Character Strengths and Positive Youth Development

By Nansook Park. 2004

270 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a9c72a06caf6bc343f7124e70e1ad756d909c75d

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Citations in the corpus

Character strengths predict subjective well-being during adolescence (2011, background): “Psychologists who study youth development have expressed concerns about this approach (Dahlsgaard, 2005; Eccles & Gootman, 2002; Park, 2004).”
Character Strengths: Research and Practice (2009, background): “In addition, character strengths help young people to thrive and are associated with desired outcomes like school success, leadership, tolerance and valuing of diversity, ability to delay gratification, kindness, and altruism (see Park, 2004a, for a review.)”
Middle School Transition from the Strengths Perspective: Young Adolescents’ Character Strengths, Subjective Well-Being, and School Adjustment (2013, methodology): “…has been subjected to a factor analysis process, four factors have been found and replicated across studies: temperance, intellectual, transcendence, and interpersonal strengths (Dahlsgaard 2005; Park and Peterson 2006a; Peterson and Park 2004; Peterson and Seligman 2004; Shryack et al. 2010).”
Character strengths in children and adolescents: Reliability and initial validity of the german values in action inventory of strengths for youth (German VIA-Youth) (2014, methodology): “, Park, N., & Peterson, C. (2014). Character strengths in children and adolescents: Reliability and initial validity of the German Values in Action Inventory of Strengths for Youth (German VIA-‐Youth).”
The Role of a Good Character in 12-Year-Old School Children: Do Character Strengths Matter in the Classroom? (2012, methodology): “From the perspective of the Positive Psychology, which focuses on positive youth development (Park 2004), we expected that the good character (as an enabling factor of a good and flourishing life) would serve as a key resource in the school context, for (1) positive subjective experiences (e.”
Youth life satisfaction measures: a review (2009, background): “Within the framework of positive psychology (Seligman & Csikszentmihalyi, 2000), lies the foundation for understanding and promoting positive youth development (Park, 2004).”
Character strengths and wellbeing in adolescence: Structure and correlates of the Values in Action Inventory of Strengths for Children (2012, background): “By delineating strengths of character researchers have hoped to enhance our understanding of well-being, happiness, and optimal functioning in adolescence (Park, 2004b).”
Effects of a Strengths Intervention on General and Work-Related Well-Being: The Mediating Role of Positive Affect (2017, background): “Moreover, a strengths intervention should lead to increases in PsyCap because working on strengths (1) raises an individual’s awareness of personal resources (qualities and assets) that they can use to overcome hardships and setbacks in life (increasing resilience; Park 2004); (2) leads to successfu”
Relationships among higher-order strengths factors, subjective well-being, and general self-efficacy - The case of Israeli adolescents (2013, methodology): “Park (2004) postulated character strengths as protective factors - also against stress and trauma, which would enable a positive youth development even under demanding conditions.”
Character Strengths Interventions: Building on What We Know for Improved Outcomes (2011, background): “However defined or classified, strengths, positive attributes or developmental assets are now understood to act as protective factors or buffers for youth (Park 2004; Scales 1999), and to support individual well-being (Govindji and Linley 2007).”