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Category: Wellness (page 1 of 11)

From the Classroom to the Living Room: Life Coaching In and Outside of School

December 22, 2025 / / 0 Comments

Having explored the intersection of life coaching and education through my writing and podcasting, I’ve become increasingly interested in how we define the roles of those supporting our students. While the traditional “School Counselor” title is a staple, it may no longer capture the full scope of what modern students need to thrive. Also, how do we support our students when they leave our campuses?

For years, we’ve used the term “School Counselor.” It works, but is it enough? In an era where wellness is front and center, I’ve started advocating for the title Wellness Coach. It’s a subtle shift, but it changes the energy from “fixing a problem” to “optimizing a life.” Some schools are already doing this, often having their counselors double as wellness coordinators to bridge the gap.

Even more modern is the term Life Coach. It sounds aspirational. It suggests that school isn’t just about grades, but about thriving. Social and Emotional Learning (SEL) remains the backbone of the counselor’s work, but when combined with the principles of Positive Psychology, it transforms into a comprehensive roadmap for a student’s life.

The Next Frontier: Private Coaching I also see a growing space for private life coaches hired by families. We’re already seeing tutors handle things like goal-setting and organization, so why not bring in a trained coach who specializes in life planning?

Crucially, this isn’t just about the student. Because children exist within a family system, the best coaching often involves the whole family. This is especially true for Digital Wellness. Experts like Patrick Green and my podcast partner Audrey Forgeron are already showing us how powerful it is to coach families through the digital age.

For busy families, this isn’t just another appointment—it’s an investment in a child’s future “thriving” skills.

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Connectivism and Wellness Apps – Conversations from the Educators Going Global Podcast

December 21, 2025 / / 0 Comments

Audrey and I interviewed three leaders in their respective fields which led me to make some connections!

Our conversation with Patrick Green about digital wellness took me on a trip down memory lane. Years ago, I worked with a student to prototype a wellness app rooted in Positive Psychology. It was an exciting “what if” project at the time, but seeing how the landscape has shifted since then is fascinating.

Scott Jamieson of Inspire Citizens shared details about their micro-credentialing program, which features 15 badges. Interestingly, these badges mirrored many of the core functions we built into that original wellness app design.

Badging and micro-credentials aren’t new but it’s heartening to see such a versatile tool is still being used effectively to validate student growth and well-being.

In our second interview with Andy Vaughan this time about student well-being and advisory, he noted that wellness apps are now becoming staples in schools. Students use them to check in on their well-being status, providing school leaders with real-time data to better target their support efforts.

These interviews inspired me to update my thinking on what student wellness app development looks like today. While I really don’t know what is happening in that software market, I wanted to engage in a fresh ideation effort to see where the technology and design could go or has already gone. 🙂

To push my ideas further in writing a few blog posts, I ran my writing through a couple LLMs for iterative feedback. I was pleasantly surprised by the depth of the results. 

It’s safe to assume that current wellness and SEL app providers are either already deploying AI or have it on their immediate roadmaps. We are seeing the rise of AI Coaches—tools specifically designed to help users improve skills, shift habits, or reach personal milestones through consistent, personalized guidance.

This exploration has left me with more questions than answers:

  • How are schools integrating these apps into the daily life of their students?
  • Where is the line between data collection, privacy and personal growth?
  • How can AI coaches supplement the vital work of human mentors, teachers and counselors?
  • What safety protocols are in place for such coaches?
  • Might schools work with interested staff and students to create their own wellness/SEL apps? 

The following five-part series, titled ‘The Well-Being Navigator,’ explores how students can steer their own wellness journeys through the support of a dedicated app.

Here are a few of my previous posts on the topic of a wellness app and badging: What if we…Design and Create School Wellness and Student Support Apps | Wellness Dashboard – Elementary Modular Classes – Exploratory Specials | Virtual Teach Courses

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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: Design and Development

December 6, 2025 / / 0 Comments

Developing the Student Wellness App

This concept moves beyond simple tracking to become a personalized, active tool for well-being mastery.

1. Core Structure & Positive Psychology Integration

Feature Area Development & Enhancement Rationale
Personalized Profile Include an initial VIA Survey (or a simplified version) to pre-populate the student’s top 5-7 Signature Strengths. The profile should prominently display their current active badges. Possibly have students choose a few additional Strengths that they want to focus upon.  Gives students an immediate starting point and sense of self-awareness.
PERMAH Check-in (Daily) Streamline the check-in: Students select their current activity (e.g., studying, sports practice, volunteering) and then choose which Character Strength they intentionally used. The app automatically links the Strength to the relevant PERMAH pillar(s) for education (e.g., Curiosity> Engagement, Meaning). Makes the PERMAH connection clear and educational without requiring the student to guess the pillar.
Guided Planning Implement a “Strengths Challenge” feature. Students choose a goal (e.g., “Improve my History grade” or “Make a new friend”) and the app prompts them to select 1-2 Character Strengths they will intentionally use this week to achieve it. Moves the concept from passive tracking to active, intentional application.

 

2. The Progressive Badging System (Gamification)

The tiered badging system is the heart of the app’s engagement. A four-tier system allows for better distinction between “knowing” and “mastering.”

 

Tier Name Achievement Criteria Badge Look/Color Rationale
1. Explorer Student completes the basic definition/concept module for the strength and checks it in once as “learned.” Light/Transparent Color, simple outline (e.g., a sketch). Focus on Knowledge. Rewards initial curiosity and understanding.
2. Practitioner Student checks in using the strength 5 times in different activities/contexts and completes an app-guided journal entry reflecting on its use. Solid, Primary Color, simple graphic (e.g., a solid shield). Focus on Action & Consistency. Rewards early intentional application.
3. Integrator Student uses the strength 15 times across a variety of PERMAH pillars and links its use to a specific goal in the planning section (e.g., used Perseverance to finish a project). Metallic Finish, more complex design with texture (e.g., silver/bronze with etched lines). Focus on Flexibility & Reflection. Shows the strength is becoming a regular tool.
4. Fluent Student accumulates 30 uses or uses the strength consistently for 6 months or receives a validated “Peer Nomination” (see below). Final Characteristic: Bold Color/Glow, sophisticated, intricate design (e.g., gold with a specific, unique icon). Focus on Mastery & Fluency. This is a strength they instinctively use and are known for.

 

3. Community & Reflection Features

To enhance the Positive Psychology model, the app features tools that directly connect to PERMAH. 

A. Peer Nomination (R & A)

  • Students can anonymously or explicitly nominate a classmate (who is also an app user) for demonstrating a specific character strength.
  • Example: “I nominate Sarah for Kindness because she helped me understand the calculus problem when I was struggling.”
  • Impact: A verified nomination counts towards the nominee’s badge progress (e.g., 3 nominations automatically move a strength from Practitioner to Integrator). This is a powerful form of authentic positive recognition.

B. Strengths Journal (R & E)

  • The journal is tied directly to the check-in process. After logging a strength use, the app prompts: “How did using Creativity during your theatre practice make you feel?”
  • This encourages Reflection and deepens the link between actions and Positive Emotion (P).

C. Strengths in Action Showcase (M & A)

  • A section where students can share (with moderation) the outcome of their “Strengths Challenges.”
  • Example: A student posts, “I used Leadership to organize a park clean-up. We filled 20 bags of trash!” and links the Leadership strength.
  • This creates a sense of Meaning (M) and Accomplishment (A) by showing the real-world impact of their efforts.

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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.

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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