what are character strengths?
We often talk about kids being 'of good character'.
What we are talking about are the specific traits and assests that show their stengths rather than their flaws.
What we are talking about are the specific traits and assests that show their stengths rather than their flaws.
According to positive psychology, good character is highlighted by 24 widely valued character strengths. These are organized under six broad categories (Wisdom, Courage, Humanity, Justice, Temperance and Transcedence). The 24 character strengths were first identified by Martin Seligman, PhD, and Neal Mayerson, PhD. Seligman and Mayerson eventually created the Values In Action (VIA) Institute on Character, which identifies the positive character strengths that all people have (in varying degrees). |
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A character strength survey can identify both strengths and ways to use these strengths in a person's life. Building on their positive character strengths people can help improve their quality of life and emotional well-being, as well as address the challenges and difficulties they are facing.
How do i know what my character strengths are?
The VIA Survey of Character Strengths is a free self-assessment that takes less than 15 minutes and provides a wealth of information to help you understand your best qualities. VIA Reports provide personalized, in-depth analysis of your free results, including actionable tips to apply your strengths to find greater well-being.
What EXACTLY are the 24 character strengths in WISPA?
How do i take the survey?
Complete the VIA questionnaire online:
TEACHER ACCOUNT
If you are an educator, you can register for a teacher login.
This allows you to add student surveys to your account and monitor / assess their data.
- Go to: http://www.viacharacter.org
- Click on the Take Surveys button in the menu bar.
- Click on the VIA Survey option.
- Click on the Enter the Survey Center to Register button.
- The test is free, but you have to register to be able to take it. Fill out the form.
- Click on the Register button and you will be taken to the test.
TEACHER ACCOUNT
If you are an educator, you can register for a teacher login.
This allows you to add student surveys to your account and monitor / assess their data.
Does WISPA fit into the curriculum?
Relevance to Curriculum Requirements -
"In the Australian Curriculum: Health and Physical Education, students work independently and collaboratively in movement- and non–movement-based activities to develop personal and social skills as well as an awareness and appreciation of their own and others’ strengths and abilities. Taking a strengths-based approach is one of five propositions that have shaped the entire health and physical education curriculum. Students develop a range of interpersonal skills such as communication, negotiation, teamwork and leadership, and an appreciation of diverse perspectives.
The Australian Curriculum: Health and Physical Education provides explicit opportunities for students to explore their own identities and develop an understanding of factors that influence and shape who they are. They learn how to recognise, understand, validate and respond appropriately to their own and others’ emotions, strengths and values. In the Australian Curriculum: Health and Physical Education, students are provided with explicit opportunities to learn, practise, gain feedback about and refine their personal and social skills."
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/personal-and-social-capability/
Australian Professional Standards for Teachers
The following standards are supported by WISPA -
1.1 Physical, social and intellectual development and characteristics of students
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
4.1 Support student participation
4.2 Manage classroom activities
https://www.aitsl.edu.au/standards
"In the Australian Curriculum: Health and Physical Education, students work independently and collaboratively in movement- and non–movement-based activities to develop personal and social skills as well as an awareness and appreciation of their own and others’ strengths and abilities. Taking a strengths-based approach is one of five propositions that have shaped the entire health and physical education curriculum. Students develop a range of interpersonal skills such as communication, negotiation, teamwork and leadership, and an appreciation of diverse perspectives.
The Australian Curriculum: Health and Physical Education provides explicit opportunities for students to explore their own identities and develop an understanding of factors that influence and shape who they are. They learn how to recognise, understand, validate and respond appropriately to their own and others’ emotions, strengths and values. In the Australian Curriculum: Health and Physical Education, students are provided with explicit opportunities to learn, practise, gain feedback about and refine their personal and social skills."
https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/personal-and-social-capability/
Australian Professional Standards for Teachers
The following standards are supported by WISPA -
1.1 Physical, social and intellectual development and characteristics of students
2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
3.2 Plan, structure and sequence learning programs
3.3 Use teaching strategies
3.4 Select and use resources
4.1 Support student participation
4.2 Manage classroom activities
https://www.aitsl.edu.au/standards
What the research says about character education
A Meta-Analysis on the Relationship Between Character Education and Student Achievement and Behavioral Outcomes
William H. Jeynes
First Published December 28, 2017 Research Article
https://doi.org/10.1177/0013124517747681
Abstract
An extensive meta-analysis, including 52 studies, was undertaken on the relationship between character education and student achievement and behavioral outcomes. Additional analyses were done to determine whether the effects of character education differed by student grade level, locale, race, and so on. The results indicated that character education is associated with higher levels of educational outcomes, no matter what type of standardized or nonstandardized measure was employed. Character education was also related to higher levels of expressions of love, integrity, compassion, and self-discipline. Overall, character education had somewhat greater effects for children in high school rather than those who were in elementary school. The effects of character education did not differ by the race of the children. The significance of these results is discussed.
William H. Jeynes
First Published December 28, 2017 Research Article
https://doi.org/10.1177/0013124517747681
Abstract
An extensive meta-analysis, including 52 studies, was undertaken on the relationship between character education and student achievement and behavioral outcomes. Additional analyses were done to determine whether the effects of character education differed by student grade level, locale, race, and so on. The results indicated that character education is associated with higher levels of educational outcomes, no matter what type of standardized or nonstandardized measure was employed. Character education was also related to higher levels of expressions of love, integrity, compassion, and self-discipline. Overall, character education had somewhat greater effects for children in high school rather than those who were in elementary school. The effects of character education did not differ by the race of the children. The significance of these results is discussed.