2025 Volume 28 Issue 1 Pages 86-96
[Purpose]
For junior high school students (students), accepting one’s positive aspects is as important as accepting negative aspects. We focused on accepting strengths, which are the positive aspects of oneself. This study sought to develop a psychoeducational program that emphasizes strengths and activities in pairs and groups, and to determine whether the program promotes the acceptance of strengths in students.
[Methods]
Participants were students (grades 7–9). The intervention and control groups were established for each class. The psychoeducational program consisted of (1) learning about psychological strengths, (2) focusing on the strengths of others, (3) focusing on one’s own strengths, and (4) using one’s own strengths. The program was conducted twice a week over a two-week period. The control group received classes on regular morals and special activities. Participants completed the Strengths Acceptance Scale, the Focusing on Strengths Scale, the Strengths Use Scale, and reflection sheet.
[Results]
Changes during the intervention were analyzed using a 2×2 (condition × time) mixed analysis of variance. In the intervention group, scores on the acceptance of strengths and focusing on self-strength were improved. The reflection sheet revealed that the intervention group was more aware of their own and others’ strengths than the control group.
[Discussion/Conclusion]
The effects of the psychoeducational program were examined based on changes in scores on each scale and reflection sheets. Participants were able to focus on their strengths without comparing themselves to others and belittling themselves. In addition, the usefulness of the program in the classroom was discussed.
