аЯрЁБс>ўџ 9;ўџџџ8џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅСY П,bjbjѓWѓW ">‘=‘=(џџџџџџ]"""""""66666J$6š p‚‚‚‚‚‚‚‚_ a a a a a a $ єў Ж… "‚‚‚‚‚… –""‚‚‚–––‚ "‚"‚_ 66""""‚_ –Т–XЦЛ ""_ ‚n э ~­Ф66Œ K Christopher Peterson, Nansook Park, and Martin E. P. Seligman Table 1: Criteria for the VIA Classification Character Strengths 1. A strength needs to be manifest in the range of an individual's behavior—thoughts, feelings, and/or actions—in such a way that it can be assessed. 2. A strength contributes to various fulfillments that constitute the good life, for the self and for others. Although strengths and virtues determine how an individual copes with adversity, our focus is on how they fulfill an individual. In keeping with the broad premise of positive psychology, strengths allow the individual to achieve more than the absence of distress and disorder. They “break through the zero point” of psychology's traditional concern with disease, disorder, and failure to address quality of life outcomes. 3. Although strengths can and do produce desirable outcomes, each strength is morally valued in its own right, even in the absence of obvious beneficial outcomes. To say that a strength is morally valued is an important qualification, because there exist individual differences that are widely valued and contribute to fulfillment but still fall outside of our classification. Consider intelligence or athletic prowess. Talents and abilities can be squandered, but strengths and virtues cannot. 4. The display of a strength by one person does not diminish other people in the vicinity but rather elevates them. Onlookers are impressed, inspired, and encouraged by their observation of virtuous action. 5. The larger society provides institutions and associated rituals for cultivating strengths and virtues. These can be thought of as simulations: trial runs that allow children and adolescents to display and develop a valued characteristic in a safe (as-if) context in which guidance is explicit. 6. Yet another criterion for a character strength is the existence on consensually recognized paragons of virtue. 7. A final criterion is that the strength is arguably unidimensional and not able to be decomposed into other strengths in the classification. For example, the character strength of “tolerance” meets most of the other criteria enumerated but is a complex blend of open-mindedness and fairness. The character strength of “responsibility” seems to result from perseverance and teamwork. And so on. Table 2: VIA Classification of Character Strengths 1. Wisdom and knowledge – cognitive strengths that entail the acquisition and use of knowledge. Creativity: Thinking of novel and productive ways to do things; includes artistic achievement but is not limited to it Curiosity: Taking an interest in all of ongoing experience; finding all subjects and topics fascinating; exploring and discovering Judgment/critical thinking: Thinking things through and examining them from all sides; not jumping to conclusions; being able to change one’s mind in light of evidence; weighing all evidence fairly Love of learning: Mastering new skills, topics, and bodies of knowledge, whether on one’s own or formally. Obviously related to the strength of curiosity but goes beyond it to describe the tendency to add systematically to what one knows Perspective: Being able to provide wise counsel to others; having ways of looking at the world that make sense to the self and to other people 2. Courage – emotional strengths that involve the exercise of will to accomplish goals in the face of opposition, external or internal Bravery: Not shrinking from threat, challenge, difficulty, or pain; speaking up for what is right even if there is opposition; acting on convictions even if unpopular; includes physical bravery but is not limited to it Industry/perseverance: Finishing what one starts; persisting in a course of action in spite of obstacles; “getting it out the door”; taking pleasure in completing tasks Authenticity: Speaking the truth but more broadly presenting oneself in a genuine way; being without pretense; taking responsibility for one’s feelings and actions Zest: Approaching life with excitement and energy; not doing things halfway or halfheartedly; living life as an adventure; feeling alive and activated 3. Humanity – interpersonal strengths that involve “tending” and befriending” others Kindness: Doing favors and good deeds for others; helping them; taking care of them Love/intimacy: Valuing close relations with others, in particular those in which sharing and caring are reciprocated; being close to people Social intelligence: Being aware of the motives and feelings of other people and the self; knowing what to do to fit in to different social situations; knowing what makes other people tick 4. Justice – civic strengths that underlie healthy community life Citizenship/teamwork: Working well as member of a group or team; being loyal to the group; doing one’s share Fairness: Treating all people the same according to notions of fairness and justice; not letting personal feelings bias decisions about others; giving everyone a fair chance Leadership: Encouraging a group of which one is a member to get things done and at the same time good relations within the group; organizing group activities and seeing that they happen 5. Temperance – strengths that protect against excess Forgiveness/mercy: Forgiving those who have done wrong; giving people a second chance; not being vengeful Modesty/humility: Letting one’s accomplishments speak for themselves; not seeking the spotlight; not regarding one’s self as more special than one is Prudence: Being careful about one’s choices; not taking undue risks; not saying or doing things that might later be regretted Self-control/self-regulation: Regulating what one feels and does; being disciplined; controlling one’s appetites and emotions 6. Transcendence – strengths that forge connections to the larger universe and provide meaning Awe/appreciation of beauty and excellence: Noticing and appreciating beauty, excellence, and/or skilled performance in all domains of life, from nature to art to mathematics to science to everyday experience Gratitude: Being aware of and thankful for the good things that happen; taking time to express thanks Hope: Expecting the best in the future and working to achieve it; believing that a good future is something that can be brought about Playfulness: Liking to laugh and tease; bringing smiles to other people; seeing the light side; making (not necessarily telling) jokes Spirituality: Having coherent beliefs about the higher purpose and meaning of the universe; knowing where one fits within the larger scheme; having beliefs about the meaning of life that shape conduct and provide comfort Table 3: VIA Strengths Assessment Strategies The 240-item VIA Inventory of Strengths (VIA-IS) is intended for use by adults. It is a face-valid self-report questionnaire that uses 5-point Likert-style items to measure the degree to which respondents endorse each of the strengths of character in the VIA Classification. It takes 30 minutes to complete. All scales have satisfactory alphas (> .70) and substantial test-retest correlations (>.70). The VIA-IS has been validated against self- and other-nomination of character strengths and correlates with measures of subjective well-being and happiness. The 182-item VIA Inventory of Strengths for Youth (VIA-Youth) is intended for use by young people (ages 10—17). It is a face-valid self-report questionnaire that uses 5-point Likert-style items to measure the degree to which respondents endorse each of the 24 strengths of character in the VIA Classification. It takes 45 minutes to complete. All scales have satisfactory alphas (>.70). The VIA-Youth has been validated against self- and other-nomination of character strengths and correlates with measures of subjective well-being, happiness, and school grades. The 9-item VIA-Rising-to-the-Occasion Inventory (VIA-RTO) is intended to measure the character strengths in the VIA Classification that are arguably phasic (rising and falling depending on specifiable circumstances—e.g., the experience of fear for the display of bravery; the occurrence of wrong-doing for the display of forgiveness) as opposed to tonic (showing themselves steadily in most situations—e.g., kindness, zest, playfulness). It takes less than 10 minutes to complete, and has been used to date only with adults. Respondents are asked how frequently they have found themselves in a strength-relevant setting and then to answer an open-ended question about how they typically respond in that setting; the question spelled out the essence of the strength without explicitly labeling it. These responses are not analyzed but are intended to discourage answers off the top of one’s head to the next question, which explicitly asks the respondent to use a 5-point Likert-style scale to describe the degree to which these situated responses reflect the strength of character on focus. VIA-RTO responses converge strongly (all rs between 40 and .60) with other-nominations of character strengths (so long as the informant has had the opportunity to observe the individual in the strength-relevant setting). The VIA Structured Interview (VIA-SI) adopts the logic and format the of the VIA-RTO to an individual interview format. It takes about 25 minutes to complete, and has been used to date only with adults. The interviewer asks respondents how they “usually” act in a given setting vis-р-vis the character strength on focus—in the case of phasic strengths, the setting is detailed, and in the case of tonic strengths, it is presented as “everyday life.” If people describe displaying the strength the majority of the time , follow-up questions ask: (i) how they “name” the strength; (ii) if the strength however named is “really” who they are; and (iii) whether friends and family members would agree that the strength is “really” who they are. To count as an individual’s signature strength, it must be displayed the majority of the time in relevant settings, be named as the intended strength (or a synonym) as opposed to another strength, be “owned” by the individual, and be recognized by others as highly characteristic of the individual. 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