A Positive Psychology Primer

Total Page:16

File Type:pdf, Size:1020Kb

A Positive Psychology Primer A Positive Psychology Primer The material on this handout is drawn primarily from Martin E. P. Seligman's book Authentic Happiness and the University of Pennsylvania website authentichappiness.org, which contains excellent self-assessment tools. The Goal: Happiness & Well-Being Enhanced by: Enhanced by: Enhanced by: Positive Emotions Positive Emotions Positive Emotions (Past-Focused) (Present-Focused) (Future-Focused) satisfaction, contentment, optimism, hope, confidence, pride, serenity, fulfillment Pleasures + Gratifications trust, faith (positive memories and no (hope and optimism buffer cognitive distortions) against bouts of depression) PLEASURES GRATIFICATIONS Bodily and Higher Activities, not feelings Bodily Pleasures Call on Strengths and Virtues momentary, come through the ingenuity, leadership, diligence, senses (tastes, smells, sexual kindness, self-control, forgiveness, feelings, sights, sounds) passion, loyalty, etc. Require Activity reading, dancing, volleyball, Higher Pleasures momentary, set off by complex / community service, discussion learned events (rapture, thrill, bliss, amusement, comfort, fun) A Full Life: Experiencing positive emotions about the past and future, savoring positive feelings from the pleasures, deriving abundant gratification from your signature strengths, and using these strengths in the service of something larger to obtain meaning. Dr. Christopher Thurber Extraordinary training for [email protected] the finest schools, camps, @drchristhurber and youth programs. DrChrisThurber.com Copy only with permission. © 2019 Strengths and Virtues The material on this handout is drawn primarily from Seligman, Rashid, & Parks (2006) "Positive Psychotherapy" American Psychologist, 61, 774-788. I also recommend Authentic Happiness by Martin E. P. Seligman. Basic Premise: Authentic happiness comes from experiencing positive emotions about the past and future, savoring positive feelings from the pleasures, deriving abundant gratification from your signature strengths, and using these strengths in the service of something larger to obtain meaning. Virtues: Cross-cultural research has suggested there are 6 virtues, attained through strengths of character. • Wisdom & Knowledge • Courage • Love & Humanity • Justice • Temperance • Spirituality & Transcendence Strengths: Cross-cultural research has suggested there are 24 character strengths: • Curiosity / Interest in the World • Love of Learning • Judgment / Critical Thinking / Open-Mindedness • Ingenuity / Originality / Practical Intelligence / Street Smarts • Social Intelligence / Personal Intelligence / Emotional Intelligence • Perspective • Valor and Bravery • Perseverance / Industry / Diligence • Integrity / Genuineness / Honesty • Kindness and Generosity • Loving and Allowing Oneself to Be Loved • Citizenship / Duty / Teamwork / Loyalty • Fairness and Equity • Leadership • Self-Control • Prudence / Discretion / Caution • Humility and Modesty • Appreciation of Beauty and Excellence • Gratitude • Hope / Optimism / Future-Mindedness • Spirituality / Sense of Purpose / Faith / Religiousness • Forgiveness and Mercy • Playfulness and Humor • Zest / Passion / Enthusiasm Dr. Christopher Thurber Extraordinary training for [email protected] the finest schools, camps, @drchristhurber and youth programs. DrChrisThurber.com Copy only with permission. © 2019 Positive Psychology in Youth Programs Positive Psychology Technique: Possible School or Camp Application: Positive Introduction: Write a biographical sketch of yourself in which you include a concrete story that illustrates one of your character strengths. Understanding Happiness: Discuss the differences among pleasure, engagement (use of signature strengths), and meaning (using strengths in the service of others). Blessings Journal: Write down three good things that happened to you during the day. (or…try performing 5 kind deeds each day) Strengths Cultivation: Formulate specific, concrete, achievable behaviors that cultivate your signature strengths. Savoring: Once a day, take the time to enjoy something that you usually hurry through (e.g., a meal, a shower, walking). Forgiveness Letter: Write a letter that describes a transgression, the related emotions, and a pledge to forgive the transgressor. Gratitude Letter: Write and present a letter of gratitude to someone you have never properly thanked. (or…try a gratitude visit) Optimism & Hope: Discuss a time when you lost out at something important or a big plan collapsed or someone rejected you. Describe what doors opened for you after that event. Active/Constructive Responding: Identify someone else's signature strengths and try to respond visibly, positively, and enthusiastically to good news from them. Question for thought: In which circumstances might elements of so-called positive psychology (optimism, forgiveness) be unhealthy or lead to unhappiness, rather than happiness? Dr. Christopher Thurber Extraordinary training for [email protected] the finest schools, camps, @drchristhurber and youth programs. DrChrisThurber.com Copy only with permission. © 2019 .
Recommended publications
  • Emotional Intelligence and Acquisition of English Language Oral Communication Skills9
    Advanced Education Issue 15, 2020 ISSN: 2409-3351 EMOTIONAL INTELLIGENCE AND ACQUISITION OF ENGLISH LANGUAGE ORAL COMMUNICATION SKILLS9 Тetiana Andrienko Kyiv International University, Kyiv, Ukraine [email protected] Nataliia Chumak Taras Shevchenko National University of Kyiv, Kyiv, Ukraine [email protected] Vlad Genin UOPX, Silicon Valley-Bay Area Campus, San Francisco, California, USA [email protected] Studying the factors of successful acquisition of ESL speaking skills in Ukrainian adult learners, the authors focused on the correlation between emotional intelligence and development of oral communication skills, and, on the other hand, on the growth of these indicators as a result of purposeful inclusion of content-related emotions into activities aimed at the development of speaking and listening skills. Theoretically based on the ideas of emotional intelligence as an important factor in human interaction and guided by the hypothesis that content-related emotions intensify emotional involvement and have a positive influence on the acquisition of oral communication skills, the researchers applied Mayer-Salovey-Caruso Emotional Intelligence Test and the English Language Oral Communication Skills Test developed by the authors, to measure the key oral communication skills indicators against a 100 point scale. Experimental teaching of 124 undergraduate students of International Relations during September 2018 – May 2019 proved a beneficial influence of including emotions in the learning activities on the acquisition of ESL oral communication skills, as well as on student motivation and overall quality of student experiences. Significant increments in Emotional Intelligence and ESL oral communication skills in the experimental group compared to insignificant growth of the same indicators in the Reference group allow to establish a positive correlation between the growth of emotional intelligence and acquisition of the ESL speaking skills pursuant to inclusion of content-related emotions into the ESL learning in Ukrainian students.
    [Show full text]
  • The Influence of Emotional States on Short-Term Memory Retention by Using Electroencephalography (EEG) Measurements: a Case Study
    The Influence of Emotional States on Short-term Memory Retention by using Electroencephalography (EEG) Measurements: A Case Study Ioana A. Badara1, Shobhitha Sarab2, Abhilash Medisetty2, Allen P. Cook1, Joyce Cook1 and Buket D. Barkana2 1School of Education, University of Bridgeport, 221 University Ave., Bridgeport, Connecticut, 06604, U.S.A. 2Department of Electrical Engineering, University of Bridgeport, 221 University Ave., Bridgeport, Connecticut, 06604, U.S.A. Keywords: Memory, Learning, Emotions, EEG, ERP, Neuroscience, Education. Abstract: This study explored how emotions can impact short-term memory retention, and thus the process of learning, by analyzing five mental tasks. EEG measurements were used to explore the effects of three emotional states (e.g., neutral, positive, and negative states) on memory retention. The ANT Neuro system with 625Hz sampling frequency was used for EEG recordings. A public-domain library with emotion-annotated images was used to evoke the three emotional states in study participants. EEG recordings were performed while each participant was asked to memorize a list of words and numbers, followed by exposure to images from the library corresponding to each of the three emotional states, and recall of the words and numbers from the list. The ASA software and EEGLab were utilized for the analysis of the data in five EEG bands, which were Alpha, Beta, Delta, Gamma, and Theta. The frequency of recalled event-related words and numbers after emotion arousal were found to be significantly different when compared to those following exposure to neutral emotions. The highest average energy for all tasks was observed in the Delta activity. Alpha, Beta, and Gamma activities were found to be slightly higher during the recall after positive emotion arousal.
    [Show full text]
  • Interpersonal Attraction
    Dr K Williams 11/19/07 Interpersonal Attraction Psych 240; Fall 2007 Purdue University Prof. Kipling Williams Initial Attraction: What matters at first? Propinquity (we like those who live/work near us; mere exposure) Physical Attractiveness (we like those who are physically attractive; halo, rewards, kernel of truth; evolutionary signs of health and reproductive advantage) Similarity/Complementarity (we like those who are similar to us—it’s rewarding; complementarity of needs) Responsiveness (we like those who are responsive to us; signals belonging, worth, and control) Reciprocal liking (we like those who like us—it’s rewarding) Interpersonal Attraction 1 Dr K Williams 11/19/07 Propinquity Festinger, Schachter & Back (1959)’s “Social pressures in informal groups: A study of human factors in housing” Zajonc’s (1968) “Attitudinal effects of mere exposure” (JPSP) “Mirror exposure” - we like our reflection view better than the view that others see of us; and vice versa. Moreland & Beach’s (1992) “Exposure effects in the classroom…” (JESP) Physical Attractiveness Walster, Aronson, Abrahams & Rottman, 1966: Computer Dating paradigm Take a battery of measures of personality SES interests physical attractiveness Randomly pair college students with person of opposite sex. Asked them to rate their date Only one factor predicted liking and intention to ask out again…physical attractiveness (for males & females!) How about after the fifth date? (Mathes, 1975) Interpersonal Attraction 2 Dr K Williams 11/19/07 Physical Attractiveness How ubiquitous? In the courtroom less likely to be found guilty; if guilty, lighter sentence (except if used to commit crime) In job applications More likely to be hired even for jobs in which appearance could have no conceivable relationship to job performance Class project (High, Med, Low Phys Attractiveness X High, Med, Low Qualifications) • Which matters most? Physical Attractiveness How ubiquitous? With children They are more popular, better liked by parents, teachers, and peers.
    [Show full text]
  • Student Social and Emotional Development and Accountability: Perspective of Teachers
    Student Social and Emotional Development and Accountability: Perspective of Teachers National Network of State Teachers of the Year Elizabeth J. Glennie, Ph.D. Jeffrey A. Rosen, Ph.D. Rebecca Snyder, Ed.D. Maryann Woods-Murphy, Ed.D. Katherine Bassett, M.Ed. April 2017 We at the National Network of State Teachers of the Year (NNSTOY are most pleased to share with you the latest in our series of Research Reports. In this report, we focus on measures of social and emotional learning and their efficacy in educator evaluation. Using multiple approaches – literature review and three focus group panels – we examined what the field says about these measures and well as what expert teachers – State and National Teachers of the Year and Finalists for State Teacher of the Year think. I worked for twelve years at Educational Testing Service in the area of performance based assessment across a continuum of educator practice. One of the first maxims that I learned was: ‘…not everything that is important can be measured and not everything that can be measured is important.’ A second was ‘…we must not use assessment measures for pur- poses for which they have not been developed or validated.’ I also had the privilege of working with a team of expert research scientists, including Dr. Richard Roberts, to examine the efficacy of assessing social and emotional characteristics and their mallea- bility in educators. So, this study is of particular interest to me. Can we actually measure social and emotional characteristics, and, are they malleable? In other words, can we teach things like empathy, caring, persistence? Should we include measures of these characteristics in teachers as part of consequential evaluation? As expert educators, we deeply desire accountability measures.
    [Show full text]
  • Improving Emotion Perception and Emotion Regulation Through a Web-Based Emotional Intelligence Training (WEIT) Program for Future Leaders
    Volume 11, Number 2, November 2019 pp 17 - 32 www.um.edu.mt/ijee Improving Emotion Perception and Emotion Regulation Through a Web-Based Emotional Intelligence Training (WEIT) Program for Future Leaders 1 Christina Köppe, Marco Jürgen Held and Astrid Schütz University of Bamberg, Bamberg, Germany We evaluated a Web-Based Emotional Intelligence Training (WEIT) program that was based on the four-branch model of emotional intelligence (EI) and which aimed at improving emotion perception (EP) and emotion regulation (ER) in future leaders. Using a controlled experimental design, we evaluated the short-term (directly after the WEIT program) and long-term (6 weeks later) effects in a sample of 134 (59 training group [TG], 75 wait list control group [CG]) business students, and additionally tested whether WEIT helped to reduce perceived stress. For EP, WEIT led to a significant increase in the TG directly after training (whereas the wait list CG showed no change). Changes remained stable after 6 weeks in the TG, but there were no significant differences between the TG and CG at follow-up. By contrast, ER did not show an increase directly after WEIT, but 6 weeks later, the TG had larger improvements than the CG. The results mostly confirmed that emotional abilities can be increased through web-based training. Participants’ perceived stress did not decrease after the training program. Further refinement and validation of WEIT is needed. Keywords: emotional intelligence, web-based training, stress, future leaders First submission 15th May 2019; Accepted for publication 4th September 2019. Introduction Emotional intelligence (EI) has attracted considerable attention in recent years (see Côté, 2014).
    [Show full text]
  • Examples of Social Emotional Development in Preschool
    Examples Of Social Emotional Development In Preschool Serge skives perplexedly while reddish Yves disconnects abnormally or tees ambitiously. Wainwright forfeit his zibet perorated thoughtlessly or closest after Nichole depredate and authorises slightly, secund and hack. Is Alec sham or turbellarian when dapped some pitch-and-toss rupture audaciously? Different emotions and other adults to fit the groundwork for school day of the development in neuroscientific research links Examples of ways to support goals for am are where by. What are developing child social emotional skills of. By emotional development of social situation and develop socially and to integrate their skills developed in the examples of obtaining parent characteristics of other. Early childhood development of emotional skills social awareness. Early childhood social and emotional development Advancing the mistake of. Kids who are born prematurely have deep childhood trauma are most the autism. Foundation for healthy social and emotional development This process. They are willing to flex a reasonable risk, express and defend ideas, try new experiences, or engage in challenging tasks. Devereux foundation of emotion in your child develop an example. He got twisted and of? Early Childhood Inclusion; Focus on Change. Social and Emotional Development of Preschoolers. Early Childhood Services Ltd. Your preschooler has shown an example, while others when they continue to. You are using a browser that include not with Flash player enabled or installed. Set of social and in this example that out closeness with preschool curriculum. Causal talk about social emotional reactivity and develop socially appropriate ways worked closely tied to recognize individual experiences can also the examples of the next week were developed.
    [Show full text]
  • 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].
    [Show full text]
  • What Is Emotional Intelligence (EQ)?
    What is Emotional Intelligence (EQ)? By Michael Akers & Grover Porter – available online at: http://psychcentral.com/lib/what-is-emotional-intelligence-eq/ ~ 2 min read For most people, emotional intelligence (EQ) is more important than one’s intelligence (IQ) in attaining success in their lives and careers. As individuals our success and the success of the profession today depend on our ability to read other people’s signals and react appropriately to them. Therefore, each one of us must develop the mature emotional intelligence skills required to better understand, empathize and negotiate with other people — particularly as the economy has become more global. Otherwise, success will elude us in our lives and careers. “Your EQ is the level of your ability to understand other people, what motivates them and how to work cooperatively with them,” says Howard Gardner, the influential Harvard theorist. Five major categories of emotional intelligence skills are recognized by researchers in this area. Understanding the Five Categories of Emotional Intelligence (EQ) 1. Self-awareness. The ability to recognize an emotion as it “happens” is the key to your EQ. Developing self-awareness requires tuning in to your true feelings. If you evaluate your emotions, you can manage them. The major elements of self-awareness are: § Emotional awareness. Your ability to recognize your own emotions and their effects. § Self-confidence. Sureness about your self-worth and capabilities. 2. Self-regulation. You often have little control over when you experience emotions. You can, however, have some say in how long an emotion will last by using a number of techniques to alleviate negative emotions such as anger, anxiety or depression.
    [Show full text]
  • 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.
    [Show full text]
  • 1 Utility and Happiness Miles Kimball and Robert Willis1 University of Michigan October 30, 2006 Abstract: Psychologists Have D
    Utility and Happiness Miles Kimball and Robert Willis1 University of Michigan October 30, 2006 Abstract: Psychologists have developed effective survey methods of measuring how happy people feel at a given time. The relationship between how happy a person feels and utility is an unresolved question. Existing work in Economics either ignores happiness data or assumes that felt happiness is more or less the same thing as flow utility. The approach we propose in this paper steers a middle course between the two polar views that “happiness is irrelevant to Economics” and the view that “happiness is a sufficient statistic for utility.” We argue that felt happiness is not the same thing as flow utility, but that it does have a systematic relationship to utility. In particular, we propose that happiness is the sum of two components: (1) elation--or short-run happiness--which depends on recent news about lifetime utility and (2) baseline mood--or long-run happiness--which is a subutility function much like health, entertainment, or nutrition. In principle, all of the usual techniques of price theory apply to baseline mood, but the application of those techniques is complicated by the fact that many people may not know the true household production function for baseline mood. If this theory is on target, there are two reasons data on felt happiness is important for Economics. First, short-run happiness in response to news can give important information about preferences. Second, long-run happiness is important for economic welfare in the same way as other higher-order goods such as health, entertainment, or nutrition.
    [Show full text]
  • 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. .
    [Show full text]
  • UNDERSTANDING DEPRESSION Managing Your Emotions
    UNDERSTANDING DEPRESSION Managing Your Emotions STUDENT WELLNESS CENTRE ■ What are Emotions? ■ Effectively Managing Anger ■ What is Emotional Intelligence? ■ Effectively Managing Grief ■ Identifying Feelings ■ Managing Mood Shifts ■ Coping with Strong Emotion What Are Emotions? Emotions are a natural and healthy part of being human. In fact, they are vital to survival. Emotions motivate us, help us to adapt to our environment, prioritize, connect with others, and focus on finding solutions to problems. An emotion is a complex psychological event that involves a mixture of at least three reactions: ■ A physiological response: such as a change in heart rate, muscles tension, blood pressure and respiration rate. ■ A subjective experience: internal thoughts and feelings about the response. This includes what you tell yourself, and how you label the experience (e.g., “good” or “bad”). ■ An expressive reaction: such as a distinctive facial expression or body posture. Because culture plays an important role here, this may include the learned or habitual reactions that you associate with the emotion. The experience of emotions is subjective. Nobody truly knows how another person experiences an emotion. Some emotions are experienced as strong and others as a mild. What you tell yourself about an emotion is also an important part of how you experience it. Similarly, what others tell you, and how the world around you handles and labels emotions is an important aspect of your experience. People vary greatly in their overall general level of emotional reactivity. A person who is “less reactive” might generally be calm, easy going, and take a slow pace. A person who is “more reactive” may be excitable, have stronger reactions to experiences and go at a faster pace.
    [Show full text]