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Classification and Measures of Human Strength

This document discusses three frameworks for classifying human strengths and positive outcomes: 1) The Gallup Themes of Talent which identifies 34 themes of talent measured by the Clifton StrengthsFinder, 2) The Values in Action (VIA) Classification of Strengths which identifies 6 virtues and 24 character strengths, and 3) The Search Institute's 40 Developmental Assets which identifies 20 internal and 20 external assets contributing to youth thriving. It also discusses dimensions of well-being including subjective well-being, psychological well-being, and social well-being.

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1K views32 pages

Classification and Measures of Human Strength

This document discusses three frameworks for classifying human strengths and positive outcomes: 1) The Gallup Themes of Talent which identifies 34 themes of talent measured by the Clifton StrengthsFinder, 2) The Values in Action (VIA) Classification of Strengths which identifies 6 virtues and 24 character strengths, and 3) The Search Institute's 40 Developmental Assets which identifies 20 internal and 20 external assets contributing to youth thriving. It also discusses dimensions of well-being including subjective well-being, psychological well-being, and social well-being.

Uploaded by

Laiba shameel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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CLASSIFICATIONS

AND MEASURES OF
HUMAN STRENGTHS
AND POSITIVE OUTCOMES

Ms. Maria Tanvir


Lecture Outline
 Moving from the Classification of Illness to 21st Century Classification of Human Strengths
 The Gallup Themes of Talent
 The Values in Action (VIA)
 The Search Institution’s 40 Developmental Assets
◦ Self-report measures of Well-Being
Let us imagine that one could set up a kind of scale or yardstick to measure
the success of life-the satisfactoriness to the individual and the environment in
their mutual attempts to adapt themselves to each other. Toward the end of
such a yardstick, positive adjectives like ''peaceful,'' "constructive,"
''productive,'' might appear, and at the other end such words as "confused,"
"destructive," "chaotic.“ These would describe the situation in general. For
the individual himself there might be at one end of the yardstick such terms as
"healthy," "happy," "creative," and at the other end "miserable,“
"criminal," "delirious."
-Menninger, Mayman, & Pruyser (1963, p. 2)
Classification of Diseases in History
◦ In the Menninger et al. (1963) review of the history of classifying disorders, it is noted that the
Sumerians and the Egyptians drew distinctions between hysteria and melancholia as early as 2600 BC.
◦ The earliest attempt to define a set of virtues is contained in Confucian teachings dating to 500 BC,
where Confucius systematically addressed
jen (humanity or benevolence),
Ii (observance of rituals and customs),
xin (truthfulness),
yi (duty or justice),
and zhi (wisdom).
Cont…
◦ In the 21st century, two classifications of illness have attained worldwide
acceptance.
◦ First, the World Health Organization's (1992) International
Classifications of Diseases (ICD) is in its l1th edition and continues to
evolve.
◦ Second, the American Psychiatric Association's (2000) Diagnostic and
Statistical Manual (DSM) as the DSM-V.
◦ The ICD is broader in scope than the DSM in that it classifies all
diseases, whereas the DSM describes only the mental disorders.
Cont…
◦ Currently, no classification of human strengths or positive outcomes has achieved worldwide use or
acceptance. Some classifications and measures, however, have been created, refined, and broadly
disseminated in the last decade.
◦ We discuss the following three classification systems:

1. The Gallup Themes of Talent (Buckingham & Clifton, 2001) as measured by the Clifton
StrengthsFinder and the Clifton Youth Strengths Explorer
2. The Values in Action (VIA) Classification of Strengths (Peterson & Seligman, 2004) as measured by
the adult and youth versions of the VIA Inventory of Strengths
3. The Search Institute's 40 Developmental Assets (Benson, Leffert, Scales, & Blyth, 1998) as measured
by the Search Institute Profiles of Student Life: Attitudes and Behaviors
Strength

A capacity for feeling, thinking,


and behaving in a way that
allows optimal functioning in
the pursuit of valued outcomes.
Human Strengths
Classifications and Measures of Human Strengths

We will discuss the present three frameworks, along with measures of strengths and their

Psychometric Properties (the measurement characteristics of the tools).

Reliability (the extent to which a scale is consistent or stable) and

Validity (the extent to which a scale measures what it purports to measure)

of recently designed tools.


THE GALLUP THEMES
OF TALENT
GALLUP'S CLIFTON STRENGTHSFINDER

◦ "What would happen if we studied what is right with people?“


◦ He believed that talents could be operationalized, studied, and accentuated in
work and academic settings.
◦ Talent is "naturally recurring patterns of thought, feeling, or behavior that can be
productively applied“
and manifested in life
Experiences characterized by
yearnings, rapid learning,
satisfaction, and timelessness.
Cont…
◦ Clifton considered success to be closely allied with personal talents, strengths, and analytical intelligence.
◦ He constructed empirically based (grounded in theory and research findings), semistructured interviews for
identifying these talents.
◦ When developing these interviews, Clifton and his colleagues examined the prescribed roles of a person
(e.g., student, salesperson, administrator), visited the job site or academic setting, identified outstanding
performers in these roles and settings, and determined the long-standing thoughts, feelings, and behaviors
associated with situational success.
◦ The first step in developing the Clifton StrengthsFinder as an online measure was to construct a pool of
more than 5000 items.
◦ Selection of items was based on traditional construct, content, and criterion validity evidence suggesting
that the tool tapped underlying attributes, the full depth and breadth of content, and the shared relationships
and predictive powers, respectively
Cont…
◦ In 1999, an online version of the Clifton Strengths Finder was launched.
◦ That version had 35 themes. After several months of collecting data, the researchers decided on the 180
item pairs (360 items, 256 of which are scored) and the 34-theme version currently available. Although
some theme names have changed since 1999, the theme definitions and 180 item pairs have not been
altered.
◦ Table 4.1 The 34 Clifton StrengthsFinder Themes (In recommended Book).
◦ Achiever
◦ Activator
◦ Adaptability

Many more…..
THE VIA
CLASSIFICATION OF
STRENGTHS
Christopher Peterson’s Values In Action

◦ Peterson and Seligman make the point that we currently have a shared
language for speaking about the negative side of psychology, but we
have no such equivalent terminology for describing human strengths.

◦ The VIA Classification of Strengths provides such a common


language, and it encourages a more strength based approach to
diagnosis and treatment (treatment manuals focused on enhancing
strengths may one day accompany the diagnostic manual).
Cont…
◦ The VIA classification system, originally commissioned by the Mayerson Foundation, was generated in
response to two basic questions:
1. How can one define the concepts of 'strength' and 'highest potential,’
2. how can one tell that a positive youth development program has succeeded in meeting its goals?

◦ Peterson and Seligman and many colleagues decided that components of character included
Virtues (core characteristics valued by some moral philosophers, religious thinkers, and
everyday folk),
Character Strengths (psychological processes and mechanisms that define virtues), and
Situational Themes (specific habits that lead people to manifest strengths in particular
situations).
6 Overarching Virtues
1. Wisdom and Knowledge- Cognitive strengths that entail the acquisition and

use of knowledge

2. Courage- Emotional strengths that involve the exercise of will to accomplish

goals in the face of opposition, external and internal

3. Humanity-Interpersonal strengths that involve tending and befriending others


Cont…
4. Justice- Civic strengths that underlie healthy community life

5. Temperance- Strengths that protect against excess

6. Transcendence- Strengths that forge connections to the larger universe


and provide meaning
THE SEARCH INSTITUTE'S
40 DEVELOPMENTAL
ASSETS
The Search Institute's 40 Developmental Assets

◦ The Search Institute's 40 Developmental Assets are considered commonsense, positive experiences and
qualities and are identified as reflecting primary contributors to the thriving of young people.
◦ The Developmental Assets framework categorizes assets according to external and internal groups of 20
assets each.
◦ The 20 external assets are the positive experiences that children and youth gain through interactions
with people and institutions; the 20 internal assets are those personal characteristics and behaviors that
stimulate the positive development of young people.

Table 4.3 The Search Institute's 40 Developmental Assets


Support Empowerment

EXTERNAL
ASSETS

Boundaries and Constructive Use


Expectations of Time
Commitment to
Learning Positive Values

INTERNAL
ASSETS

Social
Competencies Positive Identity
POSITIVE OUTCOMES FOR ALL
DIMENSIONS OF WELL-BEING

◦ Happiness (spontaneous reflections of pleasant and unpleasant feelings in one's immediate experience)
and life satisfaction (a sense of contentment and peace stemming from small gaps between wants and
needs) are of major interest in the positive psychology field.
◦ Subjective well-being (also referred to as emotional well-being and happiness), such as the emotional
model posited by Diener and others (Diener, 1984; Diener, Suh, Lucas, & Smith, 1999), suggest that
individuals' appraisals of their own lives capture the essence of well-being.
◦ Objective approaches to understanding psychological well-being and social well-being have been
proposed by Ryff (1989) and Keyes (1998), respectively.
◦ Psychological and social well-being provide useful frameworks for conceptualizing human functioning.
Cont…
◦ Emotional well-being consists of perceptions of avowed happiness and satisfaction with life, along with the
balance of positive and negative affects.
◦ This threefold structure of emotional well-being consists of life satisfaction, positive affect, and the absence of
negative affect.

◦ Psychological well-being: Self-acceptance, personal growth, purpose in life, environmental mastery, autonomy,
and positive relations with others are the six components of Ryff's conceptualization of positive functioning.
◦ This model of well-being has been investigated in numerous studies, and the findings reveal that the six
dimensions are independent, though correlated, constructs of well-being.

◦ Table 4.5 Elements of Psychological, Social, and Emotional Well-Being


TASK for Next Class

Self-report Measures Of Well-being

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