Examining the Mediating Roles of Strengths Knowledge and Strengths Use in a 1-Year Single-Session Character Strength-Based Cognitive Intervention

Abstract

Character strength-based interventions are an effective positive psychology approach in increasing happiness and reducing depression. However, little is known about whether the character strength-based interventions remain effective over an extended time period of 1 year, and why these activities (e.g., Identifying signature strengths and Using signature strengths in a new way) work. To address these issues, a 1-year randomized controlled intervention was conducted to examine the serial mediating role of strengths knowledge and strengths use. A hundred first-year students were randomly assigned into the intervention and the waiting-list control groups. The intervention group participated in four activities within a 90-min course and was encouraged to continue self-practice of the strengthsrelated activities after the intervention period. Immediate, short-term (i.e., 1 week), and long-term (i.e., 1 year) effectiveness were examined. Participants in the intervention group showed significant increase in thriving and decrease in negative emotional symptoms in the short term, but no effect was found for the control group. The long-term effects of thriving and negative emotional symptoms were insignificant for two experimental groups. Strengths use partially mediated the effectiveness of the intervention, but strengths knowledge did not significantly predict the outcomes. In conclusion, the character strength-based intervention can be an effective approach to improve the mental health of the first-year students. More attention should be paid to strengths use when practitioners design a character strength-based intervention.

Character Strengths Lead to Satisfactory Educational Outcomes Through Strength Use: A Longitudinal Analysis

“…Self-determination theory likewise indicates that the fulfillment of psychological needs for competence enhances personal developments and well-being (Ryan and Deci, 2000, 2001). Strength use could be practiced and developed over time and then deliver sustainable benefits, but strength knowledge could move from “no” (strengths knowledge = 0) to “have” (strengths knowledge = 1) and then deliver an initial benefit (Duan et al, 2018a). Thus, as suggested by Duan et al (2018a), strength knowledge can be set as a binary variable to investigate its role between character strengths and outcomes in future studies.…”

“…Consistent with this, Quinlan et al (2015) attempted a six-session intervention with 9- to 12-year-old students and found that rather than strength knowledge, strength use was associated with well-being changes and achievements. Thereafter, in a 1-year randomized controlled intervention Duan et al (2018a) found that changes in strength use were significantly correlated with well-being, whereas changes in the awareness and recognition of character strengths did not significantly predict well-being. Thus, believing that strength use rather than strength knowledge was the working component is reasonable.…”

Strength-Based Flourishing Intervention to Promote Resilience in Individuals With Physical Disabilities in Disadvantaged Communities: A Randomized Controlled Trial

“…According to our previous experiences (Duan & Bu, 2019; Duan et al, 2019), we believe that combining strength-based strategies with the traditional WBT is reasonable to construct an SFI. For example, the character strength–based cognitive intervention (SCI; Duan & Bu, 2019; Duan et al, 2019) equips the existing CBT model with character strengths (i.e., positive personal assets; Peterson & Seligman, 2004) by conducting two successive intervention sections, that is, cognition (which focuses on the awareness and exploration of an individual’s signature strengths) and behavioral (which focuses on the application of an individual’s signature strengths) sections. The effectiveness of SCI in promoting well-being and alleviating negative emotions has been repetitively shown in existing literature (Duan & Bu, 2019; Duan et al, 2019).…”

“…The Chinese versions of Strength Knowledge Scale (SKS, eight items) and Strength Use Scale (SUS, 14 items) were used for manipulation check, measuring the awareness and utilization of participants’ character strengths (Duan et al, 2017; Govindji & Linley, 2007). SKS and SUS have demonstrated intervention benefits in previous character SCIs (Duan & Bu, 2019; Duan et al, 2019). Each item of SKS (e.g., “I know when I am at my optimal condition”) and SUS (e.g., “I can use my strengths in different situations”) was constructed as a 7-point Likert-type scale (1 = strongly disagree ; 7 = strongly agree ).…”

“…For example, the character strength–based cognitive intervention (SCI; Duan & Bu, 2019; Duan et al, 2019) equips the existing CBT model with character strengths (i.e., positive personal assets; Peterson & Seligman, 2004) by conducting two successive intervention sections, that is, cognition (which focuses on the awareness and exploration of an individual’s signature strengths) and behavioral (which focuses on the application of an individual’s signature strengths) sections. The effectiveness of SCI in promoting well-being and alleviating negative emotions has been repetitively shown in existing literature (Duan & Bu, 2019; Duan et al, 2019). There are also a few successful illustrations where strength-based approaches (e.g., character strengths interventions) could help build resilience and flourish.…”