#52. Strengths and Talents Interventions

As educators, we will be facing some very unique challenges as we begin the next school year. For over a year our students' learning has been disrupted. Some of them have never even stepped foot in our school buildings. In addition, most have experienced a lack of structure and normalcy to support their learning. They have not been able to connect with their friends, teachers, and coaches as easily. They might have faced additional financial hardships at home if their caregivers lost their jobs - or if the students lost their own jobs. They may even be grieving the loss of a loved one.

As more schools are requiring students to return to in-person learning we should anticipate that some students may not want to return. As educators we are confronted with a challenge: How do we reacclimate our students to what school looked like pre-Covid? What skills and tools can we provide them with to help them navigate through this transition?

One area of study that can help answer these questions is the study of strengths, talents, and virtues. An individual's strengths, talents, and virtues help them grow and navigate the world in which they live and the best thing is that these strengths are not static - they can be developed! One way in which we can increase student well-being is through strength development. It is important to note that there is not one strength that is better than another. Instead, each of us has a unique constellation of strengths that can help us thrive (Conchie, 2009).

This summer I had the opportunity to take the Clifton StrengthsQuest Inventory. StrengthsQuest was developed by Don Clifton, a professor of psychology at the University of Nebraska. Instead of focusing on what was "wrong" with people, he wanted to focus on what was "right" with people (Source). He began researching why some people are successful and looked for common themes among people who were successful. Out of his research emerged 34 themes of talent. StrengthsQuest is designed to measure these distinct talents.

What I love about this inventory is that it shifts the focus from identifying one's weaknesses to cultivating their strengths. For example, according to this inventory my strengths are as follows: Learner, Intellection, Harmony, Discipline, and Input. Once I have identified my strengths I can determine how I will use them to meet my current goals. For example, my greatest strength is that of Learner. This means that I have a great desire to learn and want   to constantly improve. When confronted with a challenge I seek out as much information as I can about a problem - such as reacclimating students to an in-person school environment.

As educators, we can certainly use this information to increase our own well-being. But we can also use this tool to increase the well-being of our students. Don't we want our students to know and use their strengths as well? Strength development will be a focus of my instruction moving forward. In the past, I have begun the year with a fun station rotation in which the students took a personality test, registered for their online resources, played "this or that" with me, and familiarized themselves with the syllabus. This year I will be adding in two more stations to the line up; Strength Identification and Goal-Formation.

In the linked activity, the students will be asked to take a strengths inventory. They will then define each strength and explain how they have utilized it in the past. However, this is more than a define and apply activity. I want them to explore how their strengths can help them in the future. In order to do this, they will write one goal for themselves. It can relate to school, work, sports, extracurricular activities or their personal life. Then, they have to explain how their strengths will help them achieve their goal.

There are a number of benefits to incorporating strengths development into your classroom. First, it provides the students with a sense of autonomy. So much of the last year has felt completely out of control for our students. This provides them with the opportunity to exercise some control over their lives. Secondly, it provides an opportunity for you to connect directly with your students. You will gain a better understanding of not only their strengths but also what they value. Thirdly, there are going to be a lot of opportunities for growth this year. Goal-setting and knowing their strengths will empower them to confront these challenges. Lastly, strength development is shown to increase well-being. I think we all want to help our students become happier, healthier, and more resilient.

Note: The Clifton StrengthsQuest Inventory is not free. It costs $19.95 per student for a report of their top 5 strengths. If this is not in your budget, you might want to consider the following free inventories: VIA Character Strengths Survey or the HIGH5 test. The activity above will work well with any of these tests.

If you are an educational leader, consider asking your faculty to complete this inventory. Ask them to connect their strengths to their goals and allow them to capitalize on them. Faculty well-being is important, too! Plus, studies have shown that when a strength-based approach performance actually increases by more than 36.4% when compared to a weakness-focused approach (Corporate Leadership Council, 2002). It creates a happier and more productive faculty. This sounds like a win-win to me!

Speaking of goals, my primary goal for next year is to do more than help my students survive; I want to help them thrive. I want them to empower them as learners and connect with them as individuals. Over the next series of posts I will be focusing on different ways to encourage this in my own classroom. I would love to hear about your goals for the next year! What needs do you anticipate seeing in your students? What are some different ways that you will support them? I am looking forward to hearing from you!

Cori

Last Post: Pivot!  Lessons in Growth from "Friends"

References

Chowdhury, M. R. (2021, May 18). The Science & Psychology Of Goal-Setting 101. PositivePsychology.com.

Corporate Leadership Council. (2002). Performance management survey. Washington, DC: Author.

Biswas-Diener, R., Kashdan, T. B., & Minhas, G. (2011). A dynamic approach to 

psychological strength development and intervention. The Journal of Positive Psychology, 6(2), 106–118. https://doi.org/10.1080/17439760.2010.545429 

Compton, W. C., & Hoffman, E. (2020). Positive psychology: the science of happiness and flourishing. SAGE. 

Engzell, P., Frey, A., & Verhagen, M. D. (2021, April 27). Learning loss due to school closures during the COVID-19 pandemic. PNAS. https://www.pnas.org/content/118/17/e2022376118. 

Gallup, I. (2021, June 10). Develop Engaged & Thriving Students, On Campus and  Beyond. Gallup.com. https://www.strengthsquest.com/home.aspx.

Long, C. (n.d.). How Are Students Faring During the COVID-19 Pandemic? NEA. https://www.nea.org/advocating-for-change/new-from-nea/how-are-students-faring-during-covid-19-pandemic. 

Rath, T., & Conchie, B. (2009, February 26). The Strengths of Leadership. The Gallup 

Management Journal. other. 

VIA Character Strengths Survey & Character Reports. VIA Character Strengths Survey & Character Reports | VIA Institute. (n.d.). https://www.viacharacter.org/.