Abstract
For this review strengths intervention studies were located using online searches and collegial networks and included if they
explicitly sought to teach or use a strengths classification to enhance well-being, and used pre- and post-intervention measures
and a comparison group. Eight studies met the criteria and have been summarised by this review. To date, the effect sizes
achieved by character strengths interventions have been small to moderate. An understanding of how these interventions work may facilitate development of more effective interventions, while expanding the field of character
strengths interventions to include a broader range of activities and approaches may also offer benefits. Research examining
individual factors, such as strengths use, psychological need satisfaction, goal-setting and goal-striving provides promising
leads to explain how strengths interventions work. However, the effect on intervention efficacy of relational or contextual
factors, such as intervention environment or facilitator attitude to strengths, has not yet been explored. Implications for
interventions in school settings are considered.
explicitly sought to teach or use a strengths classification to enhance well-being, and used pre- and post-intervention measures
and a comparison group. Eight studies met the criteria and have been summarised by this review. To date, the effect sizes
achieved by character strengths interventions have been small to moderate. An understanding of how these interventions work may facilitate development of more effective interventions, while expanding the field of character
strengths interventions to include a broader range of activities and approaches may also offer benefits. Research examining
individual factors, such as strengths use, psychological need satisfaction, goal-setting and goal-striving provides promising
leads to explain how strengths interventions work. However, the effect on intervention efficacy of relational or contextual
factors, such as intervention environment or facilitator attitude to strengths, has not yet been explored. Implications for
interventions in school settings are considered.
- Content Type Journal Article
- Category Research Paper
- Pages 1-19
- DOI 10.1007/s10902-011-9311-5
- Authors
- Denise Quinlan, Department of Psychological Medicine, Dunedin School of Medicine, Otago University, Dunedin, New Zealand
- Nicola Swain, Department of Psychological Medicine, Dunedin School of Medicine, Otago University, Dunedin, New Zealand
- Dianne A. Vella-Brodrick, School of Psychology and Psychiatry, Monash University, Melbourne, VIC, Australia
- Journal Journal of Happiness Studies
- Online ISSN 1573-7780
- Print ISSN 1389-4978