University of Lucknow
Department of Psychology
Submitted by - Vedika Srivastava (M.A. Sem. 3)
Topic - VIA Classification
Roll no.- 2310011485004
Submitted to- Dr. Hansika Singhal
VIA Classification
The VIA (Values in Action) Classification of Character Strengths and Virtues is a
comprehensive framework developed by psychologists Martin Seligman and Christopher
Peterson in 2004. It was created as a counterbalance to the traditional focus of psychology on
mental illness and dysfunction, aiming to shift attention toward the positive traits that foster
human flourishing. The VIA (Peterson & Seligman, 2004) Classification of Strengths serves
as the antithesis of the DSM, and it holds promise for fostering our under-standing of
psychological strengths. Peterson and Seligman make the point that we currently have a
shared language for speaking about the negative side of psychology, but we have no such
equivalent terminology for describing human strengths. The VIA Classification of Strengths
provides such a common language, and it encourages a more strength-based approach to
diagnosis and treatment.The VIA framework emphasizes that mental health isn't simply the
absence of illness but also involves cultivating positive traits like courage, wisdom, and
kindness. The framework consists of 24 character strengths, organized under six broad virtues
that are universally valued across different cultures and time periods.
The generation of entries for the classification system first was attempted by a small group of
psychologists and psychiatrists after dozens of inventories of virtues and strengths and
perspectives of character were reviewed. Upon applying 10 criteria for strength (e.g., a
strength is morally valued in its own right; a person's display of a strength does not diminish
other people) to a long list of potential constructs, 24 strengths were identified and then
organized under 6 overarching virtues (wisdom and knowledge, courage, humanity, justice,
temperance, and transcendence) thought to "emerge consensually across cultures and
throughout time.” Peterson and Seligman state that their classi-fication approach is sensitive
to the developmental differences in which character strengths are displayed and deployed.
Virtues
The six virtues in the Values in Action Classification System are wisdom, courage, humanity,
justice, temperance and transcendence (Peterson and Seligman, 2001). Virtues are core
characteristics valued by moral philosophers like wisdom and courage. These were
chosen because they recur in the writings of important moral philosophers such as Socrates,
Plato, Aristotle, Augustan, Aquinas and others. Wisdom refers to strengths that entail the
acquisition and use of knowledge. The will to accomplish goals in the face of opposition,
external or internal, is the main feature of courage. Character strengths associated with the
virtue humanity involve positive social interaction with friends and family members. The
strengths of justice show up in positive interactions with the wider community. Temperance
refers to strengths which protect us against excesses of all sorts in satisfying our needs.
Strengths that connect us to the larger universe constitute the virtue of transcendence. These
six broad categories of virtue which emerge consistently from historical surveys are definitely
ubiquitous and probably universal. They may be grounded in biology through an evolutionary
process and selected as a means of managing the important tasks necessary for survival of the
species. Probably all six of these virtues must be present at above-threshold values for an
individual to be deemed of good character.
Character Strength
Character strengths are routes for achieving virtues (Peterson and Seligman, 2001).
Strengths are less abstract personality traits used to achieve virtues. To be included as a
character strength in the Values in Action Classification, a positive characteristic had to
satisfy most of the following criteria: be trait-like; lead to some form of fulfilment associated
with the good life; be morally valued; not diminish other people; be supported by institutions;
be displayed by highly valued societal role models; and be exemplified by prodigies. A
further criterion was that the opposite of the character strength could not be phrased in a
positive way: for example the opposite of flexible can be phrased as steadfast, so flexible
would not qualify as a character strength. Talents and abilities (e.g. intelligence) and
characteristics not valued across all cultures(e.g.cleanliness, forgiveness, frugality) were
excluded from the classification system. Strengths in each virtue group are similar in that
they all involve the core virtue, but they are also distinct from it. To be of good character, a
person probably has to display one or two strengths within a virtue group.
Virtues and Character Strengths
● Wisdom -( acquisition and use of knowledge)
1. Curiosity and interest in the world .
2. Love of Learning.
3. Creativity, originality and ingenuity.
4. Judgement, critical thinking, open mindedness.
5. Personal, social, emotional intelligence.
6. Perspective, seeing a big picture.
● Courage -( will to accomplish goals in the face of internal or external opposition.)
7. Valour, bravery.
8. Perseverance, industry and diligence.
9. Integrity, honesty, authenticity, genuiness.
● Humanity- (Interpersonal strength.)
10. Kindness and generosity.
11. Capacity to love and be loved.
● Justice- (civic strength.)
12. Citizenship, duty, teamwork and loyalty .
13. Fairness, equity and justice .
14. Leadership.
● Temperance- (strengths that protects us against excess.)
15. Self-control and self-regulation.
16. Prudence, caution, carefulness, and discretion.
17. Modesty and humility.
● Transcendence- (connects us to the larger universe.)
18. Awe and appreciation of beauty and excellence.
19. Gratitude .
20. Hope, optimism and future-mindedness.
21. Spirituality, sense of purpose, faith and religiousness.
22. Forgiveness and mercy.
23. Playfulness and humour.
24. Zest, passion, enthusiasm and energy.
Enabling Themes
Enabling themes are factors that lead people to manifest given character strengths in given
situations and hence contribute to virtues (Peterson and Seligman, 2001). Enabling conditions
may include educational and vocational opportunities, a supportive and consistent family,
safe neighbourhoods and schools, political stability and democracy. The existence of mentors,
role models and supportive peers inside or outside the immediate family are probably also
enabling conditions. Some properties of settings may foster strengths and virtues, for
example: features of the physical environment such as naturalness and beauty, features of the
social environment such as empowerment as studied by community psychologists; and
features of both such as predictability and controllability as studied by learning psychologists,
or novelty and variety as studied by organisational psychologists.
Values in Action Inventory of Strengths
The 24 strengths associated with the 6 virtues of the Values in Action wo System can be
assessed with the Values in Action Inventory of Strengths (VIA-IS), a 240 item self-report
questionnaire. The character strength subscales of the VIA-IS all have good reliability and the
inventory is currently undergoing validation. The subscales of the VIA-IS correlate in
predicted ways with the scales which measure the Big Five personality traits. For example,
the trait openness to experience correlates with awe, curiosity and love of learning. The trait
agreeableness correlates with teamwork. And the trait conscientiousness correlates with
industry and self-regulation. Factor analyses of scale scores suggest five factors, which have
tentatively been identified as cognitive strengths (curiosity, love of learning and creativity),
emotional strengths (playfulness, zest and hope), conative strengths (judgement,
perseverance, prudence and self-control), interpersonal strengths (leadership and teamwork),
and transcendence strengths (awe, gratitude and spirituality).
The Values in Action Classification system offers researchers in the field of positive
psychology a reliable framework for defining specific aspects of their subject matter, for
framing and addressing research questions and for communicating coherently with each
other. The VIA-IS offers a way for us to reliably identify signature strengths, a critical first
step for increasing gratifications. A children’s version of the inventory, the Children’s
Strengths Survey, is under development (Dahlsgaard, 2002).
Applications
One of the major goals of positive psychology is to help people “cultivate and sustain the
good life”. The VIA-IS provides a practical measure that can be used to evaluate the efficacy
of positive interventions. Peterson and Seligman suggest that the VIA-IS could be used as a
way to help people identify their signature strengths. With this knowledge, people could then
begin to capitalize and build upon their signature strengths. Positive psychologists argue that
the VIA-IS should not be used as a way to identify your ‘lesser strengths’ or weaknesses.
Their approach departs from the medical model of traditional psychology, which focuses on
fixing deficits. In contrast, positive psychologists emphasize that people should focus and
build upon what they are doing well.
In conclusion, the VIA Classification of Character Strengths and Virtues offers a profound
and holistic approach to understanding the positive aspects of human behavior. By focusing
on the inherent strengths individuals possess, it moves away from traditional psychological
models that often prioritize pathology and illness, instead emphasizing the traits that lead to a
fulfilling and meaningful life. The six core virtues and the 24 character strengths identified in
the VIA Classification represent a universally applicable framework that transcends cultural
and social boundaries, highlighting the commonalities in human nature that contribute to
personal and collective well-being.By identifying and cultivating character strengths,
individuals can enhance their personal well-being, strengthen their relationships, and
contribute positively to their communities.
References -
● Carr Alan (2004).Positive Psychology, Routledge.
● Snyder, C. R., Lopez, S. J., & Pedrotti, J. T. (2011). Positive psychology.
● Wikipedia"https://en.m.wikipedia.org/wiki/Values_in_Action_Inventory_of_Stre
ngths
