3Rd Canadian Conference on Positive Psychology
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1 Why We Need a More Humanistic Positive Organizational Scholarship: Carl Rogers' Person- Centered Approach As a Challenge To
Why we Need a More Humanistic Positive Organizational Scholarship: Carl Rogers’ Person- Centered Approach as a Challenge to Neoliberalism Stephen Joseph University of Nottingham Correspondence should be addressed to Stephen Joseph, PhD, Professor, School of Education, University of Nottingham, Nottingham, United Kingdom NG8 1BB. E-mail: [email protected] © 2019, American Psychological Association. This paper is not the copy of record and may not exactly replicate the final, authoritative version of the article. Please do not copy or cite without authors' permission. The final article will be available, upon publication, via its DOI: 10.1037/hum0000151 1 Why we Need a More Humanistic Approach to Positive Organizational Scholarship: Carl Rogers’ Person-Centred Approach as a Challenge to Neoliberalism Recent years have seen much interest in the new field of Positive Organizational Scholarship (POS). POS focuses specifically on what is positive, flourishing, and life-giving in organizations, and how to cultivate individual and organizational performance. In this article I will discuss the humanistic approach of Carl Rogers and how it can contribute to POS. Rogers is well known for his work on human relations and like POS he was concerned with the promotion of human flourishing. However, unlike POS, Rogers’ approach was based on a distinctive view of human nature and non-directive practice. By comparison, it looks like POS talks the language of human flourishing while offering ways in which to control and direct people as part of the neoliberal hegemony that humanistic scholars might see as the problem. I would like to advocate for a humanistic POS; one which explicitly has the aim of liberation and empowerment. -
Mindfulness Calmness Activities for Kids 3.Pages
25 Simple Mindfulness Activities for Kids 1. Practice kind thoughts by prompting your child to think of 5 people they’d like to send kind wishes to 2. Bang on a pot/pan and invite your child to signal to you when they no longer hear the sound ‘hanging’ the air 3. Blow bubbles ‘slo-mo’ style, emphasizing a big deep breath in through the nose to fill the bubble… and out through the mouth as slow as possible Type to enter text 4. Squeeze and let go, tensing different muscles in the body for 5 seconds and then slowing releasing 5. Tune into the body by getting down on your child’s level and feeling each other’s heartbeats 6. Focus on breathing by building ‘Elsa’ ice sculptures’ by taking in a deep breath (don’t forget to smell the ‘chocolate fountain on coronation day!) and then slowly blowing out to create amazing ice creations 7. Have a ‘mindful’ snack by describing the smell, texture and taste of the food 8. Try this ‘Rainbow’ guided meditation to wind down at bedtime 9. Explore textures in nature, take a walk to collect several different objects and observe/describe how each feels 10.Have your child give you the ‘weather report’ on how they’re feeling, “I’m dark and cloudy with some raindrop tears coming out” 11.Find shapes in the sky by laying down together and choosing different objects to search for in the clouds 12.Practice noticing with art. Choose several different utensils and describe how they all feel different on the paper 13.Take a mindful walk pointing out sights and sounds along the way. -
From Grasping to Emptiness – Excursions Into the Thought-World of the Pāli Discourses (2)
From Grasping to Emptiness – Excursions into the Thought-world of the Pāli Discourses (2) Anālayo © 2010 Anālayo Published by The Buddhist Association of the United States 2020 Route 301, Carmel, New York 10512 Printed in Taiwan Cover design by Laurent Dhaussy ISBN 978-0-615-25529-3 Introduction 3 1. Grasping / Upādāna 5 1.1 Grasping at Sensual Pleasures 5 1.2 Grasping at Views 7 1.3 Grasping at Rules and Observances 9 1.4 Grasping at a Doctrine of Self 10 1.5 The Five Aggregates [Affected by] Clinging 13 1.6 Grasping and Nibbāna 15 1.7 Freedom from Grasping 16 2. Personality View / Sakkāyadihi 19 2.1 Manifestations of Personality View 19 2.2 Removal of Personality View 24 3. Right View / Sammādihi 27 3.1 Wrong View 27 3.2 Right View and Investigation 29 3.3 Right View as the Forerunner of the Path 31 3.4 Arrival at Right View 33 3.5 Right View and the Four Noble Truths 34 4. Volitional Formations / Sakhārā 39 4.1 Sakhāras as an Aggregate 40 4.2 Sakhāras as a Link in Dependent Arising 44 4.3 Sakhāras in General 48 5. Thought / Vitakka 55 5.1 The Ethical Perspective on Thought 56 5.2 The Arising of Thought 57 5.3 The Vitakkasahāna-sutta 60 5.4 Vitakka in Meditation 64 5.5 Thought Imagery 66 6. Wise Attention / Yoniso Manasikāra 69 6.1 Wise ( Yoniso ) 69 6.2 Attention ( Manasikāra ) 72 6.3 The Implications of Wise Attention 72 6.4 The Importance of Wise Attention 78 7. -
New Directions in the Science of Positive Psychology 36
awards in psychology from Québec the Canada respectively – and many other honors including the Sport Science Award from the International Olympic With gratitude, Committee (IOC). ! The Western Positive Psychology Association Team th Our 5 WPPA Conference features special invited sessions sharing research ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! from institutions around the Western Region including Claremont Graduate University as well as Canada and beyond. This year’s presentations focus on Positive Work and Organizations, Positive Developmental, Positive Health, Theory and Methodology in Positive Psychology, Positive Psychology and Sports and the Science of Well-being Theory across the Lifespan. Thank you to all our contributing faculty, educators, research scientists, and students for sharing your research. The hours that have gone into preparing the research work presented here today are countless reflecting academicians’ lifetime of contributions. We stand on the shoulders of giants. We are particularly grateful to these presenting authors, their collaborators, Session Chairs, attendees, and volunteers for making this conference possible. We especially would like to thank Maria Eloisa Ramos, CGU graduate student, as well as Omara Turner for their work behind and at the forefront of WPPA th CGU’s 5 Conference event. Thanks to Eliana Leon and Sherry Nissen for bringing forward CGU’s contributions across years past (2014, 2017, and 2018, 2019). We also would like to thank the following volunteers helping out at our event: Matthew Gold Sarah Shuts Ergun Pascu Greg Mefferd Brandon Sorenson Sherry Nissan Jennifer Carey Bernadette Guyton Beth Garvin Rachel Jimenez CGU Tech Team Sunny Chou ! Last, our committee would like to thank Stewart I. Donaldson, PhD, for his exceptional leadership and guidance in creating and nurturing our Western Positive Psychology Association (WPPA) academic community. -
AP Psychology Summer Assignment Mr. Trinci [email protected] Welcome to AP Psychology. Please Complete the Famous Contr
AP Psychology Summer Assignment Mr. Trinci [email protected] Welcome to AP psychology. Please complete the Famous Contributors and experiments review sheet. Due to the time constraints we will face during the school year, it is necessary that we get a head start on the material most important to the course. All of these contributors are an important part of the history of psychology and deserve your best work. This is a 300 point research project that will significantly impact your first quarter grade. Please turn this in handwritten and in your own words. No word processed copies will be accepted. Please make sure that your work is neat and legible. Do not include any biographical information, just the facts and details of the experiment or contribution. There are many quality websites available to help you complete this assignment (Wikipedia being one such website). Please be thorough in summarizing these contributors and experiments as they are deserving of your best work. This assignment is due the first day of class in August. Have a great summer, pace yourself, do your best work. The first one will be done for you as an example. Any problems or help please e-mail me on my school e-mail above. Hawthorn effect- Refers to the simple fact that workers became more productive when they are aware that they are being studied. The original experiment was conducted between 1924 and 1932 and was meant to measure the increase of production due to increase in lighting. The original experiment lasted from 1927-1932 and measured the productivity of two women working in the relay assembly section of the Western Electric Factory outside Chicago. -
Anxiety and Depression.Notes for Primary Care.Pptx
10/2/17 ¨ I have no disclosures. Debra Poole, PA-C, MPAS October 11, 2017 [email protected] ¨ Improve readiness and efficacy in Primary Care treatment of depression and anxiety ¨ Gain Awareness of: ¡ Prevalence ¡ Screening tools ¡ Treatment options: Pharmacological and nonpharmacological ¡ STAR*D ¡ Genetic testing and other labs ¡ Comorbidities 1 10/2/17 ¨ Depression is the world's fourth most prevalent ¨ Arthritis health problem causing US $30-$50 billion per year ¨ Diabetes in lost productivity and direct medical costs. ¨ Stroke ¨ PCPs are the sole contact for more than 50% of patients with mental illness. ¨ Obesity ¨ Symptoms consistent with depression are present ¨ Substance Use Disorder in nearly 70% of patients who visit a PCP. ¨ GAD is one of the most common mental disorders in primary care settings with a lifetime prevalence of 5-12% in the US. ¨ Headache, migraines ¨ Mary, a 51 year old, married Caucasian female ¨ Sexual dysfunction arrives early to her appointment complaining ¨ Appetite changes of joint pain. Later in the interview she reports ¨ Menstrual-related symptoms that she has a bad case of the “Don’t Wannas” ¨ Chronic pain and rarely leaves her house these days. She doesn’t really see any purpose in her life any ¨ Chronic medical conditions (eg, diabetes, Parkinson's disease, alcoholism) longer but denies SI. She insists that she isn’t depressed. “I’m not sad.” ¨ Digestive problems (eg, diarrhea, constipation) ¨ Fatigue ¨ Sleep disturbances 2 10/2/17 A. Keep from rolling your eyes as you dismiss her complaints by telling her “There, there it will be ok.” B. Refer her to psych, pronto! C. -
Social & Emotional Learning
Access Better Kid Care’s On Demand Online Professional Development System to: • Create a free account • Read the research-based module content • Watch videos highlighting best practices • Complete reflection activities • Take the assessment • Print your certificate of completion (Preview modules for free. $5 fee for certificate of completion.) Social & Emotional Learning Online Professional Development Resources extension.psu.edu/youth/betterkidcare • 800-452-9108 Supported in part with funds from the Office of Child Development and Early Penn State is an equal opportunity, affirmative action employer, and is committed to providing Learning, jointly overseen by the Departments of Human Services and Education. employment opportunities to minorities, women, veterans, individuals with disabilities, and other protected groups. Nondiscrimination: http://guru.psu.edu/policies/AD85.html Claudia C. Mincemoyer, Ph.D., Better Kid Care Program Director 2182 Sandy Drive – Suite 204 State College, PA 16803 This publication is available in alternative media on request. © 2017 The Pennsylvania State University Brochure_SEL 03/20/17 On Demand Modules Adverse Childhood Experiences (ACEs) • Cultural Understanding: Building Solid Foundations • Adverse Childhood Experiences: Building Resilience • Creating Special Moments with Infants and Toddlers • Understanding Poverty: Strategies for Family Engagement • Dealing with Anger - The Children’s and Yours • Death, Loss and Grief: Understanding How to Support Children • Family Child Care: Support Infants and Toddlers -
Relaxation Theory and Practice
RELAXATION THEORY AND PRACTICE RELAXATION THEORY AND PRACTICE1 DIANA ELTON, G. D. BURROWS AND G. V. STANLEY University of Melbourne SUMMARY This paper reviews the theoretical aspects of clinical use of relaxation and the pr.oblems inherent in its applicatio..n in a h03pital setting. It discusses, the relative usefulness of relaxation procedures in va.rious conditions. 1'his includes the advantages versus the disadvantages of group practice, the use of audio casettes, specificity of instructions and inteTdisciplinary aspects 01 patient care. Some guidelines are p\Tovided for the practice of relaxation by physiotherapists. INTRODUCTION of relaxation in treatment of many conditions. We live in an anxiety provoking world. Generally the medical profession has been Each individual may daily face challenges, slow in adopting these approaches. for which there may be little or no solution. In recent times, there has been a growing Mechanization may rob pride of work and interest in relaxation, as a means of dealing individuality. A person could become a slave with tension and anxiety and of generally to the clock, in a constant rush to keep abreast improving the patients' well-being. It has of commitments: "the inability to relax is attracted the attention of several professions: one of the most widely spread diseases of our 1. Psychiatrists are using it more fre time and one of the most infrequently recog.. quently in dealing with conditions where the nized" (Jones, 1953). predominant component is anxiety. Those who .A.nxiety often presents in a variety of practise hypnotherapy often adopt relaxation bodily, behavioural and psychological ways. -
Using Emotional Literacy to Promote
CORE Metadata, citation and similar papers at core.ac.uk Provided by University of Birmingham Research Archive, E-theses Repository USING EMOTIONAL LITERACY TO FACILITATE ORGANISATIONAL CHANGE IN A PRIMARY SCHOOL: A CASE STUDY By JAMES GILLUM A thesis submitted to the University of Birmingham for the degree of DOCTOR OF APPLIED EDUCATIONAL AND CHILD PSYCHOLOGY Volume 1 School of Education College of Social Sciences The University of Birmingham June, 2010 ABSTRACT This thesis comprises of a critical literature review and case study. The literature review considers, in detail, the theory underpinning emotional intelligence and emotional literacy. It begins by detailing the shift in UK Education policy, between 2000 and 2010 and considering academic research into non-cognitive aspects of education. A critical evaluation of two theories of emotional intelligence (ability theory and trait theory) is then presented and these theories are subsequently contrasted with the theory of emotional literacy, as outlined by Claude Steiner. The paper concludes by considering how each of the three theories discussed may impact upon research practice. The case study, which was completed in a city suburban primary school, is made up of two embedded units, the first uses interview to examine staff perceptions of emotional literacy. The second employs collaborative action research to consider whether emotional literacy can be used to promote organisational change. Data was analysed using thematic analysis and is presented together with discussion regarding staff perceptions of emotional literacy. The collaborative action research resulted in four identified changes in the school: development of practice and policy at lunchtimes; the introduction of elements of the SEAL curriculum; the establishment of a student council and a staff collaboration project. -
Experiences of Mindfulness Training in Patients With
Lundgren et al. BMC Psychology (2018) 6:46 https://doi.org/10.1186/s40359-018-0252-1 RESEARCHARTICLE Open Access A journey through chaos and calmness: experiences of mindfulness training in patients with depressive symptoms after a recent coronary event - a qualitative diary content analysis Oskar Lundgren1,2* , Peter Garvin2,3, Margareta Kristenson2, Lena Jonasson4 and Ingela Thylén5 Abstract Background: Psychological distress with symptoms of depression and anxiety is common and unrecognized in patients with coronary artery disease (CAD). Efforts have been made to treat psychological distress in CAD with both conventional methods, such as antidepressant drugs and psychotherapy, and non-conventional methods, such as stress management courses. However, studies focusing on the experiences of mindfulness training in this population are still scarce. Therefore, the aim of this study was to explore immediate experiences of mindfulness practice among CAD patients with depressive symptoms. Methods: A qualitative content analysis of diary entries, written immediately after practice sessions and continuously during an 8-week long Mindfulness Based Stress Reduction course (MBSR), was applied. Results: Twelve respondents participated in the study. The main category: a journey through chaos and calmness captured the participants’ concurrent experiences of challenges and rewards over time. This journey appears to reflect a progressive development culminating in the harvesting of the fruits of practice at the end of the mindfulness training. Descriptions of various challenging facets of mindfulness practice – both physical and psychological - commonly occurred during the whole course, although distressing experiences were more predominant during the first half. Furthermore, the diary entries showed a wide variety of ways of dealing with these struggles, including both constructive and less constructive strategies of facing difficult experiences. -
INTENTIONAL THINKING How We Create What We Want in Our Lives
INTENTIONAL THINKING How we create what we want in our lives HOSTED BY: Lorna Weston-Smyth Executive Coach and Trainer Forgiveness The gift we give to ourselves 1 Forgiveness is letting go of the need for revenge and releasing negative thoughts of bitterness and resentment. For some people, the beginning stage or a beginning stage of forgiveness is anger. 2 Only through letting it go can we truly forgive. 3 Brené Brown “Numbing or taking the edge off doesn’t have the same consequences as addiction, but they are nonetheless severe and life-altering for one reason: We cannot selectively numb emotion. If we numb the dark, we numb the light. If we take the edge off pain and discomfort, we are, by default, taking the edge off joy, love, belonging, and the other emotions that give meaning to our lives.” 4 Misdirection Strategies Chandeliering Bouncing Numbing Stockpiling Saccharine Cloak Fear of High-Centering 5 Mary Morrissey “Tender dreams cannot thrive in toxic soil.” 6 Three Pillars of Forgiveness Learn to separate the being from the behavior Recognize that you don’t know the whole story Ask for help in removing the poison of resentment 7 James Allen “Keep your hand firmly upon the helm of thought. Self-control is strength; Right Thought is mastery; Calmness is power.” 8 Steps to Forgiveness Acknowledge your own inner pain. Express those emotions in non-hurtful ways without yelling or attacking. Protect yourself from further victimization. Try to understand the point of view and motivations of the person to be forgiven; replace anger with compassion. -
Emotional Literacy: Building Strong Relationships for Lifelong Learning
Emotional literacy: Building strong relationships for lifelong learning “Tomorrow’s world will require adults who have been taught to draw on a wider range of capabilities and competencies; who are curious, resilient, self-disciplined and self-motivated; who can navigate differences, overcome language and cultural barriers, and who are at ease working in a team.” A Smith Family Snapshot Report November 2009 “40% of Australian primary and secondary school students have poor social and emotional skills.” Professor Michael Bernard, University of Melbourne, in conjunction with the Australian Council for Educational Research Message from Elaine Henry In a globalised knowledge era, the only constant is change. Our children are growing up in a technology-enabled, socially networked environment in which their wellbeing depends more than ever on the relationships they are able to form and the mosaic of skills that they are able to draw on at different times, in different contexts, for different purposes. In this context, personal achievement and productivity depend not only on academic acheivements but also on the emotional intelligence that assists in coping with the multiple stresses and pressures of modern life. Until very recently, an individual’s ability to recognise, understand and manage their own emotions – and to recognise these emotions in others through empathy – has been marginalised within education systems that measure success in predominantly academic terms. The cultivation of these ‘soft skills’, popularly perceived to be the duty of parents/carers and others outside the classroom, has suffered signifi cantly as a result of changes specifi c to the family unit over the last 50 years.