Strengths. Why?
Strengths-Based Development starts with the belief that everyone has naturally recurring patterns of thought, feeling or behavior that can be productively applied. A great number of talents naturally exist within each person. These talents are among the most real and most authentic aspects of one’s personhood. The naturally recurring patterns include: Habits, behaviors, attitudes, motivations, Ways of interacting with people, Ways of processing information, Ways of working with things, Ways of dealing with situations and Ways of seeing the world.
These talents and then developed into strengths, very much the same way a coach develops the talents (natural ability) into strengths (effective performance).
Strengths-Based Development positively impacts the following:
Motivation.
A person experiences more internal or intrinsic motivation, the desire to do something because it’s interesting, challenging and absorbing. The person acts out of the desire to be self-directed and to act with choice (Autonomy). The person experiences the urge to get better at something (Mastery). The person has connected the task or activity to a cause greater and more enduring than oneself (Purpose).
Hope.
Hope is goal-directed thinking. From the perspective of one’s strengths, the person sets valued goals, determines the means to achieve these goals, and has the drive to make them happen. The hopeful person also knows the barriers to achieving these goals and finds a way around them.
Engagement in Learning.
The Engaged student experiences both involvement in and enthusiasm for school. She puts forth more effort, is more persistent and will seek help when needed (Behavioral). He is more mindfully involved in learning and thinks critically (Cognitive). She has a higher level of interest in learning, values the endeavor and connects the learning to personal goals (Motivational).
Belief in one’s Capabilities (Academic Self-Efficacy).
The capable student sets high expectations for himself. Task performance is more consistent. Effort is persistent. The capable student is aware of her strengths, takes ownership of them and applies them to the tasks and challenges of learning.
Wellbeing.
Wellbeing is how one thinks about and experience their lives. The student will move from Suffering/Struggling to Thriving. The Thriving student thinks more positively about their present and future, their health and positive social support. The Thriving student will less likely engage in behaviors that compromise one’s health (e.g. alcohol and substance abuse) but rather engage in decision-making that are in line with one’s beliefs, values and goals.