Efecto de las condiciones de operación

1. Start with a song, then recitation of last week’s character strength and Bible verse.

2. Share 3 good things about last week’s homework. (Allow students to practice capitalizing (sharing a blessing or something good that came from the assignment) and then practice active constructive response. (Encourage the student to share a detailed account while affirming and celebrating with the person who is sharing). The teacher will model this first with 3 students in front of the class and then students will do this with each other, sharing 3 good things in groups of two as they walk and talk for 15 minutes.

3. Define the character strength Zest: (zest, enthusiasm, vigor, energy): Approaching life with excitement, and energy; feeling alive and activated.

4. Listen to the story and listen for examples of zest in the characters: Acts 3:1-10. The lame man who was healed.

5. Ask a volunteer to tell the story in his or her own words. (In order to get the most accurate story possible, it may be important to allow more than one person tell the story.).

6. Discuss the story:

A. What does this story teach about zest?

B. Tell about a time when you or someone you know showed zest. C. What tells you that the lame man who was healed was showing zest?

7. Ask volunteers to act out the Bible story or another story about someone showing zest.

8. Memory Verse: Whatever you do, do your work heartily, as for the Lord rather than for men (Colossians 3.23).

9. Solve the Problem: What was the problem that the lame man faced? What did the lame man believe Peter and John would give him? What did Peter and John do in this story? After the lame man could walk, what do you think he believed that made him feel so happy? What did the man who was healed do to show zest?

10. Brainstorm a solution: As a group, brainstorm as many situations as possible that call for showing zest. Discuss what helps a person be full of zest? What are ways to show zest? What could you say to encourage a friend who wants to show more zest? What can they tell

themselves?

11. Set a Goal: Each day of the coming week practice zest in a different way. (Divide the large group into dyads. Each dyad will become encouragement partners.) As they walk and talk for 15 minutes, each partner will share ways that they plan to use this new character strength. Next week, encouragement partners will share with each other what their experiences were in

practicing zest.

12. Take time to savor: Take two minutes to sit in silence. Ask students to silently consider something good that has happened in class or before arriving. What went well? What caused it to go so well?

13. Practice gratitude in a large group. Form a circle. Class members are asked to thank other class members and or the teacher for something that they have said or done in class that day.

14. Practice forgiveness: Students are asked to take 2 minutes to reflect in silence on forgiveness. During this time they will silently reflect on the questions: Do I need to ask for God’s forgiveness for anything? Do I need to ask others to forgive me? Do I need to forgive anyone for hurting me? What are my next steps?

15. Practice gratitude in prayer: Close in prayer, thanking God for giving all that is necessary to show zest.

Final Session

In this session, students will be asked to help identify character strengths in their

classmates. The class will be divided into groups of 3. Each student will have an opportunity to share three stories of a time when they feel that they were at their best. After sharing these stories, the other two students will tell the student five character qualities that they see in this person through these stories. Students will then play a character strengths identification game. Following the character identification exercise, and game, students will be retested on the happiness scale (Abdel-Khalek, 2006) for overall happiness and the Children’s Hope Scale (Valle, Huebner, & Suldo, 2004) for overall hope.

Appendix B

Ten Strategies for Savoring (Salzberg & Reivich, MAPP 708 Lecture, April 26, 2014) • Sharing with Others – Bring a friend along to share the moment or the memory! • Memory Building -Take a mental picture.

• Self-Congratulation – Admit to yourself how well you did • Comparing – Notice when it is so much better then it was.

• Sensory-Perceptual Sharpening – Hone in on every detail of the experience. (Use all of your senses.)

• Absorption – Go all in – block out everything else.

• Behavioral Expression – Celebrate like no one is looking! • Temporal Awareness – Recognize that it will not last forever. • Counting Blessings – Recognize your gratitude for the experience.

• Avoiding Kill-Joy Thinking – Don’t think about what else you should be doing or who does it better.

Appendix C

Common Belief-Consequence Connections (Reivich & Shatté, 2002; Saltzberg, 2014)

BELIEFS EMOTIONAL CONSEQUENCES

Loss Sadness/Withdrawal

Danger/Threat Anxiety/Agitation

Trespassed Against/Harmed/Violated Anger/Aggression

Caused Harm Guilt/Apologizing

Negative Comparison to Others Embarrassment/Hiding

Positive Contribution Pride/Sharing

Appreciating/Received Gratitude/Paying Back or Forward

Appendix D

Thinking Traps (Reivich & Shatté, 2002)

Thinking Trap Cues Questions

Jumping to Conclusions- Making assumptions without substantial information

Slow Down! What is the evidence for and

against this conclusion?

Tunnel Vision- Seeing only the negative or the positive without a complete set of facts.

Include More Information What salient info did I miss?

Personalizing- Reflex response to blame one’s self.

Look Outward How did others or

circumstances contribute? Externalizing- Reflex

response to blame someone else or something else.

Look Inward How did I contribute?

Mind Reading- Assuming

others know what you are thinking. Assuming you know what others are thinking

Speak Up Did I express myself? Did I

ask for information?

Over-Generalizing-

Assassinates the character of others by blaming

Look at Behavior Is there a specific behavior

Active Constructive Response Guide

active-and-constructive-responding/

Retrieved from http://www.gostrengths.com/what July 7, 2014.

Appendix E

Active Constructive Response Guide (Retrieved from http://www.gostrengths.com/what responding/ July 7, 2014).

http://www.gostrengths.com/what-is-active-and-constructive

http://www.gostrengths.com/what-is-

Appendix F

Gallup Poll of Correlation between Well-being and Religion (Retrieved from: