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Values domains sorting activity

This activity lets students explore the six different values domains by considering why we humans might have evolved to find these areas of life meaningful and important, and what kinds of different things we can do to live towards these valued domains.

Link to teaching material

Teaching material type Sorting activity

Subject Areas Biology, Health, Psychology, Social-Emotional Learning

Learning Goals Evaluation Competency, Self-Regulation Competency

Suitable Grade Levels 6-8, 9-12

Content Anchors Ancient Ancestors, Our Mind

Attribution-NonCommercial-ShareAlike [CC BY-NC-SA]

Related Lesson Materials

Exploring values

This lesson is about exploring the concept of values with students and having them identify and reflect on what they personally value, or what makes their life meaningful.

Values domains interactive presentation MC questions

Related Literature

The six ways to well-being (6W-WeB): A new measure of valued action that targets the frequency and motivation for six behavioural patterns that promote well-being

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Evidence suggests that the presence of positive emotions and the absence of negative emotions is beneficial. However, recent research shows that direct cognitive attempts to change how we feel can be counterproductive in the long run. Contextual Behavioural Science (CBS) based interventions, such as Acceptance and Commitment Therapy (ACT), limit direct attempts to change emotional states, and focus instead, on activating value- consistent behaviours. However, most measures used by CBS researchers and practitioners still focus on emotional states and reductions in symptomology, which may misfocus the client. Therefore, this thesis seeks to develop a practical, reliable, and valid measure of valued activity that can be used to guide intervention. The Six Ways to Well-Being (6W- WeB) measures the following six behaviours that are theorised to promote well-being: connecting with others, challenging oneself, giving to others, engaging in physical activity, embracing the moment, and caring for oneself. In addition, the 6W-WeB assesses the frequency of, and autonomous versus controlled motivation for, each behaviour. Study 1 focuses on the initial validation of the 6W-WeB in a sample of American adults (N1 = 1800, 60.3% female, Age: M = 40.9, SD = 13.21). Study 2 replicates the factor structure in an independent, Australian adult sample (N2 = 855, 47.3% female, Age: M = 38.16, SD = 13.35), and extends the research by assessing the barriers and enablers of valued action. Study 3 further replicates the validity of the questionnaire in two adolescent samples (N3 = 518, 100% female, Age: M = 14.29, SD = 1.46 and N4 = 185, 51.38% female, Age: M = 19.56, SD = 0.72) and tests the associations of 6W-WeB with personality traits and variables theoretically linked to each of the six behaviour domains. Study 4 combines the previously mentioned samples to maximise statistical power and test the factor structure of the 6W-WeB as well as its measurement invariance across countries, age groups, genders, and levels of psychological distress. Results indicate that the factor structure of the 6W-WeB is best represented by a bifactor confirmatory factor analysis (bifactor CFA) model, which consists of three global factors, namely behaviour engagement, activity importance, and activity pressure, as well as the six behavioural domain factors. This model showed good fit to the data and the items showed adequate internal consistency in all samples. Further, the findings suggest that the subscales of the 6W-WeB are linked in expected ways to theoretically-relevant measures, and that the 6W-WeB can differentiate between individuals who meet criteria for high psychological distress and those who do not. Finally, participants’ qualitative responses provided information about the specific ways through which they engage in the six behaviour domains, and the kinds of barriers that get in the way of valued action. Overall, the results indicate that the 6W-WeB may offer treatment utility for CBS practitioners, as the 6W-WeB is consistent with the core message of CBS – engaging in valued action may enrich and benefit one’s life. The new questionnaire, developed and validated in this thesis, can help orient clients towards activating value-consistent behaviour and allow clinicians to gain a deeper understanding of what their clients care about and love doing

Five Ways to Wellbeing

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The Five Ways to Wellbeing are a set of evidence-based public mental health messages aimed at improving the mental health and wellbeing of the whole population. They were developed by NEF as the result of a commission by Foresight, the UK government‟s futures think-tank, as part of the Foresight Project on Mental Capital and Wellbeing. This report presents the results of a scoping exercise looking at how the Five Ways to Wellbeing have been used across the UK since their launch as part of the Foresight report in October 2008. The aims of this work are twofold. 1. To develop an increased understanding about the scope and potential of the Five Ways to Wellbeing as a tool to improve population mental health and wellbeing. 2. To review how the Five Ways to Wellbeing are currently being used by local and national agencies to help identify future opportunities. The report outlines some of the arguments for a population-wide approach to mental health promotion and provides more detail about the Foresight report and the development of the Five Ways to Wellbeing. It maps findings from the scoping exercise against a conceptual framework and presents a number of case studies that illustrate different uses of the Five Ways to Wellbeing in more detail. It provides further information about the characteristics of activities and interventions using the Five Ways to Wellbeing and discusses the findings from this work, highlighting areas for future development. This report was commissioned jointly by the National Mental Health Development Unit (NMHDU) and the NHS Confederation in 2010. The views expressed in this report reflect the research findings and the authors’ interpretation; they do not necessarily reflect NHS Confederation policy or opinions.

OpenEvo is an educational innovation project from the Department of Comparative Cultural Psychology at the Max Planck Institute for Evolutionary Anthropology.

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