Strengths interventions in higher education: The effect of identification versus development approaches on implicit self-theory

Abstract

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.

VIA Character Strengths: Research and Practice (The First 10 Years)

“…A preliminary step involving resource priming (Fluckiger and Gross Holtforth 2008 ) should also be considered; this involves the practitioner focusing on the client's strengths prior to the session. When working with helping clients explore and apply character strengths -strengths development interventions -there are a number of issues to be attuned to, such as considering how strengths work together toward a desired outcome, novel ways to use strengths, the strength-environment fi t, the liabilities of strengths, the modulation of strengths to situational demands by using them more or less, and how they align with values (Louis 2011 ) . In addition, the golden mean of strengths -fi nding the right balance of strength expression in the right context so as not to be overplayed or underplayed -is of great importance for practitioners (Biswas-Diener et al 2011 ;Linley 2008 ) .…”

Using Leadership Competencies to Develop Talents into Strengths

“…We don't know how to move beyond a label and actually put our strengths to work” (p. 11). This is apparent in that many strengths development programs on campuses are actually Clifton StrengthsFinder interpretations designed to solely help students understand their results (Louis, ). And these results can be misrepresented as “strengths” and not more accurately as “talent themes.”…”

“…The misnomer that one's results on the assessment are strengths and not actually talent themes supports a fixed mind‐set (Dweck, ), one in which “trait‐like qualities” are not easily responsive to developmental efforts (Louis, ). This says to individuals, “You are great at these five things.…”

“…With its roots in positive psychology, “the scientific study of optimal human functioning” (Sheldon, Frederickson, Rathunde, & Csikszentmihalyi, , para. 2), helping students tap into their strengths can promote success and achievement in college (Louis, ).…”

Implicit theories of personal and social attributes: Fundamental mindsets for a science of wellbeing

“…This suggests that identifying a person's psychological assets as characterological has potential drawbacks, a prediction borne out in recent research. Louis (2011) had undergraduate participants complete either an intervention aimed at talent identification or one aimed at strengths development. The former intervention focused upon identifying students' innate talents, whereas the latter intervention focused upon the development of talents through effort.…”