These sample case studies are for illustration only.
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The moral rights of the named author s have been asserted. This article has been cited by other articles in PMC. The paper describes five character strengths initiatives. Four of the strengths initiatives have been integrated into existing school experiences such as English curriculum, school sport, student leadership, and counseling.
The fifth initiative involved a brand new program which introduced a Positive Education Curriculum for years K We describe these five initiatives and then explain how students at the school may experience these in a more holistic and integrated way. We hope that this article will act as a fitting tribute to the legacy of Christopher Peterson.
We write from a practitioner lens and present a practical paper that shares some examples of the ways in which the Values-In-Action VIA classification system was embedded in various facets of a Kindergarten school such as English curriculum, school sport, student leadership, counseling, and a new Positive Education curriculum.
Peterson argued that schools need to be enabling institutions. According to Petersonschools must have moral goals that guide their members to be caring, responsible and productive people in society.
Character strengths in schools How can schools be enabling institutions that build virtue? One approach may be to foster the development of character strengths. Benninga, Berkowitz, Kuehn, and Smith argue that the experiences that students have at school can build character.
Yet, Berkowitz and Bier argue that the field of character education lacks solid theory and research. The VIA framework was developed by Peterson and Seligman with advice from a team of 40 contributors following five years of research development that used diverse research methods in order to find if there were a set of character strengths that are ubiquitous and morally valued across cultures.
The development of the classification system included analysis of all major world religions for the virtues written about in scriptures, analysis of classic children stories from various cultures in order to identify the virtues displayed by the positive role models in the story, exploration of accounts of virtue by philosophers such as Aristotle, examination of contemporary virtue inventories e.
Following their analyses of the above sources, Peterson and Seligman theorized that there are six overarching virtues that are valued by all human beings. Within these six virtues, there are 24 subordinate, empirically measurable, character strengths: Humanity love, kindness, and social intelligenceWisdom and Knowledge creativity, curiosity, judgment, love of learning, and perspectiveTemperance forgiveness, self-regulation, prudence, and humilityTranscendence hope, humur, gratitude, spirituality, and appreciation of beauty and excellenceJustice leadership, fairness, and citizenship and Courage zest, bravery, perseverance, and honesty.
For example, in a cross-sectional study conducted with middle school students in the United States of America, Park and Peterson found that the character strengths of persistence, honesty, prudence, and love were negatively correlated with aggression, anxiety, and depression.
Duckworth and Seligman looked at the specific character strength of self-discipline and its relationship to academic performance in eighth graders in USA.
The results of their longitudinal study showed that self-discipline out-predicted IQ on academic performance. However, the cross-sectional designs mean that causal conclusions cannot be drawn and it is still unclear if character strengths lead to well-being, if well-being fosters character strengths, or if the relationships are influenced by a third, unmeasured, variable.
The use of VIA character strengths framework to foster well-being in school students is relatively new and in addition to the four cross-sectional studies discussed above, three school-based intervention studies have been published. Students were randomly allocated to Language Arts classes that contained the character strengths curriculum intervention group or the standard Language Arts classes control group.
Pre-test to post-test between group comparisons revealed that the students in the character strengths curriculum reported greater enjoyment and engagement in school and these results endured through the two years post intervention at the end of the program.
But there was no change in their levels of depression and anxiety.
Teacher reports suggested that the program improved the strengths in students that related to learning and engagement in school such as curiosity, love of learning, and creativity. This is an important finding because teachers were blind to which students participated in the intervention group.
Adolescents who participated in the character strengths-based exercises experienced significant increases in life satisfaction and positive affect from baseline to post-test when holding baseline levels of life satisfaction, age, gender, and grade constant.
There were no effects for negative affect. A within-subject design was used to evaluate the program whereby students were pre-tested and post-tested on hope and engagement. At post-test, students reported increases in hope and engagement.
However, the study did not use a control group and so the authors cannot suggest causal interpretations. It may be that these increases in hope and engagement occurred due to factors other then character strengths.School Examples, Student Case Studies, and Research Examples • School Examples, page – School-Wide Screening, page girls and boys attend the school.
About 14 percent of the students are eligible for free or reduced lunch, and about percent are served in special educa-. PSYCHOLOGICAL DISORDERS - CASE STUDIES. CASE STUDIES.
District Home. Mentor High School Memorial Middle School Shore Middle School Bellflower Elementary Fairfax Elementary Hopkins Elementary Lake Elementary Orchard Hollow Elementary Ridge Elementary School Sterling Morton PSYCHOLOGY.
SYLLABUS. CONTENT STATEMENTS. OCTOBER/NOVEMBER. To promote the scientific nature of introductory and advanced high school psychology; to meet curricular needs of secondary school teachers; and to provide opportunities for high school students to be recognized and rewarded for their academic excellence.
|Introduction||Saul McLeodpublished Case studies are in-depth investigations of a single person, group, event or community.|
Case Study on Improving High School Students students with a tendency to accept failure: (1) Accentuate the positive. The case was designed for use in high school to graduate courses in a varie A Rush to Judgment?
This case describes a study conducted by students in which a number of ethical issues arise, including the treatment of research participants and the supervision of student research assistants by faculty.
Mr. Pustay AP PSYCHOLOGY AP PSYCHOLOGY CASE STUDY OVERVIEW: We will do only one RESEARCH activity this academic metin2sell.com may turn in the CASE STUDY early (no earlier than MID-TERM date).
It will be due JANUARY 14th, , so please monitor the date and any other activities you may have assigned you in your other classes.