What is the strengths explorer? Initial Review.

Most people familiar with the Strengths Movement are aware of the big two: Gallup Strengthsfinder and the VIA Character Strengths assessment. There are others, but today we will focus on one designed specifically for younger students, The Gallup StrengthsExplorer, which they claimgives teachers a tool to help identify the talents of their students, as well as actionable suggestions for utilizing those talents. Such information can help teachers to individualize the ways in which they respond to youths, and the manner in which they can teach most effectively. In addition, it provides teachers and parents a common language, goals, and sets of action, all based on the unique talents of youth.” The stated aimes of the Strengthsexplorer instrument is:

  • Help youths identify their positive characteristics

  • Help youths improve their understanding of self

  • Help youths develop from their areas of greatest talent

  • Improve parents’/instructors’ understanding of their children/students

  • Provide an opportunity for an important kind of communication between parents and their children (i.e., discussion of one’s unique nature, the positive characteristics/gifts that one has, and how those can be developed)

  • Provide the theme-based language that youths and parents/ instruc- tors could use to discover and describe positive characteristics 

This 78 item assessment focuses only on 10 strengths, reporting out a person’s top 3. Aimed at students in grade 6 to 10, is a welcome addition to the Naviance platformGallup has partnered with Naviance to provide this assessment to students at its 6000 school around the world. Certainly this has far reaching implications. See it in action here:

Gallup StrengthsExplorer in Action from Naviance on Vimeo.

What intrigues me most is how they linked it careers. I expect many counselors will like that. 

StrengthsExplorer Themes:

 

  • Achieving
  • Caring
  • Competing
  • Confidence
  • Dependability
  • Discoverer
  • Future Thinker
  • Organizer
  • Presence
  • Relating

So how does it work?

Spend about 12 minutes answering the 78 questions. The interface is clean, large letters. Each question comes up once, with no timelimit, but you cannot go backwards. Once completed, you will learn your top 3 (of the ten). 

The breif descriptions are straightforward and empowering. The detailed report begins with an eye-catching graphic.

Take a look at the detailed for Discoverer (“A thinker and learner, you are excited about exploring ideas and making connections. You like to ask the questions “How?” and “Why?”)

Discoverer

A thinker and learner, you are excited about exploring ideas and making connections. You like to ask the questions “How?” and “Why?” Questions are in your mind a lot. How does that work? Why did that happen? How did someone figure that out? You are excited to explore new ideas and ask questions so you understand the “how” and “why” of the things you choose to learn. You collect and connect information and ideas. It is fun to be an expert, and when you find a subject or idea you like, you can spend a lot of time exploring it. You might be bored doing things the same way everyone else does because you like to find new ways. Talking with creative thinkers is fun because it sparks even more ideas. People can benefit from your information and ideas when you share them.

Obviously this sounds a lot like VIA’s Curiosity and a bit like love of learning and perhaps creativity. But given that it comes from Gallup, perhaps it is best to look at which of the 34 strengths themes it combines. Gallup has their own Learner description that is quite similiar, but it has strong tones of Context and analytical. The descriptors are very useful and insightful for helping students understand themselves and counselors and teachers to gain insight. 

The action items are aimed at students. They are somewhat general and basic. 

1. Discoverer – Action Items

  •  What would you like to research? Maybe you would like to choose one or two subjects that interest you a lot, and try to become an expert on them. Could you know more than anyone else in your grade about something? Since you like to explore ideas on your own outside of school, try to earn credit for your research and have it help your grades.
  •  You are good at figuring out how things work. Try to create a space of your own where you can take things apart and see how they’re made, even if it’s just a special “project box” you keep under your bed.
  •  Find people who are interested in the same things as you. Start a conversation. You can teach each other what you know and learn to look at ideas in new and different ways. Together, you may discover more and more because your ideas connect and lead to new ones. Who else might like to join in?
  •  The Internet is one place to explore ideas. Find someone who knows great Internet sites where kids can do research, and make a list. Share the list with teachers and friends, and add their favorites to it. They will appreciate it, and you will have a growing list of places you can learn about new ideas.
  •  You like to know the reason why. You like to get as much information and knowledge as you can before you kick off an activity. Sometimes, others may have an idea and want to jump in and get started. You can be the “voice of reason” in the group who helps them get the facts and learn more first.
  • ——
  • Counselors and teachers would appreciate more direct suggestions on how to work with students. Perhaps a secton called “Working with Discoverers”
  •  Discovers often like school, especially when they get to explore actively. They will respond well to constructivist approaches, problem based learning and original research projects. 
  •  Discovers love to solve problems, be it math, or design, emotional or intellectual. find ways to engage them actively in the problems of the world. 
  •  Discoverers may love clubs that allow them to explore–Science Fair, Socractic Club, Quiz team–anywhere knowledge can be discovered. 
  •  Discovers may like to deeply inquire into a topic or broadly explore a varity of topics. Either way, they rejoice in new and interesting topics. 
  •  Discovers like to know why. Give them a context for why you are doing these things. 
  •  Partner Discovers with organizers to help them stay grounded in their exploration and Pressence to help them bring their research alive to others. 
    I think counselors and teachers would find this sort of information very useful. 
    ————————-
    The workbook that accompanies the profile ould rpovide some useful guiance lessons, but I wonder if the student would actually use it otherwise. Colorful, it contains a lot of fill-in the blanks self-reflection components. The suggetions again could be very useful if students did them. For example: “Ask your mom, dad, teacher, friend, brother, or sister to tell you about a time when he or she saw you using these talents.” and ”Consider selecting an action item that you would do with your mom, dad, brother, or sister. Then talk to that person about getting started.” The workbook is available here, along with the parent guide and the Educator/Leader Activity Book. You can read a review of a parent’s reastion to seeing his daughter’s report here:
    I had an “aha” moment when I saw his three themes: Competing, Relating, and Discoverer. They explained so much about who my son is. For example, we knew that he loved to win at basketball. But we couldn’t figure out why, if he wanted to win so badly, he kept passing the ball to whoever called out for it, whether they were likely to make the shot or not. Now we realize that in his activities, the relationships are just as important to him as the game itself. 

    ———————-

     One of the most intriguing aspects of the Strengths explorer is the link to career pathways:

     

    The links take you to Naviance’s already established career pathways. Unfortunately, Naviance and Gallup have given no indication on how the career pathways came to be associated with the indivudal strength themese. Strengths explorer was not designed as a career discovery tool (read the technical report here). So how did Naviance come up with this list? Does accounting really respresent a Discoverer? Do accountants really emobdy “A thinker and learner, you are excited about exploring ideas and making connections.” Do they “like to ask the questions “How?” and “Why?”” Apparently accountants do have particular types of personalities: 

    Although there are 16 different MBTI types, 42 percent of all accounting students fit into just two types according to the “Accounting Editors’ Journal.” Twenty-five percent tested as type ESTJ or extroverted, sensing, thinking and judging. They tend to trust what they perceive with their senses rather than intuition or gut feelings. They rely on logical thought more than emotion, and they prefer to make judgments about what they experience rather than simply experiencing life without judging. Seventeen percent tested as ISTJ or introverted, sensing, thinking and judging.

    Do the STJ personality types correspond to the Discoverer strength theme? Certainly a discoverer is a thinker and most likely a sesnor. As an ENFP…and a discover…it apparently does not fit for me. 

    While Naviance should make their details more clear, in adding the StrengthsExplorer Naviace provides a robust counseling tool. Naviance also needs to develop a report so counselors can quickly see who has completed the assessment (much like they do for both the Do What You Are and the Career Interest Profiler). Counselors will want lesson plan outlines and activities. Stay tuned and the StrengthsMining website will aim to help you.  



    This is Grit

    Angela Duckworth defines Grit is defined as “perseverance and passion for long-term goals.” She explains in her research on Deliberate Practice Spells Success: Why Grittier Competitors Triumph at the National Spelling Bee. 

    Our major findings in this investigation are as follows: Deliberate practice—operationally defined in the current investigation as the solitary study of word spellings and origins—was a better predictor of National Spelling Bee performance than either being quizzed by others or engaging in leisure reading. With each year of additional preparation, spellers devoted an increasing proportion of their preparation time to deliberate practice, despite rating the experience of such activities as more effortful and less enjoyable than the alternative preparation activities. Grittier spellers engaged in deliberate practice more so than their less gritty counterparts, and hours of deliberate practice fully mediated the prospective association between grit and spelling performance.

    You can here Duckworth talk about her research at this Ted X. 

     

    People have LOVED this concept. Her Ted X talk has been viewed 118,000 times. Her original Ted talk was viewed 255,00 times. Paul Tough’s excellent book, How Children Succeed: Grit, Curiosity, and the Hidden Power of Character, profiling her research has been number 1 in Amazon’s Educational Psychology books (it is 271 overall). It has inspired a movement encouraging people to send in their own stories of Grit:

     

    #ThisIsGRIT is a video campaign showcasing stories of people just like yourselves, who have faced hurdles, challenges and hardships in pursuing their collegiate, professional or development education. They all share something in common: they leveraged GRIT to press through their hard times and onward to success. Here is one of my alumni sharing his trials as he moved from one school to another. 

     

    Years of research show GRIT to be an absolute essential element in success. Do you have a GRIT story?

    Submit here.

    Strengths Mined: Perseverence. Discipline

    University of Washington  (via How Can I Be Happy Blog) has published a study about five parentng programs that work to help raise healthy and happy teenagers:

    Nurse-Family Partnership sends registered nurses to visit young, first-time, single mothers at least once every two weeks during their first pregnancy and until their child is 2 years old. Nurses help expecting moms reduce smoking, drinking and drug use. After the child is born, nurses help mothers create safe environments for their children and develop strategies for dealing with difficult behaviors.

    Positive Parenting Program is a flexible system of programs that focuses on five main goals: promoting safe and engaging environments, creating positive learning environments, using effective discipline, creating clear and reasonable expectations, and self-care for parents.

    The Incredible Years teaches children ages 3-6, their parents and teachers skills and strategies for handling difficult situations. Parents participate in group sessions; children take part in therapist-led group sessions, which help children develop skills such as problem solving, making friends, and cooperating with others. (This program was developed by Carolyn Webster-Stratton, now director of UW’s Parenting Research Clinic.)

    In Strengthening Families Program: For Parents and Youth 10-14, parents learn about risk factors for substance use, parent-child bonding, consequences for not following parental guidelines, and how to manage anger and family conflict. Their children learn effective communication, problem solving, and how to resist peer pressure.

    Staying Connected with Your Teen helps children 12-17 years old avoid risky sexual activity, drug use, and violent behavior. The program helps parents set strong norms with their teen against antisocial behavior by increasing parental monitoring, reducing harsh parenting, and rewarding teens to promote family bonding.

    teaching mindfulness

    Goldie Hawn, best know for her ability to make us laugh, has been instrumental in bringing social and emotional training to schools around the world. Her Mind-Up Program is now utalised in over 80 schools in the USA, 140 in Canada, 7 in the UK, 2 in Australia and even one in Venezuela. NPR dedicated almost an entire hour to the idea:

    She elaborates further at this TedMed talk:

    Positive Education: Chinese International School Hong Kong

    Had a fabulous visit from the Elementary School Counselor at Chinese International School Hong Kong. They have embarked on a whole school training of their faculty for embedding Positive Psychology in their school:

    This academic year, CIS has incorporated “positive education” formally into its community, with initiatives involving its entire staff. “We see positive education as a whole school initiative. In fact, the curiosity and the demand of the staff to get on board created the climate for moving ahead with this initiative,” says headmaster, Dr Theodore Faunce, who “does not perceive academic excellence as sole evidence of student success”.

    CIS staff are being trained in the principles and practices of positive education and understanding how to coach students in “meta-thinking”: self-identity, self-awareness, and ways in which they can better understand their own emotional landscape.

    For training, they turne to Professor Lea Waters of the University of Melbourne. This video below features her speaking on Growing Brains: Capacity, Intelligence and Resilience as part of the Festival of Ideas. She begins speaking at 28 minutes on Mental Health for young children. 

    Unfortunately, the school website offers little insight to actually waht they are doing. They do have a great list of resources avaiable. Their faculty are constantly adding to it. 

    1 day training opportunity

    I will be giving a pre-conference 1 day training in Bangkok for teachers, counselors and administrators in March 2014:

    Title: Flourishing in Schools: Utilizing groundbreaking research and tools from positive psychology to improve student’s wellbeing. 

    There has been a quiet transformation happening in some schools around the world as they focus on the conditions under which students, parents and faculty flourish? How do we improve student engagement? How can we better address our communities well-being? What is positive education and how does it impact student learning? Deep questions, but with some very compelling and surprisingly simple ideas to address them. In this workshop, we will look into the current research from positive psychology and its implications for teachers, counselors and administrators. The day will have lots of interactive activities and demonstration giving participants tools that they can use in their own communities.

    Book Recommendations

    These POSITIVE PSYCHOLOGY books are available from Amazon China

    Quiet By Susan Cain

    In Chinese:
    安静:内向性格的竞争力

    In English

    Flourish by Martin Seligman

    In Chinese

    In English

     

    The Element: How Finding Your Passion Changes Everything by Ken Robinson

    Finding Your Element: How to Discover Your Talents and Passions and Transform Your Life

    Positivity by Barbara Fredrickson

    In Chinese

    In English

    The Science of Thriving: at Work and in Life Starts Monday, September 16 starting at 2:00pm Pacific Time.

    First up on Monday are four online presentations, free to you and me, but does require a registration. For $99 you can own all of the presentations to download and listen at your leisure. 

    Nine Things Successful People Do Differently
    with Dr. Heidi Grant Halvorson
    Watch for free starting on Monday, September 16, 2013 at 2:00 PM PT / 5:00 PM ET.

    Heidi Grant Halvorson is a social psychologist who researches, writes, and speaks about the science of motivation. She is currently the Associate Director of the Motivation Science Center at the Columbia Business School. Heidi is also an expert blogger for 99u, Fast Company, WSJ.com, Forbes, The Huffington Post,and Psychology Today.

    Learn more about Heidi

     

    To Sell is Human
    with Daniel Pink
    Watch for free starting on Monday, September 16, 2013 at 3:00 PM PT / 6:00 PM ET.

    Daniel H. Pink is the author of five provocative books– including the long-running New York Times bestsellers, A Whole New Mind and Drive. His latest book, To Sell is Human, is a #1 New York Times business bestseller, a #1 Wall Street Journal business bestseller, and a #1 Washington Post nonfiction bestseller. Dan’s books have been translated into 34 languages. He lives in Washington, DC, with his wife and their three children.

    Learn more about Daniel

     

    Choke: The Secret to Performing Under Pressure
    with Sian Beilock
    Watch for free starting on Monday, September 16, 2013 at 4:00 PM PT / 7:00 PM ET.

    Sian L. Beilock is a professor in the Department of Psychology at The University of Chicago. Her research program sits at the intersection of cognitive science and education. She explores the cognitive and neural substrates of skill learning as well as the mechanisms by which performance breaks down in high-stress or high-pressure situations. Dr. Beilock’s research is funded by the National Science Foundation and the U.S. Department of Education (Institute of Education Sciences). Her book, Choke: What The Secrets Of The Brain Reveals About Getting It Right When You Have To came out in Fall, 2010.

    Learn more about Sian

    The Honest Truth About Dishonesty: How We Lie to Everyone, Especially Ourselves
    with Dan Ariely
    Watch for free starting on Monday, September 16, 2013 at 5:00 PM PT / 8:00 PM ET.

    Dan Ariely is an Israeli American professor of psychology and behavioral economics. He teaches at Duke University and is the founder of The Center for Advanced Hindsight. Ariely’s talks on TED have been watched over 4.8 million times. He is the author of Predictably Irrational and The Upside of Irrationality, both of which became New York Times best sellers, as well as The Honest Truth about Dishonesty.

    Learn more about Dan

     

     

    The Virtues Project #3:

     

    Continuing with the series on comparing the Virtues Manefesto from the school of life with the VIA strengths.

    The Virtues Project #2: Paitence

     

    Why it matters

    The evidence for the effects of patience, though limited, seems to reflect both positive and negative outcomes.  Schnitker and Emmons (2007) found evidence for an inverse relationship between patience and negative affect and between patience and depression, but a positive relationship between patience and self-reports of certain negative health outcomes, including headaches, acne, and ulcers.  Additional research found that self-control, a strong correlate of patience, predicted better grades, less psychopathology, higher self-esteem, and less shame in students (Tangney, Baumeister, and Boone, 2004). Source

    It helps up delay grattification (and not eat the marshmellow

     

    Philip Zimbardo on Future focus

    Which strengths do you need to mind to build your empthy?

    Two character strengths appear to be profoundly connected to Paitence: Prudence and Self Control. Prudence is the careful deliberation of thought and action, which when directed outward, is a paitence. Holding your tounge, taking deep breaths, waiting your turn are all take self control

     

     

    Capacity to love and be loved comes into play when practicing paitence as you are waiting on another soul, someone you are showing deep care for by waiting. 

     To show someone paitence is to give a gift of Kindness, with only the expectation that in the time you are giving them they will come along.

    It is people smart to show paitence and hence an act of Social intelligence: 

    Books worth reading


    The Virtues Project #2: Empathy

    Continuing with the series on comparing the Virtues Manefesto from the school of life with the VIA strengths.

    The Virtues Project #2: Empathy

    Why it matters

    The folks at greater good point out all sorts of benefits for practicing empathy:

    Which strengths do you need to mind to build your empthy?

    Social intelligence: At the heart of empathy is an intuitive understand of people and what motivates them. 

    Capacity to love and be loved comes into play because empathy is a sharing of the heart–their and yours. 

    To show someone empthay is give a gift of Kindness, nurturing the possibility of authentic human connection. 

    Bravery because listening to other’s hearts takes courage. In order to feel deeply takes an extraordinary type of courage. 

    As ee cummings explains, feeling is not easy:

    A poet is somebody who feels, and who expresses his feeling through words.

    This may sound easy. It isn’t.

    A lot of people think or believe or know they feel-but that’s thinking or believing or knowing; not feeling. And poetry is feeling-not knowing or believing or thinking.

    Almost anybody can learn to think or believe or know, but not a single human being can be taught to feel. Why? Because whenever you think or you believe or you know, you’re a lot of other people: but the moment you feel, you’re nobody-but-yourself.

    To be nobody-but-yourself-in a world which is doing its best, night and day, to make you everybody else-means to fight the hardest battle which any human being can fight; and never stop fighting.

    As for expressing nobody-but-yourself in words, that means working just a little harder than anybody who isn’t a poet can possibly imagine. Why? Because nothing is quite as easy as using words like somebody else. We all of us do exactly this nearly all of the time-and whenever we do it, we’re not poets.

    If, at the end of your first ten or fifteen years of fighting and working and feeling, you find you’ve written one line of one poem, you’ll be very lucky indeed.

    And so my advice to all young people who wish to become poets is: do something easy, like learning how to blow up the world-unless you’re not only willing, but glad, to feel and work and fight till you die.

    Does this sound dismal? It isn’t.
    It’s the most wonderful life on earth.
    Or so I feel.

    Books worth checking out: