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Character Strengths and Mindfulness: Pathways to Increase Well-Being

Character Strengths and Mindfulness: Pathways to Increase Well-Being. The Impact of a Character Strengths-Based Intervention on the Life Satisfaction and Well-Being of Adolescents. Carmel Proctor July 2, 2014. Strengths Gym?.

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Character Strengths and Mindfulness: Pathways to Increase Well-Being

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  1. Character Strengths and Mindfulness: Pathways to Increase Well-Being The Impact of a Character Strengths-Based Intervention on the Life Satisfaction and Well-Being of Adolescents Carmel Proctor July 2, 2014

  2. Strengths Gym? • Character strengths-based intervention program for students aged 11-14 • Course includes 24 character strengths lessons • One for each of the VIA strengths • Flexible curriculum integrating various positive psychology techniques: • Strengths exercises • In-class activities • Philosophical discussion • Stories • Real-world homework activities • Focuses on behavior we do want, rather than behavior we don’t want • Descriptive rather than prescriptive – students engage and discover their unique strengths (Linkins et al., 2014)

  3. Principles Behind Strengths Gym • Strengths-spotting is a skill that can be learned • Students become more aware of strengths in themselves, in other people, and in the world around them; it’s ok to be different • Strengths can be improved • The more we practice and use a strength the more we have of it • We get more of what we focus on • Paying attention to a subject primes us to notice it; thinking about kindness makes us more likely to do kind things • Intrinsic motivation is more effective than extrinsic motivation • Autonomy, or choice encourages intrinsic motivation • Strengths can be found across the curriculum

  4. Strengths Gym • Three stage learning process: • General understanding of strengths and development of strengths vocabulary • Identification and own use of strengths • Recognition and identification of use of strengths by others • All exercises can be completed solitarily or in groups • Materials: • Teacher handbook with student booklets • Teacher handbook with student worksheets In keeping with the five basic strands that encompass the scope and priorities of strengths-based education: • Developing a character strengths language and lens; • Recognizing and thinking about strengths in others; • Recognizing and thinking about one’s own strengths; • Practicing and applying strengths; • Identifying, celebrating, and cultivating group strengths (Linkins et al., 2014)

  5. Strengths Gym - Students • Students self-identify with their top five strengths at the beginning and end of each level • Re-evaluate strengths before moving on • Strengths Builder themes: • Level 1 – Design a Superhero • Level 2 – Strength in Action Story • Level 3 – Create Your Own Strength in Action Story • Additional item to further develop use of the strength • Strengths Challenge: • Real-world homework

  6. Strengths Gym - Teachers • Menu format lesson plans • Choose activities that suit needs • Variety of activities • Strengths sessions: • Introduction to strength • Key features • Definition • Benefits • Famous quotes • Thinking questions • Closing activities • Display suggestions • Strengths story • Opportunities to build across the curriculum • Positive education

  7. Strengths Gym - Research • The intervention program: • 319 Year 8 and 9 students • SLSS, PANAS, RSE • 6-month period to use materials • Average 23.25% completed lessons • HLM model • Baseline scores, sex, age covariate at student level • School and year covariates at classroom level • Preliminary research findings: • Participants had significantly higher levels of life satisfaction • Marginally significant effect on positive affect • No effect on negative affect or self-esteem • Results suggest the intervention increased life satisfaction (Proctor et al., 2011)

  8. Important? • Life satisfaction is one of the most well-established indicators of happiness, well-being, and positive functioning • Positive evaluations of life satisfaction linked with positive functioning – negative evaluations of life satisfaction linked with negative functioning • Many young people are unhappy • As many as 7% indicating a 'terrible' or 'unhappy' existence • Life satisfaction acts as a buffer against the negative effects of stress • Character strengths interventions have a positive influence on well-being and academic performance

  9. Challenges • What do the key components of positive psychology look like within a school? • Implementation across the curriculum • Extended throughout the whole school year • How can the teaching environment be used to capitalize on positive psychology principles? • Successful application means adding to existing techniques • How do schools maintain and plan for sustained change? • Funding and resources an ongoing issue • Strengths-based interventions are implemented by teachers – positive education training needs to be delivered to teachers! • Not teaching how to teach, but to implement positive psychology techniques • Interventions need to be built into culture (Proctor, 2014)

  10. Thank you!

  11. References • Huebner, E. S., Drane, J. W., & Valois, R. F. (2000). Levels and demographic correlates of adolescent life satisfaction reports. School Psychology International, 21(3), 281-292. • Linkins, M. Niemiec, R. M., Gillham, J., & Mayerson, D. (2014). Through the lens of strength: A framework for educating the heart. Journal of Positive Psychology. http://dx.doi.org/10.1080/17439760.2014.888581 • Proctor, C. (2014). Enhancing well-being in youth: Positive psychology interventions for education in Britain. In M. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in schools (2nd edition) (pp. 416-432). London: Routledge. • Proctor, C., & Fox Eades, J. (2009a). Strengths Gym: Teacher's Manual. St. Peter Port, Guernsey: PPRC. • Proctor, C., & Fox Eades, J. (2009b). Strengths Gym: Level 1. St. Peter Port, Guernsey: PPRC. • Proctor, C., & Fox Eades, J. (2009c). Strengths Gym: Level 2St. Peter Port, Guernsey: PPRC. • Proctor, C., & Fox Eades, J. (2009d). Strengths Gym: Level 3. St. Peter Port, Guernsey: PPRC. • Proctor, C., & Fox Eades, J. (2011). Strengths Gym: Build and exercise your strengths! St Peter Port, Guernsey: PPRC. • Proctor, C. L., Linley, P. A., & Maltby, J. (2009). Youth life satisfaction: A review of the literature. Journal of Happiness Studies, 10(5), 583-630. • Proctor, C., Tsukayama, E., Wood, A. M., Maltby, J., Fox Eades, J. M., & Linley, P. A. (2011). Strengths Gym: The impact of a character strengths-based intervention on the life satisfaction and well-being of adolescents. Journal of Positive Psychology, 6(5), 377-388. • Quinlan, D., Swain, N., Cameron, C., & Vella-Brodrick, D. (2014). How ‘other people matter’ in a classroom-based strengths intervention: Exploring interpersonal strategies and classroom outcomes. Journal of Positive Psychology. • Suldo, S. M., & Huebner, E. S. (2004). Does life satisfaction moderate the effects of stressful events on psychopathological behavior during adolescence? School Psychology Quarterly, 19(2), 93-105. • Suldo, S. M., Riley, K. N., Shaffer, E. J. (2006). Academic correlates of children and adolescents’ life satisfaction. School Psychology International, 27, 567-582.

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