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Instructional Technology - International Education - Wellness

Category: Character Strengths (page 1 of 7)

The Well-Being Navigator: An Overview

December 6, 2025 / / 0 Comments

Overview

This wellness app for students, rooted in Positive Psychology, can be developed into a rich, engaging platform that not only supports personal growth but also fosters a community of learner-practitioners focusing on their character strengths and PERMAH well-being pillars (Positive Emotion, Engagement, Relationships, Meaning, Accomplishment, and Health).

Here’s an a vision of the app:

Personalized Student Profiles and Dynamic Check-Ins

Each student’s profile serves as a personalized dashboard reflecting their journey with character strengths within the PERMAH pillars. Daily check-ins prompt students to reflect on which of the 24 Character Strengths they activated across the PERMAH pillars, encouraging mindfulness and self-awareness. These check-ins can use adaptive prompts tailored to recent student activity or mood or emotions, helping deepen connection to their growth.

Goal-Driven Planning and Tracking

The app includes a powerful planning feature where students set specific intentions on how to practice Character Strengths in various life areas—school projects, co-curricular activities (sports, theater, clubs), social interactions, and personal pursuits. The planning tool supports SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound) and integrates calendar reminders or notifications to motivate follow-through.

Interactive Badging System with Graduated Mastery Levels

The badging system visually tracks progress through levels of mastery for each Character Strength:

  • Explorer: A light color or simple design indicating initial exploration and understanding
  • Practitioner: A richer color showing active engagement
  • Integrator: A vibrant and full color and symbol demonstrating wide strength use
  • Fluent: A distinctive, polished design symbolizing advanced competence and confident application in real-life actions across the PERMAH pillars

Form a student team to design the badges along with the a naming protocol. This example is just one possible approach. 🙂

Badges could include detailed micro-credentials accompanied by brief prompts or reflections for students to document examples of how they demonstrated each strength in specific activities or situations. This strengthens metacognition and provides evidence of learning.

Integration with Real-World Activities and Learning Modules

The app could integrate project-based learning prompts or challenges aligned with each character strength and PERMAH pillar. For example, a theater project might focus on “Teamwork” (Relationships) and “Creativity” (Engagement), encouraging students to apply and reflect on these strengths. Similarly, sports could link to “Perseverance” (Accomplishment) and “Self-Regulation” (Health). These modules help contextualize strengths in meaningful experiences.

Community and Social Features

To enhance motivation and peer support, the app could enable students to share achievements, badges, and reflections in a moderated community space or in small groups. Peer encouragement and mentorship shine a spotlight on strengths development, creating a culture of positive psychology practice. Leaderboards or “strengths challenges” can foster friendly competition without pressure.

Staff and Guardian Insights

Teachers and guardians can access aggregated, anonymized dashboards to understand overall class or group well-being trends, strengths engagement patterns, and areas for support. This enables timely interventions and personalized encouragement while respecting privacy.

Ongoing Feedback and Adaptive Learning

The app leverages data analytics to offer personalized feedback and adaptive suggestions—for instance, if a student rarely practices “Gratitude” (Positive Emotion), the app might prompt small gratitude exercises or suggest related activities. This ensures that development is balanced across strengths and PERMAH pillars.

Wellness Resources and Reflection Tools

Embedded resources such as short educational videos, guided meditations, journaling prompts, and mindfulness exercises support deeper understanding and practical use of character strengths. Reflection tools encourage students to summarize growth, setbacks, and learnings linked to their badges and goals.

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The Well-Being Navigator: The Check-In Flow

December 6, 2025 / / 0 Comments

Daily Strengths Check-In Flow

The goal of this flow is to log an activity, identify the strength used, and show the student how it connects to their overall well-being (PERMAH).

Step 1: The Daily Prompt (Home Screen)

  • Design Element: A large, prominent button or card on the main dashboard labeled: “Log Your Strengths Today” or “Daily Check-In.”
  • Time Saver: If the student has an active Strengths Challenge (from their planning section), the prompt could be: “Did you use [Targeted Strength, e.g., Perseverance] on your [Targeted Goal, e.g., Math Homework] today?”

Step 2: What Did You Do? (Context)

  • Instruction: “Choose the activity or area of life where you intentionally used a strength.”
  • Input Method (Quick Select):
    • School: (e.g., In Class, Studying, Co-Curricular, Project/Group Work)
    • Personal: (e.g., Family Time, Friendships, Personal Hobby/Interest, Chores/Responsibilities)
    • Open Text/Custom: Allows the student to type in a specific activity.
  • Example Selection: The student taps Co-Curricular.

Step 3: Which Strength Did You Engage? (Core Action)

  • Instruction: “Think about the action you took. Which Character Strength did you use successfully?”
  • Input Method (Visual/Searchable Grid):
    1. Display all 24 Character Strengths as visually distinct icons/cards.
    2. Highlight: Signature Strengths (Tier 4 or high VIA score) are displayed first and emphasized (e.g., slightly larger or brighter border) to encourage their use.
    3. An optional search/filter bar (e.g., Filter by Wisdom or Courage virtues).
  • Interaction:
    1. The student taps the icon for Teamwork.
    2. (Optional Detail Prompt:) A small text box appears: “Briefly describe the action (e.g., I helped organize the defense strategy).”

Step 4: The PERMAH Feedback Loop (Education)

  • Instruction: (App-Generated, Non-Editable)
  • Display: A dynamically generated confirmation and educational statement.
    • Confirmation: “Great work! By intentionally using Teamwork, you are boosting your overall well-being!”
    • PERMAH Breakdown: Show the icon/initials of the PERMAH pillars connected to that strength.
      • Teamwork is primarily linked to:
        • R (Relationships) Working well with others.
        • E (Engagement) Being fully absorbed in a group activity.
        • A (Accomplishment) Achieving a goal together.
    • (Optional Callout:) A brief definition of one related PERMAH pillar. E.g., “Relationships means having supportive and meaningful connections with others.”

Step 5: Badging & Confirmation

  • Display: “Check-In Complete!”
  • Progress Visualization:
    • Show the Teamwork badge icon.
    • If the check-in triggered a badge advancement (e.g., from Explorer to Practitioner), a small animation/celebration appears: “🎉 Congratulations! Your Teamwork badge is now a Practitioner!”
    • Show the student their current tally for that strength: (e.g., Teamwork Uses: activations needed for the next tier.)
  • Next Step Options:
    • “Go to Strengths Journal” (To reflect more deeply)
    • “Plan a New Challenge”
    • “Done” (Returns to Home Screen)

Key Design Principles

  1. Low Friction: Steps are primarily tap-based with minimal required typing.
  2. Immediate Feedback: The PERMAH education and badge progress are shown instantly to reinforce the value of the action.
  3. Positive Reinforcement: Use visuals, color, and congratulatory language throughout the process.

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The Well-Being Navigator: Digital Wellness Module with PosPsych

December 6, 2025 / / 0 Comments

Digital Wellness Module with a Positive Psychology Approach

This digital wellness module based on Positive Psychology operates on the principle that technology use is only well-being enhancing if it is intentional and aligned with constructive uses while leaving some room for leisure activities.

1. Core Digital Check-In: Intent vs. Reality

The digital check-in is a separate, quick daily log that forces metacognition about screen time.

Feature Description Character Strength Connection
Intentional Log-In Before opening a major app (Social Media, Gaming, Streaming), the student is prompted by the app: “What is your intended CS Goal for this session?” (e.g., Use Curiosity to research college programs or Use Kindness to wish my friend happy birthday). Forces the proactive use of a CS to frame the activity as Meaning (M) or Accomplishment (A), not just leisure.
Digital Strength Timer The student chooses an allotted time limit (e.g., 15 minutes) for the designated CS Goal. If they use a companion device feature (like screen time limits on iOS/Android), the timer is connected. Engages Self-Regulation and Prudence. Successfully adhering to the timer results in a micro-badge boost toward these strengths.
Reality Check-Out When the timer expires or the app is closed, a prompt appears: “Did your session align with your initial CS Goal?” (Yes/No/Partially) and “Was the activity predominantly Leisure, Learning, or Connection?” Encourages reflection using Judgment/Critical Thinking. If they went over the limit, it flags a need for greater Self-Regulation.

 

2. The Strengths-Based Digital Challenges

This section provides structured, time-bound challenges that explicitly leverage a character strength through technology use, reframing the technology as a tool for personal growth.

 

Character Strength Digital Challenge Example PERMAH Pillar Focus
Curiosity The Research Deep Dive: Spend 30 minutes using a search engine to learn about a topic unrelated to school or homework. Log three new facts you learned. Engagement
Kindness The Positive Comment Blitz: Leave 5 genuine, non-flattering, supportive comments on social media posts of classmates/friends (e.g., complimenting their work, character, or efforts). Relationships, Positive Emotion
Prudence / Self-Regulation The Weekend Lock-Down: Use the app’s control feature to restrict all non-essential apps for a specific 4-hour window on a Saturday/Sunday to focus on an offline activity. Log the activity afterward. Accomplishment, Engagement (in the offline task)
Gratitude The Digital Thank-You: Send a personalized text or email to a teacher, mentor, or parent expressing thanks for a specific recent action or piece of advice. Relationships, Positive Emotion
Creativity The Digital Creation Project: Use a creative app (video editor, drawing app, music maker) for 45 minutes to produce one original, non-school-related piece of content. Engagement, Accomplishment

 

3. “Digital Shadow” Analysis and Feedback

This feature provides data visualizations to help the student understand their digital habits in relation to their strengths profile.

  • Strength-to-App Mapping: The app integrates with device screen time data to show a pie chart:
    • “High Leisure Apps” (e.g., social media, video streaming) vs.
    • “High Growth Apps” (e.g., educational platforms, reading apps, journaling).
    • Feedback Example: “You spent 6 hours this week on High Leisure Apps. How could you apply your Signature Strength of Zest to make 2 of those hours more active/productive next week?”
  • The “Digital Drain” Alert: If the student’s daily check-in logs a high level of Negative Emotion (PA) and the screen time tracker shows excessive use of one specific app, the app suggests a targeted intervention: “Excessive use of [App Name] may be draining your Hope strength. Try replacing your next session with a Kindness challenge.”

4. Digital Wellness Badge Tiers

A separate badge system exists within the Digital Flourishing Module, encouraging consistency in intentional technology use.

  1. Digital Explorer: Completes the Intentional Log-In 10 times.
  2. Digital Practitioner: Successfully completes 5 Strengths-Based Digital Challenges.
  3. Digital Integrator: Maintains a “Growth App” usage higher than “Leisure App” usage for one continuous month, demonstrating true self-regulation.
  4. Fluent: The individual student designs the criteria.

This framework transforms digital wellness from an abstinence model into a proactive, character-driven tool that emphasizes self-control and the intentional application of personal strengths for growth.

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The Well-Being Navigator: Digital Wellness Module with Values

December 6, 2025 / / 0 Comments

Digital Wellness Module with a Values Approach

This version of the digital wellness module moves beyond individual Character Strengths to connect the student’s daily actions with their deepest personal and family values.

1. Initial Setup: Discovering and Defining Values

The first time the student enters this module, they are guided through a process to articulate their core values.

A. Student Values Clarification

  • Prompt: The app provides a curated list of values with explanations and examples (e.g., Honesty, Respect, Community, Innovation, Faith, Growth).
  • Action: The student selects their Top 5 Personal Values.
  • Integration: For each selected value, the app prompts: “Which 1-2 Character Strengths do you think you need to use most often to live out this value?”
    • Example: If the value is Honesty, the student might link it to Authenticity and Integrity.
    • This explicitly connects the why (Value) to the how (Strength).

B. Family Values Input

  • Prompt: “What are the core values your family strives to live by?”
  • Action: The student either selects from a list or custom-inputs up to 3 Family Values (e.g., Hard Work, Loyalty, Service).
  • Verification: The app suggests a simple “Family Check-In” action: “Talk to a parent/guardian about these 3 values and confirm their importance.” (This integrates the family immediately.)

2. Daily Check-In Enhancement (Values Layer)

The standard daily check-in (What did you do? Which strength?) is now enhanced with a values layer.

  • New Layer: After selecting the activity and the Character Strength (CS), a new prompt appears: “Did this action align with one of your Personal or Family Values?”
  • Action: The student selects the relevant value (or selects “No”).
  • Feedback/Reflection: If a value is selected, the app prompts a brief journal entry: “How did using [Character Strength, e.g., Love of Learning] help you honor your value of [Value, e.g., Growth] today?”

This process maximizes Meaning (M) within the PERMAH framework, showing the student that their actions have depth beyond simple achievement.

3. Values-Driven Strengths Challenges

The “Strengths Challenges” are modified to be rooted in a specific value, creating more compelling and resonant goals.

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Values-Driven Challenge Type Example CS & PERMAH Focus
Living My Value Challenge: Choose your top Personal Value (Respect). For 5 days this week, intentionally show respect to someone you usually struggle with (e.g., a difficult sibling or a teacher). Relationships, Kindness, Social Intelligence
Honoring My Family Challenge: Choose a Family Value (Hard Work). Use the strength Perseverance to tackle the most difficult piece of homework or a household chore without complaining. Accomplishment, Positive Emotion (Pride)
Strengths Conflict Resolution Challenge: If your value of Community conflicts with your value of Independence, how do you use Prudence or Judgment this week to balance a group project deadline with your need for alone time? Engagement, Judgment, Prudence

 

4. Values-Based Feedback and Badging

The badging system is complemented by a “Value Score” and a dedicated Values Badge.

A. Values Badge (The North Star)

  • Value-In-Action Badge: This is a single, central badge that represents the student’s dedication to living all their declared values.
  • Tiers:
    1. Values Explorer: Logged a minimum of 10 actions aligned with any declared value.
    2. Values Practitioner: Successfully completed 3 Values-Driven Strengths Challenges.
    3. Values Integrator: Student uses the value 15 times and links its use to a specific goal in the planning section. 
    4. Fluent: Student accumulates 30 uses or uses the value consistently for 6 months

B. Family Values Report

  • The app generates a simple monthly report: “Your Top 3 Strengths Used to Uphold Family Values.”
  • Example: This month you used Honesty 7 times and Teamwork 5 times to uphold the Family Value of Loyalty.
  • Sharing Feature: This report includes a toggle button: “Share this Family Values in Action Report with a Guardian,” encouraging positive family dialogue.

This values focus ensures the student’s efforts are deeply rooted in what truly matters to them and their family, fostering greater internal motivation and lifelong well-being.

Leaving International Education – A Guide

September 9, 2025 / / 0 Comments

Exploring Pathways Beyond International Teaching

Deciding to leave international education can feel overwhelming. This guide offers one approach to help you plan for and feel more in control of the process. Before diving into practical steps, it’s essential to reflect deeply on your distinctive experience as an international educator (IE). This understanding will help you plan effectively and transition smoothly into the next chapter of your life.

What Does It Mean to Be an International Educator?

Being an IE is about far more than just teaching—it’s an enriching, multifaceted journey and lifestyle that shapes both your professional skills and personal growth. To better appreciate what you may be leaving behind, take a moment to consider your experiences from multiple angles.

In-School Experiences: What International Educators Commonly Encounter

  • Diverse Student Populations: While it’s no longer accurate to assume all international schools have globally mixed student bodies, many still serve a blend of host country nationals and international students, each bringing varied cultural perspectives that enrich your teaching.
  • Student Motivation & Parental Support: Generally, students at international schools tend to be motivated learners, backed by families who appreciate and support educators.
  • Professional Development: Many international schools invest heavily in teacher growth through workshops, expert-led presentations and small group work, and individually funded professional development opportunities.
  • Leadership & Collaboration: Whether it’s committee work, curriculum design, or stepping into leadership roles, international schools offer ample chances to broaden your professional scope.
  • Co-curricular Programs: From arts and athletics to academic clubs and community service, there’s a vibrant array of activities that engage students—and teachers—beyond the classroom.
  • Experiential Learning & Travel: Outdoor education and travel programs expose you and your student to learning adventures both within the host country and abroad.
  • Wellness Initiatives: A growing emphasis on wellness supports both students and staff, helping to create a healthy and balanced environment.

Out-of-School Experiences: Life as an International Educator Beyond the Classroom

  • Cultural Exploration: You gain firsthand exposure to new languages, cuisines, arts, music, and customs, developing a broader global perspective.
  • Global Awareness: Living abroad enriches your understanding of social, political, and economic issues from multiple viewpoints.
  • Travel Opportunities: Whether exploring your host country or venturing internationally, travel becomes a natural part of your lifestyle.
  • Financial and Lifestyle Benefits: Many international educators enjoy a lower cost of living, housing stipends, competitive health insurance, and other financial perks.

Community: A Special Blend of Professional and Personal Connections

  • School as a Social Hub: International schools often serve as epicenters of community life.
  • Close Colleague Relationships: Your colleagues often become like family, as professional and social lives intertwine.
  • Weekend Engagement: From coaching sports teams to supporting student performances, weekends frequently involve deep community engagement with families and staff.
  • Shared Celebrations: Sporting events, concerts, plays—and more—are moments where school families and educators come together and celebrate.

Resources to For Reflection

As you contemplate this important transition, consider tapping into our podcasts, blog posts, and videos dedicated to the international education experience. These resources can provide invaluable perspectives on what makes the role so transformative—and how to pivot thoughtfully to what comes next.

Podcasts

  • Foundational Series of Episodes – This list provides links to all the Foundational Series of podcast episodes which outline many of the special characteristics of teaching internationally. 
  • What Does It Mean to be An International Educator? (Episode 39) – We interviewed Sandy Sheppard about her article on this topic. 
  • After the Bell: Co-Curricular Activities Unpacked, With Nick DeForest of the Globetrottin’ ADs (Episode 56) – Nick paints the picture of how special co-curricular activities can be in international schools. 
  • Tales From a Trio of Intrepid Educators: Adventures and “Lessons Learned” as Told by a Panel of Veteran International Educators (Episode 66) – Our panel describes life as international teachers. 
  • Service and Outdoor Learning – Integrating Outdoor Education and Learning Outcomes with Zack Beaty (Episode 22) and Fostering Global Learning (Episode 71) with LeeAnne Lavender – Zack and LeeAnne share how special programming outside of the regular curriculum abounds in some international schools. 
  • Get Well Soon(ish)! Laying the Groundwork for Much-Needed, Sustainable, Holistic Wellness Programs (Episode 75) – Alison Leathwood connects to the growing trend of wellness programming. 
  • Getting to the Art of the Matter: A Discussion With a Panel of Experts in the Arts (Episode 78) – The panel reminds us of the richness of arts programming in international schools. 
  • Changing Schools? What factors will you prioritize? Carefully Consider Criteria with Our Panel of Vets! (Episode 85) – The panel provides insights on some of the criteria that made their international teaching experiences so valuable. 

Blog Posts

Videos

Didn’t I say that being an international teacher is a lot more than just teaching!

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A Few Pathways Out of International Education

It’s important to recognize that there are many different pathways for transitioning out of international teaching. Some common options include:

  • Returning to Your Home Country to Work: Continuing your teaching career or pursuing new opportunities in your home country.
  • Remaining International but Shifting Roles: Continuing to work abroad, either staying within education as a consultant, trainer, or exploring a new career outside traditional teaching. Another possibility is long-term subbing being ready to jump from country to country. 
  • Retiring: Choosing retirement either back in your home country or settling in a foreign country of your choice.
  • Gradual Transition: Slowly exiting international teaching by scaling back your workload, moving into part-time roles, or if with a partner shifting careers while the partner continues working internationally.
  • Pursuing Further Education or Professional Development: Taking time to upskill, earn advanced degrees, or gain certifications while teaching to prepare for a new career path.
  • Entrepreneurship or Freelancing: Leveraging your skills to start a business, consultancy, or freelance work that may or may not be education-related.
  • Combining Multiple Paths: For example, balancing part-time work with semi-retirement, or transitioning between sectors over time.

Recognizing these varied pathways can help you consider the best fit for your goals, lifestyle, and circumstances as you plan your next chapter.

Resources to Ponder Various Pathways: 

Podcasts

  • Pivoting Out of International Education (Episode 34) – Audrey and David share their experiences transitioning to the next stage of their lives. 
  • Going “Unglobal”: More Stories From Our Trio of Vets – Transitioning Out of International Education (Episode 72) – This show fits in both the pathways and transitioning categories.

Blog Posts

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Transitions

International educators are no strangers to transitions and the accompanying feelings of change and loss. Moving out of international teaching often involves a significant geographical and professional shift, frequently returning to one’s home country. This transition can bring a profound sense of loss—not just of a job, but also of cherished work and life identities that were deeply intertwined with the international education experience.

Recognizing and addressing these feelings is essential for a healthy adjustment. Understanding what you valued most from your journey as an IE can help you plan a fulfilling next phase. This guide begins by encouraging deeper reflection on your experiences, identities, and sources of fulfillment as an international educator.

Understanding Loss in Career Transitions

Leaving an international educator role means stepping away from a unique professional identity shaped by diverse student populations, cultural exploration, community connections, and a meaningful lifestyle. It is normal to experience emotions such as grief, anxiety, apprehension, and self-doubt during this process. Acknowledging these feelings without judgment is an important step in managing them effectively.

The identity of an international educator often blends professional roles with personal growth and a strong sense of belonging. Transitioning away from this identity can feel like losing a part of oneself, a form of grief that requires time and space to process.

Successfully moving on involves honoring what you are leaving behind while embracing change as an opportunity for growth and self-discovery. Through mindful reflection and supportive strategies, you can move forward with confidence and purpose beyond your international educator identity.

Resources to Track Your Transition

Podcasts

  • Transitions Happen! Audrey and Mark Forgeron, Veteran International Educators, Share Their Tips (Episode 64)
  • Going “Unglobal”: More Stories From Our Trio of Vets – Transitioning Out of International Education (Episode 72) – This show fits in both the pathways and transitioning categories. 
  • Chapters of Our International Careers and What They Teach Us: Meet Long-Term Veteran Mark Lewis (Episode 76)
  • Finding Our Way Forward Through Tough Transitions, The SPAN Program with Amy Shuflin and Lina Paumgarten (Episode 89)

Blog Posts

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A Positive Psychology PERMAH Profile

Guiding Question: How can Positive Psychology serve as a framework to deepen my self-knowledge and enhance my understanding of who I am?

After reflecting on what it means to be an international educator, the next important step is to organize your insights using a structured framework to create a PERMAH Profile. Educators are no strangers to frameworks—especially those connected to instruction, such as Understanding by Design, Teaching for Understanding , and Making Thinking Visible.

For this phase of the guide, I will introduce a powerful and well-regarded framework from Positive Psychology: the PERMAH model, which also incorporates the 24 Character Strengths. This framework offers a meaningful way to deepen and structure your understanding of your international teaching experience. With this foundation, you can design a clear pivot plan—a roadmap for envisioning and cultivating the life you want beyond international education.

If Positive Psychology is new to you, here’s a brief introduction to help build your understanding. Positive Psychology is often described in various ways, but its core purpose can be summarized as follows: “Positive psychology is the scientific study of what makes life most worth living… with a focus on strengths instead of weaknesses, building the good life instead of repairing the bad, and taking the lives of average people up to ‘great’ instead of focusing solely on moving those who are struggling up to normal.” (Peterson, 2008). 

Positive psychology’s aim is to help individuals thrive and flourish by focusing on strengths, meaning, and well-being rather than merely pursuing happiness as a fleeting emotion. While it does encompass aspects related to happiness, its broader goal is to promote optimal functioning, resilience, and a meaningful life beyond just feeling happy.

Dr. Martin Seligman, one of the pioneers of Positive Psychology, developed the five core elements of psychological well-being and happiness, summarized in the PERMA model. Dr. Seligman believes that these five elements help people achieve fulfillment and meaning when they are present. In other words, we can increase our opportunity to flourish by engaging within each of the PERMA pillars in our lives. These five elements—Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment—are foundational aspects that, when present, contribute to a fulfilling and meaningful life. Recognizing the vital role of health, “H” was later added, expanding the model to PERMAH.

To better understand human virtues and strengths across cultures, Dr. Seligman and his team at the University of Pennsylvania studied world religions, philosophies, and interviewed people worldwide. Their research identified 24 Character Strengths grouped under six universal values, providing a comprehensive classification system to help individuals recognize and cultivate their best qualities.

Note: I capitalize “PERMAH Pillars”, “Character Strengths” and “Personal Profile” for emphasis.

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Building Your Current PERMAH Profile

Guiding Question: Who am I now?  

Now, let’s get started to take the steps to construct your PERMAH Profile! The following exercises will take some dedicated time, but consider the profound change you are about to experience as you transition away from your identity and experiences as an international educator. This effort is truly worthwhile. Remember, this process is not only about planning your next steps but also about deepening your self-knowledge while actively engaging your Character Strengths within the PERMAH Pillars.

You will construct your Permah Profile based on the PERMAH model and the Character Strengths framework. Your goal is to identify the actions and activities that help you draw on a variety of Character Strengths within each PERMAH Pillar. Later, you will use this profile to design your pivot plan—envisioning who you want to become as you move into the next phase of your life.

Step 1: Map Your Current Activities

Create a chart or copy this template with the following headers:

  • Regular School Day
  • After School & School Weekends
  • Living Locally
  • Travel

Under each column, list as many actions and activities as you can that relate distinctly to teaching and living internationally.

Step 2A: Align Activities with PERMAH Pillars

Next, create a chart or copy this template and organize your activities by listing them under the PERMAH pillars as the headers knowing some will fit under multiple pillars:

  • Positive Emotion
  • Engagement
  • Relationships
  • Meaning
  • Achievement
  • Health

Step 2B: Connect Activities to Character Strengths

Review the 24 Character Strengths and identify which strengths you are exercising through each action and activity. Add these Character Strengths connected to each activity to your PERMAH Pillars chart.

Reasoning for This Task

Let’s pause to think about why you are creating this profile based on Positive Psychology. 

The activities you identify are linked to your Character Strengths and the PERMAH pillars, which represent essential dimensions of well-being. These connections are transferable and serve as a bridge, enabling you to discover and develop new actions and experiences in the next chapter of your life. Essentially, this profile helps you recreate, as closely as possible, the sources of fulfillment and growth that sustained you during your time overseas, guiding you toward ongoing well-being and success in new environments.

Additional Tips:

  • Again, some actions may fit under multiple pillars. 
  • For Health, think broadly about activities that support your physical and mental well-being.
  • Seek input from close friends, family, and colleagues—they may recognize strengths and actions that you might overlook.
  • Consider using other self-assessment tools like the CliftonStrengths for a listing of strengths. You can incorporate these insights alongside the Character Strengths under each PERMAH pillar.
  • You can take the Character Strengths VIA inventory free of charge, whereas the CliftonStrengths assessment requires a fee. Both assessments provide personalized insights into the strengths you naturally express most. While these results are valuable, as you consider which strengths to apply in the next phase of your life, be sure to look beyond the assessments to explore and develop your less frequently used strengths through new experiences.

By completing this work, you create a personalized profile based on a well-researched framework, giving you clear insight into your current life as an international educator. To deepen your understanding, consider rating each pillar on a scale of 1 to 5 to self-assess how engaged and fulfilled you feel in each area.

A powerful side benefit of this reflective process is that you will naturally engage a variety of Character Strengths—such as Gratitude, Judgement, and Perspective—while strengthening your experience of Positive Emotion, Engagement, Relationships, and Achievement.

Finally, this profile can be actively used right now. You can consciously increase your engagement in specific PERMAH Pillars and intentionally cultivate certain Character Strengths to support your well-being and help you flourish in your current life as you prepare for what’s next.

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Building Your New PERMAH Profile

Guiding Question: What do I want the next stage in my life to look like? 

To create your new PERMAH Profile for the next stage of your life, we will work backward, starting with your current profile and adapting it to reflect your future plans and priorities.

Step 1: Duplicate Your PERMAH Profile

Make a copy of your existing PERMAH Profile to create a working version for your next stage of life.

Step 2: Reflect on Strengths and Priorities

  • Review your Character Strengths and CliftonStrengths. Identify which strengths you want to dial down or remove based on your new life goals, and consider adding strengths you are not currently expressing but want to develop.
  • Using the PERMAH (Positive Emotion, Engagement, Relationships, Meaning, Accomplishment, Health) framework, rate your intended level of engagement for each pillar on a scale from 1 to 5. For example, if you are retiring, you might reduce focus on Achievement but increase Engagement through new hobbies or relationships.

Step 3: Remove Irrelevant Actions and Activities

Delete actions and activities from your profile that are unlikely or no longer relevant in the next phase of your life.

Step 4: Add Actions and Activities

  • Insert new activities and goals that align with your desired life stage. Remember, this is an evolving profile—you will continue to add and adjust as you gain new experiences after your pivot.
  • Connect these new actions to your chosen Character Strengths and possibly the CliftonStrengths within the PERMAH pillars to ensure a holistic and positive transition.

The goal is to smoothly transition the thriving PERMAH and Character Strength pattern you built as an international educator into a fulfilling, meaningful pattern for your next stage of life.

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Putting a Pivot Plan Together

Guiding Questions: How do I make my new profile a reality? How do I continue to thrive? 

As an international educator, you likely have significant experience working in committees and designing action plans. You can create your own plan or use the template I’ve prepared to simplify this process. The template helps you clarify your vision, identify key strengths, prioritize engagement within the PERMAH pillars, and define specific actions and milestones. It also supports you in anticipating challenges and gathering the resources you’ll need.

The essential goal is to outline concrete steps that enable you to pivot successfully toward your next life stage while continuing to live a full, meaningful, and vibrant life—just as you have as an international educator.

Your new PERMAH Profile is the foundation for this plan, guiding you to choose activities and priorities that align with your strengths and well-being.

Wishing you every success as you move to the final step of launching your pivot out of international education!

 

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Strength Check-Ins

April 14, 2025 / / 0 Comments

I have written several posts and strategies about what I call “self” strength spotting, also known as strength check-ins. My hope for this strategy is that it becomes habitual and a mindfulness practice.

One approach to this strategy involves stepping back to reflect on which character strengths you are engaging at the moment, with an eye on your signature strengths and how present or absent they are. You also assess which other character strengths are in play. The mental cue could be, “I am practicing my strength(s) of —- at this moment.” The next step would be to evaluate your current wellness state to determine whether you are thriving or dealing with a challenge.

In either case, evaluate the strengths to see whether they are working well on their own or if you need to draw from your wellness toolkit for supplementation or possibly replace them with other character strengths.

The mindfulness and habit formation come into play as this strategy becomes second nature, with regular pauses during your day to take a character strength check-in.

Photo by Larissa Gies on Unsplash

Leaving Life as an Educator

March 27, 2024 / / 0 Comments

If you are a listener to our Educators Going Global podcast, I hope you are feeling informed. Audrey and I work to bring you leaders in international education to provide our listeners with insights and helpful strategies, whether you are considering becoming an international educator or you are a veteran of the going global lifestyle.

We occasionally do episodes with just the two of us. A recent one connects to one of the themes of my blog, as we discussed using Positive Psychology to guide one’s pivot out of international education. The reality is that the strategies provided apply to any educator retiring from teaching.

Here is the episode for your review.

Professional Learning: Improving Your Wellness Program

July 6, 2023 / / 0 Comments

How well is your elementary wellness program succeeding in helping your students construct their wellness toolkits to exercise their character strengths within the PERMAH pillars? In addition, where are your students regarding personal growth and thriving? Designing a wellness program is a vast task, with implementation being a vital component. Another critical aspect of program building and implementation that schools sometimes fail with is the follow-through to measure the effects upon the stakeholders.

Accountability, thus, is central to the success of the program. One way to pull in the lessons learned from the program rollout is to periodically have staff reflect, share and create together to improve your wellness curriculum.

The following is one approach for an elementary staff workshop to start the improvement process for your wellness program that you can possibly adapt for your staff as they strive to integrate the character strengths and PERMAH pillars into the culture of their classrooms. Measuring how effective your wellness program is for your students is another aspect of accountability. A future blog post will cover this most important topic.

Wellness Integration Reflection and Improvement Workshop

If your number of staff members is not too large, set up six tables where you usually do your professional learning workshops. If your staff is large, you need to set up two or more sets of six tables.

Let’s go with a smaller staff for this workshop description – one with a set of six tables and your staff divided into six groups. It is up to you to decide the parameters of the group makeup. Do you go with current grade level teams accompanied by specialists teachers, or do you mix things up by assigning group members from each grade level? An additional criterion could be to try and get a diverse mix of skills and character strengths within each group.

The first stage is to review the current PRIME integration strategies (the ones that work for most character strengths). The goal is to improve your instruction bringing the strengths into the culture of your classrooms. The teams also review the character strengths integration strategies specific to particular strengths (e.g., creativity). Each table has posters listing each PRIME and specific character strengths integration strategies. The teams at each table first rate each strategy for effectiveness, giving them a green for working well, a yellow for working so-so, and a red for not working.

The next step is to improve each strategy focusing on those receiving the yellow and red designations. The group works to improve each strategy writing their improved approaches to the strategy listings on the poster papers. Teams delist red strategies that cannot be improved.

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The second stage is the round-robin aspect of the workshop. Each table will be home to one PERMAH pillar listed on poster paper. You will need to assess how long stage one will take to decide whether to try and tackle this second stage after your work on the first stage or save this activity until another day. The goal is to review how individual character strengths can be applied within each PERMAH pillar. With your staff already having implemented your wellness program by first teaching the character strengths followed by teaching the PERMAH pillars and how character strengths can be exercised with each pillar, your staff should have enough experience to now reflect and improve upon their efforts.

Each team spends a designated amount of time at each PERMAH table, focusing on each specific pillar. The facilitator can predetermine how much time is spent at each table or assess how much time each team needs per table once the process begins. An example is one group working at the Relationships table. The first step is to share and record on the poster paper which strengths and how each group member is teaching them to their students to engage within the pillar. The next step is to collectively comment upon and refine the instructional techniques that are being shared. The final step is to discuss character strengths not listed by anyone that their students could exercise to enhance their engagement within their assigned PERMAH pillar. Strategies to teach these new strengths into the pillar also would be written on the poster paper. Once this work is completed, each group moves to another PERMAH pillar table to follow the same multi-stage procedure.

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The final stage is to regroup by grade level and assign specialists to grade-level teams in which they teach many of their students. You will need to assess how long stages one and two take to decide whether to try and tackle this third stage or save this activity until another day. The goal of this stage is to have each team spend time to devise new character strength integration strategies to use in their classrooms. The strategies can be PRIME in that they will work for most, if not all, of the character strengths, or they can be specific to individual character strengths. Team members present their new strategies to be refined by the team to be written on the provided “New Strength Integration Strategies” poster paper if the majority feel the strategy is doable and on par or better than current integration activities.

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The wellness coach and wellness team meet later to review the workshop(s) outcomes. Further refinements are made, if needed, to the information on the poster papers. The final listing of improved and new strategies is then added to your web portal. I am guessing you have some website or online resource that lists the PRIME integration and those specific to the individual strengths, like my Wellness@ES website.

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The Wellness Coach (Counselor) – Instructional Technologist Partnership

December 21, 2022 / / 0 Comments

I have written a lot about what I see as the wellness coach and instructional technologist overlap of areas of services to our school community.

We describe (digital) citizenship as the purview of instructional technologists. As an instructional coach for wellness, I use the term “digital wellness” to describe the domain where I support students, staff, and parents in their lives. I need to find out where conventional guidance counselors generally stand in supporting citizenship or digital wellness. As usual, I am speaking about my experiences and ideation.

The question can arise of the difference between digital citizenship and digital wellness. One way to understand the difference between (digital) citizenship and digital wellness is that most citizenship curricula teach students to think about how their actions affect others. Digital wellness looks inward to help us think about how our use of technology affects our well-being.

Remember that a guiding principle of digital wellness is to engage the Character Strength of proactivity to help us take charge of how we use technology to support our interests, values, and wellness. 🙂

When teachers or the instructional technologist are teaching citizenship skills, instances of digital wellness also come into play. The reverse is true for teachers and wellness coaches teaching digital wellness when citizenship is a part of the learning. With all this said, it makes sense to me that the wellness coach and instructional technologist should have a strong partnership to help each other design their programs including professional learning opportunities for staff.

My focus on elementary students means building the foundational understanding that they are in charge of the tools – not the other way around. They learn how to use technology for learning and, yes, for entertainment and fun. The wellness program naturally grows student self-awareness to help them understand technology’s positive and negative influence on their lives, especially their well-being.

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Collaboration, Creativity, and Refinement with the Kidspire Team

October 21, 2022 / / 0 Comments

For the past several months, I have worked with a team of dedicated educators at the Kidspire non-profit in Vietnam to co-design wellness lessons. They provide educational services to children in orphanages. Their curriculum covers STEAM while growing their wellness and life skills offerings.

After meeting at their office last spring to learn about their wellness program goals, I began to work on the Wellness@Kidspire resource website. The plan was for me to design the first draft of Positive Psychology activities on the PERMAH pillars, digital wellness, and the character strengths of emotional intelligence, grit, growth mindset, proactivity, self-control (self-regulation), and social intelligence. The target audience would be high school students preparing to transition to an independent life outside the orphanages.

Ms. Ai Nguyen as the lead designer, would then draw from the resource site to develop a slide deck while getting input from the Kidspire team and the teachers in the orphanages. Ms. Ai has recently shared the slide deck with me, which is in Vietnamese, but you can get a feel for the lessons through the images. The teachers will now teach the lessons giving feedback to Ms. Ai, who will refine the lessons for the next time they are taught. She will also provide me with insights and to-do’s to take the first draft of the Wellness@Kidspire site to the next level.

My reason for sharing our efforts is to point out how an instructional coach for wellness works with teachers and administrators. The process of gathering information as to the audience and the goals starts the process. The design and draft creation come next on the part of the wellness coach. The lead designer and teachers then add their distributed expertise to craft the learning activities to best meet the needs of their students.

New iterations come about as the teachers and the design lead see what works and what doesn’t while adding their own ideas to improve the lessons. This information returns to the wellness coach to enhance the original resource materials.

One big gap in this process is that I am not in Vietnam co-teaching some of the lessons to work directly with the teachers and Ms. Ai. The reality is that I don’t speak Vietnamese, so this isn’t feasible, but it is what I would be doing as a wellness coach in an international school. I have written about the roles of the instructional technologist and wellness coach in which I attend the elementary school grade-level team curriculum meetings to co-design in person. The collaborative and creative sessions are followed up by my co-teaching to fine-tune lessons to then share with the other team members to teach independently. And note that many lessons are not standalone as they are activities integrated into the LA, social studies, math, etc. curricula and classroom practices using the PRIME integration strategies pulled from the Wellness@ES website.

I do want to highlight the role of what I call the wellness lead, which in this case is Ms. Ai. I have written a few times about the elementary teaching teams having a wellness lead who looks at the team’s actions through the lens of wellness to find ways to support its integration. As an instructional technologist, I had a tech lead on each team. Something tells me this is the norm, with team members being the literacy, math, etc., go-to person to lead out in their respective areas of expertise.

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