How signature strengths develop positive interdependence and empowerment in an inclusive education context

Article


Bressoud, N., Samson, A. C., Gay, P., Garbaliauskaite-Plagnol, G., Audrin, C., Lucciarini, E. and Shankland, R. 2023. How signature strengths develop positive interdependence and empowerment in an inclusive education context. Journal of Research in Special Educational Needs. In Press. https://doi.org/10.1111/1471-3802.12713
AuthorsBressoud, N., Samson, A. C., Gay, P., Garbaliauskaite-Plagnol, G., Audrin, C., Lucciarini, E. and Shankland, R.
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.

JournalJournal of Research in Special Educational Needs
Journal citationIn Press
ISSN1471-3802
Year2023
PublisherWiley for NASEN
Publisher's version
License
File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.1111/1471-3802.12713
Publication dates
Online11 Aug 2024
Publication process dates
Accepted05 Aug 2024
Deposited23 Aug 2024
Copyright holder© 2024, The Author(s)
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https://repository.uel.ac.uk/item/8y26w

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