Positive Education at GSLC Why a strength-based approach is important. The things that we do well, enjoy doing and choose to do

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1 Positive Education at GSLC Why a strength-based approach is important Positive Psychology is a scientifically informed perspective on how to nurture the best in humans so that we are able to live happy, fulfilling and flourishing lives. Positive Education is the application of these psychological understandings and practices in an educational context. Positive Psychology and Positive Education involves students, staff and parents as our mental health is inter-dependent. What are Strengths? Strengths are attributes and qualities of our personalities that we use in our day-to day lives. They are shaped by our experiences and the values with which we identify and choose to live. We engage naturally in activities where we use our strengths and find this energizing and enjoyable. The positive emotions we experience when using our strengths increase our motivation, persistence and resilience in the face of obstacles, increasing the likelihood of successfully achieving our goals. A simple definition of strengths therefore is The things that we do well, enjoy doing and choose to do Scientific research has linked strengths use to; positive relationships, increased wellbeing & life satisfaction increased motivation, optimism and resilience lower levels of depression & anxiety increased job satisfaction & engagement academic engagement, diligence and self-efficacy goal achievement We also know that Knowing about our strengths isn t enough, we need to apply and develop them at the right time, to the right degree and in a variety of ways. The more we practice using our strengths, the greater the benefit It is more effective to develop our strengths in collaboration with others Why a strengths-based approach to education? Young people are often unaware of their strengths or may not know how best to apply them. Research has shown that psychological skills such as character strengths are at least as important as cognitive (thinking) skills in predicting success in many areas of life and they can be more reliable predictors of academic success than IQ.

2 A strength-based approach integrated broadly into the student s life and school experience can improve their engagement with learning and potential success, as well as contributing to their mental health, wellbeing and satisfaction with life. Describing strengths The VIA Character Strengths (Years 6-12) Strengths are widely recognized as the foundation of all work in the Positive Education movement and there are many ways to identify and describe individual strengths. In 2004, Chris Peterson and Martin Seligman developed a framework for identifying our key character strengths called the Values in Action (VIA). This extensively peer-reviewed research sought to identify positive human traits which are universally valued across cultures and time. The framework is designed for individuals to identify their 5 Signature Strengths from a list of 24 character strengths grouped into six core virtues Each of the VIA Character Strengths is a strength in its own right because it is morally valued, therefore none should be seen as a weakness; simply one that is used less frequently and therefore you have less ability to apply it. Although character strengths are part of our personality, they are also shaped by our circumstances so using different combinations of strengths will be appropriate at different times and circumstances. For more information on this framework, visit VIA character strengths provide a language for describing an individual s strengths and so the aim of a strength-based approach is to help students to discover and apply their strengths more deliberately. The IB Learner Profile and Attitudes (Transition - Year 5) At Good Shepherd, we employ the VIA Character Strengths as the framework for exploring strengths in Years 6-12 via the online survey. For students in years T-5, the IB PYP learner profile and attitudes provide the focus for character reflection. As students progress through their primary schooling, connections are increasingly made with the VIA character strengths so that by Year 6, students will also be using the language of the VIA. Working with your children on their character strengths Language shapes the way we think and what we think about. The IB Learner Profile and Attitudes (T-5) and the VIA Character Strengths (6-12) provide the common language and lens for understanding who we are - at good times and bad- and what it means to thrive. The 5 basic strands of a strength-based approach Use the character strengths language (T-5: IB Learner Profile or 6-12: VIA character strengths) Help students to recognize and thinking about their own strengths; Talk with them about how their strengths are used in specific life and school situations Look for strengths in others and value these (tell them!) Practice being intentional about using strengths in new ways. Share, value and celebrate strengths with family, friends etc.

3 The VIA Classification of Character Strengths Strengths of Wisdom and Knowledge: Cognitive strengths that entail the acquisition and use of knowledge 1. Creativity [originality, ingenuity]: Thinking of novel and productive ways to conceptualize and do things. 2. Curiosity [interest, novelty-seeking, openness to experience]: Taking an interest in ongoing experience for its own sake; exploring and discovering. 3. Open-mindedness [judgment, critical thinking]: Thinking things through and examining them from all sides; weighing all evidence fairly. 4. Love of learning: Mastering new skills, topics, and bodies of knowledge, whether on one's own or formally. 5. Perspective [wisdom]: Being able to provide wise counsel to others; having ways of looking at the world that make sense to oneself and to other people. Strengths of Courage: Emotional strengths that involve the exercise of will to accomplish goals in the face of opposition, external and internal 6. Bravery [valour]: Not shrinking from threat, challenge, difficulty, or pain; acting on convictions even if unpopular. 7. Persistence [perseverance, industriousness]: Finishing what one starts; persisting in a course of action in spite of obstacles. 8. Integrity [authenticity, honesty]: Presenting oneself in a genuine way; taking responsibility for one's feeling and actions. 9. Vitality [zest, enthusiasm, vigour, energy]: Approaching life with excitement and energy; feeling alive and activated. Strengths of Humanity: interpersonal strengths that involve tending and befriending others 10. Love: Valuing close relations with others, in particular those in which sharing and caring are reciprocated. 11. Kindness [generosity, nurturance, care, compassion, altruistic love, "niceness"]: Doing favours and good deeds for others. 12. Social intelligence [emotional intelligence, personal intelligence]: Being aware of the motives and feelings of other people and oneself.

4 Strengths of Justice: civic strengths that underlie healthy community life 13. Citizenship [social responsibility, loyalty, teamwork]: Working well as a member of a group or team; being loyal to the group. 14. Fairness: Treating all people the same according to notions of fairness and justice; not letting personal feelings bias decisions about others. 15. Leadership: Encouraging a group of which one is a member to get things done and at the same maintain time good relations within the group. Strengths of Temperance: strengths that protect against excess 16. Forgiveness and mercy: Forgiving those who have done wrong; accepting the shortcomings of others; giving people a second chance; not being vengeful. 17. Humility / Modesty: Letting one's accomplishments speak for themselves; not regarding oneself as more special than one is. 18. Prudence: Being careful about one's choices; not taking undue risks; not saying or doing things that might later be regretted. 19. Self-regulation [self-control]: Regulating what one feels and does; being disciplined; controlling one's appetites and emotions. Strengths of Transcendence: strengths that forge connections to the larger universe and provide meaning 20. Appreciation of beauty and excellence [awe, wonder, elevation]: Appreciating beauty, excellence, and/or skilled performance in various domains of life. 21. Gratitude: Being aware of and thankful of the good things that happen; taking time to express thanks. 22. Hope [optimism, future-mindedness, future orientation]: Expecting the best in the future and working to achieve it. 23. Humour [playfulness]: Liking to laugh and tease; bringing smiles to other people; seeing the light side. 24. Spirituality [religiousness, faith, purpose]: Having coherent beliefs about the higher purpose, the meaning of life, and the meaning of the universe.

5 The IB Learner Profile IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire indepth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal wellbeing for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

6 The IB-PYP attitudes In PYP schools, students should demonstrate: Appreciation Appreciating the wonder and beauty of the world and its people. Commitment Being committed to their own learning, persevering and showing self-discipline and responsibility. Confidence Feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions and choices. Cooperation Cooperating, collaborating, and leading or following as the situation demands. Creativity Being creative and imaginative in their thinking and in their approach to problems and dilemmas. Curiosity Being curious about the nature of learning, about the world, its people and cultures. Empathy Imagining themselves in another s situation in order to understand his or her reasoning and emotions, so as to be open-minded and reflective about the perspectives of others Enthusiasm Enjoying learning and willingly putting the effort into the process. Independence Thinking and acting independently, making their own judgments based on reasoned argument, and being able to defend their judgments. Integrity Being honest and demonstrating a considered sense of fairness. Respect Respecting themselves, others and the world around them. Tolerance Being sensitive about differences and diversity in the world and being responsive to the needs of others.