Forças de caráter na infância: revisão sistemática e construção de uma medida

Abstract

Character Strengths (CS) are positive psychological traits expressed through behaviors, thoughts, and feelings, which sustain virtues and promote personal achievement, well-being, and healthy development across the lifespan. The pioneering VIA Classification system organized 24 strengths into six virtues, giving rise to widely used instruments such as the VIA-Youth. Research indicates that children exhibit manifestations of CS from early years; however, there is a notable scarcity of appropriate instruments for preschool-aged children, particularly in the Brazilian context. In this context, following PRISMAScR guidelines, a scoping review identified 61 empirical publications on CS in children, showing a moderately consistent growth in scientific output. The main topics investigated included adolescence, well-being, mental health, intervention, hope, and the use of the VIA-Youth, with well-being and intervention considered “hot topics” due to their contemporary relevance. Despite these advances, no consolidated networks of researchers dedicated to the field were identified, nor were instruments designed for young, non-literate children, highlighting significant gaps in the assessment of CS in early childhood. To address these gaps, the present doctoral thesis introduces the Character Strengths Scale for Childhood (CSSC), developed in Brazil for children aged four to ten. The CSSC employs illustrated and narrated stories, facilitating comprehension, inclusion of preschoolers, and cultural adaptation, including considerations of ethnic and gender diversity. Evaluated by psychology experts, the measure demonstrated preliminary evidence of content validity. Nevertheless, challenges related to the influence of cultural, contextual, and developmental factors on self-reports, as well as limitations due to the small number of expert judges, were noted. Future longitudinal studies are recommended to expand evidence of validity and reliability for the CSSC and other childhood CS measures, contributing to the strengthening and consolidation of research in this field. Accordingly, this research represents a methodological and conceptual advance by offering a culturally sensitive, accessible, and psychometrically promising instrument, capable of supporting both scientific investigation and practices aimed at promoting children’s wellbeing.