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This study aimed at examining if a strengths-based intervention implemented by two coordination teams in Surahammar and Hallstahammar has a positive effect on the wellbeing and work capacity of participants with complex needs such as mental and physical disabilities. As a direct result of citizens with complex needs having problems getting gainful employment the two teams were formed to help people who has not yet been helped by other previous interventions. Due to the studied group commonly facing several mental and physical disabilities the teams were constructed to use a strengths-based solutions-focused approach for their interventions. During a one-year intervention period the participants actively participated in strengths-based interventions consisting of solutions-focused activities, group activities, individual coaching and on-site job training. The research method used had a mixed methods design using both quantitative and qualitative methods. Data were gathered with the sense of coherence questionnaire and semi-structured interviews. When measured, using the instruments, results showed that participants wellbeing as well as their work capacity increased. In the discussion it is suggested that further research is needed as a small sample size and participant dropout limit the possibility to generalize the findings to a broader context.

Alarming K-12 nationwide teacher attrition statistics have led reform efforts to focus on teacher retention (Olsen & Anderson, 2007), especially in urban schools where teacher burnout and attrition are high (Darling-Hammond, 1998). It was not until recently, however, that teacher resiliency, a strengths based framework (Henderson & Milstein, 2003), was viewed as an alternate lens of reform in achieving higher teacher retention. This study utilized a Likert survey to quantify if 284 elementary teachers in sixteen, public urban elementary schools in two urban school districts in southern California agree or disagree with the six most significant school factors linked to teacher resiliency. The six school factors known as collegiality/ collaboration, professional development, leadership, shared power, commitment to students, and teacher efficacy were identified by synthesizing the current literature on teacher resiliency and retention. The two most significant predictors of teacher resiliency from the literature, as found by multiple regression analyses, were commitment and values and shared power. This study also investigated whether resilient elementary teachers in urban schools self-reported any additional school factors linked to teacher resiliency, not originally identified in the literature. The significant additional school factors found in this study linked to resiliency were urban school dynamics, intrinsic motivation, and community.

The purpose of this study was to examine the perceived outcomes of participation in a summer camp that included physical work and service as a major component. A qualitative data analysis approach was used. A convenience sample of 10 male adolescents and 10 parents were selected. The data was analyzed using open, axial, and selective coding. Data analysis was used to ascertain perceived outcomes from the program from both boys and their parents. Analysis of the data showed the emergence of a core theme of boys learning to work and enjoying work. Enjoying work was the term chosen to represent this core theme, and a theory of enjoying work was developed with seven salient attributes. These attributes were that the work was productive and taught skills, provided challenge, was intrinsically rewarding, made a difference for someone else, was done with others, was physical and done outdoors, and took place over an extended period of time.

Increased accountability has led to increased pressure on administrators to meet AYP. By identifying strengths that are present in successful administrators, superintendents will be better equipped to make well-informed selections and administrators can target specific areas for professional growth. This study used a self-assessment created from the Clifton StrengthsFinder Assessment to analyze the strengths of principals and the commonalities in those strengths based on (a) percentage of adequate yearly progress (AYP) achieved, (b) grade levels served (middle school or high school) and (c) community served (urban or suburban). It is important to note that community served is not meant to indicate the socio-economic status of a school, but instead whether schools reside within census defined urban areas. It was found that there was a statistically significant difference in the ranking of principal strength of input based on the adequate yearly progress achievement of the school. There was also a statistically significant difference between the principals' ranking of both the strengths of communication and harmony based on grade level served and strengths of achiever and responsibility based on community served. While other strengths did not show statistically significant differences among various groups, their overall rankings are provided and discussed.

Strong families are built on positive relationships among husbands, wives, and children, and can be positively or negatively impacted by a variety of factors. This study focuses on the influence of religiosity on family strengths, particularly as it affects marital commitment, relationships between parents and children, and family involvement. Using Flourishing Families Project (FFP) data (N=305 couples) and a theoretical framework derived from Dollahite and Marks, Mahoney and colleagues, and Stinnett and DeFrain, I examined the ways in which a parent's religious beliefs and religious practices support or hinder family relationships. The Actor-Partner Interdependence Model (APIM) was used to examine the intrapersonal and interspousal relationships among religious beliefs, religious practices, marital commitment, parent-child closeness, and family involvement. Results suggest that religious beliefs and practices are equivocal and are associated with higher and lower marital commitment, parent-child closeness, and family involvement for both husbands and wives. Significantly, this research demonstrated that husbands and wives differed through both intrapersonal and interspousal pathways. These results provide important insight into the ways religiosity is associated with family strengths and provides additional handles for researchers and practitioners interested in strengthening families. / Ph. D.

Parent involvement is one of the factors to which student achievement is consistently and strongly linked in educational research, and is perceived by teachers as a core factor affecting student achievement. Therefore more and higher-quality engagement with students' families has the potential to make a positive difference in urban schools. However, a tendency among educators to focus on perceived family deficits, without a clear understanding of students' families' strengths, may limit urban schools' ability to develop effective family engagement programming. This study involved faculty and staff members at an urban K-8 school in systematically identifying strengths of the low-income Puerto Rican families whose children made up the vast majority of the student body, as a critical point of reference for working with families toward stronger student outcomes. The study was grounded in the principles of Action Research and utilized methods associated with Appreciative Inquiry to involve school faculty and staff members in carrying out, then collectively analyzing the results from, structured interviews with parents of low-income Puerto Rican students at the school. Along with establishing a family strengths inventory for use in ongoing planning for enhancement of family engagement programming at the school, the study included an assessment of the impact of the research process on the perceptions and intended actions of both participating faculty and staff members and those who elected not to participate. The dissertation concludes with a discussion of implications and recommendations related to theory, practice, policy, and research associated with the efforts of schools serving low-income Puerto Rican (and other) communities to strengthen their engagement with students' families.

Mothers of children with autism face unique challenges that can negatively impact their well-being. Frequently, these challenges require elevated amounts of time, energy, and money to address. In an effort to investigate a low-demand approach to improving well-being, this study employed a signature strengths intervention with mothers of children with autism. Thus far, research on signature strengths with this specific population is very limited. Five mothers of children with autism participated in the study. All were married and highly educated. Four identified themselves as white, one as Hispanic. They ranged in age from 25-44. Each mother had between one and three children with autism. The participants attended an online meeting with the researcher after identifying their strengths. During the meeting, they discussed ways they already used their strengths, as well as more ways they might use them in the future. The participants then entered a four-week practice period. Each week they focused on one strength, aiming to use each strength in three new ways over the allotted seven days. The participants completed surveys to measure parental distress and life satisfaction at three points: baseline, immediately after a four-week intervention phase, and one month after the end of the intervention phase. Additionally, they answered a daily question that queried life satisfaction on a Likert-scale throughout the baseline and intervention phases. Overall, the group reported a decrease in parental distress and an increase in their level of life satisfaction and daily satisfaction. These results add to other research that has found beneficial outcomes for mothers of children with autism who are taught to use their strengths more often. The use of signature strengths interventions could help to address a critical need among this group of mothers: mental health support that does not require excessive effort or time.

The present study investigated the associations of media use of children, media use of mothers, and parent-child interactions with behavioral strengths and difficulties in children. Screen time of 553 2- to 9-year-old children and their mothers were indicated by the daily durations of their TV/games console/computer/mobile phone use. The amount of parent–child interaction was indicated by the frequencies of shared activities at home. Behavioral strengths and difficulties of children were investigated using the Strengths and Difficulties Questionnaire. Children whose mothers reported high screen times (>/= 5 h/day) were significantly more likely to show high screen times (>/= 2 h/day). High screen time of children was associated with more conduct problems, more symptoms of hyperactivity/inattention and less prosocial behavior. High screen time of mothers was associated with emotional problems, conduct problems, and symptoms of hyperactivity/inattention. In contrast, a higher frequency of parent–child interactions was associated with fewer conduct problems, fewer peer-relationship problems, and more prosocial behavior of children. Children might use the media behavior of their mothers as a role model for their own media use. Furthermore, the findings suggest that media use of children and mothers and parent–child interaction contribute independently to behavioral strengths and difficulties of children.

Background Despite enormous advances in therapy, phenylketonuria (PKU) remains an incurable, inherited metabolic disease requiring life-long treatment with potential to negatively impact quality of life and psychological well-being. Therefore, the aim of this study was to screen early diagnosed and continuously treated children with PKU on psychological strengths and behavioral difficulties. Methods Evaluation of psychological strengths and behavioral difficulties in 49 patients with PKU (23f, 2-17 years) by Strengths and Difficulties Questionnaire (SDQ; self-report 11-17 years and parent-report 2-17 years). Comparison to age, sex and BMI-matched healthy controls (n = 98; 46f). Results In patients with PKU and healthy controls median SDQ Total Difficulties Score and median scores of subscales were within the normal range in parent- and self-report, irrespective of sex and age group (children 2-10 years, adolescents 11-17 years). No influence of long-term metabolic control in PKU on SDQ could be revealed. The 2- to 10-year-old boys with PKU showed significantly higher scores in Prosocial Behavior compared to their healthy peers (P = .032). Likewise, adolescent boys with PKU showed fewer Conduct Problems (parent-report, P = .006). Adolescent girls with PKU rated themselves more often as abnormal in the subscale Emotional Problems compared to their healthy peers (P = .041). This subscale was also responsible for a significantly different Total SDQ Difficulties Score between patients and their parents' report (P = .008). Discussion SDQ represents a suitable instrument within the care for patients with PKU. Specific aspects, however, require separate consideration and evaluation with respect to this chronic disease. Special attention should be paid on adolescent PKU girls who seem to be at risk to develop emotional problem.