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To better understand how to promote optimal human functioning in ways that are grounded in research and theory, this study empirically explores a hypothesized link between prevalent strengths intervention practices in postsecondary educational settings and existing literature on implicit self-theories of ability. The article provides a differential description of two types of strengths interventions, referred to throughout as talent identification and strengths development. A pretest-posttest waiting list control group design with random assignment assessed whether these intervention types differed in their effect on implicit self-theory in a sample of 388 undergraduates. Results indicate a shift toward entity self-theory for the talent identification group, with no significant changes in self-theory for the other conditions. Implications for future research and strengths intervention practice are discussed.

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Perspective taking, the ability to imagine a situation from another person's point of view, is widely regarded as a critical skill for managing interpersonal conflict and fostering positive social relationships (galinsky, Ku, & Wang, 2005). the exercise in this chapter is designed to enhance students' ability to use a strengths approach to engage in perspective taking. it prompts reflection on how others' thoughts, feelings, and behaviors may be connected to the tendencies represented in their personal strengths assessment results and facilitates the process of reframing situations from alternative viewpoints.the activity in this chapter is designed with the recognition that there are two prevalent models in contemporary understandings of strengths. one paradigm describes strengths as elements of character that produce virtue, whereas the other views strengths as personal competencies that generate optimal performance. specifically, the Values in action institute conceptualizes strengths as morally valued components of character that contribute to a fulfilling life (peterson & seligman, 2004); the relative potency of 24 strengths is measured by using a free online survey called the Values in action inventory of strengths (Via-is; seligman, park, & peterson, 2004), or simply the Via survey. 1 peterson ( 2006) noted that character strengths can be differentiated from talents on the basis that the former are morally valued in their own right whereas the latter are valued for the tangible consequences they produce. alternatively, gallup (1999) offers an online measure called the clifton strengthsFinder 2 to rank the prevalence of 34 talent themes, which are clusters of related thought, feeling, or behavior that can be applied in constructive ways. according to this framework, strengths result when knowledge and 1 the Values in action institute offers the Via survey and corresponding strengths profile at no charge, available at http://www.viacharacter.org/surveys/surveycenter.aspx. 2 the clifton strengthsFinder requires the purchase of an online access code, available at http:// www.strengthsquest.com/purchase. gallup, Clifton StrengthsFinder, and the Clifton Strengths Finder theme names are trademarks of gallup, inc. all rights reserved.

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