CoverIntroductionWellbeing and Its Importance in SchoolsWhat models/frameworks exist to promote school wellbeing?What is the best approach for my school or district?Valuable Tools and ConsiderationYour Call to ActionStudent Wellbeing InterventionsPositive Emotion Three Good ThingsCounting BlessingsEnvisioning Your Best Possible SelfUnderstanding HumorThree Funny ThingsOutdoor LearningBringing the Outside InBibliotherapyEngagementRecognizing and Utilizing Personal StrengthsARCS Model of CuriosityCarousel BrainstormingGenius HourPerspective Taking and Role-PlayArts IntegrationDrawing and Coloring TherapyCulturally-Enriching and Arts-Based Field TripsCulturally Responsive PracticesEmotional Self-Regulation: RULER methodModeling Emotional Self-Regulation SkillsTeacher PraiseRelationshipsModeling Love, Kindness and ForgivenessActive Constructive RespondingDialogue JournalsSocial Belonging InterventionSecret Strengths SpottingPeer Praise NotesActs of KindnessVolunteeringFast FriendsBuddy BenchMeaningEducating Students about Benefit AppraisalsGratitude LettersTaking in the Good (HEAL)Mental Time TravelBrief Mindfulness ActivitiesMindful BellMindful BreathingBody Scan RelaxationMindful Walking/MovementFive Senses MindfulnessMindful PhotographyMindful Self-CompassionAccomplishmentFuture Thinking & When/Where PlansHope MapG-POWER Goal SettingEmbedded Self-Regulation StrategiesGrowth MindsetGrit and Deliberate PracticeDeveloping Students' Resilience and Coping SkillsHealth and VitalityHealthy Sleep HabitsClassroom Physical ActivityYogaCreative Playground EquipmentHealthy Body Image InterventionStudent-Led Health ProgramSchool-Led Interventions for Teachers and StaffSupporting Teacher AutonomyMindfulness TrainingCompassion TrainingHumor TrainingIncentivizing Physical ExerciseIndividual Interventions for Administrators, Teachers and StaffPositive and Reflective JournalingSelf-Regulation and Coping StrategiesSelf-AffirmationSelf Compassion LetterDiscovering and Utilizing Character StrengthsJob CraftingMindfulnessAdditional Interventions to ConsiderDedicated Wellbeing SpacesIndividual Wellbeing Plans for School EmployeesComprehensive Wellbeing ProgramsOther ResourcesAdditional Wellbeing FrameworksPROSPERASPIRESEARCHFive Ways to WellbeingWellbeing Conceptual Framework (Huppert & So)

Secret Strengths Spotting

Keywords: Elementary, High school, Middle School

After learning about the VIA (Values in Action) Character Strengths, students are encouraged to look for those strengths in their peers. Additionally, teachers are encouraged to “spot” the strengths evidenced by their students and model this activity on a daily basis. This activity will improve peer-to-peer relationships as well as student-teacher relationships.

Grade Level: Upper Elementary- 12th
Materials: Notebook, writing utensil
Duration: 20-30 minutes weekly, as needed.
Implementation:
  1. At the beginning of each week randomly assign students to observe another student. This can be done by drawing names.
  2. Instruct students to observe and record the character strengths the other student uses and perceived positive outcomes of using them (students should already be familiar with the VIA character strengths). 
  3. Provide students a few minutes in class each day to record their observations. 
  4. At the end of the week give students the opportunity to share their observations with the student that was observed.
  5. Afterwards, have students reflect on their experience (could be done through writing or sharing in a class discussion.

Does it work?

Govindji and Linley (2008) evaluated the impact of a strengths spotting exercise in schools. They found that recognizing strengths in others improved students’ self-confidence, relationships with the teacher, and school climate. In a six session strengths-based intervention called “Awesome Us,” researchers assessed the effects of strengths-based activities on the social skills of upper elementary students (Quinlan, 2013). At a follow up three months following the intervention’s completion students reported higher levels of positive emotion, relatedness and strengths use. The strengths spotting activity was specifically linked to improving students’ awareness of their strengths and in building relatedness among peers (Quinlan, 2013).

References:

Govindji, R., & Linley, P. (2008). An evaluation of celebrating strengths (Report prepared for North Lincolnshire Local Education Authority). Coventry, UK.

Linkins, M., Niemiec, R.M., Gillham, J. & Mayerson, D. (2013). Through the lens of strength: A framework for educating the heart. The Journal of Positive Psychology, 10, 64-68. https://edtechbooks.org/-bLUP

Quinlan, D. M. (2013). Awesome us: the individual, group and contextual effects of a strengths intervention in the classroom. University of Otago. https://edtechbooks.org/-gYNk

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