Background/Aims/Objectives

Learned helplessness, diminished life satisfaction, and low self-esteem are linked to depression among children. Past research suggests that children who have Special Educational Needs and Disabilities (SEND) are at an increased risk of experiencing learned helplessness, diminished life satisfaction, low self-esteem, and, therefore, future mental health disorders. Character strengths interventions (CSIs) are positive interventions for supporting children in improving learned optimism, life satisfaction, and self-esteem.

Methodology

A 7-week repeated measures intervention study investigated the impact of a CSI named Strengths Gym (Proctor & Fox Eades, 2019) on the life satisfaction, self-esteem, and positive and negative affect of 30 students aged 9 to 10 years old.

Results

Results indicated no significant pre-intervention differences in life satisfaction, self-esteem, or positive and negative affect between SEND and non-SEND students. However, significant pre- and post-intervention score differences in life satisfaction, self-esteem, and positive affect, with no significant difference in the pre- and post-intervention score differences for negative affect, were found among the full sample population.

Discussion/Conclusion

Results indicated a significant positive increase in life satisfaction, self-esteem, and positive affect for both SEND and non-SEND students. Overall, results support the use of Strengths Gym as promising intervention for supporting and improving the life satisfaction, self-esteem, and positive affect of SEND students.

Key Words: Strengths Gym; character strengths; learning disability; special needs; positive