Deck 3: Classifications and Measures of Strengths and Positive Outcomes

Question 1

The recognition of the differences between various psychological disorders was

A) largely a product of the industrial revolution.
B) primarily a European concept.
C) not well understood until the late 1800s.
D) recognized by people for thousands of years

Answer 1

recognized by people for thousands of years

Question 2

In studying human success, what simple question did Donald Clifton base his research on?

A) What would happen if we studied what is right with people?
B) What would happen if we studied what is wrong with people?
C) What would happen if we asked people what they wanted to know?
D) What would happen if we asked experts about what they know?

Answer 2

What would happen if we studied what is right with people?

Question 3

The ICD is a publication of the

A) World Health Organization.
B) United Nations.
C) The American Psychological Association
D) The American Psychiatric Association

Answer 3

World Health Organization.

Question 4

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 5

A capacity for feeling, thinking, and behaving in a way that allows optimal functioning in the pursuit of valued outcomes is the definition of what positive psychological construct?

A) A goal
B) A strength
C) A talent
D) An ability

Question 6

Feedback from the Clifton StrengthsFinder includes how many "Your Signature" Themes?

A) One
B) Three
C) Five
D) Seven

Question 7

Which of the three measures of human strengths discussed in Chapter 3 consists of questions that focus on the individual's environment?

A) The Values in Action - Inventory of Strengths (VIA-IS)
B) The Search Institute Profiles of Student Life
C) The Personal Growth Initiative Scale
D) The Clifton StrengthsFinder

Question 8

Futuristic, Relator, and Maximizer are three of the themes assessed by which measure of human strengths?

A) The VIA-IS
B) The Search Institutes 40 Developmental Assets
C) The Clifton StrengthsFinder
D) The Personal Growth Initiative Scale

Question 9

What population is the Clifton StrengthsFinder appropriate for?

A) Adults only
B) Children and adolescents
C) Adolescents only
D) Adults and adolescents

Question 10

Over how long of a period has the VIA-IS shown satisfactory consistency and reliability?

A) 12 months
B) 1 month
C) 4 months
D) 24 months

Question 11

Psychology and psychiatry have historically been focused on pathology or conditions. What psychiatrist can be credited with attempting to shift the way healthcare professionals viewed mental illness?

A) Donald Clifton
B) Sigmund Freud
C) Karl Menninger
D) Ed Diener

Question 12

When comparing the DSM and the ICD,

A) both only classify mental diseases.
B) the DSM has a broader scope.
C) the ICD has a broader scope
D) The ICD represents an overhaul of the DSM.

Question 13

What is the common theme among the Clifton StrengthsFinder, the VIA-IS, and the Search Institute Profiles of Student Life?

A) They all identify a person's abilities.
B) They all identify a person's goals.
C) They all identify a person's talents.
D) They all identify a person's primary strengths.

Question 14

How did Donald Clifton view strengths?

A) As extensions of talent
B) As extensions of goals
C) As extensions of abilities
D) As extensions of virtues

Question 15

What are the Diagnostic and Statistical Manual (DSM) and the International Classification of Diseases (ICD)?

A) Two versions of the Physician's Desk Reference
B) Classification systems for mental illness
C) Dictionaries of positive psychology terms
D) Classification systems for medical illnesses

Question 16

Through the use of empirically-based, semi-structured interviews Donald Clifton identified hundreds of personal talents that predicted success in work and academics. Who did researchers examine in these interviews?

A) Underachievers
B) Outstanding performers in their academic or career roles and settings
C) High school students in their academic environments
D) National merit scholars

Question 17

Karl Menninger spoke of the power of the "sublime expressions of the life instinct." What did he call those expressions?

A) Caring, compassion, and trust
B) Needs, drives, and instincts
C) Pathos, eros, and thanatos
D) Hope, faith, and love

Question 18

Which of the following statements is true about the classifications and measures for evaluating strengths or positive outcomes?

A) The search Institute 40 developmental assets are a profile of student life: attitudes and behavior.
B) The values in action classification of strengths is a measurement designed for use with children.
C) The Gallup themes of talent is used to measure adult adjustment.
D) All of the above statements are correct.

Question 19

A naturally recurring pattern of thought, feeling, or behavior that can be utilized and displayed in life experiences is the definition of what positive psychological construct?

A) A talent
B) A strength
C) A goal
D) A virtue

Question 20

What is the Clifton StrengthsFinder used to identify or evaluate?

A) Aptitude
B) Talents
C) Ability
D) Knowledge

Question 21

The Clifton StrengthsFinder is designed to be used

A) for children and adolescents up to a grade 10 reading level.
B) for adolescents and adults with reading levels at grade 10 or higher.
C) for employee selection and training.
D) for evaluating mental health risk factors.

Question 22

What does the VIA Classification of Strengths promote?

A) A more strength-based approach to diagnosis and treatment
B) A positive outlook on life
C) An approach to diagnosis and treatment that assesses both strengths and limitations
D) An optimistic outlook on life

Question 23

When people are given feedback from the Clifton StrengthsFinder they are

A) encouraged to compare their profile with other people's profiles.
B) discouraged from comparing their profiles with other people's profiles.
C) encouraged to use the feedback in their personal lives and in employment situations.
D) encouraged to look at both their top five and bottom five themes.

Question 24

According to the VIA Classification of Virtues and Strengths, the emotional strengths that involve the exercise of will to accomplish goals in the face of opposition is the definition of what?

A) Courage
B) Optimism
C) Hope
D) Bravery

Question 25

According to the Search Institute, what types of variables contribute to a child's thriving?

A) Independent and dependent variables
B) Dynamic and concrete variables
C) Internal and external variables
D) Central and peripheral variables

Question 26

Why is the VIA Classification of Strengths known as "the antithesis of the DSM?"

A) Because it is a simpler classification system.
B) Because it encourages a strengths based approach to diagnosis and treatment.
C) Because it focuses on illness and pathology.
D) Because it facilitates communication across various disciplines.

Question 27

The Search Institute's Developmental Assets were conceptualized in response to what question?

A) What should children really be learning in school?
B) How can teachers facilitate optimal development in their classrooms?
C) What protects children from today's problems?
D) How do children learn from their experiences?

Question 28

How can an individual use the information obtained from the Clifton StrengthsFinder?

A) To capitalize or build upon their talents in order to improve their performance in school
B) To capitalize or build upon their talents in order to develop their strengths in particular life roles
C) To capitalize or build upon their talents in order to improve their relationships with significant others
D) To capitalize or build upon their talents in order to develop their strengths in the work environment

Question 29

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 30

Which scales on the Clifton StrengthsFinder have been found to have the lowest internal consistency?

A) Connection and Restorative
B) Woo and Self-Assurance
C) Competition and Communication
D) Harmony and Positivity

Question 31

The VIA-IS consists of strengths organized under six virtues. Which of the following are included in these six overarching virtues?

A) Love, hope, and faith
B) Assertiveness, commitment, and generosity
C) Humanity, understanding, and unity
D) Courage, justice, and transcendence

Question 32

Which classification system was originally developed to assess a positive youth development program and to define the concept of "strength?"

A) The VIA-IS
B) The Clifton StrengthsFinder
C) The Personal Growth Initiative Scale
D) The Search Institutes 40 Developmental Assets

Question 33

What is one possible benefit of the Clifton Youth StrengthsExplorer?

A) It will help youth development programs structure after school activities.
B) It will help teachers better prepare their students for graduation.
C) It will help parents recognize and better understand their child's limitations.
D) It will help youths direct their energies to maximize their potentials.

Question 34

The Clifton StrengthsFinder has been found to have convergent validity with the Big Five personality constructs. Those five constructs are

A) openness, conscientiousness, extroversion, agreeableness, and neuroticism.
B) openness, conscientiousness, extroversion, artistry, and neuroticism.
C) openness, compulsivity, extroversion, agreeableness, and neediness.
D) openness, credibility, extroversion, agreeableness, and fortitude.

Question 35

If you were to take the Clifton StrengthsFinder scale, you would be given a list of your most dominant themes. These themes are referred to as

A) Your signature themes
B) Your compelling strengths.
C) Your personality factors.
D) Your corollaries.

Question 36

According to Peterson and Seligman, one of the strengths of the VIA classification system is that it has the potential to

A) provide a common language for describing human strengths.
B) be organized to run along a parallel course with the DSM.
C) identify psychological conditions not previously categorized.
D) improve diagnostic criteria for less serious mental illnesses.

Question 37

According to the Search Institute, what is considered to contribute to the thriving of young people through common sense, positive experiences and qualities?

A) Strengths
B) Attributes
C) Goals
D) Virtues

Question 38

Your textbook includes a sample printout from the Your Signature Themes report for one of your authors. According to the characteristics in this report, Shane Lopez is delighted to discover beneath the complex surface and elegantly simple concept to explain why things are the way they are. This concept refers to

A) arranger.
B) strategic.
C) ideation.
D) maximizer.

Question 39

According to the VIA Classification of Virtues and Strengths, civic strengths that underlie healthy community life is the definition of what?

A) Honesty
B) Integrity
C) Justice
D) Honor

Question 40

Which scale on the Clifton StrengthsFinder has been found to have the highest internal consistency?

A) Connection
B) Restorative
C) Consistency
D) Woo

Question 41

Which of the following characteristics is NOT a problem when attempting to measure strengths in other cultures?

A) Linguistic equivalence.
B) Metric equivalence.
C) Reliability equivalence.
D) Construct equivalence.

Question 42

When attempting to measure strengths in other cultures, measures may not reflect a culturally normative understanding of the particular construct. This potential problem refers to the issue of

A) construct equivalence.
B) linguistic equivalence.
C) metric equivalence.
D) ethnocentric equivalence.

Question 43

The concept of subjective well-being is equivalent to the concept of

A) emotional well-being.
B) psychological well-being.
C) social well-being.
D) existential well-being

Question 44

In the Developmental Asset framework, those personal characteristics and behaviors that stimulate the positive development of young people are considered what type of assets?

A) Internal assets
B) Dynamic assets
C) Intrinsic assets
D) External assets

Question 45

The question "what protects children from today's problems" was the question that drove the development of

A) the Gallup Themes of Talent.
B) the Values in Action Classification of Strengths.
C) the Search Institute's 40 developmental assets
D) Ryff and Keyes' Dimensions of Well-being

Question 46

When a researcher from one culture attempts to take measurements in another culture, they risk setting up deficit models. This means that

A) certain groups might be thought not to possess a given strength.
B) they might miss crucial information about the construct.
C) they might fail to ask questions in a culturally relevant way.
D) all of the above are risks.

Question 47

When using measures of psychological strength, it is important to

A) keep the testing equivalent from one culture to another.
B) remembers take gender differences into account.
C) separate internal assets from dynamic assets.
D) understand the role that culture plays in the definition of what a strength is.

Question 48

In the Search Institute's Developmental Asset Scale, internal assets are those which

A) the child receives through biological endowment.
B) the child gains through interactions with people and institutions.
C) stimulate the positive development of young people through personal characteristics and behaviors.
D) The child receives through the family environment.

Question 49

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

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

Question 50

In the Developmental Asset framework, positive experiences that young people gain through interactions with people and institutions are considered what type of assets?

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

Question 51

In the well-being model proposed by Ryff and Keyes, which of the following is true?

A) They include 40 developmental assets, divided into internal and external.
B) They include 34 signature themes.
C) They identified 24 strengths, organized under six overarching virtues.
D) They suggest six components in a multidimensional model, conceptualizing positive functioning.

Question 52

Which of the three measures of human strengths discussed in Chapter 3 cannot be taken online?

A) The Search Institute Profiles of Student Life
B) The Values in Action - Inventory of Strengths (VIA-IS)
C) The Clifton StrengthsFinder
D) The Personal Growth Initiative Scale

Question 53

According to Keyes, a person who has no mental illness but has low levels of well-being is described as

A) flourishing.
B) wallowing.
C) languishing.
D) malingering

Question 54

What components are included in Keyes' model of social well-being?

A) Acceptance, understanding, and unity
B) Coherence, integration, and actualization
C) Satisfaction, the pursuit of happiness, and the absence of negative events
D) Satisfaction, positive affect, and the absence of negative affect

Question 55

When researchers suggest that it is important to keep in mind construct equivalents in evaluating strengths, they mean that

A) men and women define strengths differently.
B) Different cultures define different concepts differently.
C) both internal and external strengths should be considered.
D) constructs from new scales should be equivalent to the constructs in older scales.

Question 56

Self-acceptance, personal growth, purpose in life, environmental mastery, autonomy, and positive relations with others are components of whose model of psychological well-being?

A) Ryff's
B) Clifton's
C) Menninger's
D) Gallup's

Question 57

What three structures make up the construct of emotional well-being?

A) Life, liberty, and the pursuit of happiness
B) Satisfaction, the pursuit of happiness, and the absence of negative events
C) Satisfaction, positive affect, and the absence of negative affect
D) Autonomy, social support, and good health

Question 58

If you were to overhear a conversation between two positive psychologists discussing human strengths, what would you likely hear them say?

A) Individuals who are at risk also tend to be resilient.
B) Identifying pathology is as important as identifying human strengths.
C) The DSM is useful in classifying human strengths.
D) Human strengths are the active ingredients of positive living.

Question 59

In the Search Institutes Developmental Assets Scale, external assets are those which

A) the child gains through interactions with people and institutions.
B) stimulate positive development of young people through personal characteristics and behaviors.
C) society gives the child through education and vocational training.
D) all outside of the child's original family environment.

Question 60

What positive psychologist would conceptualize complete mental health as the combination of high levels of emotional well-being, psychological well-being, and social well-being?

A) Clifton
B) Menninger
C) Keyes
D) Ryff

Question 61

Many mental illnesses present themselves differently across cultures. For example, some populations experience depression as bodily aches and pains, like stomachaches, backaches, or headaches, where as people from Western cultures tend to experience depression as a sense of despair or worthlessness. What strengths do you think might manifest differently across cultures? How might these strengths look different?

Question 62

Which of the following positive outcomes is associated with school, work, and civic contributions?

A) Teaching children how to be multi-culturally competent.
B) Teaching children to become autonomous in their functioning.
C) Teaching children to develop a spiritual love the reflect selflessness and altruism.
D) Teaching children to be socially, emotionally, and physically skillful.

Question 63

The ways of classifying strengths discussed in Chapter 3, have largely been conceptualized with Western values and ideals in mind. How do you think the strengths measures discussed in chapter four would hold up across different cultures? Specifically, what strengths do you think would be emphasized or more prominent in other cultures?

Question 64

What are the positive outcomes associated with play?

A) Play allows us to re-enact our childhood traumas and work through unresolved issues.
B) Children learn through play. Play is the child's work.
C) Play allows a child to have fun and is an outlet for childhood creativity.
D) Play allows us an opportunity to practice the social, emotional, and physical skills needed in everyday life.

Question 65

When researchers are using techniques to measure differences between people, this approach is called

A) ideographic.
B) nomothetic.
C) semantic differential.
D) Likert type differences.

Question 66

You are a researcher who is interested in conducting cross-cultural research. Discuss the various challenges in adapting your measurement technique for a different culture, with particular emphasis on what problems are likely to develop, and what to watch for when interpreting data from a different culture.

Question 67

In this chapter we learned how one of the authors of this book capitalized on his strengths. Take the Clifton StrengthsFinder and the Values in Action-Inventory of Strengths. Identify your top two strengths from each measure. Think of ways that you can intentionally use or capitalize on each of these strengths in your everyday life. How do you think this will affect your life and your relationships with others?

Question 68

Discuss the factors that are likely to maximize a child's ability to thrive as discussed by Search Institute researchers. Be sure to include at least two examples of an internal asset and two examples of an external asset.

Question 69

What is most characteristic of agape love?

A) Selflessness
B) Selfishness
C) Passion
D) Trustworthiness

Question 70

Techniques that explicate between-person differences are called ___________, while those that explicate within-person differences are called _____________.

A) nomothetic; ideographic
B) ideographic; nomothetic
C) ideographic; constitutional
D) nomothetic; idiosyncratic

Question 71

What is another common term for romantic love?

A) Agape
B) Platonic Love
C) Passionate love
D) Erotic Love