How Signature Strengths Develop Positive Interdependence and Empowerment in an Inclusive Education Context
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| Title: | How Signature Strengths Develop Positive Interdependence and Empowerment in an Inclusive Education Context |
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| Language: | English |
| Authors: | Nicolas Bressoud (ORCID |
| Source: | Journal of Research in Special Educational Needs. 2025 25(1):82-93. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Foreign Countries, Elementary School Students, Middle School Students, Inclusion, Special Needs Students, Ability Identification, Cooperative Learning, Interpersonal Communication, Peer Acceptance, Peer Relationship, Recognition (Achievement), Sociometric Techniques, Classroom Environment, Student Empowerment, Positive Attitudes, Self Efficacy |
| Geographic Terms: | Switzerland |
| DOI: | 10.1111/1471-3802.12713 |
| ISSN: | 1471-3802 |
| Abstract: | This study evaluates the Individual Strengths, Collective Power! program in fostering students' use of strengths vocabulary and improving classroom relationships in an inclusive education setting in Switzerland, where students with and without special educational needs and disabilities (SEND) attend school together. The study involved 179 students, ages 8 to 12, divided into an experimental group that received specific training and an active control group that had access to program resources, regardless of their SEND status. The study used the Strengths Use Scale (SUS) and the Gratitude Questionnaire to measure students' awareness of their strengths and gratitude. In addition, a sociometric measure, the Peer Acceptance Index (PAI), was developed to assess classroom dynamics. Results indicate that strengths-based interventions significantly expanded students' vocabulary of strengths and increased positive discourse, particularly among girls. Time and age were the main predictors of positive peer commentary, rather than the interventions themselves, which had no significant effect on PAI scores. The study suggests that strengths-based tools, even without guided use, can positively influence students' language about strengths, although they did not change classroom relationships within the 9-week period. Further research is recommended to explore the specific effects and mechanisms of strengths-based interventions in inclusive settings. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1456687 |
| Database: | ERIC |
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| Abstract: | This study evaluates the Individual Strengths, Collective Power! program in fostering students' use of strengths vocabulary and improving classroom relationships in an inclusive education setting in Switzerland, where students with and without special educational needs and disabilities (SEND) attend school together. The study involved 179 students, ages 8 to 12, divided into an experimental group that received specific training and an active control group that had access to program resources, regardless of their SEND status. The study used the Strengths Use Scale (SUS) and the Gratitude Questionnaire to measure students' awareness of their strengths and gratitude. In addition, a sociometric measure, the Peer Acceptance Index (PAI), was developed to assess classroom dynamics. Results indicate that strengths-based interventions significantly expanded students' vocabulary of strengths and increased positive discourse, particularly among girls. Time and age were the main predictors of positive peer commentary, rather than the interventions themselves, which had no significant effect on PAI scores. The study suggests that strengths-based tools, even without guided use, can positively influence students' language about strengths, although they did not change classroom relationships within the 9-week period. Further research is recommended to explore the specific effects and mechanisms of strengths-based interventions in inclusive settings. |
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| ISSN: | 1471-3802 |
| DOI: | 10.1111/1471-3802.12713 |
