Character Strengths and Mindfulness: Pathways to Increase Well-Being

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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
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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 dont want

Descriptive rather than prescriptive students
engage and discover their unique strengths
(Linkins et al., 2014)
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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 its 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

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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 ones own
  strengths
• Practicing and applying strengths
• Identifying, celebrating, and cultivating group
  strengths
• (Linkins et al., 2014)

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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

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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

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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)
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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

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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)
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Thank you!
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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 2 St. 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
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  Port, Guernsey PPRC.
• Proctor, C. L., Linley, P. A., Maltby, J.
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• Proctor, C., Tsukayama, E., Wood, A. M., Maltby,
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• Quinlan, D., Swain, N., Cameron, C.,
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• Suldo, S. M., Huebner, E. S. (2004). Does life
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• Suldo, S. M., Riley, K. N., Shaffer, E. J.
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