Berry Street Web Docs Berry Street School Practice Approach | Page 16

Trauma-informed positive Character
Theory/Rationale
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Goal attainment is significantly increased when goals are self-concordant (that is,
aligned to one’s enduring values) (Sheldon & Elliot, 1999).

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Identifying and deliberately practicing one’s signature character strengths allows a
student to live according to their values (Park, Peterson, & Seligman, 2004).

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Curriculum that incorporates character strengths increases levels of school
performance, achievement, and wellbeing (Shoshani & Slone, 2012).

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Character strengths:
o are widely recognised across cultures
o contribute to one’s fulfilment
o are valued intrinsically and not for outcomes
o do not diminish others
o can be embodied by paragons or individuals who exemplify the given
strength (Peterson & Seligman, 2004).

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Hope is when a person’s cognitive, emotional, and motivational attitude towards the
future is optimistic, future minded, and future oriented.

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A hopeful mindset is a positive motivational state based on agency (willpower, goal
directed energy, and determination) and pathways (waypower, multiple pathways to
reach one’s goals) (Snyder, 2000).

Campus Examples
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Values sorting and character in literacy class.

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Dual-purpose lesson planning allows for lessons to have both an academic focus and
a character focus (for example, students can learn literacy skills while studying
stories of resilience in history).

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Character frames conversations, debriefs, and reflections with students.