positivement au bonheur authentique, au bien-être, aux émotions positives et à la satisfaction à l’égard de la vie universitaire et de l’excellence en performance universitaire, ce qui nécessite des études et de la recherche.
Dans un autre volet de cette étude, les résultats ont montré une diminution des indicateurs de la force de l’amour d’apprentissage et de la force de l’ingéniosité et de la créativité, la vertu de l’humanité a occupé quant à elle le bas de l’ordre en termes d’importance, ce constat nous incite à souligner la nécessité de soutenir et de développer ces forces et ces vertus afin d’atteindre les plus hauts niveaux d’ajustement psychologique, ce qui garantit une meilleure qualité des résultats de la formation et aura des répercussions positives sur l’enseignement à l’avenir.
Mots clés: psychologie positive, forces de caractère et vertus, ajustement psychologique, étudiants de l'Ecole Normale Supérieure.
This article analyzes the development of initiative as an exemplar of one of many learning experiences that should be studied as part of positive youth development. The capacity for initiative is essential for adults in our society and will become more important in the 21st century, yet adolescents have few opportunities to learn it. Their typical experiences during schoolwork and unstructured leisure do not reflect conditions for learning initiative. The context best suited to the development of initiative appears to be that of structured voluntary activities, such as sports, arts, and participation in organizations, in which youths experience the rare combination of intrinsic motivation in combination with deep attention. An incomplete body of outcome research suggests that such activities are associated with positive development, but the developmental processes involved are only beginning to be understood. One promising approach has recorded language use and has found that adolescents participating in effective organizations acquire a new operating language that appears to correspond to the development of initiative.
The role of community in child and adolescent development is emerging as a significant area of theoretical inquiry, research, and application. This article describes the development and utilization of a comprehensive community change effort designed to increase the attention of all community members toward strengthening core developmental processes for children and adolescents. It describes the development of 2 theoretical constructs, that of developmental assets and of asset-building communities. It presents a conceptual overview of both constructs, a descriptive account of the developmental assets within a large aggregate sample of approximately 99,000 sixth to twelfth graders, and a summary of change strategies shaping asset-building movements in over 200 communities.
This article investigated the contribution of developmental assets to the prediction of thriving behaviors among adolescents. The study was based on a sample of 6,000 youth in Grades 6-12 evenly distributed across 6 ethnic groups. Investigated were the effects of gender, grade, and levels of youth assets on 7 thriving indicators: school success, leadership, valuing diversity, physical health, helping others, delay of gratification, and overcoming adversity. Developmental assets are identified that together contribute "over and above demographic variables" between 10% and 43% to the variance of the thriving indicators and between 47% and 54% of the variance in a composite index comprised of the separate thriving indicators. The results substantially reflect the relation of developmental assets and thriving outcomes suggested by the research literature, and provide evidence for the utility of the developmental assets framework.
A problem-focused paradigm tends to dominate theory, research, and practice and has been traditionally used to plan, organize, and implement prevention policies, programs, and practices. An emerging paradigm focuses on conceptualizing core elements of human development to enhance health and well-being. This article describes the research instrument that has provided the primary source of data for the developmental assets framework, Search Institute Profiles of Student Life: Attitudes and Behaviors, a self-report survey designed for 6th- to 12th-grade youth. The article also describes the research tradition informing the developmental assets framework, a discussion of how measurement and reporting was approached given its use in applied settings, and an analysis of the utility of the developmental assets in predicting adolescent risk behaviors.
Much about this third edition of A Guide to Treatments That Work remains as it was in the first and second editions. Like its predecessors, this edition offers detailed evaluative reviews of current research on empirically supported treatments, written in most instances by clinical psychologists and psychiatrists who are major contributors to that literature. Similarly, the standards by which the authors were asked to evaluate the methodological rigor of the research on treatments have also remained the same. As before, they provide information on the quality of the research on treatment efficacy and effectiveness that is reviewed.
The role of community in child and adolescent development is emerging as a significant area of theoretical inquiry, research, and application. This article describes the development and utilization of a comprehensive community change effort designed to increase the attention of all community members toward strengthening core developmental processes for children and adolescents. It describes the development of 2 theoretical constructs, that of developmental assets and of asset-building communities. It presents a conceptual overview of both constructs, a descriptive account of the developmental assets within a large aggregate sample of approximately 99,000 sixth to twelfth graders, and a summary of change strategies shaping asset-building movements in over 200 communities.
This article summarizes a much lengthier one that appeared in Prevention and Treatment. The earlier article grew out of a project initiated by the Department of Health and Human Services Office of the Assistant Secretary for Planning and Evaluation. The Positive Youth Development Evaluation project described why policy makers, practitioners, and prevention scientists advocated a shift in approach for how youth issues are addressed in this country. The Positive Youth Development Evaluation project sought to define how youth development programs have been defined in the literature and then to locate, through a structured search, strong evaluations of these programs and summarize the outcomes of these evaluations. In the current article, we explain why prevention has shifted from a single problem focus to a focus on factors that affect both positive and problem youth development, describe what is meant by positive youth development, and summarize what we know about the effectiveness of positive youth develop...