Identifying and Enhancing Character Strengths

Aim- To identify character strengths and conduct a character strengths

intervention for enhancing self-awareness and flourishing.

Introduction:

Self

The word, “self,” has been used in a number of different and sometimes
conflicting ways by psychologists, sociologists, philosophers, and lay people
alike (Leary & Tangney, 2002b; Olson, 1999). The self refers to the individual as
the object of their own reflection, a continuous sense of identity that includes not
just the body but also the mind, emotions, and personality (James, 1890).Three
major human experiences form the foundation of the self: reflexive
consciousness, interpersonal being, and executive function.

● Reflexive consciousness is the cognitive ability to reflect on oneself and engage i in

self-awareness, which allows individuals to consider their internal states and experiences
(Gallup, 1970).

● Interpersonal being refers to the way in which an individual's self-concept is shaped by

interactions and feedback from others, emphasizing the social nature of self-development.

● Executive function refers to a set of cognitive processes involved in planning,

decision-making, impulse control, and goal-directed behavior, which are key to
regulating the self.

Evolution of the Concept of the Self

The self is, historically, a relatively new idea (Baumeister, 1987).The concept of the self has
undergone significant changes throughout history. In the Middle Ages, people's identities
were closely tied to their social positions and occupations, leaving little room for personal
growth or individuality.During the Early Modern period (1500-1800), a shift occurred, and
people began to develop an interest in the uniqueness of the individual. This led to a focus on
the inner life, and the belief that fulfillment could be achieved through a deeper understanding
of oneself.Two influential psychologists who contributed significantly to our understanding of
the self are Sigmund Freud and Erik Erikson.

Freud
Freud maintained that the “self” is a multiplicity of forces and that other people are inherently
a part of understanding one's self.He described the self as a battle between three forces: the id
(instincts), ego (reason), and superego (morality). The id operates on the pleasure principle,
seeking immediate gratification of desires; the ego, governed by the reality principle,
mediates between the id impulses and societal expectations; and the superego represents
internalized moral values,often in conflict with the id’s instincts.
These elements clash through five psychosexual stages, each tied to biological drives. Freud
argued that unresolved conflicts during these stages shape adult behavior. Oral Stage (0–1
year): Babies seek comfort through sucking. Lack of nurturing can lead to dependence or
aggression.
Anal Stage (1–3 years): Toddlers learn control. Strict toilet training may cause obsessive
behavior or defiance.
Phallic Stage (3–6 years): Children form attachments to their opposite-sex parent, shaping
gender identity and morality.
Latency Stage (6–12 years): Sexual impulses fade as children focus on friendships and
learning.
Genital Stage (12+ years): Sexual maturity directs energy toward relationships and personal
growth.
Freud saw childhood experiences as the foundation of personality. Critics argued that he
ignored social factors and overemphasized sexual drives, prompting later revisions by
thinkers like Erikson.

Erik Erikson
Erikson built on Freud’s ideas but focused on social influences rather than biological urges.
He outlined eight stages of development, each defined by a key conflict that shapes identity.
1.Trust vs. Mistrust (0–1 year): Babies develop trust when caregivers provide stability.
Neglect breeds insecurity.
2.Autonomy vs. Shame (1–3 years): Toddlers assert independence. Overcontrol fosters
self-doubt.
3.Initiative vs. Guilt (3–6 years): Children experiment with roles through play. Criticism
stifles curiosity.
4.Industry vs. Inferiority (6–12 years): Success in school and hobbies builds
confidence. Struggles create feelings of inadequacy.
5.Identity vs. Role Confusion (12–18 years): Teenagers explore values and goals. Uncertainty
leads to confusion.6.Intimacy vs. Isolation (18–40 years): Young adults seek close
relationships. Fear of
rejection fuels loneliness.
7.Generativity vs. Stagnation (40–65 years): Midlife adults contribute through work or
family. Self-absorption causes stagnation.
8.Integrity vs. Despair (65+ years): Older adults reflect on life. Regret leads to despair.
Erikson saw identity as flexible, shaped by relationships and cultural shifts. Unlike Freud, he
viewed the self as an active agent rather than a product of unconscious forces.

Self-Concept

Self-concept refers to the mental representation and overall understanding we have of

ourselves. It includes how we perceive our qualities, abilities, and identities and is closely
tied to our beliefs, emotions, and experiences. This internal framework serves as a
foundation for how we approach the world, guiding our behaviors and
interactionsSelf-concept, broadly defined, is a person's perceptions of him- or herself. These
perceptions are formed through one's experience with and interpretations of one's
envi-ronment and are influenced especially
by reinforcements, evaluations by significant others, and one's attributions for one's own
behavior (Shavelson et al., 1976).
Festinger’s theory suggests that individuals determine their own social and personal worth
based on how they compare to others. These comparisons can shape self-concept, particularly
in areas such as social competence and attractiveness. Upward comparisons (comparing
ourselves to those perceived as better) may motivate improvement, while downward
comparisons (comparing ourselves to those perceived as worse off) can enhance self-esteem
and reinforce self-concept.
Markus and Kitayama (1991) argue that self-concept is deeply influenced by cultural
contexts, particularly through the lens of individualistic and collectivistic cultures.
● Individualistic Cultures (e.g., Western societies): The self is defined by independence and
autonomy. People emphasize personal traits, goals, and individual achievements in their
self-concept. Self-worth is often linked to personal success and self-expression.
● Collectivistic Cultures (e.g., East Asian, Latin American societies): The self is seen as
interdependent and defined by relationships and group roles. Individuals prioritize social
harmony, cooperation, and modesty in their self-concept. Self-worth is tied to contributing to
the group's well-being.

Self-Esteem

Self-esteem is commonly defined as the overall evaluation or attitude individuals have toward
themselves. It reflects how much value we place on ourselves and is shaped by our beliefs,
feelings, and self-perceptions (Rosenberg, 1965). It can be positive or negative, depending on
how we perceive our abilities, traits, and worth.

The Pursuit of Self-Esteem:The pursuit of self-esteem can be driven by various factors,

including social pressures, cultural norms, and personal experiences. While having a positive
self-image can be beneficial, excessive self-esteem can lead to negative consequences, such
as narcissism, aggression, and decreased empathy (Crocker & Park, 2003).

Trends in Self-Esteem:Studies have shown that self-esteem has increased among American
college students over the past few decades (Twenge & Campbell, 2008). This trend may be
attributed to various factors, including changes in cultural values, parenting styles, and
educational practices. However, this increase in self-esteem has also been linked to a rise in
narcissistic tendencies, highlighting the potential drawbacks of excessive self-esteem
(Twenge & Campbell, 2008).

Types of Self-Esteem

It's essential to distinguish between two types of self-esteem:

1. Secure self-esteem: A stable and genuine sense of self-worth that is not dependent on
external validation. Individuals with secure self-esteem tend to be more resilient,
adaptable, and open to feedback.

2. Fragile self-esteem: A vulnerable and unstable sense of self-worth that is heavily

influenced by external factors. Individuals with fragile self-esteem tend to be more sensitive
to criticism, defensive, and prone to narcissistic behaviors.

Self-Efficacy

Self-efficacy refers to the belief in one’s ability or competence to successfully perform a goal
or task or to influence an outcome (Bandura 1977; Lachman et al. 2011). According to a
concept analysis by Zulkosky (2009), self-efficacy is characterized by three defining
attributes:
1. Confidence in ability: An individual's belief in their capacity to execute tasks or achieve
goals.
2. Sense of control: An individual's perception of their ability to influence outcomes.
3. Motivation: An individual's drive to perform tasks or achieve goals.Zulkosky's (2009)
analysis also highlights the importance of understanding the antecedents, consequences, and
empirical referents of self-efficacy. By recognizing these factors, researchers and practitioners
can develop interventions that enhance self-efficacy and promote positive outcomes.

One of Bandura’s most influential papers on this topic is "Self-efficacy: Toward a Unifying
Theory of Behavioral Change", published in Psychological Review in 1977. In this work, he
explains that self-efficacy is shaped by four main sources:

1. Mastery experiences – Direct personal success strengthens self-efficacy, while

repeated failure weakens it.
2. Vicarious experiences – Observing others successfully completing tasks increases
one's belief in their ability to do the same.
3. Verbal persuasion – Encouragement from others can enhance self-belief, while
negative feedback can undermine it.
4. Physiological and emotional states – Anxiety, stress, and fatigue can reduce
self-efficacy, whereas positive emotional states can enhance it.

According to Lippke (2017), self-efficacy is not only a determinant of behavior but also a key
component in personality development. It influences how individuals set and pursue goals,
make decisions, and cope with difficulties. Research suggests that higher self-efficacy is
linked to better academic performance, job satisfaction, and mental well-being (Lippke,
2017). This supports Bandura’s (1977) assertion that individuals with high self-efficacy are
more likely to persist in challenging tasks.

Self-efficacy also has an important role in the capacity of an individual to learn and develop
skills. Bandura (1977) suggests that high self-efficacy individuals tend to continue working
on tasks that are difficult and build resilience under failure. This also applies to the
acquisition of motor skills, especially among children.

Self-knowledge

Self-knowledge refers to an individual's understanding of their own thoughts, emotions,

motivations, and behaviors.While self-reflection is often assumed to provide accurate
self-knowledge, research suggests that people frequently lack insight into their own
psychological processes (Wilson & Dunn, 2004).

According to Wilson and Dunn (2004), individuals often rely on introspection to understand
themselves, but this process is flawed due to unconscious influences and cognitive biases.
Their study highlights that much of our mental life occurs outside of conscious awareness,
leading to misinterpretations of our own motivations, feelings, and behaviors.For example,
people may rationalize decisions after the fact without realizing that external factors
influenced them, demonstrating a phenomenon known as introspection illusion (Wilson &
Dunn, 2004).

Sources of Self-Knowledge
Wilson and Dunn (2004) identified several sources of self-knowledge, including:

1. Introspection: Reflecting on one's own thoughts, feelings, and experiences.

2. Social feedback: Seeking feedback from others about one's behavior and performance.

3. Observation of behavior: Observing one's own behavior and its consequences.

4. Cultural and social norms: Learning from cultural and social norms, values, and
expectations.

Research suggests that self-knowledge is derived from multiple sources, including

self-observation, social feedback, and social comparison (Schoeneman, 1981). In a
study of college students, Schoeneman (1981) found that self-observation was the
most frequently cited source of self-knowledge, followed by feedback from others and
social comparison. This indicates that individuals primarily construct their self-concept
through their own experiences rather than relying solely on external validation

According to Neisser (1988), self-knowledge can be categorized into five distinct types:

1. Ecological self-knowledge: Knowledge of one's own body and its position in the
environment.
2. Interpersonal self-knowledge: Knowledge of one's own social identity, relationships, and
interactions with others.
3. Extended self-knowledge: Knowledge of one's own past, future, and personal history.
4. Private self-knowledge: Knowledge of one's own thoughts, feelings, and experiences.
5. Conceptual self-knowledge: Knowledge of one's own abstract concepts, values, and
beliefs.

Aspects of self-knowledge

Self-Schema:Self-schema, introduced by American psychologist Hazel Markus (1977),

refers to a cognitive framework that helps individuals organize, interpret, and predict their
behavior. These schemas develop through past experiences and significant life events,
shaping self-perception across past, present, and future contexts (Markus, 1977).

Self-schemata play a crucial role in processing self-related information efficiently, allowing

for generalization, quick retrieval, and assimilation of new data. However, individuals may
resist information that contradicts their existing self-schema, leading to biases in
self-perception and judgments about others (Markus & Wurf, 1987).
Self discrepancies :According to Higgins (1987), self-discrepancy theory proposes that
people experience emotional distress when there is a discrepancy between their actual self
and their ideal or ought self. This theory highlights the importance of understanding the
different types of self-discrepancies and their emotional consequences.

Types of Self-Discrepancies
Higgins (1987) identified two types of self-discrepancies:
1. Actual-Ideal Discrepancy: A discrepancy between an individual's actual self and their
ideal self, leading to feelings of disappointment or frustration.
2. Actual-Ought Discrepancy: A discrepancy between an individual's actual self and their
ought self, leading to feelings of guilt or anxiety.

Self awareness

Self-awareness is a state of self-focused attention in which an individual actively evaluates

themselves based on internal standards and external expectations.Wicklund (1975) expanded
on self-awareness by proposing the Objective Self-Awareness (OSA) Theory, which suggests
that individuals can shift between two states of awareness:

1. Subjective Self-Awareness – A state where attention is directed outward toward the

environment, with little self-focus.
2. Objective Self-Awareness – A state where attention is directed inward, leading
individuals to evaluate themselves based on internal standards and social norms.

According to Wicklund (1975), OSA can be induced through self-focusing stimuli, such as
mirrors, cameras, or audiences, leading individuals to compare their current state with ideal
self-standards.

When a discrepancy is detected, individuals may either-

Change their behavior to align with their standards (adaptive response).

Avoid self-focus to escape negative emotions (maladaptive response).

Self-awareness is a fundamental aspect of personal and professional development, allowing

individuals to recognize their emotions, thoughts, and behaviors in relation to their
environment. Carden, Jones, and Passmore (2021) define self-awareness as a
multidimensional construct encompassing cognitive, emotional, and social components. Their
systematic literature review emphasizes its role in leadership and management education,
arguing that self-awareness enhances decision-making, emotional regulation, and
interpersonal relationships.

Moreover, their research highlights the challenges of defining and measuring

self-awareness, given its subjective nature. They discuss how self-awareness can be
developed through reflective practices, feedback mechanisms, and mindfulness-based
interventions. Their findings suggest that higher self-awareness is associated with improved
leadership effectiveness, as individuals with strong self-awareness can better navigate
complex social and professional interactions.

Some benefits of self-awareness include:

- Improved decision-making: Self-awareness helps individuals make informed decisions that
align with their values and goals.
- Better relationships: Self-awareness helps individuals communicate effectively and build
stronger relationships.
- Increased confidence: Self-awareness helps individuals develop a more accurate and
positive self-image.
- Personal growth: Self-awareness is essential for personal growth and
development.

Character Strengths and Virtues

Positive psychology
Positive psychology is a branch of psychology that focuses on human strengths, well-being,
and flourishing rather than just treating mental illness. It was formally introduced by Martin
Seligman and Mihaly Csikszentmihalyi and emphasizes positive emotions, engagement,
relationships, meaning, and accomplishments (PERMA model).Positive psychology is a field
of study that focuses on promoting human flourishing, well-being, and strengths, rather than
solely addressing mental illness (Seligman & Csikszentmihalyi, 2000). This approach
emerged as a response to psychology's historical emphasis on dysfunction and pathology.

Positive psychology focuses on understanding and promoting human flourishing, well-being,

and strengths rather than solely addressing mental illness. Gable and Haidt (2005) argue that
positive psychology emerged to balance psychology’s historical focus on dysfunction. Their
work explores key topics such as happiness, resilience, and personal growth, emphasizing
empirical research on positive emotions and well-being
Seligman (2003) identified three core pillars of positive psychology:
(1) positive subjective experiences, such as joy and optimism;
(2) positive individual traits, including personal strengths and virtues; and
(3) positive social institutions that support well-being. Furthermore, he proposed that
happiness consists of the pleasant life (enjoyment), the engaged life (flow), and the
meaningful life (purpose) (Seligman, 2003; Seligman, Rashid, & Parks, 2006).".

Values in Action Inventory of Strengths (VIA-IS)

Seligman and Peterson (2004) developed the VIA (Values in Action) Classification, a
scientifically based framework for defining and measuring character strengths. Their
approach focuses on the cultivation of virtues that contribute to well-being and human
flourishing.This classification categorizes human strengths into six core virtues and 24
character strengths. This framework is a cornerstone of positive psychology, aiming to
understand and enhance well-being by focusing on individuals' positive traits.

The VIA framework groups strengths into six universal virtues:(positivepsychology.com)

1.Wisdom and Knowledge: The Thinking Virtues

These strengths help people process information, make sound decisions, and share insights.
● Creativity – Thinking outside the box and coming up with new ideas.
● Curiosity – A deep desire to explore and learn.
● Judgment – Seeing all sides of a situation before making a decision.
● Love of Learning – Enjoying gaining new knowledge or skills.
● Perspective – Offering wisdom and guidance to others.

2. Courage: The Strength to Overcome Challenges Bravery –

Courage helps people push through fear and hardship

●​ Bravery – Standing firm for what’s right, even when it’s hard as hell.
●​ Perseverance – Pushing through, no matter how tough things get.
●​ Honesty – Living and speaking the truth, no matter who’s listening.
●​ Zest – Bringing that fiery enthusiasm and energy to every damn thing you do.

3. Humanity: Building Strong Relationships

This Virtue is about how we connect with and care for others.

● Love – Forming deep and meaningful relationships.

● Kindness – Being generous and compassionate.
● Social Intelligence – Understanding emotions and responding wisely.

4. Justice: Creating a Fair and Just World

Justice strengths help us work together in groups and build fair societies.
● Teamwork – Cooperating and working well with others.
● Fairness – Treating everyone equally and justly.
● Leadership – Guiding and inspiring others toward common goals.

5. Temperance: Exercising Self-Control

These strengths help us manage impulses and make thoughtful decisions.
● Forgiveness – Letting go of resentment and giving second chances.
● Humility – Being modest and not seeking excessive attention.
● Prudence – Thinking ahead before acting.
● Self-Regulation – Managing emotions and behavior effectively.

6. Transcendence: Finding Meaning and Purpose

These strengths help people connect to something bigger than themselves.
● Appreciation of Beauty & Excellence – Noticing and admiring greatness in life.
● Gratitude – Recognizing and being thankful for the good in life.
● Hope – Looking toward the future with optimism.
● Humor – Bringing joy and laughter to life.
● Spirituality – Seeking deeper meaning and purpose.

The VIA system provides a framework for understanding and developing human strengths,
which can lead to increased well-being, life satisfaction, and resilience. By recognizing and
cultivating our character strengths, we can improve our relationships, work performance, and
overall quality of life. For instance, strengths like gratitude, kindness, and fairness can foster
stronger relationships and a greater sense of community, while strengths like perseverance,

Seligman’s (2003) framework builds on the VIA classification and is centered on three key
elements:
1. Positive Subjective Experiences – emotions like happiness, optimism, and
contentment.
2. Positive Individual Traits – strengths such as resilience, courage, and perseverance.
3. Positive Institutions & Communities – societal structures that nurture well-being.

Research has shown that character strengths and virtues are essential components of human
flourishing. A study by Ruch, Gander, Wagner, and Giuliani (2019) explored the
relationships between character strengths and virtues, providing insights into the structure of
character. The study found that character strengths can be organized into six core virtues,
including wisdom, courage, humanity, justice, temperance, and transcendence. This
framework highlights the importance of cultivating character strengths in order to promote
overall well-being and life satisfaction. By understanding the relationships between character
strengths and virtues, we can better develop interventions and practices that foster human
flourishing.

Measuring Strengths of Character

The Values in Action Inventory of Strengths (VIA-IS) is a standardized self-assessment

tool designed to evaluate character strengths and virtues. It consists of a 240-item
questionnaire, where each of the 24 character strengths is measured using 10 specific
statements. participants rate their agreement on a scale from 1 (very unlike me) to 5 (very
much like me), generating a ranked list of strengths based on their highest-scoring traits.

To date, the VIA-IS has been refined several times, and the current version appears reliable
and valid for identifying strengths in adults. Regarding the reliability of the measure, all
scales have satisfactory consistency and stability across 4 months. Correlations among scales
are higher than expected given that the inventory was designed to measure 24 unique
constructs. Women score higher on humanity's strengths than men, and African Americans
score higher than members of other racial and ethnic groups on the scale of spiritual strength.
Evidence of the measures validity includes the following three sets of findings:

1. Nominations of strengths by friends and family correlate at about a .50 level with

matching scales’ scores for most of the 24 strengths.

2. The majority of the scales correlate positively with scores on measures of life satisfaction.

3. Factor analyses provide some support for the existence of six virtues.

Flourishing

Flourishing is a central concept in positive psychology, referring to a state of optimal human

functioning, where individuals experience a high level of well-being, life satisfaction, and
psychological prosperity.It encompasses emotional, psychological, and social well-being,
allowing individuals to thrive, find purpose, and maintain positive relationships.
Martin Seligman and his colleagues proposed that happiness, as a central concept in positive
psychology, consists of three main components:

1. The Pleasant Life – Focuses on experiencing positive emotions and maximizing

pleasure in everyday life through enjoyment, sensory experiences, and gratification.

2. The Engaged Life – Involves being deeply immersed in meaningful activities,

utilizing personal strengths, and achieving a state of flow (Csikszentmihalyi, 1990).

3. The Meaningful Life – Centers around serving a greater purpose, contributing to

something larger than oneself, such as family, community, or spirituality.

PERMA Model
The PERMA model is a widely recognized framework for understanding and promoting
well-being and flourishing. Developed by Martin Seligman, a renowned positive
psychologist, the PERMA model identifies five core elements that contribute to human
flourishing:
1.Positive emotion: Positive emotion is a fundamental aspect of human flourishing. It
encompasses a range of emotions, including hope, interest, joy, love, compassion, pride,
amusement, and gratitude. These emotions are essential for our well-being, as they
broaden our attention, increase our creativity, and foster social connections. When we
experience positive emotions, we are more likely to engage in activities that promote
our growth and development, and we are better equipped to cope with adversityPositive
emotions, such as hope, interest, joy, love, compassion, pride, amusement, and
gratitude, are essential for flourishing (Fredrickson, 2001).

2. E - Engagement: Engagement refers to the state of being fully absorbed and immersed in
an activity. This state, also known as flow, is characterized by heightened focus,
concentration, and enjoyment. When we are engaged, we lose track of time, and our sense of
self disappears. Engagement is essential for our well-being, as it increases our motivation,
boosts our self-esteem, and enhances our overall sense of fulfillment. Moreover, engagement
helps us develop new skills and abilities, which can lead to greater confidence and
competence. Engagement, or being fully absorbed in activities, is critical for well-being
(Csikszentmihalyi, 1989).

3. R - Positive Relationships:Positive relationships are a vital component of human

flourishing. These relationships encompass our connections with family, friends, colleagues,
and community members. Positive relationships provide us with emotional support, practical
help, and a sense of belonging. They also foster our personal growth, increase our sense of
purpose, and enhance our overall well-being. Moreover, positive relationships help us
develop essential social skills, such as communication, empathy, and conflict resolution.
Positive relationships, including feeling supported, loved, and valued by others, are vital for
human flourishing (Seligman, 2012).

4. M - Meaning: Meaning refers to the sense of purpose and significance that we derive from
our lives. It encompasses our values, goals, and aspirations, and it gives us direction and
motivation. When we have a sense of meaning, we feel connected to something larger than
ourselves, and we are more likely to experience a sense of fulfillment and satisfaction.
Meaning also helps us cope with adversity, as it gives us a sense of perspective and purpose.
Having a sense of purpose and meaning in life, and belonging to something greater than
oneself, is essential for well-being (Kashdan et al., 2009).

5. A -Accomplishments and achievements refer to the successes and milestones that we

attain in our lives. These accomplishments can be personal, professional, or social, and they
give us a sense of pride, satisfaction, and fulfillment. When we achieve our goals, we build
confidence, develop new skills, and enhance our overall sense of well-being. Moreover,
accomplishments and achievements provide us with a sense of motivation and direction, as
Achieving success and accomplishment in various aspects of life, such as work, education, or
personal projects, contributes to flourishing (Seligman, 2012).

Method
Design
ABA design was used for the present study which involved a pre-intervention administration
of self-awareness and flourishing questionnaires, identifying character strengths by rank
ordering the 24 strengths in descending order, knowing about one’s top five strengths from
others (parent, best friend, sibling/cousin/roommate, one classmate with whom the
participant had less interaction), the 10-day long intervention stage for enhancing a chosen
character strength, followed by a post intervention administration of the same self-awareness
and flourishing questionnaires. The participants maintained a journal for writing about their
thoughts and feelings during the conduction of the practical (optional). The before and after
scores on self-awareness and flourishing were compared.

Sample
The participants consisted of the students themselves.

Measures
The Flourishing Scale - The Flourishing Scale was developed by Ed Diener and
Robert Biswas-Diener (2009). It is a brief 8-item summary measure of the respondents'
self perceived success in important areas such as relationships, self-esteem, purpose,
and optimism. The scale provides a single psychological well-being score.

Self-awareness questionnaire - The self-awareness questionnaire was designed by the

researcher. It consisted of 10 open-ended items related to self-awareness and 4 items which
were to be rated on a 10-point Likert-type rating scale. Each item was analyzed
independently.

Data collection
To assess self-awareness and psychological well-being, we collected data in different stages
to ensure a thorough assessment. First, participants took two assessments: the Flourishing
Scale and the Self-Awareness Questionnaire to understand the initial levels of well-being and
self-awareness.
Next, participants ranked 24 character strengths based on how they saw themselves. To add
another perspective, four people-a parent, a best friend, a cousin, and a classmate they barely
interacted with were asked to pick the participant’s top five strengths. This allowed us to
compare self-perception with how others viewed them.This allowed us to compare
self-perceptions with external evaluations, a method that has been shown to enhance
self-awareness and identity development.

After this, the participants went through a 10-day intervention focused on improving one
specific character strength. They practiced exercises related to that strength and were
encouraged to apply it in daily life. They could also keep a journal to reflect on their
experiences.

Once the 10 days were over, they took the same two assessments to see if anything had
changed. By comparing their scores before and after, we could measure the impact of the
intervention on their self-awareness and overall well-being. This approach gave us both
data-driven insights and personal reflections on how focusing on strengths can enhance
psychological growth.

Strength-based intervention activities

Results:
Figure 1: Rank order of 24 character strengths
1.Forgiveness and mercy
2. Appreciation of beauty and excellence
3. Fairness
4. Kindness
5. Open-mindedness
6. Prudence
7. Gratitude
8.Love
9. Humility
10. Citizenship
11. Spirituality
12. Integrity
13. Social Intelligence
14. Vitality
15. Love of learning
16. Bravery
17. Leadership
18. Hope
19. Humour
20. Curiosity
21. Persistence
22.Perspective
23.Self-regulation
24.Creativity

Figure 2: Top five-character strengths as rated by self, parent, best friend,

sibling/cousin/roommate, one classmate with less interaction

Roomate Best friend Parent Self Classmate

Curiosity Love Love of Forgiveness and Mercy Kindness

Learning

Vitality Kindness Bravery Appreciation of beauty & Creativity

excellence

Kindness Curiosity Creativity Fairness Humour

Citizenship Love of Learning Kindness Kindness Open-Mindedness

Humour Bravery Fairness Open-mindedness curiosity

Table 1: Scores on Flourishing scale before and after the intervention.

Pre Intervention Post Intervention

Flourishing scale 35 43

Table 2: Analysis of responses on Self-awareness questionnaire (Items 1-10)

Items Analysis
 When I first sat with this question, things felt heavier. I wrote about feeling like I
1.What do i think about myself? had lost my innocence and honestly, that came from a place of being
overwhelmed, emotionally drained, and feeling detached from who I used to be.
But now, after everything I’ve been through the fallouts, my perspective has
shifted.In this phase of reflection, I realize something powerful: I am stronger
than I give myself credit for.​
Earlier, I had a more pessimistic view of myself. I would question my ability to
deal with things, always caught up in why can’t I handle this? But now, I've
started moving from that helpless mindset to a more action-oriented space.
Instead of getting stuck in doubt, I’ve begun actually doing things, taking steps,
trying to bring back that version of me who didn’t just care for herself but also
looked out for others with love and intention.

2.What are my strengths and I feel like I have strong empathy and the ability to care deeply for others. That’s
weaknesses? something that’s always been part of who I am. I can listen, show up, and support
those I love with everything in me. I’ve always been the type to take care of the
little things, I take stand for the right ones.But when it comes to myself? That’s
where everything shifts. I realized that while I can be a rock for other people, I
struggle to be the same for myself. I find it hard to take a stand for myself. I stay
quiet when I should speak up. I push my needs down to not upset others. And in a
way, I’ve become dependent on outside support to feel validated.Little by little.
I'm learning to see myself the way I see others-with compassion, with worth, with
love.

So yeah,I still have moments where I feel dependent. I still struggle to take my
own side. But now I’m aware of it. I don’t ignore it. And that awareness is the
first step toward change I guess,right? And i won’t say i have gained a whole
control over my weaknesses but at least i’ve started being aware of it and
knowing what should be done now.

3. What are my values? I’m aware of some of the values that define me by core. And I think for me that
would be kindness, appreciating others, uplifting them and genuine -heartfelt
kindness. The other values that define me are honesty, trust and taking stand for
truth and dealing with fairness.I value helping others-not to prove anything, but
because it makes me feel alive.I started seeing how my values weren’t just ideals
they are choices I should make every day. Well, these words are the most
common words everybody looks for in a person ,but there might be some
situations where I might lose one of these aspects,I realized I need to hold them
for myself, not just for the world.
 I think purpose doesn’t need some magical answer like”THIS IS MY
4. What is my Purpose in life? PURPOSE”.I realized maybe my purpose isn’t a job, a title, or one grand mission.
Maybe it’s in the little things: the way I get back up when I fall, the way I love
hard, the way I protect the softest parts of me and others.Maybe my purpose is to
become-to grow, to love, to heal, and to make something beautiful out of my
chaos. I don’t have to have it all figured out. But I do know this: I want to live a
life where I don’t abandon myself. Where I find peace. Where I show up for
people-but first, for ME.

Happiness for me came from connection—from the real, raw, unscripted

5. What makes me happy, Sad, moments. Laughing so hard my stomach hurts, sharing late night talks, when
Angry, Afraid? someone just gets me without me having to say too much. That’s home to me.

Sadness- That hits when people drift away. When misunderstandings tear
something beautiful apart. When I feel unimportant or forgotten by the ones I
gave the most to. It’s not just loneliness-it’s that ache of being emotionally
invisible.

Anger- It builds in silence. When I suppress things to avoid conflict, when people
misunderstand me or twist my words, when I feel like no one is trying to see my
side while I break myself seeing theirs.

And fear- When I realize I might lose people I thought were permanent. When I
fear I’ll never fully be enough just constantly too much or not enough, dancing
between those extremes.

6. What type of person do I I want to be someone who’s strong but still soft, bold but kind.One who paves
want to be? her path and achieves her goals.A person who doesnt live in fear or apprehension
about her future but instead starts taking steps and is optimistic about herself .
One who is kind to herself as well as others and connected to spirituality.

7. How do others see me? Others see me as a good person I guess. As far as i have seen, none has any
objection and grudge against me but honestly i feel there are people who might be
hurt because of me and honestly i do not want to make anybody upset because of
me .

8. How do I want others to see I want others to see me as a good, lively person who clears her goals and aspires
me? to at least one quality from me.

9. How satisfied am I in my Lately the relationships aren't going great with some of my loved ones but I am
relationship? trying to make it better and build it again. Apart from this the relationships with
others are going great.
10. Where do I see myself in In five years, the vision is to be more confident, independent, and deeply
five years? grounded in both personal and professional life.To grow emotionally becoming
more self-aware, balanced, and capable of handling responsibilities and
relationships with maturity.

Table 3: Scores on Self-awareness questionnaire (Items 11-14)

Items Pre-intervention Post-intervention

11. 3 4

12. 6 6

13. 5 6
Discussion:

14. 2 4
The aim of
this practical was to identify character strengths and conduct a character strengths
intervention for enhancing self-awareness and flourishing. To begin with, participants
were asked to complete two self-assessment tools-the Flourishing Scale Questionnaire
and the Self-Awareness Questionnaire. These tools helped participants reflect on their
overall psychological well-being and personal insight.Following this, the VIA
Inventory of Strengths was administered. Participants were required to evaluate and
rank all 24 character strengths provided by the inventory in descending order, based on
how strongly they believed each applied to them.Once the ranking was completed,
each participant identified their top five character strengths from the list. In addition to
this, they were also asked to choose the lowest-ranked strength,the one they felt they
possessed the least.To address and develop this weakest strength, participants
underwent a 10-day intervention. This intervention involved daily tasks and reflections
designed to consciously practice and enhance that particular strength in real-life
situations.Now talking about the top five strengths the ones marked by participant are
as follows:

Forgiveness and Mercy:The participant ranked Forgiveness and Mercy as the highest
strength, suggesting that they value peace and emotional growth in themselves and
others. This strength indicates a willingness to move past grudges, offering
compassion even in difficult circumstances. It reflects the participant’s inclination
towards emotional maturity and healing, both personally and in their relationship.
Interestingly this strength hasn't been marked by others which suggests that their
forgiveness is something more private, a quiet strength they practice for their own
peace of mind rather than seeking external validation for it or this could also be the
case that she tends to practice this strength more internally which doesn’t come into
notice easily.

Appreciation of beauty & excellence:She possesses an attitude that the world around
her is beautiful and deserves appreciation.It reveals the participant’s deep sense of
aesthetic value and their ability to see the best in the world around them. Whether
through art, nature or an achievement must be really inspirational for her. She has a
positive outlook towards the world. Her strength really showed through in how her
roommate and best friend saw her,suggesting that the people closest to the participant
truly notice and appreciate her way of recognizing and celebrating beauty, talent, and
high standards. She likely shares those little moments of beauty with them, showing
just how important that is in her emotional and social world.

Fairness was ranked third by the participants, indicating that they place significant
importance on justice, equality, and impartiality.This shows that she values fairness
and takes stand for the right ones .She values treating others fairly and avoiding
favouritism.Fairness showed up again and again in how her best friend and parent
described her. It really shows that her strong sense of justice isn’t just something she
knows about herself it’s something the people closest to her see and admire too.

Kindness: the participant then moves forward ranking kindness as her fourth strength.
This reveals deeply values being compassionate and caring toward others. She may
prioritize empathy, understanding, and helping those in need, all of which are key
aspects of kindness.kindness appeared across all rankings, from the Parent to the
Classmate, indicating that the participant’s kindness is highly visible to others. This
shows that the participant’s empathetic behavior is not only recognized but is likely an
essential part of their social interactions and relationships.

Open-mindedness:The participant chose Open-Mindedness as their fifth strength,

showing their willingness to consider new ideas, perspectives, and experiences.This
can also be seen in the rankings of best friend and classmate.this indicates that the
participant’s ability to embrace diversity of thought plays an important role

The participant’s top five strengths -Forgiveness and Mercy, Appreciation of Beauty &
Excellence, Fairness, Kindness, and Open-Mindedness really show what kind of
person she is.when compare their own view with how others see them, there’s a strong
match especially with Fairness, Kindness, and Open-Mindedness. That means people
close to them also value these things in them. The only little difference is that
Forgiveness and Mercy might not be as visible to others maybe because it’s something
they practice quietly.

Among the 24 character strengths, Self-Regulation was chosen as one of the least
expressed in the participant's VIA Inventory results.the intervention activities she
employed were three goals for everyday, water intake log, reduced social media usage
and developing a morning routine.Throughout the 10-day intervention, the participant
noted a gradual improvement in intentionality and awareness of personal habits.Also
the scores on er flourishing scale got increased from 35 to 43 which shows the
intervention left a successful impact.

Conclusion

The practical served as a valuable journey of reflection and growth. It emphasized that
character strengths are not fixed traits, but qualities that can be developed with effort
and awareness. The intervention experience added a practical dimension to the
understanding of personal strengths, making the learning process both meaningful and
transformative.In essence, the activity fostered a greater sense of self-awareness,
emotional maturity, and inner discipline, making the entire learning journey not just
academic—but deeply personal and transformative.

Learning Experience

This whole activity turned out to be a meaningful learning experience. It helped in

understanding personal strengths more clearly and showed how those strengths play a role in
daily life. Using tools like the Flourishing Scale and VIA Inventory made it easier to explore
different traits and see which ones stand out the most.Getting feedback from others also gave
a new perspective. It showed how certain qualities are seen by people around and helped
confirm which traits are genuinely strong.The 10-day intervention for Self-Regulation taught
that even weaker areas can improve with practice and consistency. Small steps like journaling,
setting routines, and mindful habits made a noticeable difference. It showed that growth takes
effort, but it’s possible.Overall, the practical helped in becoming more aware, more focused,
and more motivated to work on strengths and weaknesses. It wasn’t just about learning from
books—it was about learning from personal experience.
References:

Azañedo, C. M., Fernández-Abascal, E. G., & Barraca, J. (2014). Character strengths in

Spain: Validation of the Values in Action Inventory of Strengths (VIA-IS) in a Spanish
sample. Clínica y Salud, 25(2), 123–130.

Carden, J., Jones, R. J., & Passmore, J. (2022). Defining self-awareness in the context
of adult development: A systematic literature review. Journal of Adult Development,
46(1).

Duckworth, A. L., Steen, T. A., & Seligman, M. E. P. (2005). Positive psychology in

clinical practice. Annual Review of Clinical Psychology, 1, 629–651.
https://doi.org/10.1146/annurev.clinpsy.1.102803.144154

Gable, S. L., & Haidt, J. (2005). What (and why) is positive psychology? Review of
General Psychology, 9(2), 103–110. https://doi.org/10.1037/1089-2680.9.2.103

Higgins, E. T. (1987). Self-discrepancy: A theory relating self and affect. Psychological

Review, 94(3), 319–340. https://doi.org/10.1037/0033-295X.94.3.319

McAuley, E., Duncan, T. E., & McElroy, M. (1989). Self-efficacy cognitions and causal
attributions for children’s motor performance: An exploratory investigation. The Journal of
Genetic Psychology, 150(1), 65–73. https://doi.org/10.1080/00221325.1989.9914576

Neisser, U. (1988). Five kinds of self-knowledge. Philosophical Psychology, 1(1), 35–59.

https://doi.org/10.1080/09515088808572

Ruch, W., Gander, F., Wagner, L., & Giuliani, F. (2019). The structure of character: On the
relationships between character strengths and virtues. Journal of Positive Psychology, 16(1),
116–128. https://doi.org/10.1080/17439760.2019.1689418

Ruch, W., Proyer, R. T., Harzer, C., Park, N., Peterson, C., & Seligman, M. E. P. (2010).
Adaptation and validation of the German version of the VIA Inventory of Strengths and the
development of a peer-rating form. European Journal of Psychological Assessment, 26(2),
79-88. https://doi.org/10.1027/1614-0001/a000022

Schoeneman, T. J. (1981). Reports of the sources of self-knowledge. Journal of Personality,

49(3), 284–294. https://doi.org/10.1111/j.1467-6494.1981.tb0093

Wilson, T. D., & Dunn, E. W. (2004). Self-knowledge: Its limits, value, and potential for
improvement. Annual Review of Psychology, 55(1), 493–518.
https://doi.org/10.1146/annurev.psych.55.090902.141954
Wicklund, R. A. (1975). Objective self-awareness. Advances in Experimental Social
Psychology, 8, 233–275. https://doi.org/10.1016/s0065-2601(08)60252-x

Xiao, G., & Hong, C. (2024). Self-schema. In The ECPH Encyclopedia of Psychology.
Springer, Singapore. https://doi.org/10.1007/978-981-99-6000-2_378-1