psychology essays strengths and weaknesses

Personal Strengths Defined (+ List of 92 Personal Strengths)

One of the exercises we begin with asks the students to think about one of their best friends or someone they admire, and to write a list of all the personal strengths they believe this person has. Then they are asked to write a list of their weaknesses.

Almost every time, the strengths list is long and full of wonderful sentiments and statements, while the weakness list usually contains one or two things, or nothing at all.

Then we flip the exercise. Students are asked to repeat the same task, but this time write a list of personal strengths and weaknesses they feel they have. The results? The strengths list is minimal, while the weakness lists are double the length.

I’ve found that this isn’t something that goes away as we become adults and further develop our experiences and personal knowledge. So, how do we better acknowledge our personal strengths versus our personal weaknesses? And what is the importance of doing so?

Before you continue, we thought you might like to download our three Strengths Exercises for free . These detailed, science-based exercises will help you or your clients realize your unique potential and create a life that feels energized and authentic.

This Article Contains:

Personal strengths defined, personal weaknesses defined, why our personal strengths and weaknesses matter: the research, 5 symbols of mental strength, fortitude of character, 5 benefits of listing your strengths and weaknesses, 3 tools for measuring your personal strengths, professional strengths: ‘the big four’ for work, list of 92 strengths for resumes & cover letters, a take-home message.

One of the key contributions positive psychology has made is supporting individuals to reflect on, consider, and identify their core strengths to utilize them to lead a flourishing life (Boniwell, 2006).

Within positive psychology, personal strengths are defined as our built-in capacities for particular ways of thinking, feeling, and behaving (Linley, 2008). We all possess distinct character strengths that are associated with the six virtues of positive psychology theory (Seligman, 2002):

• Love of learning
• Open-mindedness
• Perspective
• Authenticity
• Persistence
• Social intelligence
• Forgiveness
• Modesty/Humility
• Self-regulation
• Appreciation of beauty and excellence
• Religiousness/Spirituality

Over three years, Peterson and Seligman (2004) explored what personal strengths might look like and came up with the above list of 24 core strengths. They referred to these as character strengths and concluded the following:

• These 24 strengths are evident across human history and world cultures.
• Each of the 24 strengths exists in all of us to varying degrees.

Positive psychology helps us to acknowledge that we may be stronger in some areas and weaker in others, and that’s okay. It’s what makes us all unique. The point is to identify your pattern of strengths so that you can tap into these to live a more fulfilling life.

One of the other purposes of positive psychology is to bring our ideas of strengths and weaknesses into balance. Positive psychology traditionally took the stance that other areas of psychology have placed too much emphasis on pain, trauma, and negative emotions and experiences (Seligman, 2002).

With that in mind, positive psychology considers a weakness to be one of the 24 character strengths that you are lower in, rather than a full deficit of a strength in particular. Peterson and Seligman (2004) believe we each hold all of the character strengths within us, and understanding how each sits within our personal capacity allows us to respond and behave in more positive ways.

Positive psychology does not see weaknesses as ‘unfixable’ areas, and we can work to improve some of our less-developed character strengths if we wish to, through various positive psychology techniques and tools.

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Understanding our strengths and weaknesses is important within positive psychology, as it forms the foundation for much of the theory and therapeutic work.

Encouraging children to become aware of their strengths helps them to develop more self-confidence and self-awareness, as well as a deeper appreciation and value for how each of us is different (Peterson & Seligman, 2004).

Further research has backed up the positive impact of encouraging individuals to explore and understand their character strengths.

• The process of identifying and utilizing your strengths in everyday life has been linked to an elevated sense of vitality and motivation (Clifton & Anderson, 2001), increased probability of achieving goals, and a stronger sense of life direction (Hodges & Clifton, 2004). It has also been linked to higher self-confidence, engagement, and productivity (Peterson & Seligman, 2004).
• Rust, Diessner, and Reade (2013) found that students who were encouraged to focus on identifying their character strengths over 12 weeks reported higher gains on the Satisfaction With Life Scale (Diener, Emmons, Larson, & Griffin, 1985) compared with a control group.
• Identifying strengths has also been linked to benefits beyond the individual. Focusing on employee strengths during performance reviews was shown to increase workplace productivity by up to 34% (Corporate Leadership Council, 2002).
• Using strengths-based interventions in the workplace also led to a lower turnover of staff by up to 14% (Asplund, Lopez, Hodges, & Harter, 2009).

Researchers believe we each have all the character strengths to differing degrees, and understanding how each sits within our personal capacity allows us to respond and behave in more positive ways (Peterson & Seligman, 2004).

Learning your strengths and shortcomings can be an integral part of your personal development. One way to identify your inherent strengths is the 15-minute VIA Character Strength Identification Survey.

This Values in Action (VIA) Survey is a leading assessment to highlight an individual’s character strengths (Peterson & Seligman, 2004). It measures 24 character strengths under six overarching categories: wisdom, courage, humanity, justice, temperance, and transcendence.

Mental strength is the capacity to deal with various stressors or challenges when they arise and still perform to the best of your ability and personal strengths (Clough, Earle, & Sewell, 2002). Mental strength is another core foundation of positive psychology and something that can be built and developed over time with purpose and practice.

Positive psychology defines mental strength through the following attributes:

• Adaptability
• Steadfastness
• Dependability
• Effectiveness

With personal strengths comes the balance of personal weaknesses, and the same is true with mental strength. If not practiced in alignment with personal strengths or without purpose, mental strength may change into its negative counterpart:

• Adaptability can become fickleness.
• Endurance may lead to martyrdom or victimization.
• Steadfastness can turn to inflexibility.
• Dependability can become predictability.
• Effectiveness may lead to laziness or taking shortcuts.

Being aware of this can help you to adjust where you notice an imbalance. Just as you might go to the gym to build physical muscle and give up bad habits to meet personal fitness goals, you can develop better mental strength through the right mix of behaviors and thoughts (Morin, 2017).

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Fortitude; noun:

• strength and firmness of mind; resolute endurance
• the strength to bear misfortune, pain, etc. calmly and patiently; firm courage

Collins Dictionary, 2020

Another term you might come across when exploring personal strengths within positive psychology is ‘fortitude of character,’ sometimes referred to as ‘strength of character.’

Similar to building mental strength, fortitude of character is the process of identifying, focusing on, and building your innate strengths over time. Alongside your strengths, fortitude of character advises focusing on the character strengths that assist you in overcoming challenging situations that you might be weaker in (Corbett, 2018). This could be assertiveness, courage, confidence, or justice.

This process does not happen overnight, and a purposeful, conscious practice is needed to regularly identify small daily actions that can lead to you building your fortitude of character. Each day will present new scenarios or situations in which you can practice.

Listing your strengths and weaknesses is a beneficial exercise that helps to motivate a range of positive cognitive and behavioral changes. Here are five to get you started:

1. Builds your self-awareness

Self-awareness is crucial in a variety of personal and interpersonal settings. When you spend time reflecting on and identifying your strengths and weaknesses, it allows you to consider the various situations where you shine and where you don’t.

This level of awareness means you can play to your strengths and seek support in situations where you are weakest.

2. Helps you understand other perspectives

Knowing your strengths and weaknesses also enables you to understand others’ strengths and weaknesses and increases your capacity for empathy (Abbate, Boca, & Gendolla, 2016).

Better self-awareness increases your confidence in your capabilities, resulting in reduced self-seeking and self-gratifying mentalities (Stephenson & Wicklund, 1983), freeing you up to listen to others and understand their perspectives.

3. Allows you to identify areas for improvement

Sometimes we might know intuitively where we need to improve, but never actually go one step further to proactively make those changes. Actively and creatively reflecting and problem solving around your strengths and weaknesses can motivate you to pursue improvements.

The process of writing these things down can instigate the identification of the micro-actions that can create the positive changes you might want to see.

4. Increases your positive vocabulary and positive self-talk

Another benefit of actively writing down your strengths is that it allows you to flex your vocabulary muscles and develop the language needed to talk positively about yourself. Self-talk is vital for our overall feelings of contentment. Positive self-talk has been linked to effective positive cognitive and behavioral changes (Tod, Oliver, & Hardy, 2011).

5. Greater appreciation for areas you may have previously undervalued

How do you know which aspects of yourself to value if you’re unsure what they are? Sometimes we view particular behaviors as negative or ‘weird’ when, in fact, they are linked to personal strengths.

Identifying your strengths and weaknesses also allows you to begin connecting them to specific behaviors and habits. In doing so, you can begin to decide which ones are beneficial and contribute to who you want to be, and which ones aren’t.

This process of listing your strengths and weaknesses isn’t a one-time exercise. Make sure you revisit your list often to review your progress. Your ideas of your strengths and weaknesses will almost certainly fluctuate over time, so this exercise can be great to see what direction you’re heading in.

How to find your strengths – Jay Shetty

Exploring your strengths can be an exciting endeavor if this is the first time you’ve considered them. Positive psychology has presented us with several valuable tools we can use to begin painting the picture of our strengths and weaknesses.

Here are three to get you started:

1. The VIA Character Strengths Inventory

Developed by Peterson and Seligman (2004), the VIA Character Strengths Inventory  is one of the most popular and fundamental ways to measure your personal strengths.

It is based on their 24 character strengths, around the six virtues. You can complete a short questionnaire, responding to a series of statements. Your results then rank the character strengths, from strongest to weakest.

It’s an excellent starting point and can be quite enlightening and surprising.

2. The Big Five Personality Test

The Big Five Personality Test is another excellent questionnaire to begin exploring your personal strengths.

Free to access and complete, it provides you with a series of statements and asks you to rank them from inaccurate to accurate as you feel they relate to you. The results then provide you with a score for the ‘Big Five’ personality traits: openness, conscientiousness, extraversion, agreeableness, and neuroticism.

It is shorter than the VIA Survey and should only take around 10 minutes to complete.

3. The 300-Question Personality Traits Inventory

If you’re seeking to go in depth, this could be the questionnaire for you!

Consisting of 300 statements, this inventory asks you to rate your responses to each one from inaccurate to accurate as you feel it relates to you personally. The results then provide you with a detailed overview of your core character traits .

This inventory takes around 30 minutes to complete.

Many of our strengths can be translated well to the workplace and professional contexts, but it’s how we translate them and the language we use that transitions them from ‘personal’ to ‘professional.’

For example:

This reflection can be especially helpful when you’re considering which jobs might be right for you. Once you know your personal and professional strengths, you can start to reflect on job roles in this context and find ones that are the best match for you.

When applying for jobs where you feel unsure about which strengths to focus on, try asking yourself these four questions:

1. Is it relevant for the job?

This one is crucial. We often have a list of strengths and skills, but we don’t hone them down for relevance.

When weighing up whether to include a specific skillset, reflect on the job role itself and review the job description. Is the skill mentioned in the job posting? Will it be required for the role or add value?

If it is not relevant, do not include it.

2. Is it accurate and true?

Many employers state that one of their biggest annoyances is when candidates list skills that they don’t have. I often experience this with the students I work with, where they list a skill they know is relevant to the industry, but have little or no experience with themselves.

Make sure everything you list is accurate about you and provides a true reflection of your skill level. You will be asked about it!

3. Is it adaptable?

There will be certain skills we pick up in one role that are fully relevant and adaptable to another.

If you identify some skills that fit this profile, make sure you detail how the skill can be adapted to the new role or industry you’re applying to. Years working in a retail job will give you excellent communication and teamwork skills, which could adapt well to an office or administrative environment.

4. Can you provide examples?

Linked back to question number two, make sure that any skill you list comes with tangible examples of when you have used or  developed it. This is especially important if it is a skill listed in the job posting, as you will likely be asked about it in the interview.

One of the best ways to structure an example that focuses on a specific skill is the STAR technique. Here’s what that looks like:

Situation : Set the scene for your example, describing where you were working and what your role was.

Task : Provide details of what you were asked to do that demonstrates the skill you are seeking to describe.

Action : Paint the picture of what you did to meet the demands of the task and show your skill.

Result : Detail what happened as a result of your actions and skill.

17 Exercises To Discover & Unlock Strengths

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Anyone who has ever had to write an application, resume, or cover letter knows that listing your strengths is crucial to demonstrate a personal and professional match for the role.

Most of us, however, get stuck at knowing how to articulate these strengths.

One of the core ways to begin identifying which strengths you should list or focus on is to read the job posting carefully, highlighting any keywords that stand out and particularly focusing on those that relate to the personal and professional requirements of the job itself.

Once you have this list, you can begin to create your own list that aligns as closely as possible. Having the language to do this helps a lot. We’ve compiled a list of 92 key personal and professional strengths that can be used for resume and cover letter purposes (List of Personality Traits, n.d.; Positive Personality Adjectives, n.d.; 638 Primary Personality Traits, n.d.):

Exploring and understanding our personal strengths and weaknesses can be a fulfilling experience. I know that when my students start working on this, I see a noticeable improvement in their confidence and the positive ways they begin to talk about themselves. They also acknowledge each other’s strengths, and this, in turn, creates a great classroom environment where we support each other.

I hope after reading this article, you’ll have found a starting point or a continuation for the ways in which you can explore your personal and professional strengths. If there’s one key message I’d like you to take away from this, it’s that this process is in no way narcissistic and can lead to some wonderful moments of self-discovery and growth.

I’ve seen my strengths and weaknesses develop over even a short amount of time as I focus on the ones I want to work on and improve.

After reading this, I hope you feel a renewed motivation to check in on your strengths more frequently.

We hope you enjoyed reading this article. Don’t forget to download our three Strengths Exercises for free . References

• 638 Primary Personality Traits. (n.d.) Massachusetts Institute of Technology. Retrieved from http://ideonomy.mit.edu/essays/traits.html
• Abbate, C. S., Boca, S., & Gendolla, G. H. E. (2016). Self-awareness, perspective-taking, and egocentrism. Self and Identity , 15 (4), 371–380. https://doi.org/10.1080/15298868.2015.1134638
• Asplund, J., Lopez, S. J., Hodges, T., & Harter, J. (2009). The Clifton Strengths Finder® 2.0 technical report: Development and validation [technical report]. Gallup.
• Boniwell, I. (2006). Positive psychology in a nutshell . PWBC.
• Clifton, D. O., & Anderson, E. (2001).  StrengthsQuest.  Gallup.
• Clough, P. J., Earle, K., & Sewell, D. (2002). Mental toughness: The concept and its measurement. In I. Cockerill (Ed.),  Solutions in sport psychology  (pp. 32–43). Thomson.
• Collins Dictionary. (2020). Definition of Fortitude. Retrieved from https://www.collinsdictionary.com/dictionary/english/fortitude
• Corbett, T. (2018). Fortitude – Strength of character. Retrieved from https://ethicalfoundations.com.au/fortitude-strength-of-character/
• Corporate Leadership Council. (2002). Building the high-performance workforce. Corporate Executive Board.
• Diener, E., Emmons, R., Larson, R. J., & Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49 (1), pp. 71-5. https://doi.org/10.1207/s15327752jpa4901_13
• Hodges, T. D., & Clifton, D. O. (2004). Strengths-based development in practice. In P. A. Linley & S. Joseph (Eds.),  Positive psychology in practice (pp. 256–268). John Wiley & Sons.
• Linley, A. (2008). Average to A+: Realising strengths in yourself and others. CAPP Press.
• List of Personality Traits. (n.d.) The Lists. Retrieved from http://www.thelists.org/list-of-personality-traits.html
• Morin, A. (2017).  13 Things mentally strong people don’t do: Take back your power, embrace change, face your fears, and train your brain for happiness and success.  William Morrow Paperbacks.
• Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification . American Psychological Association.
• Positive Personality Adjectives. (n.d.). English Club. Retrieved from https://www.englishclub.com/vocabulary/adjectives-personality-positive.php
• Rust, T., Diessner, R. & Reade, L. (2009). Strengths only or strengths and relative weaknesses? A preliminary study. The Journal of Psychology: Interdisciplinary and Applied , 143 (5), 465–476. https://doi.org/10.3200/JRL.143.5.465-476
• Ryan, L. (2009). Opportunities and obstacles: Incorporating positive psychology into business coaching (Unpublished master’s dissertation). University of East London, UK.
• Seligman, M. E. P. (2002). Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfillment. Free Press.
• Schwartz, B., & Sharpe, K.E. (2006). Practical wisdom: Aristotle meeting positive psychology. Journal of Happiness Studies , 7 , 377–395. https://doi.org/10.1007/s10902-005-3651-y
• Stephenson, B. O., & Wicklund, R. A. (1983). Self-directed attention and taking the other’s perspective. Journal of Experimental Social Psychology, 19 (1), 58–77. https://doi.org/10.1016/0022-1031(83)90005-7
• Tod, D., Oliver, E. J., & Hardy, J. (2011). Effects of self-talk: A systematic review. Journal of Sport and Exercise Psychology ,  33 (5), 666–687. https://doi.org/10.1123/jsep.33.5.666

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Cognitive Theory: History, Strength and Weaknesses

Introduction

History of the cognitive theory, problems solved by cognitive theory, strengths of the cognitive theory, weaknesses of the cognitive theory, reference list.

Behavioral, traits, cognitive, psychoanalytic, and humanistic theories are important in psychology. Psychologists use them to explain people’s behavior and even their personalities. Thus, through them, one can understand why people behave in a unique manner when compared to others. Cognitive psychology involves studying people’s thinking process. Plato and René Descartes are accredited for having set forth the earliest attempts to theorize the human mind, which constitutes a major concern in cognitive psychology. However, discoveries on language comprehension and its production, followed by AI (Artificial Intelligence) and information theory give rise to the formal acknowledgment of cognitive psychology as an area of research. Nevertheless, the term cognitive psychology never appeared in psychological literature until 1967 after the publication of the book Cognitive Psychology by Ulric Neisser. Despite its weakness, the cognitive theory finds applications in resolving problems that are encountered in developmental, social, and abnormal psychology.

Psychology deploys various theories to advance its premises or explain certain phenomena. The discipline encompasses the scientific study of behavior and the mind. It is a multifaceted field that involves the study of health, study of cognitive processes, social behavior, and human development among other disciplines. Psychology is a science that endeavors to find out the causes of certain behaviors. The process of evaluating the cause of the behaviors is done using observations, analysis, and measurement techniques. Predictions and explanations are then deployed to interpret the observations. Hence, psychology can be deployed to provide an explanation to almost all phenomena in the society through the application of different theories such as behavioral, psychoanalytic, trait, and cognitive presumptions. This paper discusses the history of cognitive theory, psychological problems that it is well adapted to solve, and its strengths and weaknesses.

Cognitive theory investigates the issue of human behavior by studying people’s thought processes. It holds a major premise that people’s contemplation processes primarily determine their conduct and emotions (Smith, 2001). The ideas of human mind and thinking processes have existed since the times of ancient Greek renowned philosophers, namely René Descartes and Plato. For example, in 387BC, Plato argued that the brain accommodated various psychological processes (Mansell, 2004).

In 1637, René Descartes observed how people possess instinctive ideas right from birth. He proposed the concept of dualism between the body and mind, which he later termed as material dualism (Mansell, 2004). The concept considered the body and mind two dissimilar substances. This revelation gave rise to philosophical debates of empiricism and nativism. Earliest contributors of the discussion on empiricism included John Lock and Gorge Berkeley while Immanuel Kant contributed to the Nativism school of thought (Conti-Ramsden & Durkin, 2012).

The mid-18 th century marked a time of initial stages of the emergence of the scientific discipline of psychology. Carl Wernicke and Paul Broca’s discoveries played an essential role in the emergence of cognitive psychology. Carl Wernicke discovered the section of the brain that is largely attributed to language comprehension. Paul Broca discovered the part in the brain that is charged language production in people. In the course of the 18 th century, computer Science developments, World War II, and cognitive revolution shaped the cognitive theory to comprise an important formal psychological discipline.

Following the development of technologies that were witnessed after the Second World War, there emerged a need for understanding the best mechanisms for training people to enhance their performance through the developments. Another major concern was on how to induce people’s attention during military confrontations (Chica, Bartolomeo, & Lupiáñez, 2013). One way of addressing this challenge involved utilizing insights provided by the then widely recognized school of behavioral psychology.

However, the school of had little to offer in the face of new challenges that faced the military personnel during the war. Nevertheless, Donald Broadbent had attempted to amalgamate various concepts of people’s performance with newly the introduced theory of information (Conti-Ramsden & Durkin, 2012). Donald’s work set forth a way forward for addressing the challenges that could not be ardently resolved through the behavioral theory.

New developments in computer science had impacts of relating the performance of computers with the mind of people. Parallels made between the ability of computers to perform calculations and the functionality of the human brain formed an insight for the emergence of new insights on psychological thoughts and thinking processes (Smith, 2001). The development of AI (Artificial Intelligence) then followed, courtesy of Herbert Simon and his colleague Allen Newell. The scholars then collaborated with psychologists in the discipline of cognitive psychology in developing arguments on the implication of the newly developed concepts of AI.

According to Chica et al. (2013), AI had the implication of conceptualizing various mental functionalities as compared to the parallels of computer, including information recovery, statistics storage, and memory. The hallmark of these events was a 1959 Noam Chomsky’s critique of the behavioral psychological theory. The critique, particularly relating to empiricism, is referred as the cognitive revolution.

The first usage of the term cognitive psychology appeared in the work of Ulric Neisser in 1967. His definition of psychology in the book Cognitive Psychology reflects the advancement of people’s cognitive processes. Mandler (2002) quotes Ulric Neisser who defined the term cognition as “all processes by which the sensory input is transformed, reduced, elaborated, stored, recovered, and used” (p.339). This definition relates to the parallelism drawn from functionalities of computers. From the definition, it is clear that mental conditions entail all things, which people may do or imagine. However, it is important to note that despite the concerns of cognitive theory on all things that people do, the hypothesis has specific viewpoints, including motive, as opposed to sensory inputs.

Cognitive theory finds application in solving various problems in social, developmental, and abnormal psychology. The fundamental idea advanced by the cognitive theory entails the manner in which people think and/or how such thinking influences their self-perception and the discernment of other people. It also suggests that people’s ways of thinking influences their behavior and emotions (Chica et al., 2013). This influence provides an opportunity for its application in abnormal psychology. Indeed, after the cognitive revolution and the breakthrough of various concepts that guided studies in cognitive psychology, cognitive therapy emerged.

Albert Ellis and Aaron Beck are the key cognitivists who applied cognitive speculation as a means of healing. For example, Beck is accredited for developing Beck Depression Inventory (BDI) and Beck Anxiety Inventory (BAI) methodologies to evaluate the functionalities of people. To this extent, cognitive theory acts as a therapeutic technique for solving problems of anxiety and depression either when administered wholly or in conjunction with antidepressants.

Ellis and Beck consider the cognitive premise a tool that yields positive results in addressing problems that are associated with negative components of one’s personality. This view arises from the assertion that cognitions predetermine behaviors and emotions. Consequently, by changing people’s cognition, it also becomes possible to alter their feelings and behaviors. Researches such as Conti-Ramsden and Durkin (2012) and Chica et al. (2013) agree with this line of thinking that cognitive theory is applied in treating anxiety disorders, anger management, depressive disorders, and interpersonal problems. Indeed, Spirito, Wolf, and Uhl (2011) suggest that the utilization of cognitive theory in conjunction with behavioral aspects (cognitive-behavioral therapy) yields long-lasting effects in the treatment of depression in comparison with medication interventions.

Cognitive theory is best suited in addressing problems that are encountered in social and developmental psychology. Social psychology involves studying people’s intellectual processes, especially recognition, ways of thinking to attach sense to different people within a society, and recollection (Bandura, Ross, & Ross, 1999). In the development of various models for social information processing, cognitive theory constitutes an important presumption for addressing problems of antagonism and anti-social conducts (Bandura et al., 1999). In the developmental psychology, the theory of mind considers the capacity of people to understand and attribute certain cognitions to other people who surround them. Therefore, cognitive theory finds application in developmental psychology in addressing challenges of relationship formation among children, especially those between 4 and 6 years, due to their unclear understanding of how other people feel and think about them.

Cognitive theory is applicable in many social problems like despair and suicidal intents while combined with other behavioral aspects that comprise the cognitive-behavioral theory (CBT). CBT intervention for the suicidal behaviors among adolescents emphasizes two approaches. With regard to Spirito et al. (2011), “the behavioral component of treatment for depression emphasizes various skill deficits in the domains of coping skills, interpersonal relationships, social problem-solving, and participation in pleasant activities” (p.194). The cognitive facet embraces the process of identifying and challenging the adolescents’ schema-cognitive distortion and processes of automatic thoughts.

Consistent with the concerns of behavioral and cognitive facets of CBT, Spirito et al. (2011) assert that CBT that is meant for adolescents incorporates aspects of lagging behavioral abilities and cognitive skills. The dual skills and abilities help in the creation and maintenance of supporting relationships and emotion regulation. Therefore, adolescents who seek psychological interventions to suicidal behavior problems will be admitted with slowed and lagging capacity to make appropriate choices to enhance the cognitions of the repercussions of engaging in suicidal ideations and attempts. Therefore, before administering the CBT, it is critical for the state of mind of the patient to be maintained such that he or she does not have lagging behavioral and cognitive skills.

The application of cognitive psychology, especially in treatment, provides the evidence of its strength. For example, cognitive therapy successfully alters patients’ thought processes by providing relief to mental illnesses. Mansell (2004) reveals how patients who are treated using cognitive therapy achieve better results compared to when they are treated with alternative psychological therapeutic models. The positive results are also apparent in the case for anxiety disorders and problems of impulse controls (Conti-Ramsden & Durkin, 2012).

Cognitive theory receives support from studies on mental illnesses. For example, consistent with the theory, Chica et al. (2013) assert that people who have mental illnesses experience defective thinking processes. In fact, people who have eating disorders exhibit cyclic thoughts about foods. Unlike medicinal interventions, the cognitive theory calls upon patients to take control of the treatment process through the appropriate changes in their thinking processes. Consequently, patients are likely to have long-term solutions to psychological problems. Cognitive theory helps in addressing the root of the problems. This approach opposes the issue of focusing only on illness treatment without preventing any possible reoccurrence.

Despite the cognitive theory having the above strengths, it has some weaknesses. It presumes that cognitive thoughts do not indicate symptoms of illness. Can the symptoms cause the poor health? Therefore, irrespective of the existence of evidence that people who have a psychological disorder exhibit faulty thinking processes, the theory does not provide mechanisms for knowing whether the thinking patterns are the root of the identified disorder or whether the disorder is the cause of the defective thoughts. The theory does not succinctly define its major premises and concepts. Its underlying facets of personality are also weakly developed, despite the positive implication for treating anxiety and depressive disorders.

The arguments advanced by cognitive theory may be traced from the work of Plato and René Descartes. However, developments such as the Second World War, the AI and cognitive revolution led to its formal theorizing. The theory finds applications in abnormal, developmental, and social psychology. The theory’s most significant application has been in solving problems in anomalous psychology, including nervousness disorders and depressive disarray. It has also been applied in the correction of negative behaviors through CBT. Although studies offer evidence that strongly supports the theory in yielding better outcomes of people who undergo cognitive therapy, the theory has weaknesses such as the inability to differentiate whether faulty thoughts are the causes of illnesses.

Bandura, A., Ross, D., & Ross, A. (1999). Transmission of aggression through imitation of aggressive models. Journal of Abnormal and Social Psychology, 63 (3), 575–582.

Chica, A., Bartolomeo, P., & Lupiáñez, J. (2013). Two cognitive and neural systems for endogenous and exogenous spatial attention. Behavioral Brain Research , 23 (7), 107-123.

Conti-Ramsden, G., & Durkin, K. (2012). Language development and assessment in the preschool period. Neuropsychology Review, 22 (4), 384–401.

Mandler, G. (2002). Origins of the cognitive revolution . Journal of the History of the Behavioral Sciences , 38 (1), 339-353.

Mansell, W. (2004). Cognitive Psychology and Anxiety. Psychiatry, 3 (4), 6–10.

Smith, E. (2001). Cognitive Psychology: History. International Encyclopedia of the Social and Behavior Sciences, 1 (1), 2140-2147.

Spirito, A., Wolf J., & Uhl, C. (2011). Cognitive-Behavioral Therapy for Adolescent Depression and Suicidality. Journal of American Academic Child Adolescent Psychiatry , 20 (2), 191-204.

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PsychologyWriting. (2022, January 14). Cognitive Theory: History, Strength and Weaknesses. https://psychologywriting.com/cognitive-theory-history-strength-and-weaknesses/

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What Is a Case Study?

Weighing the pros and cons of this method of research

Verywell / Colleen Tighe

• Pros and Cons

What Types of Case Studies Are Out There?

Where do you find data for a case study, how do i write a psychology case study.

A case study is an in-depth study of one person, group, or event. In a case study, nearly every aspect of the subject's life and history is analyzed to seek patterns and causes of behavior. Case studies can be used in many different fields, including psychology, medicine, education, anthropology, political science, and social work.

The point of a case study is to learn as much as possible about an individual or group so that the information can be generalized to many others. Unfortunately, case studies tend to be highly subjective, and it is sometimes difficult to generalize results to a larger population.

While case studies focus on a single individual or group, they follow a format similar to other types of psychology writing. If you are writing a case study, we got you—here are some rules of APA format to reference.  

At a Glance

A case study, or an in-depth study of a person, group, or event, can be a useful research tool when used wisely. In many cases, case studies are best used in situations where it would be difficult or impossible for you to conduct an experiment. They are helpful for looking at unique situations and allow researchers to gather a lot of˜ information about a specific individual or group of people. However, it's important to be cautious of any bias we draw from them as they are highly subjective.

What Are the Benefits and Limitations of Case Studies?

A case study can have its strengths and weaknesses. Researchers must consider these pros and cons before deciding if this type of study is appropriate for their needs.

One of the greatest advantages of a case study is that it allows researchers to investigate things that are often difficult or impossible to replicate in a lab. Some other benefits of a case study:

• Allows researchers to capture information on the 'how,' 'what,' and 'why,' of something that's implemented
• Gives researchers the chance to collect information on why one strategy might be chosen over another
• Permits researchers to develop hypotheses that can be explored in experimental research

On the other hand, a case study can have some drawbacks:

• It cannot necessarily be generalized to the larger population
• Cannot demonstrate cause and effect
• It may not be scientifically rigorous
• It can lead to bias

Researchers may choose to perform a case study if they want to explore a unique or recently discovered phenomenon. Through their insights, researchers develop additional ideas and study questions that might be explored in future studies.

It's important to remember that the insights from case studies cannot be used to determine cause-and-effect relationships between variables. However, case studies may be used to develop hypotheses that can then be addressed in experimental research.

Case Study Examples

There have been a number of notable case studies in the history of psychology. Much of  Freud's work and theories were developed through individual case studies. Some great examples of case studies in psychology include:

• Anna O : Anna O. was a pseudonym of a woman named Bertha Pappenheim, a patient of a physician named Josef Breuer. While she was never a patient of Freud's, Freud and Breuer discussed her case extensively. The woman was experiencing symptoms of a condition that was then known as hysteria and found that talking about her problems helped relieve her symptoms. Her case played an important part in the development of talk therapy as an approach to mental health treatment.
• Phineas Gage : Phineas Gage was a railroad employee who experienced a terrible accident in which an explosion sent a metal rod through his skull, damaging important portions of his brain. Gage recovered from his accident but was left with serious changes in both personality and behavior.
• Genie : Genie was a young girl subjected to horrific abuse and isolation. The case study of Genie allowed researchers to study whether language learning was possible, even after missing critical periods for language development. Her case also served as an example of how scientific research may interfere with treatment and lead to further abuse of vulnerable individuals.

Such cases demonstrate how case research can be used to study things that researchers could not replicate in experimental settings. In Genie's case, her horrific abuse denied her the opportunity to learn a language at critical points in her development.

This is clearly not something researchers could ethically replicate, but conducting a case study on Genie allowed researchers to study phenomena that are otherwise impossible to reproduce.

There are a few different types of case studies that psychologists and other researchers might use:

• Collective case studies : These involve studying a group of individuals. Researchers might study a group of people in a certain setting or look at an entire community. For example, psychologists might explore how access to resources in a community has affected the collective mental well-being of those who live there.
• Descriptive case studies : These involve starting with a descriptive theory. The subjects are then observed, and the information gathered is compared to the pre-existing theory.
• Explanatory case studies : These   are often used to do causal investigations. In other words, researchers are interested in looking at factors that may have caused certain things to occur.
• Exploratory case studies : These are sometimes used as a prelude to further, more in-depth research. This allows researchers to gather more information before developing their research questions and hypotheses .
• Instrumental case studies : These occur when the individual or group allows researchers to understand more than what is initially obvious to observers.
• Intrinsic case studies : This type of case study is when the researcher has a personal interest in the case. Jean Piaget's observations of his own children are good examples of how an intrinsic case study can contribute to the development of a psychological theory.

The three main case study types often used are intrinsic, instrumental, and collective. Intrinsic case studies are useful for learning about unique cases. Instrumental case studies help look at an individual to learn more about a broader issue. A collective case study can be useful for looking at several cases simultaneously.

The type of case study that psychology researchers use depends on the unique characteristics of the situation and the case itself.

There are a number of different sources and methods that researchers can use to gather information about an individual or group. Six major sources that have been identified by researchers are:

• Archival records : Census records, survey records, and name lists are examples of archival records.
• Direct observation : This strategy involves observing the subject, often in a natural setting . While an individual observer is sometimes used, it is more common to utilize a group of observers.
• Documents : Letters, newspaper articles, administrative records, etc., are the types of documents often used as sources.
• Interviews : Interviews are one of the most important methods for gathering information in case studies. An interview can involve structured survey questions or more open-ended questions.
• Participant observation : When the researcher serves as a participant in events and observes the actions and outcomes, it is called participant observation.
• Physical artifacts : Tools, objects, instruments, and other artifacts are often observed during a direct observation of the subject.

If you have been directed to write a case study for a psychology course, be sure to check with your instructor for any specific guidelines you need to follow. If you are writing your case study for a professional publication, check with the publisher for their specific guidelines for submitting a case study.

Here is a general outline of what should be included in a case study.

Section 1: A Case History

This section will have the following structure and content:

Background information : The first section of your paper will present your client's background. Include factors such as age, gender, work, health status, family mental health history, family and social relationships, drug and alcohol history, life difficulties, goals, and coping skills and weaknesses.

Description of the presenting problem : In the next section of your case study, you will describe the problem or symptoms that the client presented with.

Describe any physical, emotional, or sensory symptoms reported by the client. Thoughts, feelings, and perceptions related to the symptoms should also be noted. Any screening or diagnostic assessments that are used should also be described in detail and all scores reported.

Your diagnosis : Provide your diagnosis and give the appropriate Diagnostic and Statistical Manual code. Explain how you reached your diagnosis, how the client's symptoms fit the diagnostic criteria for the disorder(s), or any possible difficulties in reaching a diagnosis.

Section 2: Treatment Plan

This portion of the paper will address the chosen treatment for the condition. This might also include the theoretical basis for the chosen treatment or any other evidence that might exist to support why this approach was chosen.

• Cognitive behavioral approach : Explain how a cognitive behavioral therapist would approach treatment. Offer background information on cognitive behavioral therapy and describe the treatment sessions, client response, and outcome of this type of treatment. Make note of any difficulties or successes encountered by your client during treatment.
• Humanistic approach : Describe a humanistic approach that could be used to treat your client, such as client-centered therapy . Provide information on the type of treatment you chose, the client's reaction to the treatment, and the end result of this approach. Explain why the treatment was successful or unsuccessful.
• Psychoanalytic approach : Describe how a psychoanalytic therapist would view the client's problem. Provide some background on the psychoanalytic approach and cite relevant references. Explain how psychoanalytic therapy would be used to treat the client, how the client would respond to therapy, and the effectiveness of this treatment approach.
• Pharmacological approach : If treatment primarily involves the use of medications, explain which medications were used and why. Provide background on the effectiveness of these medications and how monotherapy may compare with an approach that combines medications with therapy or other treatments.

This section of a case study should also include information about the treatment goals, process, and outcomes.

When you are writing a case study, you should also include a section where you discuss the case study itself, including the strengths and limitiations of the study. You should note how the findings of your case study might support previous research. 

In your discussion section, you should also describe some of the implications of your case study. What ideas or findings might require further exploration? How might researchers go about exploring some of these questions in additional studies?

Need More Tips?

Here are a few additional pointers to keep in mind when formatting your case study:

• Never refer to the subject of your case study as "the client." Instead, use their name or a pseudonym.
• Read examples of case studies to gain an idea about the style and format.
• Remember to use APA format when citing references .

Crowe S, Cresswell K, Robertson A, Huby G, Avery A, Sheikh A. The case study approach .  BMC Med Res Methodol . 2011;11:100.

Crowe S, Cresswell K, Robertson A, Huby G, Avery A, Sheikh A. The case study approach . BMC Med Res Methodol . 2011 Jun 27;11:100. doi:10.1186/1471-2288-11-100

Gagnon, Yves-Chantal.  The Case Study as Research Method: A Practical Handbook . Canada, Chicago Review Press Incorporated DBA Independent Pub Group, 2010.

Yin, Robert K. Case Study Research and Applications: Design and Methods . United States, SAGE Publications, 2017.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Counseling: Strengths and Weaknesses Essay

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Counseling Techniques

Difference between directive and non-directive counseling, strengths and weaknesses of eclectic counseling.

In general, counseling techniques may be regarded as particular methods used by counselors in order to address clients’ problems and solve them efficiently. Techniques allow specialists to form relationships with patients on the basis of their individual features and needs. Moreover, using various techniques, counselors influence patients’ worldviews and attitudes toward themselves. There are three major counseling techniques that include directive, non-directive, and eclectic counseling. All of them have specific features that distinguish them from each other.

• Directive counseling is counselor-centered – it is controlled by a counselor who decides the therapy’s pace, direction, and termination. In turn, non-directive counseling is client-centered, and all aspects of the therapy are determined by him, while a counselor serves as a follower and tracker.
• Directive counseling presupposes a counselor’s choice of topic, the interpretation of a client’s responses, and recommendations that aim to impact a client’s decision-making. Nin non-directive counseling, a client is provided with freedom of choice in relation to topics and expressions. Although a counselor record and interpret a client’s responses, he does not provide ready solutions. Instead, it helps create suitable conditions for a patient individual working on an issue.
• Direct counseling is more distinct in diagnosis on the basis of well-established and evidence-based categories. Non-direct counseling avoids reliance on diagnosis, admitting that every person is highly complex and unique.
• In direct counseling, a counselor is regarded as an expert with particular experience, knowledge, and skills who aim to offer help. In non-direct counseling, unconditional positive regard, a patient’s personhood, and understanding are essential.
• Direct counseling is based on a strict application of a particular model and following it step by step. Non-direct counseling focuses on the equality of a client and a counselor, deep empathy, and psychological assistance. In other words, a counselor does not provide direct guidance but helps a client find inner directives for efficient solutions.

In general, eclectic counseling may be regarded as a therapeutic approach that presupposes the application of different psychological theories and strategies in order to meet the patient’s needs to the fullest extent. In addition, eclectic counseling combines both directive and non-directive approaches – in other words, aiming to meet a person’s expectations in accordance with his specific features and the aspects of an issue, a counselor is neither too passive nor too active (Peterson & Fuller, 2022). Thus, while eclectic counseling has a particular structure, it is not limited by the strict guidelines of one model’s framework. Both client and counselor have freedom of expression on the basis of the most appropriate chosen techniques without the rigidity of a directive approach, and it may be regarded as the method’s major advantage. In addition, using an eclectic approach, a counselor may personalize therapy, apply different strategies depending on a problem, and approach it from various angles.

On the other side, eclectic counseling has several serious disadvantages – first of all, it cannot be efficiently applied to all patients as some of them require a more directive approach for efficient intervention. In turn, the switch from one theory to another and the use of various approaches simultaneously may be confusing (Peterson & Fuller, 2022). In addition, eclectic counseling may be regarded as a complicated method that requires the involvement of a highly skilled therapist who is able to detect the correct approach to a client’s particular issue.

Peterson, T. J., & Fuller, K. (2022). Eclectic therapy: How it works, types, and what to expect. Choosing Therapy. Web.

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The Tao of Weakness

How to overcome the strength myth..

Posted September 12, 2024 | Reviewed by Gary Drevitch

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• Feeling exposed and vulnerable are natural responses to a crisis.
• Staying strong can be detrimental to recovery from personal and communal tragedies.
• Taoist philosophy can aid in reorienting our views on weakness.

The soft overcomes the hard; the gentle overcomes the rigid. Everyone knows this is true —Tao Te Ching

“I’m tired of everyone telling me I’m so strong. I don’t feel strong; I feel weak, and I want that to be OK.” It’s been over 15 years since I heard these words from a cancer survivor while running a cancer support group. As a cancer survivor myself I understood her words. As a therapist, I understood the courage it took to say out loud what many of us, not just cancer survivors, hold inside.

As a gift on my 50th birthday, just after completing an intense course of both chemo and radiation therapies, I was given a T-shirt with the words, “I kicked cancer’s ass” on it. I appreciated the offering coming from well-wishers who supported me through the journey. However, I was never able to wear the shirt due to the feeling that I did not “kick” anything. I was, in many ways, lucky to still be alive after the open-heart surgery that began my cancer journey, and the follow-up chemo and radiation therapies. During the treatment phase I was quite noticeably weakened physically by the poisons being pumped into my body to stave off cancer’s return; mentally by the “what if?” questions running wild in my head; and emotionally by having the fear of not surviving as a constant companion.

Since my cancer diagnosis I’ve been with countless individuals who experienced all manner of challenges, tragedies, and traumas. As a result, I’ve witnessed countless attempts to “put on a brave face,” “stay strong,” and “keep fighting.”

This struggle between the opposing forces of strength and weakness has been central to my work as a psychotherapist and is ever-present in my current role as a psychological first responder providing psychological first aid (PFA) in the wake of profound tragedies. Responding after the mass shootings that took place in Virginia Beach and Chesapeake, Virginia, the Alt Right rally in Charlottesville, Virginia, and the events at our nation’s capital on the January 6insurrection, I saw firs-hand how such experiences open psychological wounds of vulnerability that many try to hide.

It's not surprising, given our culture’s “stand firm and keep your chin up” attitude, that after every mass shooting tragedy the “Strong” movement takes over. From banners, slogans, speeches, etc., the reflexive rally cry is meant to display a sense of communal fortitude in the face of extreme sorrow. As an act of defiance—refusing to let evil in all of it manifestations win the day—there is wisdom in standing up to senseless tragedies. While there is safety in numbers, though, individual healing may suffer from the stay strong myth.

Much of my PFA work involves interacting with police, fire, dispatch, and other emergency personnel and their ingrained stoic nature in the face of tragedy. In these arenas, where “suck it up buttercup” and “you ain’t hurt unless there’s a bone sticking out" are still part of the old-guard culture, I’ve found newer recruits yielding to the realization that the old way didn’t work for them. If this group, whose members routinely take on the challenge of meeting tragedy head-on, are coming to terms with the idea that “weakness” is not a character flaw but an indication of one’s humanity, why not follow their lead?

Many of the clients I’ve seen over the years come to therapy in what can be best described as a weakened state—beaten down emotionally, mentally, physically and, in some cases, spiritually by circumstances. With these clients I prefer the Taoist approach that “Whoever is soft and yielding is a disciple of life.” I prefer to aid them in being less like the “rock” of hardened resistance and more like the water of flexibility and softness that “dissolves the hard and inflexible.”

In keeping with the Taoist tradition of flowing with nature rather than working against it, most of my PFA responses begin with tears and a flood of grief . Interrupting this process with slogans that promote shutting down these natural expressions of traumatic stress can contribute to complicated grief, spiritual bypass, or even anxiety and panic attacks as the pressure of natural emotions press the dam of resistance.

Whether a community or individual grows stronger after experiencing a crushing event that shakes the very nature of what it means to be human will not be determined by how loud they shout but how quietly they go about tending to the pain and healing the broken hearts.

I said: What about my heart? He said: Tell me what you hold inside it? I said: Pain and sorrow. He said: Stay with it. The wound is the place where the Light enters you.” ― Rumi

To find a therapist, visit the Psychology Today Therapy Directory .

Mike Verano, LPC, LMFT, CEAP, CCISM, CCTP, CFRC, is a licensed therapist, author, and public speaker.

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Home — Essay Samples — Life — Self Awareness — Essay About Strengths And Weaknesses

Essay About Strengths and Weaknesses

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Words: 577 |

Published: Mar 19, 2024

Words: 577 | Page: 1 | 3 min read

Table of contents

I. introduction, thesis statement: understanding and leveraging strengths while addressing weaknesses is crucial for personal and professional growth., ii. identifying strengths, iii. leveraging strengths.

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