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Positive Psychology POSITIVE PSYCHOLOGY Presented by CONTINUING PSYCHOLOGY EDUCATION INC. 10 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. Recognize and utilize character strengths in psychology. Theory, research, and the oneself and others. practice of positive psychology is examined 2. Comprehend different ways that positive in relation to various constructs, such as psychology principles may be applied. positive emotions, character strengths, life-span 3. Convey the value of cognitively and physically development, wisdom, happiness, creativity, remaining engaged in life upon aging well. hope, self-efficacy, problem-solving, 4. Appreciate the value or adaptive originality courage, personal relationships, forgiveness, in people and creative endeavors. love, personality variables, coping strategies, 5. Understand ways that hope influences and meaning in life. psychological adjustment. 6. Acknowledge how self-efficacy impacts human Accreditation potential and possibilities. The California Board of Behavioral Sciences 7. Express the connection between self- accepts NBCC-approved courses. determination and being a “causal agent” in Continuing Psychology Education Inc. has been one’s life. approved by NBCC as an Approved Continuing 8. Explain the impact of curiosity and interest Education Provider, ACEP No. 6084. Programs on living a full life. that do not qualify for NBCC credit are clearly 9. Consider the relationship between forgiveness identified. Continuing Psychology Education Inc. and mental/physical health. is solely responsible for all aspects of the programs. 10. Describe empirical findings on the subject Continuing Psychology Education Inc. will award of love. NBCC-approved continuing education clock hours 11. Expound upon qualitative differences between for all of its listed programs. happy and unhappy people and the effects of happiness-inducing strategies. Mission Statement 12. Emphasize the importance of having meaning Continuing Psychology Education Inc. provides the in life. highest quality continuing education designed to fulfill the professional needs and interests of mental health professionals. Resources are offered to improve professional competency, maintain Faculty knowledge of the latest advancements, and meet Neil Eddington, PhD, obtained his doctorate from the University of continuing education requirements mandated by California, Berkeley. He was a research associate and assistant professor at the profession. Harvard University within the department of psychiatry, adjunct professor at Tulane University, and associate professor and coordinator of graduate studies at the University of New Orleans. He co-authored the book, “Urbanman: The psychology of urban survival.” Richard Shuman, LMFT, is a private practitioner in San Diego, CA and was selected as a court-appointed therapist. He was a psychology professor at Phillips College in New Orleans, LA and currently is the director of Continuing Psychology Education Inc. Copyright © 2018 Continuing Psychology Education Inc. 1 Continuing Psychology Education Inc. P.O. Box 9659 San Diego, CA 92169 FAX: (858) 272-5809 Phone: 1 800 281-5068 www.texcpe.com Email: [email protected] POSITIVE PSYCHOLOGY Positive psychology is the study of what makes life deemed less important, as joy was associated with aimless worthwhile and is concerned with strength and weakness, activation, interest with attending, and contentment with building potential and healing illness, helping normal people inactivity (Frijda, 1986). These tendencies appeared too achieve fulfillment and the distressed to acquire equilibrium general and lacked the adaptive value of negative emotion (Seligman, 2002; Seligman & Csikszentmihalyi, 2000). tendencies (Ekman, 1992; Fredrickson, 1998). Through the disease model of scientific psychology, Positive mental health research has increased over the last individuals are often viewed as frail victims of unhealthy decade, including the study of positive emotions. environments or flawed genetics striving for homeostasis and Fredrickson’s broaden-and-build theory, for instance, survival at best. Positive psychology proposes a balance professes that positive emotions broaden an individual’s between mere subsistence and thriving. immediate thought-action options and promote behavior that Research on positive psychology covers diverse topics; this builds long-term resources (Fredrickson, 1998; 2001). section explores the concepts of positive emotions, character Negative emotions assist in life-threatening situations that strengths, applications of positive psychology, the mental require a focused and constricted thought-action pattern that health continuum, positive psychology: children and offers direct benefit. Contrarily, positive emotions are rarely adolescents, aging healthfully, wisdom and life longings, and evoked in life-threatening circumstances so they do not need subjective well-being, with the goal of improving the quality to elicit focused response tendencies, instead, positive of life. emotions generate broadened and more flexible response tendencies which create more potential avenues of thought SECTION I 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 2 Continuing Psychology Education Inc. POSITIVE PSYCHOLOGY Fredrickson & Branigan (2005) generated positive, terrorist attacks, and the more resilient individuals felt negative, or no emotions (the control group) in
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