Investigation of flow experience of school psychological counselors according to character strengths

The aim of thesis is to examine the relationship between school psychological counselors' experiences of flow in their professional lives and their individual character strengths. School counselors, who provide comprehensive psychological support to students, teachers, and parents in educational settings, often operate under intense workloads and various stressors. In this context, the flow experience emerges as a crucial psychological state that enhances counselors' motivation, job satisfaction, and professional efficiency. Flow, which is conceptually linked to the "engagement" dimension of Seligman's PERMA model, refers to a mental state in which individuals are deeply immersed in an activity and experience high levels of focus and satisfaction. In this study, data were collected from 379 school counselors working at different educational levels across Türkiye. Participants responded to a Demographic Information Form, the Work-Related Flow Inventory (ÇADO), and the VIA Inventory of Strengths (VIA-IS-P). The data were analyzed using t-tests, ANOVA, and multiple regression analysis through the SPSS software. The findings revealed that counselors' flow experiences significantly varied based on demographic variables such as age, gender, education level, and years of professional experience. Moreover, character strengths—particularly self-discipline, empathy, social intelligence, optimism, and resilience—were found to be significant predictors of flow experience. The results of the study highlight the substantial impact of character strengths on counselors' professional functioning and psychological resilience. In this regard, school counselors' ability to recognize and actively utilize their personal strengths can play a critical role in reducing occupational burnout and enhancing the quality of psychological counseling services provided to students. This study emphasizes the necessity of integrating strength-based awareness training and positive psychology-oriented interventions into counselors' professional development processes. Such an approach can contribute to more sustainable and satisfying practices at both individual and institutional levels.