Increasing character strength knowledge, interest, and skill: preliminary evidence for a collaborative and multimethod assessment procedure

Introduction

The study's objective was to evaluate whether a qualitative, collaborative, and multimethod assessment protocol increased reports of character strength interest, knowledge, and perceived skills.

Methods

Thirty-two participants completed three phases of data collection. Participants were first screened for well-being, which was used as an auxiliary covariate to order participants into experimental conditions. Selected participants were randomly assigned to a control or collaborative and multimethod assessment (card sort × qualitative interview) condition. Participants completed pre- and post-measures of strength interest, knowledge, and perceived skill. In the final phase, second phase participants were invited to report on strength-related outcomes 24 h post-administration using an online survey.

Results

A series of 2 (Assessment Condition) × 3 (Time) mixed ANOVAs were analyzed. Results revealed a significant assessment condition by time interaction for strength knowledge and perceived skill. Participants in the collaborative and multimethod assessment condition reported higher strength knowledge and perceived skills compared to control participants. These effects were maintained for 24 h.

Conclusion

The findings offer preliminary yet sizable support for using collaborative and multimethod assessment procedures to increase strength knowledge and perceived skill. Because of the qualitative, collaborative, and individualized nature of our assessment protocol, the findings offer a low-cost and contextually bound pathway to increase strength-based outcomes.

The Strengths-Based Inclusive Theory of Work

This paper describes a new vocational theory—the strengths-based inclusive theory of work (S-BIT of Work). This theory addresses the ever-changing, dynamic nature of the world of work and integrates counseling psychology’s core values of emphasizing vocational psychology, strengths-based perspectives, multiculturalism, and social justice. We aim to provide a holistic vocational theory to inform career and work counseling practice by increasing clinicians’ cultural responsivity, promoting clients’ strengths and optimal functioning, and addressing a variety of vocational challenges across developmental stages. This first article in the Major Contribution includes a discussion of the S-BIT of Work’s core assumptions and theoretical propositions, research supporting the development of the S-BIT of Work, as well as future directions. The second and third articles in this Major Contribution discuss a model of fulfulling work, and the infusion of positive psychology and cultural responsivity in work counseling practice, respectively.

Occupational Engagement and Positive Psychological Measures in Two Collectivistic Cultures

This study assessed occupational engagement and its relationship to positive psychological measures in two collectivistic cultures. Undergraduate students in China ( n = 230) and Paraguay ( n = 231) completed the Occupational Engagement Scale for Students (OES-S), a one-factor, 9-item scale to measure occupational engagement, the Vocational Identity Scale, the Satisfaction With Life Scale, the Adult Hope Scale, and the Personal Growth Initiative Scale-II. Multigroup confirmatory factor analyses with OES-S scores were held for partial strong measurement invariance. OES-S scores correlated with scores on positive psychological measures. While the OES-S has room for improvement, occupational engagement seems to be a viable cross-cultural construct applicable to collectivistic cultures.

Integrating Positive Psychology Into Counseling Psychology Doctoral Education

Strategies for integrating positive psychology theory and practice into the existing counseling psychology training program model within the framework of the Counseling Psychology Core are proposed. The three main clusters (i.e., Foundational, Functional, Organizational) and subcategories of the Counseling Psychology Core Competencies provide the framework for integrating positive psychology approaches into doctoral education. Integrating positive psychology and counseling psychology increases counseling psychologists’ familiarity with positive psychology treatment approaches, and maximizes counseling psychologists’ ability to promote empirically based positive psychology interventions designed to assist individuals, communities, and organizations in achieving positive life outcomes.