Character Strengths and Well-Being Analysis
As children, we rely on our parents and those closest to us to teach us how to live. They are the ones that directly influence our morals, values, character, etc. Once we get older, outside influences like school, media, and our peers start to affect us as well. The character strengths we possess are also included in this. These types of strengths are taught to us through practice over time as we grow up. Jane Gillham discusses how we are influenced by our families, community, media, etc. in her study on whether or not one’s character strengths affect our subjective well-being. She defines this type of well-being as “the cognitive and emotional evaluations of our lives”. (Gillham) Her studies have shown that character strengths have been previously found to relate inversely with behavior issues like depression and suicide. In her most recent study, she focuses on whether or not character strengths like honesty and happiness and whether or not our strengths say anything about our overall well-being. However, in this particular study, I think there are far too many factors to actually correlate information between the two as anything more than coincidence. One’s character strengths could potentially correlate with overall well-being, as long as one knows how to use these character strengths and embraces them. “The strengths that are most connected to well-being are well factored by mood.” -(Gillham) Some of the key strengths tested all have to do with emotions that are very delicate at this age range. Freshman year of high school can be a very high or low point for students and has the capability to change very quickly. The article even concludes that “people who experience positive emotions frequently may also experience negative emotions frequently.” (Gillham) Therefore, it’s hard to judge that when one is tested if they are at a high point or low point. The study is also flawed by no fault of its own, but by the scaling. Although it is much easier to conduct a study looking at a number range of 1-5 or “very much like me” to “not like me at all”, it’s harder to get an accurate result of students. On a day where a student could be in trouble at home, did poorly on a test, etc. the student is going to be more likely to answer more negatively than a student who has been having an excellent day and would be more open to answering ideally. By testing students at the age range of 13 to 15, mood swings are inevitable. So if mood is a factor in determining well-being and measuring strengths, the results might be more beneficial looking at elementary schooler’s and then again towards the end of high school when students are more aware of their strengths. Other studies that have been done to correlate well-being and strengths have only been able to successfully predict six months into the future, and followed participants for a period of time to more accurately test these theories. (Niemiec)
“The strengths most important to well-being are often multiple strengths connected” (Gillham) One strength alone is not a good measure of one’s well-being. In fact, looking just directly at one strength, like leadership, could really be misinterpreted if other strengths aren’t looked at. With an example like leadership, one could have a bad score but might excel in teamwork. It’s important to look at several strengths in judging one’s overall well-being. Even as detailed and specific as a study like Gillham’s, it’s hard to really get a feel of how accurate a strength is measured.
Character strength are taught at different ages and tested again at different ages. Many big stepping stones in life change top strengths. In a summary complied by Ryan Niemiec, the study was done on a variety of ages, and most of the data that came back with usable results was mostly over the age of 25. To really compare their strengths with their well-being, most of the research was based on people who knew their strengths and how to use them. Many students workers in a business field were slightly aware of their strengths, but used them quite often, and tended to be happier or more satisfied in life. Many strengths could increase well-being only if one knows how to capitalize on one’s top strengths and utilize them to their advantage.
Although Gillham’s study found a correlation between well-being and character strengths in adolescents ages 13-15, there was not enough proof to say that they are dependent on one another. Based on what I’ve studied and observed, I think that there are many factors that go into one’s well-being at that young of an age. People aren’t always aware of their strengths or use them to benefit their lives. Of those that have a better well-being, it is probably a result of using those strengths without thinking about it. But to measure it based on number scaled surveys and at a debatable age range, the results are hard to connect.

WORKS CITED
Gillham, Jane, and Zoe Adams-Deutsch. "Character Strengths Predict Subjective Well-being during Adolescence." The Journal of Positive Psychology 6.1 (2011): 31-44. Print
Niemiec, Ryan. "Banner 4." Overview of Key Research Findings on Character Strengths. VIA Institute on Character, 19 July 2013. Web. 14 Sept. 2013. <http://www.viacharacter.org/www/en-us/research/summaries.aspx>.