Deck 3: Classifications and Measures of Strengths and Positive Outcomes

Question 1

Karl Menninger sought to change the diagnostic system by encouraging a shift away from describing states or conditions and toward describing ______.

A) symptoms
B) life processes
C) positive emotions
D) medical necessity

Answer 1

life processes

Question 2

Which of the following outcomes has a strong relationship with strengths-based development of employees?

A) Higher income.
B) Greater performance.
C) Decreased conflict.
D) Increased promotions.

Answer 2

Greater performance.

Question 3

Which of these best fits the reason why the authors of the VIA-IS chose to organize strengths under 6 overarching virtues?

A) The virtues are seen cross-culturally and throughout time.
B) The strengths are not observable on their own, but rather as a whole.
C) To understand each virtue's prevalence within six ethnic groups.
D) To eliminate the strengths that fit outside of those virtues.

Answer 3

The virtues are seen cross-culturally and throughout time.

Question 4

How would Clifton have ensured that he had empirically based information on success and strengths?

A) By using anecdotes and his own observations
B) By doing a meta-analysis on his own findings.
C) By basing it on established theories and research findings.
D) By using face validity to determine if participants thought it was accurate.

Question 5

Considering the purpose behind creating The Search Institute's 40 Developmental Assets, who would be best suited to take this measure?

A) Retirees
B) People over 30 years old.
C) Adults aged 20-30.
D) Youth in middle or high school.

Question 6

Which of these people did the authors indicate as someone who reiterated that hope, faith, and love are powerful?

A) Karl Menninger.
B) Aristotle.
C) Martin Luther King, Jr.
D) John F. Kennedy

Question 7

Which group(s) contributed to the early practice of classifying disorders in 2600 BC?

A) The Babylonians.
B) The Greeks and Romans.
C) The Sumerians and Egyptians.
D) The Polynesians.

Question 8

Donald Clifton view strengths as extensions of ______.

A) talent
B) goals
C) abilities
D) virtues

Question 9

How many assets are within each group of the Developmental Asset framework?

A) 10
B) 40
C) 5
D) 20

Question 10

Which of the following are included in Linley and Harrington's definition of strength?

A) Behaving, adapting, and living.
B) Honoring, developing, and believing.
C) Loving, hoping, and feeling.
D) Feeling, thinking, and behaving.

Question 11

Which basic questions spurred the creation of the VIA classification system?

A) How can we define talent? How can we correct weaknesses?
B) How can we define strengths? How can we tell if a youth development program is meeting its goals?
C) How can we assess personality? What can do to develop strengths in adults?
D) What are the characteristics of self-actualizers? How can we help average people achieve their goals?

Question 12

What was The Values in Action Inventory of Strengths (VIA-IS) designed to do?

A) To help individuals maximize their potentials.
B) To identify individuals' themes of talent.
C) To identify and individual's level of thriving.
D) Describe individual differences of character strengths.

Question 13

The VIA Classification of Strengths and Clifton StrengthsFinder are similar because they both ______.

A) are based on theories of resilience
B) use the same strengths for each of their domains
C) are adapted for use by adults and youth.
D) have been widely accepted throughout the world

Question 14

VIA-IS drew inspiration from ______, as seen with the similarities in the wording of questions and type of feedback given to test takers.

A) the MMPI
B) the Search Institute's 40 Developmental Assets.
C) Gallup's Clifton StrengthsFinder
D) the Inspiration Scale

Question 15

Who among the following people should take the Action Inventory of Strengths for Youth?

A) A senior in college.
B) A high schooler.
C) An adult.
D) A third grader.

Question 16

The question "What protects children from today's problems?" was the inspiration for which measure?

A) Gallup's Clifton's StrengthsFinder.
B) The VIA Classification of Strengths.
C) The Search Institute's 40 Developmental Assets.
D) The International Database of Strengths.

Question 17

How did Clifton derive the themes of talent listed in the Gallup classification system?

A) Through qualitative, highly structured interviews.
B) By polling individuals in semi-structured focus groups.
C) By interviewing a random sample of college students.
D) Through empirically-based, semi-structured interviews.

Question 18

If a therapist wanted to refer to a classification of strengths or positive outcomes, what would be the best option?

A) The International Classification of Diseases.
B) The Search Institute's 40 Developmental Assets.
C) The Diagnostic and Statistical Manual.
D) The Not completed

Question 19

According to Clifton, what conditions must be in place for talent to manifest itself?

A) Normal, healthy development and successful experiences in childhood and adolescence.
B) Financial security to allow for more opportunities to build talent.
C) Someone must be born with talents, as it is part of their genetics.
D) It must be fostered through a combination of harsh and easy experiences.

Question 20

If someone needed to choose a manual that helps provide a common language for strengths, like diagnostic manuals, which of the following should they choose?

A) The VIA Classifications of Strengths.
B) Gallup's Clifton StrengthsFinder.
C) The Search Institute's 40 Developmental Assets.
D) Personal Growth Initiative Scale.

Question 21

How would someone ensure that a measure of perseverance has metric equivalence?

A) By ensuring that the measure can be translated and back-translated.
B) By establishing the definition of the concept of perseverance.
C) By using numerous measures until more than one of the measures establishes a significant result.
D) By measuring perseverance in one culture and comparing it with the results from another culture.

Question 22

In consideration of the cultural differences in the definition of strengths on the VIA-IS, what have researchers begun to do?

A) Study individuals with high income.
B) Disregard previously studied information.
C) Consider the effect of experimenter bias.
D) Conduct cross-cultural research.

Question 23

Which type of well-being should a clinician emphasize to a client that faces social challenges?

A) Psychological well-being.
B) Emotional well-being.
C) Subjective well-being.
D) Social well-being.

Question 24

A researcher who creates a measure of joy but does not consider other cultural perspectives, other languages, and how it is measured across cultures might find that the measure has poor ______

A) construct equivalence
B) theoretical equivalence
C) psychometric equivalence
D) cultural equivalence

Question 25

What do the authors indicate is needed to have a more competent cultural understanding of strengths?

A) New measures of strengths that are nonverbal.
B) Studies on racial and ethnic minorities.
C) Assimilation for those who are not part of the dominant culture.
D) Researchers from different countries and cultures.

Question 26

The Search Institute's 40 Developmental Assets contribute to thriving in young people because the assets are ______.

A) found throughout the world
B) commonsense positive experiences and qualities
C) what adults find useful for youth to learn
D) derived from biblical texts

Question 27

How do the psychometric properties of the Search Institute Profiles of Student Life: Attitudes and Behaviors differ from the other measures discussed in this chapter?

A) There is little public information about the properties.
B) The properties are noted to be the strongest of the measures.
C) They have strong internal consistency.
D) There is strong test-retest reliability but weak construct validity.

Question 28

What contributes to the lack of construct equivalence on measures of psychological strength?

A) No prior establishment of how to measure the constructs of strength.
B) The inability to establish qualitative measures of strengths.
C) Using culturally normative definitions of a strength.
D) The unwillingness of cultures to examine strengths.

Question 29

The translation of a measure into another language is called ______.

A) linguistic equivalence
B) metric equivalence
C) construct equivalence
D) phrasing equivalence

Question 30

Positive experiences that young people gain through interactions with people and institutions are considered what type of assets?

A) External assets.
B) Extrinsic assets.
C) Internal assets.
D) Dynamic assets.

Question 31

The authors suggest that religious and philosophical writings, along with United States culture, have focused on ______.

A) the pursuit of happiness
B) treating others respectfully
C) balance in seeking positive emotions
D) seeking out transcendence

Question 32

Which of the following best describes the importance of gathering data on status, such as race or ethnicity, within the country of origin?

A) There needs to be consideration of differences between privileged and underprivileged groups.
B) It would be the final step in establishing strengths based on privileged groups.
C) It is useful for understanding which strengths are not beneficial to all people.
D) The underprivileged group can better understand what strengths are necessary to become privileged.

Question 33

Which of these is a problem that the authors mentioned a researcher may encounter when administering a Likert scale to members of certain cultures?

A) The numbers on the scale may be viewed as magnitudes instead of ordinal.
B) They might not be familiar with such a scale.
C) They may not choose responses on the extremes of the scale.
D) The members may try to please the researchers by choosing the highest values on the scale.

Question 34

What does the use of strengths predict on an individual basis?

A) Who someone gets along with.
B) The amount of value placed on personal items.
C) Changes and variance in subjective well-being.
D) Knowledge of similar strengths in others.

Question 35

What distinguishes emotional well-being from psychological and social well-being?

A) Psychological and social well-being are both based on livelihood.
B) Emotional well-being is based on one's perceptions and is subjective.
C) Emotional well-being can be used as a standalone measure of mental health.
D) Psychological and social well-being are subjective.

Question 36

What cultural framework is prevalent in the measures of psychological strength, and what does this imply?

A) Eastern; there has been great progress in finding Western strengths worldwide.
B) Western; other cultures may not define these strengths similarly.
C) Western: these strengths are better from an objective standpoint.
D) Easter; these strengths provide more balance to positive psychology research.

Question 37

How are construct, linguistic, and metric equivalences similar?

A) They pertain to how a construct is defined.
B) They contribute to improved cultural competency and understanding.
C) They all are used in the translation process.
D) There are easier to establish in Eastern cultures.

Question 38

Cross-cultural studies on measures of psychological strengths have indicated that ______.

A) cultures are strikingly similar in measures of strengths
B) culture plays a significant role in the treatment, expression, and role of strengths
C) subcultural values across countries are connected to racial makeup
D) cultures tend to differ to the point where it is difficult to establish similarities

Question 39

In the Search Institute's Developmental Asset Scale, internal assets are come from young people's ______.

A) biological endowment.
B) interactions with people and institutions.
C) personal characteristics and behaviors.
D) family environment.

Question 40

Researchers have been shown to mistakenly believe that because their measure has linguistic equivalence it also has ______.

A) conceptual equivalence
B) theoretical equivalence
C) metric equivalence
D) subcultural equivalence

Question 41

What are the positive outcomes associated with play?

A) Play allows us to work through unresolved issues and trauma. This is also a positive outcome according to trauma informed care with children.
B) Play increases the likelihood of raising intelligence throughout life.
C) Play is associated with increased creativity in adulthood.
D) Play allows for practicing social, emotional, and physical skills.

Question 42

The authors suggest that developmental gains from early in school or work could be linked to ______.

A) increased income
B) civic contributions
C) higher grades
D) less disagreements

Question 43

Someone who donates clothing or money to a homeless is exemplifying which type of love?

A) Romantic.
B) Platonic.
C) Friendly.
D) Agape.

Question 44

Which of the following research methods would be most useful for conducting research on daily manifestation of well-being?

A) Laboratory studies.
B) Gathering widespread survey data.
C) Case studies.
D) Longitudinal studies.

Question 45

Which of these is a component of social well-being?

A) Autonomy.
B) Personal growth.
C) Integration.
D) Self-acceptance.

Question 46

Which of the following is a dimension of psychological well-being?

A) Integration
B) Acceptance.
C) Coherence.
D) Autonomy.

Question 47

The authors indicate subjective well-being refers to ______.

A) psychological well-being
B) emotional well-being and happiness.
C) social well-being
D) physiological well-being

Question 48

______ is the description applied to someone who is not dealing with mental illness but also has low levels of well-being.

A) Suffering.
B) Deteriorating.
C) Languishing
D) Declining.

Question 49

What is the difference in an individual that is said to be flourishing and an individual that is said to be languishing?

A) The flourishing individual has high levels of well-being, and the languishing individual has low levels.
B) The flourishing individual has at least one high and one low level, and the languishing individual has low levels.
C) The languishing individual has varying levels of well-being depending on their life circumstances, and the flourishing individual has high levels.
D) The languishing individual has high levels of well-being, and the flourishing individual has one high level and two low levels.

Question 50

The threefold structure of emotional well-being includes life satisfaction, positive affect, and ______.

A) the absence of negative affect
B) empathy for others
C) mindfulness of emotions
D) resiliency

Question 51

Which of the following best describes the contrast between nomothetic and idiographic differences in people?

A) Nomothetic indicates differences in income; idiographic indicates environmental differences
B) Nomothetic refers to differences between people; idiographic refers to differences within people.
C) Idiographic suggests differences in intelligence; nomothetic refers to differences in nationality.
D) Idiographic means external differences; nomothetic means daily changes in internal differences.

Question 52

What is included in the objective approach to well-being?

A) Physical and spiritual well-being.
B) Life satisfaction.
C) Psychological and social well-being.
D) Emotional well-being.

Question 53

A new, integrative perspective can help tie together the promotion of living well and ______.

A) living prosperously
B) freedom of emotional expression
C) the research-based understanding of living well
D) languishing

Question 54

Which of the following best describes the contrast between psychological and social well-being?

A) Social well-being involves easily attainable strengths, and psychological well-being involves strengths that are hard to attain.
B) Social well-being consists of hidden strengths, while psychological well-being displays tangible strengths.
C) Psychological well-being indicates the lack of depression, and social well-being indicates the lack of social anxiety.
D) Psychological well-being is mainly comprised of internal strengths, while social well-being is mainly comprised of social strengths.

Question 55

Which of the following terms best applies to someone who is experiencing high levels of emotional, psychological, and social well-being?

A) Languishing.
B) Flourishing.
C) Succeeding.
D) Prospering.

Question 56

Regarding well-being, what would be the result of combining the subjective and objective views toward well-being?

A) A more complete portrayal of mental health.
B) A new concept of well-being. If well-being isn't conceptualized currently as including subjective and objective, wouldn't it also be a new concept of it?
C) Choosing one as the dominant view.
D) A pseudoscientific view of well-being.

Question 57

Regarding employment settings, what can be the effect of learning multicultural competence at an early age?

A) A more efficient workplace.
B) Variety in leadership roles and partnerships.
C) Better global involvement and more diverse relationships at work.
D) Higher likelihood of retaining and promoting employees.

Question 58

Research in positive psychology has not been used to describe and measure many outcomes; which outcomes have been extensively covered?

A) Balance and wisdom.
B) Happiness and life satisfaction.
C) Transcendence and happiness.
D) Life satisfaction and balance.

Question 59

What is the type of love called agape?

A) A spiritual love that signifies selflessness and altruism.
B) A platonic love which includes friends and acquaintances.
C) A romantic love that includes passion and intimacy.
D) A friendly love that fosters camaraderie.

Question 60

Which of the following best expresses an example of teaching children to be more broad-minded as it relates to cultural competence?

A) Assisting people in disadvantaged communities.
B) Learning to express their opinions.
C) Allowing them to play freely with others.
D) Guiding them toward less use of technology.

Question 61

The most widely used measure of positive strengths is the Diagnostic and Statistical Manual.

Question 62

If a construct has linguistic equivalence then it also has construct equivalence.

Question 63

Discuss the importance of having acceptable psychometric properties for the classifications of strengths described in Chapter 3.

Question 64

During an intake with a client, a therapist takes note that the client does not appear to have any indication of mental illness. However, the therapist does note that the client has described having a low degree of life satisfaction, little sense of a purpose in life, and the client feels as though they have not contributed much to their community. Explain which areas of well-being that these descriptions belong to, along with whether the client should be described as flourishing or languishing.

Question 65

Researchers can test metric equivalence by comparing the results of a measure administered in different cultures that uses a Likert scale.

Question 66

The VIA Classification of Strengths provides a shared language for strengths.

Question 67

Factors that contribute to positive outcomes, specifically play and romantic love, require more research to determine their influence.

Question 68

Clifton StrengthsFinder results can be compared on an individual basis.

Question 69

People are described as flourishing when they have high levels of well-being.

Question 70

Construct equivalence depends on the how similarly a construct is defined in different cultures.

Question 71

Self-acceptance, personal growth, and autonomy are components of social well-being.

Question 72

Romantic love is defined as a spiritual love that entails of selflessness and altruism.

Question 73

How do construct, linguistic, and metric equivalence influence the development of measures of strengths on a cross-cultural basis?

Question 74

Explain how love, school, and play contribute to positive outcomes.

Question 75

The Search Institute's 40 Developmental Assets was developed with adults in mind.

Question 76

Describe the similarities and differences between the Diagnostic and Statistical Manual (DSM) and the VIA Classification of Strengths.

Question 77

The difficulty in measuring variations in strengths is due in part to cultural differences in defining these strengths.

Question 78

Emotional intelligence consists of someone's perceptions of their happiness and life satisfaction.

Question 79

Gallup's Clifton's StrengthsFinder, the ICD, and VIA-S are examples of measures of positive strengths and virtues.

Question 80

Objective well-being depends on someone's appraisal of their own life.