Seligman (2012) suggested that the development, practice, and use of character strengths allows individuals to be at their best, because character strengths are manifestations of individuals’ potential. Although empirical evidence supports the idea that adults’ endorsement and use of character strengths is associated with positive outcomes, there is limited research to support that this type of intervention has the same effect on adolescents. The current study tested the effectiveness of an established character strength intervention in high school health classes in an adolescent sample (N = 119). This intervention had to do with the labeling and increased use of character strengths particularly central to the person, often referred to as signature strengths. Participants who were assigned the signature strength exercise for one week did not demonstrate an increase in life satisfaction, nor did they demonstrate an increase in general or academic self-esteem. Interestingly, the intervention group had a significant reduction in their academic self-esteem. The findings of the current study suggest that we may not see an improvement in the areas of life satisfaction or self-esteem when implementing a brief signature strength intervention in a secondary classroom setting with an adolescent sample.
|Commitee:||Raffaele-Mendez, Linda, Dries, Carlea|
|School:||Fairleigh Dickinson University|
|School Location:||United States -- New Jersey|
|Source:||DAI-A 81/10(E), Dissertation Abstracts International|
|Subjects:||Secondary education, Educational psychology|
|Keywords:||Character strengths, Positive psychology, Signature strengths|
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