Examining Character Strengths of Creative Arts Therapists in Canada: A Survey Study (Examen des forces de caractère des thérapeutes en arts créatifs au Canada : une étude par sondage)
Bibliographic record
Abstract
This survey study examined the most prominent character strengths in creative arts therapists (CATs) employed in Canada and how they apply their strengths in their work settings. The CATs (N = 156) first completed the 24-item Essential subscale (GACS-E) of the 72-item Global Assessment of Character Strengths (GACS-72) and then responded to open-ended questions directing them to report how they use their top character strengths in their work. The GACS-E subscale results indicated that the highest character strengths among CATs in descending order were kindness, curiosity, love of learning, and creativity. CATs’ self-reported top character strengths were creativity, curiosity, and kindness. The qualitative analysis yielded three main themes relative to how participants used these character strengths in their work: adaptability, building therapeutic rapport, and being authentic. The CATs utilized creativity, curiosity, and kindness together to become more compassionate and effective professionals who are flexible, build healthy relational bridges with their clients, students, employees, and supervisees, and provide genuine, empathetic care. Future Canadian and international researchers need to investigate how character strengths might be used differently by CATs in various roles such as therapist, supervisor, and educator.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".