Action Value Research Articles

Mixed Methods Development of a Leadership Framework for Generation Y Bedside Nurses

This study addresses the global leadership crisis in healthcare, which leaves an unprepared nursing workforce who are unable to achieve acceptable patient outcomes. Generation Y nurses will soon form the majority cohort of nurses; they therefore represent the future of the nursing profession worldwide. Their leadership ability will no doubt impact on healthcare globally. There has been a lack of academic research focusing on the leadership needs of Generation Y nurses, specifically bedside nurses who are closest to the point of care. There is also a lack of mixed methods research in this field. This research answers the question: How can the nursing profession prepare Generation Y nurses to become effective leaders? A multistage mixed methods advanced framework design was used, with data integration occurring at multiple levels. Data was collected on Generation Y nurses working at a hospital in Saudi Arabia, through the Values in action (VIA)-24 strengths survey, the American Organization of Nurse Executives (AONE) leadership survey on ‘The leader within’, and semi-structured face-to-face interviews. Data analysis included statistical measures and thematic analysis using Tesch’s coding. The aim of the study was to develop a sustainable leadership framework for generation Y bedside nurses, through data collected from them and for them. This study shows that Generation Y nurses have a clear leadership vision, and strongly desire leadership education that is creative, innovative, technology-driven and fun. It is vital that bedside nurses are given the opportunity to meet their full leadership potential, which will contribute towards the much needed transformation of healthcare globally.

28.2 BEYOND HAPPINESS: CHARACTER STRENGTHS AND VIRTUES

Engagement is one of the essential components of well-being, as defined by Martin Seligman’s PERMA (Positive Emotion, Engagement, Relationships, Meaning, Achievement) theory. In defining the field of positive psychology, Seligman and Peterson saw the need for a compendium to the DSM-5. Just as mental illness can be defined, the qualities that show our strengths and virtues can be defined as well. An extensive group of researchers observed cultures, societies, philosophies, and religions from around the world. From this work they developed the Character Strengths and Virtues Handbook. The goal of this presentation is to orient participants to the origins and goals of the study of strengths and to clarify its value in talking to patients about well-being. We will review the Values in Action (VIA) assessment and exercises that take advantage of our strengths to increase our well-being.

Character strengths in transgender and gender diverse people

ABSTRACT The psychometric properties of the Values in Action (VIA) Classification of Strengths were evaluated in relation to its use with transgender (trans) and gender diverse (TGD) people. 150 transmen, 150 transwomen, and 150 gender nonbinary people matched by age (18 to 63 years of age; M = 29.7, SD = 9.9) and of similar ethnicity and nationality completed the 192-item VIA-IS-R. Confirmatory factor analysis of responses supported a modified three-factor model consisting of three higher-order ‘virtues’ – inquisitiveness, caring, and self-control. The model demonstrated adequate convergent and discriminant validity as well as measurement invariance (configural, metric and scalar) across the three TGD groups. Construct validity was supported by multiple regressions showing that the virtues explained significant variance in self-perceived resilience and, to a lesser extent, trans-specific positive measures. These results suggest that with modification, the VIA-IS-R is suitable for use with gender diverse people.

Appreciative joy rooted in Chinese culture: Its relationship with strengths in values in action

ABSTRACTAppreciative joy refers to feeling happy for others with appreciative and unenvious attitudes, which is a strength-like construct emphasized much more in Chinese than in Western culture. The current study provides an initial exploration of appreciative joy’s relationship with the strengths in the Values in Action (VIA) framework. Study 1 with 516 online participants showed that appreciative joy was positively correlated with the VIA strengths and provided an incremental explanation for subjective well-being and envy after controlling for the 24 VIA strengths. Study 2 recruited 559 readers of a Chinese novel (The Dream of the Red Chamber) and showed that appreciative joy was associated with the perception of the outstanding strength of characters in the novel after controlling for interpersonal strengths. These findings illustrate both similarities and differences between appreciative joy and strengths in VIA and hold multiple implications for research on appreciative joy, positive psychology and cultural diversity.

The Mutual Support Model of Mindfulness and Character Strengths

ObjectivesNumerous studies have confirmed robust relationships between general well-being and mindfulness or character strengths, respectively, but few have examined associations between mindfulness and character strengths. Two studies were carried out to explore these relationships comprehensively in the framework of the Values in Action (VIA) classification of character strengths.MethodsIn study 1, participants (N = 1335) completed validated assessments of mindfulness and character strengths, and the relationship between the two was investigated in a broad online sample. In study 2, the effect of a mindfulness training on specific character strengths was investigated using a randomized-control design (N = 42).ResultsThe results of study 1 confirmed positive relationships between mindfulness and character strengths and further identified a list of character strengths that might overlap with mindfulness—i.e., creativity, curiosity, open-mindedness, love of learning, perspective, bravery, perseverance, zest, love, social intelligence, forgiveness, self-regulation, appreciation of beauty, gratitude, hope, and spirituality. The findings of study 2 provided further support for the hypothesis that mindfulness training could help cultivate certain character strengths. Compared with participants in the waitlist control condition, those who attended an 8-week mindfulness-based training program showed significant increases in the strengths of love, appreciation of beauty, gratitude, and spirituality, and a trend toward significant increases in the strengths of zest and bravery.ConclusionsThe results provide initial evidence for a mutual support model of mindfulness and character strengths.

Challenges Associated With the Civilian Reintegration of Soldiers With Chronic PTSD: A New Approach Integrating Psychological Resources and Values in Action Reappropriation.

Background: In light of the psychological changes in an individual suffering from chronic Posttraumatic Stress Disorder (PTSD), questions are being raised in order to understand and facilitate recovery and a return to work. This is particularly challenging for soldiers suffering from chronic PTSD, who are often young individuals suffering from moral conflicts. A French military rehabilitation program proposes the broadening of the relationships between recovery and reintegration by incorporating approaches from the field of positive psychology for soldiers with chronic PTSD. The aim of the study was to evaluate (i) the psychological resources which remain sustainable for these trauma exposed soldiers according to their PTSD symptoms, (ii) the dynamics of resource reappropriation after the military rehabilitation program, which focuses on values in action (VIA) as character strengths, and (iii) how these resources and their reappropriation facilitate civilian professional reintegration.Method: We conducted a prospective study with 56 trauma exposed soldiers with a clinical diagnosis of chronic PTSD. PTSD severity and psychological resources (optimism, mindfulness, well-being, motivation, self-esteem, and VIA) were assessed before and after the rehabilitation program. After the identification of resource profiles, we analyzed the impact of the program on resource levels and successful reintegration into a civilian job.Results: 3 profiles were identified based on the psychological resources of the soldiers. Profiles 1, 2, and 3 differed in terms of clinical severity (PCL5). Profile 1 exhibited both the highest level of resources and the lowest clinical severity of PTSD but did not modify its resources after the intervention program when compared to profile 3. Profile 3 was characterized by the lowest level of resources, the highest clinical severity of PTSD and the highest reappropriation in all VIAs. This profile was associated with the highest rate of reintegration success 1 year after the intervention.Conclusions: This paper aims to broaden the relationship between recovery and reintegration by incorporating approaches from the field of positive psychology for soldiers with PTSD. VIA appears to be an important factor for reintegration. Our results highlight the importance of taking into account the existing needs of the patient and the optimization of the modalities of individual, collective, and institutional rehabilitation for patients suffering from PTSD in order to better understand the dynamics of the recovery process of a chronically afflicted individual.

Values in Action (VIA) and Counseling Psychology

Character strengths have been the subject of various researches and positive interventions in different fields of application of psychology: in the workplace, at school, in healthcare, etc. Yet, research on the application of character strengths in the field of counseling psychology is very discrete. The current article presents the relevance of the rapprochement between positive psychology and counselling psychology through the study of character strengths. It exposes the relevance of an approach based on character strengths that allow the individual to prosper and live subjective happy experiences, especially in the field of career guidance. The article concludes by the various positive interventions based on the model of character strengths that are applied to counselling, especially during periods of professional transition.

The High Five: Associations of the Five Positive Factors with the Big Five and Well-being.

The study of individual differences in positive characteristics has mainly focused on moral traits. The objectives of this research were to study individual differences in positive characteristics from the point of view of the layperson, including non-moral individual characteristics, and to generate a replicable model of positive factors. Three studies based on a lexical approach were conducted. The first study generated a corpus of words which resulted in a refined list of socially shared positive characteristics. The second study produced a five-factor model of positive characteristics: erudition, peace, cheerfulness, honesty, and tenacity. The third study confirmed the model with a different sample. The five-positive-factor model not only showed positive associations with emotional, psychological and social well-being, but it also accounted for the variance beyond that accounted for by the Big Five factors in predicting these well-being dimensions. In addition, the presence of convergent and divergent validity of the five positive factors is shown with relation to the Values-in-Action (VIA) classification of character strengths proposed by Peterson and Seligman (2004).

Character Strengths and Academic Achievements of Undergraduate College Students of Guwahati, Assam

Character strengths, as conceptualised by the Values-In-Action (VIA) strengths classification system, are core characteristics of individuals that allow people to be virtuous (Seligman 2002). They are moral, intrinsically valuable, and ubiquitous traits that can be developed and enhanced. Social psychologists and sociologists consider achievements in college or university level, because of recognition and proper utilisation of the character strengths possessed by the individual students. The current study was conducted amongst 240 undergraduate college students of arts stream (60 males and 60 females) and science stream (60 males and 60 females) falling within the age group of 18-21 years, with the aim of finding out if the character strengths of the male and female undergraduate students are associated with their college academic achievements. It was found that significant correlation existed between appreciation of beauty and excellence, fairness, forgiveness, honesty, humour, kindness, love of learning and humility with the academic achievement of the students.

The short form of the VIA Inventory of Strengths.

The VIA Institute on Character is offering the VIA-120 as the standard VIA Survey, replacing the original 240-item version. The present work involved the construction and the initial evaluation of the Spanish VIA-120 as a short version of the Spanish adaptation of the VIA-IS. This short form was developed using data from 2,143 Spanish-speaking adults. The Spanish VIA-120 was developed by selecting the five items with the highest corrected item-total correlations from the 10 items per subscale of the Spanish VIA-IS. Results lent support to the reliability and validity of this short form to measure the 24 character strengths included in The Values in Action (VIA) classification. The internal consistency coefficients of the subscales of the Spanish version of the VIA-120 were substantially equivalent to the long version. The VIA-120 showed high convergence with the Spanish VIA-IS in terms of descriptive statistics and associations with life satisfaction, positive affect, and negative affect. Factor structure congruence coefficients also indicated very high convergence between the VIA-IS and the short form. The Spanish VIA-120 proved to be a reliable, valid instrument for the assessment of character strengths.

Strengths among Contemporary Teenagers: A Comparative Study

Male and female are two indispensible wheels of a chariot, thus both complement each other and this is a fact that without any one of them, it is just impossible to imagine the smooth continuation of the journey of life. India is a country where women were worshiped as Goddess. Though the society in which we live has been shaped historically by males. But recently the existing scenario appears to be changing with the realization of strengths among females. A harmonious society appears to be emerging with the fast speed of decline in gender-specificity. In order to empirically confirm these notions, the present researchers decided to explore and compare the profile of strengths of male-female adolescents. A test of Hindi adaptation of Value In Action (VIA) Inventory of Strengths for Youth by Shree and Singh (2013) was used. A purposive sample of 150 adolescents in which 75 were males and 75 were females with the age range of 13-17 years was drawn from Rohtak city, Haryana. The descriptive statistics was used to find out the mean differences in strengths of male and female adolescents. They differed to some extent in their profile of signature strengths. Further the profile of top five strengths also called “signature strengths”, the male and female differed in two out of five signature strengths. The similar signature strengths found in both male and female adolescents were such as judgment/critical thinking, appreciation of beauty and love, however they differed on two strengths such as zest and perspective were found in male while kindness and modesty were found in female. The inference drawn from the current study is that females are more humane than the male counterpart whereas males are found to be more courageous than females. The need to foster or enhance certain strengths in specific gender are discussed in the paper.

FORTALEZAS Y VIRTUDES PERSONALES DEL PROFESORADO Y SU RELACIÓN CON LA EFICACIA DOCENTE

Abstract.PERSONAL STRENGTHS AND VIRTUES OF TEACHERS AND THEIR RELATIONSHIP WITH TEACHER SELF-EFFICACYThis study examines the relationship between personal strengths and virtues and teacher selfefficacy. For it, it is based on two theoretical frameworks, on the one hand, the contributions of Positive Psychology, and secondly, the principles of Social Cognitive Theory. The study was conducted at all levels of education, from Childhood education to Higher education, in two countries, Dominican Republic and Spain, with a sample of 454 teachers. The instruments used were the Personal Strengths Questionnaire VIA (Values in Action Inventory of Strengths: VIA-IS), which assesses personal strengths, and Teacher Efficacy Scale (Teacher Efficacy Scale), which measures two dimensions: Teacher Effectiveness and Personal Effectiveness. The results obtained through the analysis of correlation and regression indicate, firstly, significant correlations between the two dimensions of the Teacher Efficacy Scale and the six Personal Virtues, and, secondly, the predictive ability with respect to the Effectiveness teaching, a Personal Virtue: Humanity and Love. From this empirical justification, in discussions of work incorporate arises in the initial and continuing teacher education, the Personal Strengths and Virtues, since they are the basis for growth personal and professional effectiveness, well-being and development of the potential of each person.Keywords: personal strengths and virtues, teacher self-efficacy, well-being, love, personal and professional growthResumen.Este estudio analiza la relación entre las fortalezas y virtudes personales y la autoeficacia docente. Para ello se sustenta en dos marcos teóricos de referencia, por una parte, las aportaciones de la Psicología Positiva, y por otra, los postulados de la Teoría Social Cognitiva. El estudio se ha llevado a cabo en todos los niveles educativos, desde la Educación Infantil hasta la Educación Superior, en dos países; República Dominicana y España, con una muestra de 454 docentes. Los instrumentos utilizados han sido el Cuestionario VIA de Fortalezas Personales (Values in Action Inventory of Strengths: VIA-IS), que evalúa las fortalezas personales, y la Escala de Eficacia Docente (Teacher Efficacy Scale), la cual mide dos dimensiones: la Eficacia Docente y la Eficacia Personal. Los resultados obtenidos a través de los análisis de correlación y de regresión señalan, por una parte, correlaciones significativas entre las dos dimensiones de la Escala de Eficacia Docente y las seis Virtudes Personales; y, por otra, la capacidad predictiva, respecto a la Eficacia Docente, de una Virtud Personal: la Humanidad y el Amor. Partiendo de ésta justificación empírica, en las discusiones del trabajo se plantea la incorporación, en la formación inicial y permanente del profesorado, de las Fortalezas y Virtudes Personales, puesto que son la base para el crecimiento y la efectividad personal y profesional, el bienestar y el desarrollo de la potencialidad de cada persona.Palabras clave: fortalezas y virtudes personales, autoeficacia docente, bienestar, amor, crecimiento personal y profesional

Fortalezas Humanas y Bienestar Biopsicosocial: Revisión sistemática

This study is a systematically review of the Values in Action (VIA) model of virtues and strengths and its correlation with well-being, life satisfaction, happiness, resilience, and health in different populations. A total of 47 studies were reviewed. The results showed that psychological strengths were associated with higher levels of happiness, well-being, resilience, health, and positive affect, and weakly associated with negative affect. These results are similar across different settings and ages. We discuss the results of the studies and consider their implications for future research related to the development of psychological strengths in individuals, groups, and society.

From Languishing Dyslexia to Thriving Dyslexia: Developing a New Conceptual Approach to Working with People with Dyslexia.

This is an account of personal narratives shared by several people with dyslexia. Most of these are presented in their original quotation format to provide personal accounts of the lives of people with dyslexia. In this paper the author shares her conversations with her participants. This paper provides an original conceptual model, which is currently been tested empirically. Dyslexia affects the learning process in areas as such reading, and spelling. Conversely abilities or strengths can be seen in other areas, such as developing coping strategies to manage and overcome challenges. This research aims to adapt positive psychology techniques to support individuals with dyslexia. To develop positive psychology interventions, individuals will be helped to discover their five signature strengths. The VIA (Values in Action) Strengths Survey has been hosted in a website which has been developed in the form of a dyslexia user friendly format, such as providing the ability for respondents to change fonts and font sizes, colors and a text to speech option. This paper introduces the theoretical model of ‘How to move from Languishing Dyslexia to Thriving Dyslexia.’

Using Rasch modelling to examine the international personality item pool (IPIP) values in action (VIA) measure of character strengths

This paper investigates the psychometric properties of the values in action (VIA) character strengths (Peterson and Seligman, 2004). A sample of 904 South African undergraduate students (female=77%, male=23%, black=70%, mean age=21.07 years, SD age=2.73 years) was assessed using a 380-item questionnaire that included the items from the international personality item pool (IPIP) values in action (VIA) measure of 24 character strengths as well as additional items based on the underlying theory of the particular constructs. Responses were analysed with the Rasch rating scale model. Reliability coefficients were computed for the retained scale items. The majority (21) of the scales demonstrated satisfactory Rasch model fit and good reliability of scores. The finding that a large proportion of strengths exhibited differential item functioning for at least one of (1) gender, (2) ethnicity and (3) home language group, challenges the assumption that character strengths are necessarily accultural, indicating qualitative distinctions in construct conceptualisations and measurement as a function of emic factors.

Review of Character Strengths Matter – How to Live a Full Life, edited by Shannon Polly and Kathryn Britton

Character Strengths Matter is a compilation volume of brief articles about each of the 24 character strengths of the Values in Action (VIA) classification of character strengths, plus a section on applying strengths in different contexts. The editors, Shannon Polly and Kathryn Britton, have two clear purposes for this book: to help readers learn about and use character strengths to live a ‘full life’ and to raise funds for the Christopher Peterson Memorial Fellowship at the University of Pennsylvania. The premise for the book is that that using one’s character strengths in service of self and others across one’s life domains will contribute to a pleasant, engaged, and meaningful life. This is not a theoretical or research-focused book. Dedicated to using strengths in daily life, this book provides a smorgasbord of stories, reflections, ideas and tips. Its strength lies in the variety of the content and the playfulness of its approach. Like any good smorgasbord, you aren’t likely to want everything that’s on offer – but you should be able to find something that’s novel, interesting and satisfying.

Exploring the use of positive psychology interventions in brain injury survivors with challenging behaviour

Objective: To investigate the feasibility and effectiveness of conducting two positive psychology interventions to improve mood and self-concept with survivors of traumatic brain injury (TBI), within a neuro-rehabilitation hospital.Method and procedures: Ten patients with brain injury were randomly allocated to an intervention and control group. The efficacy of the first intervention, ‘three positive things in life’ was measured via Seligman’s Authentic Happiness Index (AHI), at base-line, directly following the intervention and at the end of the 12-week group programme. The second intervention, the ‘Value in Action (VIA) signature strengths intervention’ was measured by the Head Injury Semantic Differential Scale (HISDS) at baseline and at the end of the group.Results: Compared to baseline and control group scores, the AHI index showed an increase in the intervention group’s happiness following the intervention and at the end of the 12-week programme, albeit the latter increase was non-significant. The HISDS showed non-significant improvement in self-concept and reduction in polarization of the self in the present, future and past in the second intervention. Anecdotal evidence revealed a clear improved mood following the interventions.Conclusion: This study shows promising results for the effectiveness of Positive Psychology interventions and methods to improve feasibility when applying this treatment within a hospital setting.

Positive psychology on character strengths and virtues. A disquieting suggestion

The Values in Action (VIA) classification of character strengths and virtues has been recently proposed by two leading positive psychologists, Christopher Peterson and Martin Seligman as “the social science equivalent of virtue ethics.” The very possibility of developing this kind of an “equivalent,” however, is very doubtful in the light of the cogent criticism that has been leveled at modern moral theory by Alasdair MacIntyre as well as the well argued accusations that positive psychology, despite its official normative neutrality, is pervaded by specifically Western individualism and instrumentalism. In order to evaluate whether the VIA project can be considered as substantially rooted in virtue ethical tradition, the classification was assessed against two fundamental features of the classical version of the latter: (1) the substantial interconnectedness of individual virtues, as expressed by the thesis of the unity of virtue, and (2) the constitutive character of the relationship between virtue and happiness. It turned out, in result, that the two above features are not only absent from but also contradicted by the VIA framework with the latter's: (1′) construal of individual virtues and character strengths as independent variables and (2′) official endorsement of the fact/value distinction. As soon as the arguments for the superiority of the classical virtue ethical perspective are provided, the potential responses available to the VIA's proponents are discussed.

Trial-Type Dependent Frames of Reference for Value Comparison

A central question in cognitive neuroscience regards the means by which options are compared and decisions are resolved during value-guided choice. It is clear that several component processes are needed; these include identifying options, a value-based comparison, and implementation of actions to execute the decision. What is less clear is the temporal precedence and functional organisation of these component processes in the brain. Competing models of decision making have proposed that value comparison may occur in the space of alternative actions, or in the space of abstract goods. We hypothesized that the signals observed might in fact depend upon the framing of the decision. We recorded magnetoencephalographic data from humans performing value-guided choices in which two closely related trial types were interleaved. In the first trial type, each option was revealed separately, potentially causing subjects to estimate each action's value as it was revealed and perform comparison in action-space. In the second trial type, both options were presented simultaneously, potentially leading to comparison in abstract goods-space prior to commitment to a specific action. Distinct activity patterns (in distinct brain regions) on the two trial types demonstrated that the observed frame of reference used for decision making indeed differed, despite the information presented being formally identical, between the two trial types. This provides a potential reconciliation of conflicting accounts of value-guided choice.

Character Strengths and Career Development of Academically Gifted Adolescents

The purpose of this study is to examine character strengths in gifted adolescents using the Values in Action (VIA) Inventory of Strengths (Peterson & Seligman, 2004) and to investigate the predictive contribution of strengths (e.g., Wisdom and Knowledge, Courage, Humanity, Justice, Temperance, and Transcendence) to two factors related to students` career development. Character strengths are new and important topics of inquiry in Positive Psychology. The study revealed that mean scores of 24 character strengths of participants (N = 149) are lower than previous studies in different countries. Measurement of VIA-Youth, career decision-making self-efficacy and career decision-making types did vary by gender, GPA, and annual household income. Courage and Transcendence strengths are significantly and positively associated with career decision-making self-efficacy. Students who showed more Wisdom and Knowledge strength reported higher rational career decision-making style and students with more Humanity strength reported higher intuitive career decision-making style. Implications of the major findings and recommendations for future research are discussed.