A case study of ‘The Good School:’ Examples of the use of Peterson’s strengths-based approach with students

This applied case study centers on two aspects of Peterson’s research as introduced into a large K-12 school in Australia: (i) creating enabling institutions and (ii) applications of character strengths. The paper describes five character strengths initiatives. Four of the strengths initiatives have been integrated into existing school experiences such as English curriculum, school sport, student leadership, and counseling. The fifth initiative involved a brand new program which introduced a Positive Education Curriculum for years?K-10. We describe these five initiatives and then explain how students at the school may experience these in a more holistic and integrated way. We hope that this article will act as a fitting tribute to the legacy of Christopher Peterson.     

The formation of group norms in computer‐mediated communication

The formation of group norms in computer‐mediated communication (CMC) was examined among students who used e‐mail as part of a course. A network analysis of group structures revealed that (a) content and form of communication is normative, group norms defining communication patterns within groups, (b) conformity to group norms increases over time, communication outside the group is governed by different social norms. Results show that norms prescribing a particular use of technology are socially constructed over time at the level of locally defined groups and also show that the influence of these norms is limited to the boundaries of the group. It is concluded that the process of social construction is restrained by social identities that become salient over the course of interaction via CMC. These findings complement experimental evidence that stresses the importance of normative influence in CMC.     

Self-esteem: An antecedent or a consequence of social support and psychosomatic symptoms? Cross-lagged associations in adulthood

This study investigated the relationships of self-esteem with social support and psychosomatic symptoms in cross-lagged longitudinal data with two measurement points and a time lag of 6 years. Two hundred thirteen participants were drawn from the ongoing Jyväskylä Longitudinal Study of Personality and Social Development, Finland. The present study focused on data collected by questionnaires at ages 36 and 42. The cross-lagged analyses of Structural Equation Modeling (SEM) indicated that high self-esteem at age 36 predicted high social support 6 years later and simultaneously, but to a lesser extent, high social support at age 36 predicted high self-esteem at age 42. In addition, low levels of psychosomatic symptoms at age 36 were associated with high self-esteem 6 years later, but not vice versa.     

Relationships among depressive symptoms, benefit-finding, optimism, and positive affect in multiple sclerosis patients after psychotherapy for depression.

OBJECTIVE: While many patients with multiple sclerosis (MS) experience psychological problems, such as depression, benefit-finding is commonly reported. Using the Broaden-and-Build Model of positive emotions (Fredrickson, 2001) and the Expectancy-Value Model of optimism (Carver & Scheier, 1998) as two related, yet, distinct conceptual frameworks, this study examined positive affect and optimism as mediators of the relationship between improved depression and enhanced benefit-finding. DESIGN: MS patients (N=127), who participated in a larger, randomized clinical trial comparing two types of telephone psychotherapy for depression, were assessed at baseline, midtherapy (8 weeks), end of therapy (16 weeks), and 6- and 12-month posttherapy. MAIN OUTCOME MEASURES: Depression was measured with a telephone administered version of the Hamilton Rating Scale for Depression; Positive Affect was measured with the Positive Affect Subscale from the Positive and Negative Affect Scale; Optimism was measured with the Life Orientation Test-Revised; Benefit-Finding was measured with the revised version of the Stress-Related Growth Scale. RESULTS: Data were analyzed with multilevel random-effects models, controlling for time since MS diagnosis and type of treatment. Improved depression was associated with increased benefit-finding over time. The relationship between improved depression and benefit-finding was significantly mediated by both increased optimism and increased positive affect. CONCLUSION: Findings provide support to both theoretical models. Positivity appears to promote benefit-finding in MS.     

The Expansion and Restructuring of Intellectual Property and Its Implications for the Developing World

In this paper we begin with a reference to the work of Hernando de Soto The Mystery of Capital: Why Capitalism Triumphs in the West and Fails Everywhere Else, and his characterization of the Western institution of formal property . We note the linkages that he sees between the institution and successful capitalist enterprise. Therefore, given the appropriateness of his analysis, it would appear to be worthwhile for developing and less developed countries to adjust their systems of ownership to conform more closely to the Western system of formal property. However, we go on to point out that property relationships within the Western system have become subject to redefinition through the expansion of Intellectual Property (IP) rights in ways that ultimately work to the disadvantage of the developing and less developed countries. We point out that this restructuring has been given global application through the implementation of the TRIPS agreement by the WTO. In the final section of the paper I suggest ways in which IP rights and relevant institutions can be reformed in order to avoid the disadvantages to the developing and less developed countries.

Sex differences in genetic and environmental effects on aggression

The aim of the present study was to investigate the genetic and environmental factors influencing teacher and parental rated aggression in boys and girls, asking whether the magnitude of these effects is similar across rater and sex. The study is part of an ongoing nationwide twin‐family study of behavioral development and health habits carried out in Finland. The sample consisted of 1651 twin pairs (264 monozygotic male, 300 monozygotic female, 292 dizygotic male, 278 dizygotic female, and 517 dizygotic opposite‐sex twin pairs), representing subsets of five 11‐ to 12‐year‐old twin cohorts (b. 1983–1987). The data were collected using the teacher and parental rating forms of the Multidimensional Peer Nomination Inventory. Structural equation models of sex‐limitation assessed sex differences in genetic and environmental influences on aggression. The results suggested significant genetic, common environmental, and specific environmental effects on aggression in both boys and girls, but the best fitting model differed depending on the informant. For both ratings, boys showed lower levels of heritability and higher levels of common environment than girls. In addition, the teacher rating data also suggested the presence of either sex‐specific common environmental effects or sex‐specific genetic effects. Support is provided also for sibling contrast effects, either at the behavioral level or as a rater bias. Aggr. Behav. 29:55–68, 2003. © 2003 Wiley‐Liss, Inc.     

Context influences decision-making in boys with attention-deficit/hyperactivity disorder: A comparison of traditional and novel choice-impulsivity paradigms

Attention-deficit/hyperactivity disorder (ADHD) is characterized by an impaired ability to maintain attention and/or hyperactivity/impulsivity. Impulsivity is frequently defined as the preference for small, immediate rewards over larger, delayed rewards, and has been associated with a variety of negative outcomes such as risky behavior and academic difficulty. Extant studies have uniformly utilized the traditional paradigm of presenting two response choices, which limits the generalization of findings to scenarios in which children/adolescents are faced with dichotomous decisions. The current study is the first to examine the effect of manipulating the number of available response options on impulsive decision-making in boys with and without ADHD. A total of 39 boys (ADHD = 16, typically developing [TD] = 23) aged 8–12 years completed a traditional two-choice impulsivity task and a novel five-choice impulsivity task to examine the effect of manipulating the number of choice responses (two vs five) on impulsive decision-making. A five-choice task was utilized as it presents a more continuous array of choice options when compared to the typical two-choice task, and is comparable given its methodological similarity to the two-choice task. Results suggested that boys with ADHD were significantly more impulsive than TD boys during the two-choice task, but not during the five-choice task. Collectively, these findings suggest that ADHD-related impulsivity is not ubiquitous, but rather dependent on variation in demands and/or context. Further, these findings highlight the importance of examining ADHD-related decision-making within the context of alternative paradigms, as the exclusive utilization of two-choice tasks may promote inaccurate conceptualizations of the disorder.     

Working memory and behavioral inhibition in boys with ADHD: An experimental examination of competing models

Working memory (WM) and behavioral inhibition impairments have garnered significant attention as candidate core features, endophenotypes, and/or associated neurocognitive deficits of attention-deficit/hyperactivity disorder (ADHD). The relationship between ADHD-related WM and inhibition deficits remains relatively unclear, however, with inferences about the constructs’ directional relationship stemming predominantly from correlational research. The current study utilized a dual-task paradigm to experimentally examine the relationship between ADHD-related WM and behavioral inhibition deficits. A total of 31 boys (15 ADHD and 16 typically developing [TD]) aged 8–12 years completed WM (1-back and 2-back), behavioral inhibition (stop-signal task [SST]), and dual-condition (1-back/SST and 2-back/SST) experimental tasks. Children with ADHD exhibited significant, large-magnitude WM deficits for the 1-back condition but were not significantly different from children in the TD group for the 2-back, 1-back/SST, and 2-back/SST conditions. Children with ADHD also exhibited significant inhibition deficits for the SST, 1-back/SST, and 2-back/SST conditions, but the within-group effect was not significant. The findings suggest that ADHD-related stop-signal demands are upstream, or compete for, resources involved in controlled-focused attention and/or other central executive (CE), WM processes.