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Objectives The objective of this study is to investigate the effect of the character strength journaling program on resilience and subjective well-being in elementary school students. Methods Pretest of resilience and subjective well-being was given out for two different classes of fifth grade in elementary school, located in Seoul. The researcher’s class of 19 students was set as experimental group and the other class of 19 students was set as control group. In the experimental group, the character strength journaling program was applied over 7 sessions for 6 weeks, and no treatment was given to the control group. After program both groups were subjected to resilience and subjective well-being post test. To verify the effectiveness of the program, analysis of Covariance(ANCOVA) was performed on the pre and post test. In addition to satisfaction of whole program and each session and observations of the researcher were analyzed to make up for the validity of the statistical analysis. Results First, the character strength journaling program has a significant effect on improving resilience and subjective well-being. The experimental group showed a significant improvement in resilience and subjective well-being. Second, As a result of analyzing the program satisfaction and researchers' observations, children explored and recognized their signature strengths and were gradually able to use them in various situations in their daily lives through the character strength journaling program. In addition it was observed that subjective well-being and resilience were improved by experiencing positive results, recognizing themselves and those around them positively, and increasing confidence through utilizing signature strengths. Conclusions The results of this study demonstrated that the character strength journaling program which focuses on the utilizing signature strengths can be a effective intervention to develop internal resources of students to overcome, prevent various difficulties occurring at school and improve well-being of students.
Lee et al. (Mon,) studied this question.