Abstract:

In recent decades, military institutions have faced a significant paradigm shift in recruitment due to the diversification of professional opportunities and changing social values. This has resulted in a progressive reduction in the number of candidates and a greater diversity in the psychological profiles of those admitted to military academies. Consequently, the traditional model, which relied heavily on a rigorous initial selection to ensure leadership potential, is being challenged. This paper argues that military leadership should no longer be viewed as a pre-existing trait to be filtered, but as a competence to be intentionally constructed and refined throughout the training process. Grounded in Positive Psychology and the Values in Action (VIA) Character Strengths model, this study explores how psychological competencies influence performance in high-demand naval environments. Research indicates that while traditional personality traits, represented by the Big Five model, provide a baseline, effective leadership in complex scenarios requires dynamic, morally oriented dimensions like Character Strengths. These strengths—organized into six universal virtues: wisdom, courage, humanity, justice, temperance, and transcendence—serve as the psychological support for decision-making and action under pressure.

The paper proposes a strategic formative framework for the Portuguese Naval School (Escola Naval), structured around three fundamental axes:
(1) Individualised Mentorship: Implementing the VIA Inventory of Strengths (VIA-IS) to identify each cadet's "Signature Strengths". This allows instructors and commanders to tailor feedback and pedagogical strategies to the individual's psychological profile, enhancing motivation and institutional belonging;
(2) Alignment between Psychological Profile and Specialities: Using character strength profiles as a complementary tool in vocational orientation. By matching specific strengths—such as bravery for tactical operations or prudence for administrative and logistical roles—with functional requirements, the institution can improve operational adaptation and reduce the risk of burnout;
(3) Training for High-Demand Contexts: Integrating models such as S.P.A.C.E. and utilizing high-fidelity navigation simulators (SIMNAV) to train emotional regulation and leadership in controlled yet stressful environments. Exercises like RIO and TROIA are highlighted as vital opportunities for observing and correcting leadership behavior under real pressure.

In conclusion, the current reduction in candidate numbers presents a strategic opportunity to adopt a more precise and personalised training model. By integrating character development into the core curriculum, the Naval School ensures that future officers are not only technically proficient but also resilient, self-aware, and adaptive leaders.

Keywords:

Military leadership, Positive Psychology, Character Strengths, Naval School, Self-regulation, Resilience, Decision-making under pressure, Officer training, Individualised mentorship, Operational effectiveness.