Management Accounting Assignment Sample

• Subject Name : Management Accounting

Introduction

Character refers to the characteristics within entities that lead them to aspire and to achieve success. Character is important in all spheres of life as it drives people to do the right thing, and the correct thing may be successful and beneficial (Peterson & Park, 2006). Character strengths are the fundamental basis of an appropriate life-long and prosperous development. Good character is not a single entity, but instead is a combination of positive features demonstrated within one's ideas, emotions, and actions (Park & Peterson, 2009). This paper provides an outline of the features of the qualities of character that are significant and helpful in the creation of positive psychology.

Character Strengths

Dr. Chris Peterson headed a 40-person team over three years to fully appreciate the character and its representations. Alongside Dr. Martin Seligman, Dr. Peterson also published an 800-page study book entitled Character Strengths and Virtues (Peterson and Seligman, 2004). This book describes that: 24 characteristics of a character are apparent throughout the most powerful forms of thinking throughout the human mind, extensive proof of all 24 characteristics that occur across time and throughout all cultures of the world, and all 24 strengths of character inhibit in every person.

From courage and forgiveness to honesty and thankfulness, these abilities of character are the foundation of the Positivity Project model. Having children informed that each of them has all 24 qualities of character offers the basis for true self-confidence rooted in self-awareness (such as integrity, love, kindness, creativity, perseverance, amongst others). Around the same moment, it aids children in having a better understanding of why everyone is different and how to understand the differences. Except for the height, weight, or color of skin, the character is all that which can't be seen with the naked eye. Therefore, knowing and analyzing it — especially in other people — requires a context for coherent analysis and discourse.

Character strengths are not for avoiding the negative. Instead, they help us resolve the unbearable adversities of life. For example, one can't be bold without first experiencing fear; one can't display perseverance without first trying to quit; one can't show self-control without first being compelled to do something one realizes they are not allowed to do.

Character strengths are described as positive attributes that represent our thoughts and feelings; which are the beneficial qualities that support people in their everyday encounters (Park,Peterson & Seligman, 2004). Our strengths operate in degrees and maybe qualitatively assessed by the human attributes that come within the category of positive strengths (Peter, Petersons & Seligman, 2004). Character strengths are much like matured muscles; they can be built and improved over time by experience in varying conditions. If we do not devote adequate time and energy to these attributes, it is overlooked or diminished, so it has less control over our personality. Usually, an individual represents a variety of strengths at a time; signature strengths that are unique attributes that they know are thoroughly expressed, recognized, admired, and even exercised (Procter et al., 2011).

Good therapeutic approaches, concerning the strengths of character, demonstrate a connection with pleasure by evaluating the enjoyment and well-being of life since its absorption. Life satisfaction is primarily a product of the individual's evaluation of their life and how happy they are with it (Diener, 2000), that covers the extent of psychiatric and social issues, such as depression and abusive relationships. Subsequent and enhanced awareness of the character strengths can help people improve their well-being and life satisfaction, identify strengths that allow individuals to practice and use them (Huta & Hawley, 2010).

Character strengths based on strategies have found that people that incorporate abilities in a different way every day have long-lasting impacts on satisfaction, a substantial improvement in well-being, and a large reduction in depressive symptoms (Sin & Lyubomirsky, 2009). Over time, these long-term consequences of emotional well-being have often been tested to shield participants against depressive emotions, tension, and the emergence of psychiatric disorders (Seligman et. al, 2009). This made the researcher more optimistic and comfortable, contributing to further actions of altruism and higher graduation in the case of students (Hodges & Harter, 2005).

Most of today's work on character strengths focus on adolescents, given the recognized relevance of childhood and adolescence to character formation. Character strength studies have demonstrated that it encourages social growth and avoids psychopathology. It was observed that teenagers with higher rates of zest, desire, and confidence have lower levels of anxiety and depression in comparison to their counterparts with lower levels of these strengths. Other findings of the study suggested that the strengths of adolescent character contribute to well-being (Gillham, et al, 2011). Research demonstrates that enlightenment (e.g. happiness, value, and hope) increases personal fulfillment, illustrates the significance of youth cultivating meaningful partnerships, building visions, and seeking a sense of intent.

Character strength research typically uses a type of measure to determine the signature characteristics of individuals; what they do in their lives to sustain a degree of well-being. Park, Petersons & Seligman (2004) used the Value in Action Inventory of Strengths (VIA) framework, population problems, and then satisfaction life scale (SWLs) on internet-based participants; specifically, websites linked to positive psychology. In comparison, Donald Clifton and his colleagues have developed and used the Clifton strength finder (Clifton et al., 2006) to assess the college students.

In comparison, Proctor et al. (2011) used-acceptable strength-based workouts for their school-aged respondents. Therefore, the assessments carried out were adapted to the capability of the respondent to gage an objective interpretation. The research ranged from strength-based assessments to strength-based services and thereby offered several methods to assess the degree to which an improvement in well-being has taken effect.

Positive Psychology

Positive psychology is a systematic analysis of specific human qualities and values. Positive psychology aims to explain how an individual continues to live, respond to stress while retaining a degree of mental well-being (Compton & Hoffman, 2013). The goal is to recognize and cultivate the qualities that allow and contribute to the well-being and optimal functioning of people, groups, and institutions (Gable & Haidt, 2005). Positive psychology, however, relies on the average individual to figure out what is correct and what requires changes (Compton & Hoffman, 2013). As individuals encounter several challenges that can contribute to depression within their psyche; they tend to respond in highly imaginative ways by utilizing various variables that enable them to feel good and function well.

Psychology typically explores what's wrong with, what can go wrong with the human mind throughout their experiences in life. This fascination is defined as a negative attitude, with the emphasis and concentrates on the negative only. It is understood that humans consider negativity fascinating; it is rooted in our genetics, which in the past might have enabled our species to thrive (Brain, 2016). However, positive psychology aims to create the best characteristics inside us instead of fixing the worst in the lives of the individual (Seligman & Csikszentmihalyi, 2000).

It should be remembered that the various approaches employed in each sample, both by administering the research as well as the process of sourcing respondents, could have theoretically influenced the findings. Concerning internet-based recruitment (Park, Petersons & Seligman, 2004), there is a possibility that the respondent might already have awareness of positive psychology, provided that they had positive psychology, knowledge with Seligman's research that obstruct the goal of concentrating on the ordinary individual and how they cope with life. Overall limitations resulting in bias include the strategy to obtain participants in the research, for example, if this is online, therefore, the respondent has access to a computer and the Internet.

For the applicant to partake in the survey itself, they must still have unique character strengths that make them decide to visit the particular location and complete the user sample evaluation or questionnaire (Park, Petersons & Seligman, 2004). Many potential drawbacks of research involve the risk that people might not be correctly performing the study or program, or that they might be disturbed negatively at different moments. Limitations such as these must be acknowledged provided that emotional processes cannot be managed as well as full awareness.

Considering the challenges people face as a community: physically, emotionally, and mentally, positive psychology with repeated sensory and psychological stimulation in their culture is proven to be important. Positive psychology and more precisely positive approaches in thinking offer the people the means through which they can maintain and improve the good in their lives, as well as to manage the negative. The discipline can once again concentrate on its initial goal of building character strength through the emergence of positive psychology. Character strength intervention was only one of the many methods that can be used to create psychological strength. There is a strong connection between therapy and wellbeing, indicating that it is feasible for someone who tries treatment with the help of Positive Thinking to improve health and life satisfaction.

Conclusion

Thus, it can be concluded that Character Strengths are the constructive components of the personality of an individual that influences how you feel, think and act and are the key to developing the individual in his or her best self. They are good for an individual as well as for the community as a whole if implemented effectively. They're different from the other attributes that a person possesses, such as their special skills, gifts, preferences, and wealth, since the character strengths show the true self of the person, who they are. Additionally, everyone can think positively, they only have to condition themselves to do so. Furthermore, character strength helps an individual in developing positive thinking.

References

Brain, N. (2016). Wellbeing & Performance. Lecture, University of Melbourne.

Clifton, D., Anderson, E. & Schreiner, L. (2006). StrengthQuest: discover and develop your strengths in academics, career, and beyond. Gallup Press.

Compton, W., & Hoffman. E. (2013). Positive psychology (pp. 1-9, 20-21). Belmont, CA: Wadsworth Cengage Learning.

Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national index. American Psychologist, 55 (1), 34-43.

Gable. S., & Haidt, J. (2005). What (and why) is positive psychology? Review of General Psychology, 9 (2), 103-110.

Gillham, J., Adams-Deutsch, Z., Werner, J., Reivich, K., Coulter-Heindl, V., Linkins, M., Seligman, M. (2011). Character strengths predict subjective well-being during adolescence. The Journal of Positive Psychology, 6(1), 31-44.

Hodges, T., & Harter. J. (2005). A review of the theory and research underlying the strength quest program for students. Educational Horizons, 190-201.

Huta, V., & Hawley, L. (2008). Psychological strengths and cognitive vulnerabilities: are they two ends of the same continuum or do they have independent relationships with well-being and ill-being? Journal of Happiness Studies, 11 (1), 71-93.

Park, N., & Peterson, C. (2009). Character strengths: Research and practice. Journal of college and character, 10(4).

Park, N., Peterson, C. & Seligman, M. (2004). Strengths of character and wellbeing. Journal of Social and Clinical Psychology, 23 (5), 603-619.

Peterson, C., & Park, N. (2006). Character strengths in organizations. Journal of Organizational Behaviour: The International Journal of Industrial, Occupational and Organizational Psychology and Behaviour, 27(8), 1149-1154.

Peterson, C., & Seligman, M. E. (2004). Character strengths and virtues: A handbook and classification (Vol. 1). United Kingdom: Oxford University Press.

Proctor, C., Tsukayama, E., Wood, A., Maltby, J., Eades, J., & Linley, P. (2011). Strengths gym: the impact of a character strengths-based intervention on the life satisfaction and well-being of adolescents. The Journal of Positive Psychology, 6 (5), 377-388.

Seligman, M., & Csikszentmihalyi, M. (2000). Positive psychology. An introduction. American Psychologist, 55 (1), 5-14.

Seligman, M., Ernst, R., Gillham, J., Reivich. K. & Linkins, M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35 (3), 216-311.

Sin, N., & Lyubomirsky, S. (2009). Enhancing well-being and alleviating depressive symptoms with positive psychology interventions: a practice friendly meta-analysis. Journal of Clinical Psychology, 65 (5), 467-487.

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