DOCSLIB.ORG

Positive Psychology I

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

POSITIVE PSYCHOLOGY I Presented by CONTINUING PSYCHOLOGY EDUCATION INC. 6 CONTINUING EDUCATION HOURS “Positive psychology, that’s a good way to spend your time.” Snyder & Lopez (2002, p. 766) Course Objective Learning Objectives The purpose of this course is to provide an Upon completion, the participant will be able to: understanding of the concept of positive 1. Understand the beneficial effects of having psychology. Major topics include: positive positive emotions upon daily living. emotions, character strengths, applications of 2. Recognize and utilize character strengths in positive psychology, the mental health oneself and others. continuum, positive psychology related to 3. Comprehend different ways that positive children and adolescents, aging healthfully, psychology principles may be applied. wisdom and life longings, and subjective 4. Conceptualize the distinction between well-being. flourishing and languishing. 5. Discuss the concepts of hope, optimism, Accreditation benefit finding, and quality of life relative Continuing Psychology Education Inc. is approved to children and adolescents. by the Texas State Board of Social Worker 6. Convey the value of cognitively and Examiners (Provider # 3329), Texas State Board of physically remaining engaged in life upon Examiners of Professional Counselors aging well. (Provider # 386), and Texas State Board of Examiners 7. Acknowledge the manifestations of wisdom of Marriage and Family Therapists (Provider # 110). and life longings over the life span. This course, Positive Psychology I, meets the 8. Identify essential components of subjective qualifications for 6 hours of continuing education well-being. for social workers, LPCs, and LMFTs as required by the above-mentioned State Boards; for psychologists, Faculty LSSPs, LPAs, and provisionally licensed Neil Eddington, Ph.D. psychologists as required by the Texas State Board of Richard Shuman, MFT Examiners of Psychologists; and for LCDCs as required by the Texas LCDC Program. Mission Statement Continuing Psychology Education Inc. provides the highest quality continuing education designed to fulfill the professional needs and interests of mental health professionals. Resources are offered to improve professional competency, maintain knowledge of the latest advancements, and meet continuing education requirements mandated by the profession. Copyright © 2016 Continuing Psychology Education Inc. 1 Continuing Psychology Education Inc. P.O. Box 142228 Austin, Texas 78714 FAX: (858) 272-5809 Phone: 1 800 281-5068 Website: www.texcpe.com Email: [email protected] POSITIVE PSYCHOLOGY I Positive psychology is the study of what makes life inactivity (Frijda, 1986). These tendencies appeared too worthwhile and is concerned with strength and weakness, general and lacked the adaptive value of negative emotion building potential and healing illness, helping normal people tendencies (Ekman, 1992; Fredrickson, 1998). achieve fulfillment and the distressed to acquire equilibrium Positive mental health research has increased over the last (Seligman, 2002; Seligman & Csikszentmihalyi, 2000). decade, including the study of positive emotions. Through the disease model of scientific psychology, Fredrickson’s broaden-and-build theory, for instance, individuals are often viewed as frail victims of unhealthy professes that positive emotions broaden an individual’s environments or flawed genetics striving for homeostasis and immediate thought-action options and promote behavior that survival at best. Positive psychology proposes a balance builds long-term resources (Fredrickson, 1998; 2001). between mere subsistence and thriving. Negative emotions assist in life-threatening situations that Research on positive psychology covers diverse topics; this require a focused and constricted thought-action pattern that course explores the concepts of positive emotions, character offers direct benefit. Contrarily, positive emotions are rarely strengths, applications of positive psychology, the mental evoked in life-threatening circumstances so they do not need health continuum, positive psychology: children and to elicit focused response tendencies, instead, positive adolescents, aging healthfully, wisdom and life longings, and emotions generate broadened and more flexible response subjective well-being, with the goal of improving the quality tendencies which create more potential avenues of thought of life. and action (Fredrickson, 1998). For example, joy creates the desire to play across physical, social or intellectual POSITIVE EMOTIONS dimensions. Interest broadens into eagerness to explore, experience new information and novel activity, and expand Numerous studies reveal that positive emotions and the self. Love encourages interacting with, learning more experiences predict or contribute to worthy life outcomes about and appreciating our significant others. Broadened (Lyubomirsky, King, & Diener, 2005), including increased thought-action tendencies evolved not for short-term survival work satisfaction and success (Losada & Heaphy, 2004), purposes, rather, for long-term benefits, such as building heightened immune function (Cohen, Doyle, & Turner, personal resources. 2003), and longer life (Danner, Snowdon, & Friesen, 2001; Play also broadens behavioral tendencies, for example, Levy, Slade, & Kunkel, 2002; Moskowitz, 2003; Ostir, some children’s play actions evolve to a predator avoidance Markides, & Black, 2000). repertoire in adults (Dohlinow, 1987), play builds intellectual Many operational definitions of emotions exist, but a capacity through increasing creativity (Sherrod & Singer, common approach is that emotions are multicomponent 1989) and enhances brain development (Panksepp, 1998). response tendencies including, for example, subjective Social play builds long-lasting resources, such as laughter feelings, cognition and attention, facial expressions, seems to foster openness to new, broadening interactions that cardiovascular and hormonal changes, occurring with a may culminate in enduring attachments (Gervais & Wilson, relatively short time span (Cosmides & Tooly, 2000; 2005). Shared enjoyment and smiles promote similar Lazarus, 1991). positive outcomes (Keltner & Bonanno, 1997; Lee, 1983; The degree of pleasantness, rated on a continuum from Simons, McCluskey-Fawcett, & Papini, 1986). The positive highly pleasant to highly unpleasant, is considered an emotion of interest breeds exploration which leads to important characteristic of every emotion (discussed in Smith knowledge and intellectual development; likewise, the & Ellsworth, 1985). We often make a pleasantness rating emotion of contentment may yield greater self-insight. when initially exposed to environmental sensory input (Chen The broaden-and-build theory of positive emotions & Bargh, 1999). A feeling of pleasantness generally occurs demonstrates that positive emotions spiral upward and when a stimulus either fulfills a biological need (Cabanac, broaden into novel thoughts, actions and relationships that 1971), leads to goal attainment, or resolves an aversive or create long-term personal resources (i.e., social fulfillment, goal-inconsistent state. skills, knowledge, and resilience) resulting in improved Past emotions research has examined negative emotions, physical and psychological health, and survival capability. primarily because negative emotions generally are the causes These beneficial resources can be evoked whenever needed, and effects of pathology and the discipline of psychology has even if the person is not feeling momentarily positive. traditionally studied problems (Seligman & Emotions, in general, affect the process of cognition, and Csikszentmihalyi, 2000). General emotions theories often research on positive affect’s influence upon cognition and link each emotion with a “specific action tendency,” for behavior supports the broaden hypothesis. Positive emotions example, fear yields motivation and physical preparation to stimulate thought patterns that are flexible and inclusive (Isen escape, anger leads to aggression and disgust to expel (Frijda, & Daubman, 1984), creative (Isen, Daubman & Nowicki, 1986; Lazarus, 1991, Tooby & Cosmides, 1990). Such 1987), and receptive to new information (Estrada et al., action tendencies evolved because they increased our 1997). ancestors chances of survival. Positive emotions were Fredrickson & Branigan (2005) generated positive, deemed less important, as joy was associated with aimless negative, or no emotions (the control group) in subjects and activation, interest with attending, and contentment with then requested them to list all the activities in which they 2 Continuing Psychology Education Inc. POSITIVE PSYCHOLOGY I would like to be engaged. The positive emotions group listed fear and grief; positive emotions lessened the negativity of an a greater quantity of and more varied actions compared to the extended and narrow perspective (Fredrickson, Tugade, neutral group while the negative emotions group indicated Waugh, & Larkin, 2003). fewer actions. Adults combating suicidal thoughts (Joiner, Petit, Perez, & Broadened social attention is characterized by augmented Burns, 2001), or revealing childhood sexual abuse (Bonanno attention to others and limited distinction between self and et al., 2002) coped better when their disclosure of pain was others or between different groups. Studies reveal that combined with some sense of positivity. Fredrickson and individuals experiencing positive emotions perceive more Joiner (2002)
Recommended publications
  • On the Interaction of Social Affect and Cognition: Empathy, Compassion and Theory of Mind

    On the Interaction of Social Affect and Cognition: Empathy, Compassion and Theory of Mind

    Available online at www.sciencedirect.com ScienceDirect On the interaction of social affect and cognition: empathy, compassion and theory of mind 1 1,2 1 Katrin Preckel , Philipp Kanske and Tania Singer Empathy, compassion and Theory of Mind (ToM) are central which may be detrimental to the observer and to others topics in social psychology and neuroscience. While empathy and compassion, on the other hand, which is a feeling of enables the sharing of others’ emotions and may result in warmth and concern for the other. We conclude with a empathic distress, a maladaptive form of empathic resonance, concise summary and an opinion statement. or compassion, a feeling of warmth and concern for others, ToM provides cognitive understanding of someone else’s Defining and neurally characterizing empathy, thoughts or intentions. These socio-affective and socio- compassion and Theory of Mind cognitive routes to understanding others are subserved by Empathy describes the process of sharing feelings, that is, separable, independent brain networks. Nonetheless they are resonating with someone else’s feelings, regardless of jointly required in many complex social situations. A process valence (positive/negative), but with the explicit knowl- that is critical for both, empathy and ToM, is self-other edge that the other person is the origin of this emotion [1]. distinction, which is implemented in different temporoparietal This socio-affective process results from neural network brain regions. Thus, adaptive social behavior is a result of activations that resemble those activations observed dynamic interplay of socio-affective and socio-cognitive when the same emotion is experienced first-hand (shared processes.
  • Bad Is Stronger Than Good

    Bad Is Stronger Than Good

    Review of General Psychology Copyright 2001 by the Educational Publishing Foundation 2001. Vol. 5. No. 4. 323-370 1089-2680/O1/S5.O0 DOI: 10.1037//1089-2680.5.4.323 Bad Is Stronger Than Good Roy F. Baumeister and Ellen Bratslavsky Catrin Finkenauer Case Western Reserve University Free University of Amsterdam Kathleen D. Vohs Case Western Reserve University The greater power of bad events over good ones is found in everyday events, major life events (e.g., trauma), close relationship outcomes, social network patterns, interper- sonal interactions, and learning processes. Bad emotions, bad parents, and bad feedback have more impact than good ones, and bad information is processed more thoroughly than good. The self is more motivated to avoid bad self-definitions than to pursue good ones. Bad impressions and bad stereotypes are quicker to form and more resistant to disconfirmation than good ones. Various explanations such as diagnosticity and sa- lience help explain some findings, but the greater power of bad events is still found when such variables are controlled. Hardly any exceptions (indicating greater power of good) can be found. Taken together, these findings suggest that bad is stronger than good, as a general principle across a broad range of psychological phenomena. Centuries of literary efforts and religious pothesis that bad is stronger than good (see also thought have depicted human life in terms of a Rozin & Royzman, in press). That is, events struggle between good and bad forces. At the that are negatively valenced (e.g., losing metaphysical level, evil gods or devils are the money, being abandoned by friends, and receiv- opponents of the divine forces of creation and ing criticism) will have a greater impact on the harmony.
  • Positive Psychology and Spirituality

    Positive Psychology and Spirituality

    Journal of Psychology and Clinical Psychiatry Positive Psychology and Spirituality Introduction Review Article historical revelations from theorists who devoted their lives to the Volume 6 Issue 7 - 2016 studySince of humanPsychology behavior became made a healingthe science profession, of mental multitudes illness very of up with valid and reliable ways to measure indistinct concepts such Substance Abuse Treatment, USA aseffective anger, as schizophrenia, well as transferable. and depression, The field of while psychology simultaneously has come earning recognition for the development of both experimental *Corresponding author: Leslie Dawn Culpepper, and longitudinal methods necessary ingaining insight as to the causal pathways that result in undesirable consequences for the Substance Abuse Treatment | PSY497 A01, USA, Email: client/patient. Most importantly, psychology researchers have Received: March 15, 2016 | Published: December 22, 2016 developed both pharmacological and psychological interventions that are known for making fourteen previously untreatable mental disorders highly treatable disorders and even curable disorders in some cases. The timeline of psychology graciously marks these self-worth. Unfortunately, Juanita does not have the tools she theoretical revelations as these theorists devoted their lives to needs to obtain sobriety because her mother failed to reinforce the study of human behavior. Each of these theorists had their her worthiness or instill even a hint of a strong self-image. Instead own beliefs concerning the behavior of our species, including the of being critical of her inadequacies, her mother should have why, when, how, and under what circumstances gives rise to a helped Juanita identify her strengths as a way to build her self- particular behavior.
  • A History of Happiness: the Roots of Positive Psychology, Insight, and Clinical Applications from 2005 to 2015 Russell Fulmer

    A History of Happiness: the Roots of Positive Psychology, Insight, and Clinical Applications from 2005 to 2015 Russell Fulmer

    Article 45 A History of Happiness: The roots of Positive Psychology, Insight, and Clinical Applications from 2005 to 2015 Russell Fulmer Fulmer, Russell, PhD, LPC, is an Assistant Professor at Emporia State University in Emporia, Kansas. Dr. Fulmer is a Licensed Professional Counselor whose interests include ethics, interdisciplinary approaches to counseling, and the impact of regulation on counseling. Abstract Positive psychology has burgeoned in the past decade. Research in the field has addressed everything from post-traumatic growth to prosocial behavior. Providing insight into human strengths and offering clinical interventions of use with a range of client issues, positive psychology has much to offer counselors. This article examines the past ten years of positive psychology research and condenses an abundance of literature into summaries about six of the most discussed areas and counselor applicable topics. Introduction As counselors continue to look for pragmatic techniques to add to their repertoire, the field of positive psychology offers an array of interventions that are relatively simple to comprehend, with research backing (Snyder, Lopez, & Pedrotti, 2010). Positive psychology is the study of subjective well-being (Compton & Hoffman, 2012). What started as inquiry into happiness has evolved into an analysis of human flourishing (Seligman, 2012). For years, notions and speculations about what contributed to subjective well-being abounded, albeit with little to no basis in empirical study. This was of minor relevance to behavioral scientists, as most of their focus was on mental illness. Even into the late 1990s, the ratio of negative to positive studies in psychology was seventeen to one (Achor, 2010). Positive psychology does not ignore harsh reality as much as encourage an investigation into the entire spectrum of human experience, including those factors that contribute to fulfillment, not just distress.
  • Sabotaging the Self

    Sabotaging the Self

    eriment xp al E P d s n y c Thomson, Clin Exp Psychol 2017, 3:4 a h l o a Clinical and Experimental l c o i g DOI: 10.4172/2471-2701.1000175 n i y l C ISSN: 2471-2701 Psychology Research Article Article OpenOpen Access Access Sabotaging The Self - A Trait? and It’s Relationship with Neuroticism Wendy Thomson* Department of Applied Psychology, University of Portsmouth, King Henry Building, Portsmouth, England, UK Abstract Introduction: The present study examines the extent to which self-defeating ideation, measured through the use of the Self-Defeating Quotient discrepancy scores, and behaviour reflect a single unitary trait of self-defeatedness, and the extent to which levels of this underlying trait are related to Neuroticism. Results: The results of a Structural Equation Model provide support for a single-factor model of Self-defeatedness using the Self-Defeating Quotient (S. D. Q.). Additionally, the one factor model of the relationship between self- defeating ideation and neuroticism indicated a significant path between SDQ Discrepancy scores and Neuroticism. Conclusion: The results indicate a significant relationship between the Self-Defeating Quotient and neuroticism. Combining information from multiple measures into a composite trait measure, and using SEM to take measurement error into consideration, may provide a more accurate estimate of the strength of this relationship. These results provide support for the view that self-defeating ideation is a unitary trait and a possible contender for joining the big five as number six. Keywords: Trait; Personality; Self-defeating ideation; Self-defeating Defeating Quotient. Initial studies suggest that self-defeatedness is a behaviour; Structural equation modeling; Neuroticism; Self-defeating trait, in the sense of being a stable and pervasive feature of personality quotient [6].
  • Guilt, Shame, and Grief: an Empirical Study of Perinatal Bereavement

    Guilt, Shame, and Grief: an Empirical Study of Perinatal Bereavement

    Guilt, Shame, and Grief: An Empirical Study of Perinatal Bereavement by Peter Barr 'Death in the sickroom', Edvard Munch 1893 A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Centre for Behavioural Sciences Faculty of Medicine University of Sydney November, 2003 Preface All of the work described in this thesis was carried out personally by the author under the auspices of the Centre for Behavioural Sciences, Department of Medicine, Faculty of Medicine, University of Sydney. None of the work has been submitted previously for the purpose of obtaining any other degree. Peter Barr OAM, MB BS, FRACP ii The investigator cannot truthfully maintain his relationship with reality—a relationship without which all his work becomes a well-regulated game—if he does not again and again, whenever it is necessary, gaze beyond the limits into a sphere which is not his sphere of work, yet which he must contemplate with all his power of research in order to do justice to his own task. Buber, M. (1957). Guilt and guilt feelings. Psychiatry, 20, p. 114. iii Acknowledgements I am thankful to the Department of Obstetrics and Department of Neonatology of the following hospitals for giving me permission to approach parents bereaved by stillbirth or neonatal death: Royal Prince Alfred Hospital, Royal Hospital for Women, Royal North Shore Hospital and Westmead Hospital. I am most grateful to Associate Professor Susan Hayes and Dr Douglas Farnill for their insightful supervision and unstinting encouragement and support. Dr Andrew Martin and Dr Julie Pallant gave me sensible statistical advice.
  • About Emotions There Are 8 Primary Emotions. You Are Born with These

    About Emotions There Are 8 Primary Emotions. You Are Born with These

    About Emotions There are 8 primary emotions. You are born with these emotions wired into your brain. That wiring causes your body to react in certain ways and for you to have certain urges when the emotion arises. Here is a list of primary emotions: Eight Primary Emotions Anger: fury, outrage, wrath, irritability, hostility, resentment and violence. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression. Fear: anxiety, apprehension, nervousness, dread, fright, and panic. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy. Interest: acceptance, friendliness, trust, kindness, affection, love, and devotion. Surprise: shock, astonishment, amazement, astound, and wonder. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition. All other emotions are made up by combining these basic 8 emotions. Sometimes we have secondary emotions, an emotional reaction to an emotion. We learn these. Some examples of these are: o Feeling shame when you get angry. o Feeling angry when you have a shame response (e.g., hurt feelings). o Feeling fear when you get angry (maybe you’ve been punished for anger). There are many more. These are NOT wired into our bodies and brains, but are learned from our families, our culture, and others. When you have a secondary emotion, the key is to figure out what the primary emotion, the feeling at the root of your reaction is, so that you can take an action that is most helpful. .
  • Finding the Golden Mean: the Overuse, Underuse, and Optimal Use of Character Strengths

    Finding the Golden Mean: the Overuse, Underuse, and Optimal Use of Character Strengths

    Counselling Psychology Quarterly ISSN: 0951-5070 (Print) 1469-3674 (Online) Journal homepage: https://www.tandfonline.com/loi/ccpq20 Finding the golden mean: the overuse, underuse, and optimal use of character strengths Ryan M. Niemiec To cite this article: Ryan M. Niemiec (2019): Finding the golden mean: the overuse, underuse, and optimal use of character strengths, Counselling Psychology Quarterly, DOI: 10.1080/09515070.2019.1617674 To link to this article: https://doi.org/10.1080/09515070.2019.1617674 Published online: 20 May 2019. Submit your article to this journal View Crossmark data Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=ccpq20 COUNSELLING PSYCHOLOGY QUARTERLY https://doi.org/10.1080/09515070.2019.1617674 ARTICLE Finding the golden mean: the overuse, underuse, and optimal use of character strengths Ryan M. Niemiec VIA Institute on Character, Cincinnati, OH, USA ABSTRACT ARTICLE HISTORY The science of well-being has catalyzed a tremendous amount of Received 28 February 2019 research with no area more robust in application and impact than Accepted 8 May 2019 the science of character strengths. As the empirical links between KEYWORDS character strengths and positive outcomes rapidly grow, the research Character strengths; around strength imbalances and the use of strengths with problems strengths overuse; strengths and conflicts is nascent. The use of character strengths in understand- underuse; optimal use; ing and handling life suffering as well as emerging from it, is particularly second wave positive aligned within second wave positive psychology. Areas of particular psychology; golden mean promise include strengths overuse and strengths underuse, alongside its companion of strengths optimaluse.Thelatterisviewedasthe golden mean of character strengths which refers to the expression of the right combination of strengths, to the right degree, and in the right situation.
  • 1 the Development of Empathy: How, When, and Why Nicole M. Mcdonald & Daniel S. Messinger University of Miami Department Of

    1 the Development of Empathy: How, When, and Why Nicole M. Mcdonald & Daniel S. Messinger University of Miami Department Of

    1 The Development of Empathy: How, When, and Why Nicole M. McDonald & Daniel S. Messinger University of Miami Department of Psychology 5665 Ponce de Leon Dr. Coral Gables, FL 33146, USA 2 Empathy is a potential psychological motivator for helping others in distress. Empathy can be defined as the ability to feel or imagine another person’s emotional experience. The ability to empathize is an important part of social and emotional development, affecting an individual’s behavior toward others and the quality of social relationships. In this chapter, we begin by describing the development of empathy in children as they move toward becoming empathic adults. We then discuss biological and environmental processes that facilitate the development of empathy. Next, we discuss important social outcomes associated with empathic ability. Finally, we describe atypical empathy development, exploring the disorders of autism and psychopathy in an attempt to learn about the consequences of not having an intact ability to empathize. Development of Empathy in Children Early theorists suggested that young children were too egocentric or otherwise not cognitively able to experience empathy (Freud 1958; Piaget 1965). However, a multitude of studies have provided evidence that very young children are, in fact, capable of displaying a variety of rather sophisticated empathy related behaviors (Zahn-Waxler et al. 1979; Zahn-Waxler et al. 1992a; Zahn-Waxler et al. 1992b). Measuring constructs such as empathy in very young children does involve special challenges because of their limited verbal expressiveness. Nevertheless, young children also present a special opportunity to measure constructs such as empathy behaviorally, with less interference from concepts such as social desirability or skepticism.
  • 1 Positive Psychology, Positive Prevention, and Positive Therapy

    1 Positive Psychology, Positive Prevention, and Positive Therapy

    1 Positive Psychology, Positive Prevention, and Positive Therapy Martin E. P. Seligman Positive Psychology mindedness, high talent, and wisdom. At the group level it is about the civic virtues and the Psychology after World War II became a science institutions that move individuals toward better largely devoted to healing. It concentrated on citizenship: responsibility, nurturance, altruism, repairing damage using a disease model of hu- civility, moderation, tolerance, and work ethic man functioning. This almost exclusive atten- (Gillham & Seligman, 1999; Seligman & Csik- tion to pathology neglected the idea of a fulfilled szentmihalyi, 2000). individual and a thriving community, and it ne- The notion of a positive psychology move- glected the possibility that building strength is ment began at a moment in time a few months the most potent weapon in the arsenal of ther- after I had been elected president of the Amer- apy. The aim of positive psychology is to cata- ican Psychological Association. It took place in lyze a change in psychology from a preoccu- my garden while I was weeding with my 5- pation only with repairing the worst things in year-old daughter, Nikki. I have to confess that life to also building the best qualities in life. To even though I write books about children, I’m redress the previous imbalance, we must bring really not all that good with them. I am goal- the building of strength to the forefront in the oriented and time-urgent, and when I am weed- treatment and prevention of mental illness. ing in the garden, I am actually trying to get The field of positive psychology at the sub- the weeding done.
  • Do K-12 School Facilities Affect Education Outcomes?

    Do K-12 School Facilities Affect Education Outcomes?

    Tennessee Advisory Commission on Intergovernmental Relations Staff Information Report January 2003 TACIR Publication Policy Staff Information Reports, Staff Briefs, Staff Technical Reports and Staff Working Papers and TACIR Fast Facts are issued to promote the mission and objectives of the Commission. These reports are intended to share information and research findings relevant to important public policy issues in an attempt to promote wider understanding. Only reports clearly labeled as Commission Reports represent the official position of the Commission. Others are informational. The Tennessee Advisory Commission on Intergovernmental Relations Suite 508, 226 Capitol Boulevard, Nashville,Tennessee 37243 (615) 741-3012 FAX (615) 532-2443 email: [email protected] website: www.state.tn.us/tacir Do K-12 School Facilities Affect Education Outcomes? A Staff Information Report The following staff have contributed to this report: Ed Young, Ph.D. Research Consultant Principal Author Harry A. Green, Ph.D. Executive Director Lynnisse Roehrich-Patrick, J.D. Director of Special Projects Project Manager, Editor Linda Joseph Publications Assistant Teresa Gibson Publications Assistant January 2003 ii Do K-12 School Facilities Affect Education Outcomes? Foreword In 1988, more than half of Tennessee’s school systems joined together and filed a lawsuit charging the state with failing to fund all systems, rich and poor, equitably, and in 1993, they won. In the meantime and after two years of deliberation, the Tennessee General Assembly adopted a new funding formula as part of the Education Improvement Act (EIA) of 1992. The plaintiffs were not entirely satisfied with that remedy and challenged it on three bases: it did not solve the problem of inequity among the systems in teachers’ salaries, it should be funded immediately and not phased in over six years as the legislature planned, and it did not provide adequate funds to bring all school buildings up to modern standards.
  • Righteous Indignation I

    Righteous Indignation I

    John 2:13-22 13The Jewish Passover was near, so Jesus went up to Jerusalem. 14In the temple courts he found people selling cattle, sheep, and doves, and money changers sitting at tables. 15He made a whip of cords and drove everyone out of the temple courts, along with the sheep and oxen. He scattered the coins of the money changers and overturned their tables. 16To those selling doves he said, “Get these things out of here! Stop turning my Father’s house into a place of business!” 17His disciples remembered that it was written, “Zeal for your house will consume me.” 18So the Jews responded, “What sign are you going to show us to prove you can do these things?” 19Jesus answered them, “Destroy this temple, and in three days I will raise it up again.” 20The Jews said, “It took forty-six years to build this temple! And you are going to raise it in three days?” 21But Jesus was speaking about the temple of his body. 22When Jesus was raised from the dead, his disciples remembered that he had said this. Then they believed the Scripture and what Jesus had said. Righteous Indignation I. You sigh as you enter church. It’s that time of year again—the time leading up to Passover. Jewish faithful from all over the world are coming to make their pilgrimage to the temple to make their sacrifices and pay their temple-tax. It probably all seems very practical and pragmatic to the Jewish out-of-town-ers. They’ll stop in the equivalent of the narthex area for all the necessary items for their sacrifices.