Character Strengths Interventions in Schools: The Place and Importance of Applications for Students and Parents

Yıl 2023, , 79 - 101, 25.12.2023

Şeyma Güldal

https://doi.org/10.58433/opdd.1270338

Öz

Character strengths and virtues are the main field of study of positive psychology. With the Character Strengths and Virtues Classification, good personal/character traits have been defined and a conceptual framework has been created for systematic scientific research. The classification identifies 24 universally valued character strengths. Intervention studies are carried out in schools to discover and support character strengths. While character strengths are morally valuable, they contribute positively to the school environment and support students' academic success and well-being. Character strengths could be developed through practice and increase well-being. In addition to the character strength interventions implemented in schools, strength-based parenting is a parenting style that includes learning about the child's strengths and encouraging them to use it. Thus, it is essential to focus on the strengths of the child, not the repair of the weaknesses. Parents education about strength-based parenting approach, integrating strength-based parenting approach and strength-based school approach, and working in cooperation will support students’ development as a whole. In the planning and implementation of interventions, optimum and balanced use of strengths should be encouraged, and cultural differences should be considered.

Anahtar Kelimeler

Character strengths, strength-based interventions, positive psychology

Okullarda Karakter Güçleri Temelli Müdahaleler: Öğrencilere ve Ebeveynlere Yönelik Uygulamaların Yeri ve Önemi

Öz

Karakter güçleri ve erdemler pozitif psikolojinin temel çalışma alanıdır. Karakter Güçleri ve Erdemler Sınıflandırması ile iyi karakter özellikleri tanımlanmış ve buna yönelik yapılacak bilimsel araştırmalar için kavramsal bir çerçeve oluşturulmuştur. Sınıflandırmada evrensel olan 24 karakter gücü tanımlanmıştır. Okullarda karakter güçlerinin keşfedilmesi ve desteklenmesi için müdahale çalışmaları yapılmaktadır. Karakter güçleri ahlaki olarak değerli olmakla birlikte okul ortamına olumlu katkı sunmakta, öğrencilerin başarılarını ve iyi oluşlarını desteklemektedir. Karakter güçleri, uygulamalar yapılarak ve kullanıma teşvik edilerek geliştirilebilmektedir. Okullarda öğrencilere yönelik uygulamaların yanı sıra güçlü yanlara odaklı ebeveynlik yaklaşımı çocuğun güçlü yönleri hakkında bilgi sahibi olmayı ve kullanmaya teşvik etmeyi içeren bir ebeveynlik tarzıdır. Ebeveynlere sunulacak güçlü yönlere odaklı ebeveynlik yaklaşımı eğitimleriyle, okul ve ailedeki güçlü yanlara odaklı yaklaşımların entegre edilmesi ve iş birliği içinde çalışılması sağlanabilir. Böylece öğrencinin gelişimi bir bütün olarak hem okulda hem evde desteklenmiş olacaktır. Müdahale çalışmalarının planlanmasında ve uygulanmasında güçlü yönlerin optimum düzeyde, dengeli kullanımı teşvik edilmeli ve kültürel farklılıklara duyarlı olunmalıdır.

Anahtar Kelimeler

karakter güçleri, güçlü yönlere odaklı müdahaleler, pozitif psikoloji

Kaynakça

• Arslan, G., Burke, J., & Majercakova Albertova, S. (2022). Strength-based parenting and social-emotional wellbeing in Turkish young people: does school belonging matter? Educational and Developmental Psychologist, 39(2), 161–170. https://doi.org/10.1080/20590776.2021.2023494
• Baer, R. (2015). Ethics, values, virtues, and character strengths in mindfulness-based interventions: A psychological science perspective. Mindfulness, 6, 956–969. https://doi.org/10.1007/s12671-015-0419-2
• Bektaş, C. (2022). Karakter güçlerine dayalı akademik yılmazlık psikoeğitim programının etkililiğinin değerlendirilmesi (Yayımlanmamış yüksek lisans tezi). Başkent Üniversitesi.
• Bronfenbrenner, U. (1994). Ecological models of human development. Readings on the Development of Children, 2(1), 37–43.
• Csikszentmihalyi, M., & Seligman, M. E. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037//0003-066X.55.1.5
• Clonan, S. M., Chafouleas, S. M., McDougal, J. L., & Riley‐Tillman, T. C. (2004). Positive psychology goes to school: Are we there yet? Psychology in the Schools, 41(1), 101–110. https://doi.org/10.1002/pits.10142
• Coppley, J., & Niemiec, R. M. (2021). Character strengths interventions in education systems. In M. L. Kern & M. L. Wehmeyer (Ed.), The palgrave handbook of positive education (pp. 395–420). Springer International Publishing.
• Demir, R., & Murat, M. (2021). Öğrencilerin güçlü yönlerinin/karakter güçlerinin keşfedilmesine yönelik sınıf içi uygulama önerileri. Humanistic Perspective, 3(3), 737–752. https://doi.org/10.47793/hp.957527
• Dünya Sağlık Örgütü (2005). Promoting mental health: Concepts, emerging evidence, practice (summary report). Geneva. https://personalevolutionllc.com/wp-content/uploads/2021/03/MH_Promotion_Book.pdf
• Forster, J. (1991). Facilitating positive changes in self-constructions. Journal of Constructivist Psychology, 4(3), 281–292. https://doi.org/10.1080/08936039108406120
• Furlong, M. J., Gilman, R., & Huebner, E. S. (2014). Handbook of positive psychology in schools. Routledge.
• Gable, S. L., & Haidt, J. (2005). What (and why) is positive psychology? Review of General Psychology, 9(2), 103–110. https://doi.org/10.1037/1089-2680.9.2.103
• Galassi, J. P., & Akos, P. (2017). Strengths-based school counseling: Promoting student development and achievement. Routledge.
• Govindji, R., & Linley, P. A. (2007). Strengths use, self-concordance and well-being: Implications for strengths coaching and coaching psychologists. International Coaching Psychology Review, 2(2), 143–153.
• Güldal, Ş., & Satan, A. (2020). The effect of mindfulness based psychoeducation program on adolescents’ character strengths, mindfulness and academic achievement. Current Psychology, 41, 6608–6619. https://doi.org/10.1007/s12144-020-01153-w
• Hefferon, K., & Boniwell, I. (2014). Pozitif psikoloji (Çev. Ed. T. Doğan). Nobel.
• Işık, Ş. (Ed.). (2020). Karakter güçleri ve erdemler. Pegem.
• Işık, Ş., Kılıç, S., Üzbe Atalay, N., Terzi İlhan, S., & Kaynak, Ü. (2019). İlkokul ve ortaokul öğrencileri için önerilen 100 Temel Eserde karakter güçlerinin incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(3), 839–859. https://doi:10.16986/HUJE.2018045432
• Kabakçı, Ö. F. (2013). Karakter güçleri açısından pozitif gençlik gelişiminin incelenmesi (Yayımlanmamış doktora tezi). Hacettepe Üniversitesi.
• Kabakçı, Ö. F. (2016). Karakter güçleri ve erdemli oluş: Güçlü yanlara-dayalı psikolojik danışma ve değerler eğitimine yeni bir yaklaşım. Türk Psikolojik Danışma ve Rehberlik Dergisi, 6(45), 25–40.
• Kabat-Zinn, J. (1994). Wherever you go there you are. Hyperion.
• Lavy, S. (2020). A review of character strengths interventions in twenty-first-century schools: Their importance and how they can be fostered. Applied Research in Quality of Life, 15, 573–596. https://doi.org/10.1007/s11482-018-9700-6
• Linkins, M., Niemiec, R. M., Gillham, J., & Mayerson, D. (2015). Through the lens of strength: A framework for educating the heart. The Journal of Positive Psychology, 10(1), 64–68. https://doi.org/10.1080/17439760.2014.888581
• Lottman, T. J., Zawaly, S., & Niemiec, R. (2017). Well-being and well-doing: Bringing mindfulness and character strengths to the early childhood classroom and home. In C. Proctor (Ed.), Positive psychology interventions in practice (pp. 83–105). Springer International Publishing.
• Morris, H., O'Connor, A., Cummins, J., Valentine, C., Dwyer, A., Goodyear, M., & Skouteris, H. (2019). A pilot efficacy study of Parents Building Solutions: A universal parenting program using co-design and strength-based approaches. Children and Youth Services Review, 105, 1–6. https://doi.org/10.1016/j.childyouth.2019.104447
• Niemiec, R.M. (2014). Mindfulness and character strengths: A practical guide to flourishing. Hogrefe Publishing.
• Niemiec, R. M. (2018). Character strengths interventions: A field guide for practitioners. Hogrefe Publishing.
• Niemiec, R. M. & Lissing, J. (2016). Mindfulness-based strengths practice (MBSP) for enhancing well-being, managing problems, and boosting positive relationships. In I. Ivtzan & T. Lomas (Ed.), Mindfulness in positive psychology (pp. 15–36). Routledge.
• O’Byrne, R., Thompson, R., Friedmann, J. S., & Lumley, M. N. (2022). Parent engagement with an online, school-based, character strengths promotion program. International Journal of Applied Positive Psychology, 1–23. https://doi.org/10.1007/s41042-022-00072-4
• Park, N., & Peterson, C. (2006). Moral competence and character strengths among adolescents: The development and validation of the Values in Action Inventory of Strengths for Youth. Journal of Adolescence, 29(6), 891–909. https://doi.org/10.1016/j.adolescence.2006.04.011
• Park, N., & Peterson, C. (2009a). Character strengths: Research and practice. Journal of College and Character, 10(4), 1–10. https://doi.org/10.2202/1940-1639.1042
• Park, N., & Peterson, C. (2009b). Strengths of character in schools. In R. Gilman, E. S. Huebner, & M. J. Furlong (Eds.), Handbook of positive psychology in schools (pp. 83–94). Routledge.
• Peterson, C., Park, N., & Seligman, M.E. P. (2005). Assessment of character strengths. In G. P. Koocher, J. C. Norcross, & S. S. Hill III (Eds.), Psychologists’ desk reference (pp. 93–98). Oxford University Press.
• Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. Oxford University Press.
• Proctor, C., Tsukayama, E., Wood, A. M., Maltby, J., Eades, J. F., & Linley, P. A. (2011). Strengths gym: The impact of a character strengths-based intervention on the life satisfaction and well-being of adolescents. The Journal of Positive Psychology, 6(5), 377–388. https://doi.org/10.1080/17439760.2011.594079
• Rashid, T., & Seligman, M. P. (2018). Positive psychotherapy: Clinician manual. Oxford University Press.
• Sağkal, A. S. (2019). Direct and indirect effects of strength-based parenting on adolescents’ school outcomes: Exploring the role of mental toughness. Journal of Adolescence, 76, 20–29. https://doi.org/10.1016/j.adolescence.2019.08.001
• Schutte, N. S., & Malouff, J. M. (2018). The impact of signature character strengths interventions: A meta-analysis. Journal of Happiness Studies, 20, 1179–1196. https://doi.org/10.1007/s10902-018-9990-2
• Seligman, M. E., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: Positive psychology and classroom interventions. Oxford Review of Education, 35(3), 293–311. https://doi.org/10.1080/03054980902934563
• Sheely-Moore, A. I., & Bratton, S. C. (2010). A strengths-based parenting intervention with low-income African American families. Professional School Counseling, 13(3), 175–183. https://doi.org/10.1177/2156759X1001300305
• T.C. Milli Eğitim Bakanlığı. (2020). T.C. Milli Eğitim Bakanlığı sınıf rehberlik program (Okul öncesi, ilkokul, ortaokul ve ortaöğretim/lise). https://orgm.meb.gov.tr/meb_iys_dosyalar/2020_07/17143025_SINIF_REHBERLYK_PROGRAMI_2020.pdf
• T.C. Milli Eğitim Bakanlığı Rehberlik ve Psikolojik Danışma Hizmetleri Yönetmeliği. (2020). T.C. Resmi Gazete (31213, 14 Ağustos 2020).
• Terjesen, M. D., Jacofsky, M., Froh, J., & DiGiuseppe, R. (2004). Integrating positive psychology into schools: Implications for practice. Psychology in the Schools, 41(1), 163–172. https://doi.org/10.1002/pits.10148
• Vuorinen, K. (2022). Character strength interventions: Introducing, developing, and studying character strength teaching in Finnish education (Yayımlanmamış Doktora Tezi). The University of Helsinki. https://helda.helsinki.fi/bitstream/handle/10138/342389/vuorinen_kaisa_dissertation_2022.pdf?sequence=3
• Waters, L. (2017). The strength switch: How the new science of strength-based parenting can help your child and your teen to flourish. Penguin.
• Waters, L. E., Loton, D., & Jach, H. K. (2019). Does strength-based parenting predict academic achievement? The mediating effects of perseverance and engagement. Journal of Happiness Studies, 20(4), 1121–1140. https://doi.org/10.1007/s10902-018-9983-1
• Wagner, L., & Ruch, W. (2015). Good character at school: positive classroom behavior mediates the link between character strengths and school achievement. Frontiers in Psychology, 6, 610. https://doi.org/10.3389/fpsyg.2015.00610
• Weber, M., & Ruch, W. (2011). The role of a good character in 12-year-old school children: Do character strengths matter in the classroom? Child Indicators Research, 5, 317–334. https://doi.org/10.1007/s12187-011-9128-0 White, M. A., & Waters, L. E. (2015). A case study of ‘The Good School’: Examples of the use of Peterson’s strengths-based approach with students. The Journal of Positive Psychology, 10(1), 69–76. https://doi.org/10.1080/17439760.2014.920408