Second Wave Positive Psychology: Embracing the Dark Side of Life
... Two fields of psychological study are particularly concerned with the theme of meaningfulness: existential psychology and positive psychology (see Batthyany & Russo-Netzer, 2014). The role of finitude or negative element of human life has emerged as an important question in psychological research concerned with the theme of meaning in life, especially in the "second wave of positive psychology" or "positive psychology 2.0" (Held, 2004;Ivtzan et al., 2016;Wong, 2011), but the question is interesting for the whole field. ...
... Contrary to hasty critics who blame positive psychology for hollow and light positiveness, orientation to maximizing capabilities and well-being does not necessarily mean ignoring negative elements of human life. While the movement is preoccupied with promoting positive elements of human life, there have been attempts to include the idea of what we call finitude in positive psychology, which have been labelled "the second wave of positive psychology" (Held, 2004;Ivtzan et al., 2016) and "positive psychology 2.0" (Wong, 2011). These attempts have aimed to develop an idea of how negative elements such as anger and sorrow have an inalienable place in human life and must be seen as valuable in promoting well-being and happiness (Held, 2002(Held, , 2004 and how death awareness plays an important role in human life and should not be seen a priori as a cause of negative outcome (Ivtzan et al., 2016). ...
... While the movement is preoccupied with promoting positive elements of human life, there have been attempts to include the idea of what we call finitude in positive psychology, which have been labelled "the second wave of positive psychology" (Held, 2004;Ivtzan et al., 2016) and "positive psychology 2.0" (Wong, 2011). These attempts have aimed to develop an idea of how negative elements such as anger and sorrow have an inalienable place in human life and must be seen as valuable in promoting well-being and happiness (Held, 2002(Held, , 2004 and how death awareness plays an important role in human life and should not be seen a priori as a cause of negative outcome (Ivtzan et al., 2016). Moreover, an uncritical search for happiness might have injurious consequences if it leads culturally to a "tyranny" of positive thinking in which everything else is subordinate to personal happiness (Ahmed, 2007;Ehrenreich, 2009), which Seligman himself stated in addressing one should be careful in falling to be a "slave to the tyrannies of optimism" (Seligman, 1990, p. 292). ...
Subjective sense of meaningfulness of life, or meaning in life, is a growing theme of interest in psychological research. Psychology of meaningfulness originates from existential psychology that aligned closely to mid-twentieth century philosophical existentialism. Now positive psychology is a strong field of study of meaning in life. This article investigates the role of the negative element of human life, that is, death and suffering, plays in psychologies about meaning in life. This article proposes the concept of finitude for the negative element of human life, aims to clarify the central concepts of meaning in life and meaning-making, and offers a short intellectual historical background on questioning existential psychology and meaning in life. The article concentrates on selected classic existential psychological thinkers (Viktor Frankl, Rollo May, and Irvin Yalom), on Tatjana Schnell’s contemporary existential psychology, and on Martin Seligman’s contemporary positive psychology.
... For example, Rafferty et al. (2020) interviewed fathers with ASD children, describing experiences of love, pride, hope, joy, empathy, gratitude, and personal growth. These accounts are reminiscent of the positive focus and findings within the positive psychology field, which expands our understanding of individuals' encounters with adversity beyond distress into meaning, sense-making, positivity, and happiness (Ivtzan et al., 2015). ...
... Furthermore, Held (2002) felt this could develop into a tyranny of positive thinking which blamed someone who failed to display optimism and virtue. A deeper discussion about the "dark side" of life emerged in the second wave of positive psychology (Ivtzan et al., 2015) which suggested that negative can be positive. This perspective suggests that embracing the negativity of life and accepting distress permits learning, the development of agile mindsets, skills for success and life fulfillment. ...
... This perspective suggests that embracing the negativity of life and accepting distress permits learning, the development of agile mindsets, skills for success and life fulfillment. Ivtzan et al. (2015) recognized that people who confront adversity in life underwent positive changes and transformational growth, similar to Calhoun and Tedeschi's (2004) concept of Post-Traumatic Growth (PTG). ...
i>Literature reports the challenges of parenting a child with Autism Spectrum Disorder (ASD), and its impacts on emotional and psychosocial wellbeing, both generally and specifically in the Hong Kong context. Positive parenting experiences are less well defined; however, research and theory in the positive psychology field suggests that people living with adversity can find and create meaning, positivity and happiness. This study aimed to investigate Hong Kong parents’ experiences and perceptions of happiness and well-being in raising their children with ASD. Eight parents (2 fathers; 6 mothers) were interviewed in-depth about their parenting-related perceptions and experiences of happiness and well-being. A thematic analysis generated four themes: A Growth Mindset, Connectedness, Self-Care, and A Better Me, each comprising several related sub-themes. Findings indicated that happiness was crucial for these parents, despite the challenges of raising a child with ASD in Hong Kong, and that they actively sought out activities to enhance their happiness, satisfaction and meaning. Results are in keeping with positive psychology theory, add specific detail relating to this group and could be extended with further research. Findings could also inform policy makers and support services in the development of welfare plans, educational resources and social support for this group of vulnerable families in future. </i
... But positive mental health is not summarised as the sole absence of symptomatology (Seligman & Csikszentmihalyi, 2014). Beyond studying how to prevent and reduce mental disorders, or cope with stress, there is also a need to focus on the promotion of assets that nurture happiness, wellbeing, personal growth, and positive relationshipsan objective addressed by positive psychology (Diener, 1984;Ivtzan et al., 2015;Ryff, 1989;Seligman & Csikszentmihalyi, 2014). ...
... However, because they have a lower barrier to entry in terms of skill than drawing activities, imagination activities are also less likely to create frustration due to a mismatch between the child's competence and the task-demands (see for instance Motives for creative behaviour, (Diener, 1984;Ivtzan et al., 2015;Ryff, 1989;Seligman & Csikszentmihalyi, 2014). More specifically, the framework predicts that dyadic parent-child engagement in creative activities contributes to the development of assets that serve the young child's resilience, both in terms of their immediate well-being and in giving them the future resources needed to face adversity. ...
This thesis investigates the contribution of parent-child creative activities to young children's resilience, a topic that has received little attention in creativity research. Using a pragmatic methodology that combines quantitative and qualitative approaches, this multi-method doctoral project addresses three research questions: (a) Do parent-child creative activities contribute to young children's resilience factors? (b) What processes could explain the effects of parent-child creative activities in promoting young children's resilience factors? (c) What are the similarities and differences between two Western countries' (Great Britain and France)cultures that could account for the effects of creative activities on young children's resilience factors?
This thesis opens with a bibliometric network analysis review (n = 454), which highlights the scarcity of studies addressing resilience abilities in early childhood. It identifies that creativity research strongly tends (a) to be biased towards the study of creativity as a dependent variable rather than as a predictor; (b) tends to rarely address the outcomes of creative activities among the population of children aged between 3 and 6 years; and (c) tends to rarely study the effects of creative activities on resilience-related outcomes in general, and particularly among young children. Then, a systematic review (n = 26) provides evidence that creative activities may contribute to other resilience outcomes: positive parent-child relationships, positive emotions, reduced cortisol levels, and increased emotion regulation abilities. A meta-analysis (k = 9) further shows that creative activities strongly contribute to two other resilience factors: inhibition and school readiness. Moreover, it identifies a moderate effect size on working memory, another important factor in resilience promotion.
Aiming to understand more specifically dyadic and cross-cultural parent-child behaviours in creative activities, the thesis then reports the findings from a reflexive thematic analysis (n = 14). This study shows how and why parents in Great Britain and in France engage in dyadic creative activities with their children: according to them, creative activities are enjoyable, contribute to parent-child relationship quality, and the development of the child’s competence. While this cross-cultural qualitative study highlights similarities between the British and the French parent-child dyads, cross-sectional data (n = 169) identifies differences. Based on a scale designed for the purposes of this research (the Parent-Child Creative Activities Checklist), imagination activities (e.g., pretend play, story creation, Lego) and craft activities (e.g., drawing, painting, making) are associated with a positive parent-child relationship and low parent-child conflict in the British sample, but not in the French sample.
To understand why, cross-cultural comparisons were conducted to analyse moment-by-moment parent-child interactions during creative activities, using audio recordings provided by the parents (n = 17). A main difference lies in that British dyads appear more collaborative and more focused on idea elaboration than the French. This thesis concludes with a theoretical contribution and summary of this thesis’s findings, aiming to inform interventional research. Thus, the Parent-Child Creative Partnership model posits that, when parents adopt attitudes that support children’s basic psychological needs of autonomy, competence, and relatedness (for instance by helping their children elaborate their ideas and by valorising their resulting creative productions), dyadic creative activities promote positive parent-child attachment, children's sense of self-efficacy, and self-image. Hence, this thesis shows how, when, and for whom dyadic parent-child creative activities contribute to important assets for immediate early childhood well-being, and future resilience.
... In this respect, the present study aimed for an integrative approach through a multifactorial analysis of work context variables, personality traits, self-esteem, work meaning, and confrontation dynamics, to determine wellbeing outcomes in healthcare professionals repeatedly facing patient suffering and death. Such integrative approaches have been encouraged notably within the framework of second wave positive psychology: PP 2.0 [37][38][39][40]. This nuanced approach assesses complex interactions not only by considering positive factors and individual resources, but also by integrating parts of the dark, yet inseparable, side of human experiences, such as loss and suffering. ...
... In this perspective, the SEM approach is relevant in its capacity to analyze these parameters jointly and account for mediational effects through path analyses. In this respect, the study can also be said to be congruent with second wave positive psychology, which attempts to consider both the positive and negative in order to account for, at least in part, the complexity of human experiences [40,84,85]. ...
Background
Palliative care and oncology generate a risk of burnout and psychological distress in professionals. The purpose of this study is to identify both psychopathological and positive factors related to mental health at work. It aims (i) to explore the extent to which these professionals are confronted with suffering, illness, and death; and to explore the prevalence of psychological distress and/or burnout, (ii) to identify potential determinants of burnout and psychological wellbeing at work, (iii) to develop an integrative model of mental health; and to identify frequency and impact of confrontations with death, and (iv) to identify profiles of professionals are at risk of developing a mental health disorder or, conversely, characterized by wellbeing.
Methods
A cross-sectional questionnaire study was conducted in palliative care and oncology evaluating confrontations with death, coping, burnout, psychological distress, personality, self-esteem, well-being and meaning at work. Regressions, clustering, and structural equation modeling analyses were performed.
Results
109 professionals participated (58% from oncology and 42% from palliative care), of which 79% were female, and 65% were between 30 and 49 years old. Aim i: 30% witnessed an intolerable suffering at least 9 times a month, 45% reported moderate to high levels of burnout, 39% suffered from anxiety and 11% from depression. Aim ii: the determinants of burnout were the personality traits conscientiousness and neuroticism, low meaning of work, and low wellbeing (R ² = 0.44). The determinants of wellbeing were work meaning, depersonalization, self-esteem, fulfillment and low emotional exhaustion (R ² = 0.71). Aim iii: the integrative model included both well-being (self-esteem, conscientiousness) and psychopathology (neuroticism, anxiety) parameters, and strongly satisfied the standard SEM goodness of fit indices (e.g., CFI, IFI, and TLI ≥ 0.95). Aim iv: three profiles were identified: (a) a “distressed profile” with a majority of professionals at the patient’s bedside, (b) a “disengaged profile” with professionals working as second-line consultants, (c) a “wellbeing profile” contains profiles of caregivers insensitive to psychological distress and with a high level of positive Impact of confrontation on different areas of their lives.
Conclusions
An integrative approach is essential to understand the full range of mental health issues for professionals. Meaning of work is a key factor in professional interventions that should primarily affect front-line professionals with limited experience.
... An alternative approach to well-being has been formalized in existential positive psychology (PP2.0, Wong, 2009), also called the second wave of positive psychology (Ivtzan et al., 2015;Lomas & Ivtzan, 2016). PP2.0 may be distinguished from the first wave of positive psychology (Seligman & Csikszentmihalyi, 2000) because it highlights the importance of negative emotions and stressful events in the understanding of well-being. ...
... As noted by Lomas et al. (2021), from the second wave of positive psychology perspective, there is a difference between positive and negative valence (whether something is experienced as pleasant or unpleasant) and positive and negative outcome (whether something facilitates or hinders well-being). PP2.0 emphasizes that, while adverse experiences and suffering may intuitively be seen as undesirable parts of life, they are not only inevitable but can indeed serve as promoters of personal growth and resilience (Calhoun & Tedeschi, 2006;Ivtzan et al., 2015;Kashdan & Biswas-Diener, 2014). Negative emotions have of course played an adaptive, protective role in human evolution (see Nesse, 2019). ...
The present study aimed to evaluate the psychometric properties of the Mature Happiness Scale, a measure focused on inner harmony. Mature happiness is achieved when a person can live in balance between both positive and negative aspects of their life. A total sample of 2,130 participants from five countries (Canada: n = 390, United States: n = 223, United Kingdom: n = 512, Spain: n = 724, and Hungary: n = 281) responded to an online survey including the original Mature Happiness Scale, the PERMA-Profiler, and the Acceptance and Action Questionnaire-II. Exploratory and confirmatory factor analyses yielded a one-factor solution with seven positive items (non-reversed). We called this new version of the questionnaire the Mature Happiness Scale-Revised (MHS-R). Measurement invariance was found across countries, age groups, gender, and mental disorder diagnosis. Internal consistency and test–retest reliability were high. Older people, males, and people without a mental disorder diagnosis scored higher in mature happiness than younger ones, females, and those with a mental health disorder diagnosis, respectively. Mature happiness showed strong positive associations with various subscales of the PERMA-Profiler, specifically with positive emotions and meaning in life. In addition, mature happiness was strongly correlated with less negative affect and inner conflict and lower psychological inflexibility, whereas it was moderately correlated with lower loneliness. This validity evidence supports the cross-cultural use of the MHS-R in the aforementioned countries to reliably measure happiness among adults. With its holistic approach, the MHS-R may be a unique complement to other well-being measures, particularly to better predict mental health problems.
... The current balanced model of PP 2.0 has the potential to attain both goals; it emphasises the need to enhance the positives and manage the negatives to increase well-being and decrease mental illnesses. Exploring concepts of PP1.0 such as meaning, resilience, human development, mortality, change, suffering and spirituality engages with so-called negative matters from a PP1.0 angle, showing how the path of personal development can involve experiences which, while challenging, can lead to growth, insight, healing and transformation (Ivtzan, Lomas, Hefferon, & Worth, 2016). ...
... Seligman added "relationships" as an additional pillar, which is also included as a major source of meaning (Wong, 1998). This can be supported in this case study: the client gained a great deal of meaning and well-being from her stable relationships with friends and colleagues while framing the situation in her faith and religion (virtue) which finally, and with time, led her to growth, insight, healing and transformation (as in Ivtzan et al., 2016). ...
... Ha dado un giro a la Psicología Positiva, al considerar que obviar el sufrimiento no es saludable ya que no puede entenderse el crecimiento sin esa parte negativa y oscura a la que todos debemos enfrentarnos en algún momento (Cain, 2022;Smith, 2017;Wong, 2012). Es el precursor de lo que se conoce como la Segunda Ola de la Psicología Positiva (Ivtzan et al., 2016) o, más concretamente, de la Psicología Positiva Existencial, siguiendo esta filosofía de Viktor Frankl (Wong, 2010(Wong, , 2014(Wong, , 2020a(Wong, , 2020b. ...
Este estudio exploratorio investiga cómo el sentido de vida influye en el bienestar psicológico de personas con Esclerosis Múltiple (EM). Con una muestra de 121 participantes, se analizó la relación entre el sentido de vida, la resiliencia, la esperanza y la gratitud, y su impacto en la ansiedad, depresión y satisfacción vital.
Los resultados sugieren que fortalecer el sentido de vida podría ser clave para mejorar el bienestar psicológico en pacientes con EM, abriendo nuevas vías para enfoques terapéuticos basados en psicología positiva.
... The book Second Wave Positive Psychology, intended to clarify the principles of the second wave, "clearly illustrates how … 'negative' experiences can have positive outcomes if we approach them in a certain way" (Ivtzan et al., 2016, p. 2) from two dialectical positions. The first concerns the development of the second wave, that is, "if 'psychology as usual' is the thesis, and the first wave of PP the antitheses, then this critique represents the process of finding flaws in the antithesis, which is the prelude to the synthesis (second wave PP)" (Lomas, 2016, p. 13). ...
This article provides a constructive critique of positive psychology, focusing on its second wave, which attempts to offer a more developed position than the first but still lacks a philosophical foundation anchored in an understanding of the inherent tensions between dialectical processes of authentic self-development and meaningful happiness or flourishing. Much criticism has been leveled against the so-called “tyranny of positive thinking,” and many agree that one of positive psychology’s most significant flaws is its consistent refusal to participate in any deep philosophical discussion. I argue that both the criticism of positive psychology and the approach it criticizes lack in-depth dialogue regarding human nature, freedom, and purpose in modern thought. Although the second wave tends to rely on Hegel’s dialectical worldview, I know of no reference in the positive psychology literature, even in works by its critics, to the fact that, from Hegel’s perspective, the ideal of happiness should be rejected. The lack of attention to the significance of this rejection, which profoundly influenced perceptions of individualism among nineteenth-century thinkers and significantly impacted the field of humanistic psychology in the twentieth century, points to significant failures that must be addressed if positive psychology is to preserve its relevance.
... Within a positive psychology framework, to foster flourishing in individuals, we must encourage the development of agreeable emotions (e.g., joy, love, satisfaction), alongside a sense of engagement and meaning making (35). With the emergence of the second wave of positive psychology, emphasis shifted to considering both positive as well as negative experiences-including, but not limited to mortality/ death, suffering and distress-and how these interactions can lead individuals to transformation and personal growth (36,37). We posit that the experience of eco-anxiety may serve as a good example of how a distressing emotional experience can lead to individual flourishing, namely through radical hope and meaning making, which are discussed below. ...
The consequences of human activity on climate change are increasingly apparent. For example, they are causing ecological degradation and affecting human and animal health. Rightly so, it is considered as the most important challenge of this century. Researchers in psychology and mental health developed an interest in the direct and indirect effects of climate and ecological change on people's psychological wellbeing, which is referred to as a concept described as eco-anxiety or eco-distress. It is worth emphasizing that climate issues are taking a larger place in the school curriculum for youth in elementary, middle and high schools. Youth are thus increasingly aware of the major threat and understandably report legitimate concerns and worries. For some youth, eco-anxiety leads to greater involvement and activism, as can be seen by the international movement set out and led by youth activist Greta Thunberg. However, eco-anxiety can also lead to feelings of hopelessness and disengagement. Despite contributing the least to the climate and ecological crises, youth will be most affected by the impacts, and will carry the burden of the climate crisis throughout their lives. Researchers, educators and mental health professionals must therefore find ways to foster youth psychosocial wellbeing and resilience alongside ensuring that their voices are heard. To this end, it is vital that young people feel able to openly discuss climate change and associated issues alongside the distressing thoughts and feelings they engender. This can be supported by using various psychological approaches to develop effective interventions. Researchers and clinicians in child mental health could gain from drawing from research in positive psychology to develop such interventions. In this review and commentary, we will outline how eco-anxiety and child psychological wellbeing can be framed within a positive psychology framework, including the relevance of self-determined motivation. Insights from interventions based on positive psychology including exercises to foster hope, forgiveness and meaning making will also be discussed. We will highlight how such interventions can be adapted as powerful tools to foster child wellbeing and cope with their eco-anxiety.
... This consideration can encourage a reflexive stance toward happiness to depart from a pursuit of happiness maximization at any cost and consider instead "a good enough level of happiness." The second wave of positive psychology (Armstrong et al., 2019;Cohen & Bai, 2019;Ivtzan et al., 2016;Wang et al., 2016) represents an example of a research program that seeks to supersede WEIRD constraints by including influences from Eastern traditions (dialectical relationship of positive and negative experiences, transcendence of the ego, wisdom, meaning), as heralded by the multicultural study of Chinese values (Chinese Culture Connection, 1987). ...
Psychological science tends to treat subjective well-being and happiness synonymously. We start from the assumption that subjective well-being is more than being happy to ask the fundamental question: What is the ideal level of happiness? From a cross-cultural perspective, we propose that the idealization of attaining maximum levels of happiness may be especially characteristic of Western, educated, industrial, rich, and democratic (WEIRD) societies but less so for others. Searching for an explanation for why “happiness maximization” might have emerged in these societies, we turn to studies linking cultures to their eco-environmental habitat. We discuss the premise that WEIRD cultures emerged in an exceptionally benign ecological habitat (i.e., faced relatively light existential pressures compared with other regions). We review the influence of the Gulf Stream on the Northwestern European climate as a source of these comparatively benign geographical conditions. We propose that the ecological conditions in which WEIRD societies emerged afforded them a basis to endorse happiness as a value and to idealize attaining its maximum level. To provide a nomological network for happiness maximization, we also studied some of its potential side effects, namely alcohol and drug consumption and abuse and the prevalence of mania. To evaluate our hypothesis, we reanalyze data from two large-scale studies on ideal levels of personal life satisfaction—the most common operationalization of happiness in psychology—involving respondents from 61 countries. We conclude that societies whose members seek to maximize happiness tend to be characterized as WEIRD, and generalizing this across societies can prove problematic if adopted at the ideological and policy level.
... In doing so, it can be seen as a contribution but also a call for expanding current leading practices and frameworks toward a vision of "Regenerative Appreciative Inquiry Summits" that has the potential of becoming a powerful and leading approach to meet the currently urgent need of facilitating regenerative transformative change in society and organizations. The addition of these four paradoxes to the existing framework of "Polarities and paradox in facilitation" by Mackewn (2008) resonates with an ongoing exploration of the importance of embracing the dark sides of life within positive psychology (Ivtzan, Lomas, Hefferon, & Worth, 2016), and within Appreciative Inquiry (Grieten et al., 2018). It has been noted within these communities for some time that negative emotions can have a positive impact on relationships, on the flow between people and on bringing people together. ...
Purpose
Organizations will be key to realizing the “transformative change for humanity” now being called for. However, the complexity calls for new ways of facilitating change and organizational learning; it also calls for moving beyond sustainability to develop practices that restore and regenerate the world in which we live. Above all, it calls for the development of new frameworks, practices, mindset and capabilities to hold space for and facilitate such transformation, to dance with the “Logic of Life.” The purpose of this study is to contribute to advancing the current leading frameworks and practices of facilitating learning and development towards the enabling of regenerative transformative change in organizations and society.
Design/methodology/approach
This study is based on an exploratory qualitative analysis of a facilitation prototype that expands the current framework and practice of Appreciative Inquiry Summits toward regeneration.
Findings
This study presents four paradoxes of regenerative facilitation to guide the dance for life in complex ecosystems. It also identifies that the dance needs to be widened, towards inviting more frequently the ends of the four paradoxes noted as regenerative, negative emotions, inner and more-than-human.
Originality/value
This study explores the intersection of practices and frameworks for facilitating complexity with principles from regenerative leadership and complexity theory, potentially making an important contribution to the urgent and widespread need to facilitate a regenerative transformative change for humanity, society and our organizations.
... One possible interpretation would be that reappraising a highly negative event in a positive light does not necessarily mean that one forgets or represses all the negative aspects of the event, but rather that one finds positive meaning without forgetting the negative. In some regards, this finding is consistent with studies who emphasizes the importance of the coexistence of both the positive and the negative in order to function and flourish (e.g., Ivtzan et al., 2015;Lomas & Ivtzan, 2016), instead of focusing only on the positive and excluding anything that could be considered negative. ...
The emotions attributed to an event can change from occurrence to recall. Autobiographical memories (AMs) exhibit fixed affect (i.e., no change in emotionality), fading affect (i.e., a decrease in emotional intensity), flourishing affect (i.e., an increase in emotional intensity), and flexible affect (i.e., change of valence). Mixed-effects multinomial models were used to predict the likelihood of the different affect change categories. Mixed-effects regression models were used to predict the amount of emotional change within each category. Predictors at the event-level were initial intensity, social rehearsal, and recall frequency. Predictors at the participant-level were components of subjective wellbeing. Analyses were based on 1,748 AMs reported by 117 young participants in response to 16 event cues. Frequency biases, and biases in the amount of change across positive and negative emotionality, were found for all types of emotional change. Specifically, there was more fading of negative (29.98%) than positive affect (11.90%), more flourishing of positive (34.27%) than negative affect (9.61%), and more AMs changing from negative to positive valence (13.33%) than vice versa (3.95%). These biases were also evident in the amount of change within the categories. Moreover, slightly more AMs remained fixed in positive (49.89%) than negative affect (47.08%). Both event and participant level predictors were significantly associated with the likelihood of different affect change categories and the amount of emotional change within the categories. The present findings highlight the importance of considering the different ways in which AMs change emotionally from occurrence to later recall.
... Individuals experiencing greater life satisfaction tend to be more capable of coping with psychological distress and show greater resilience when faced with adversity (Mancini et al., 2021). Furthermore, interventions aimed at enhancing life satisfaction, such as cognitive-behavioral therapy, mindfulness-based practices, and positive psychology interventions, have been shown to alleviate psychological distress and improve overall mental health (Ivtzan et al., 2021). This suggests that fostering life satisfaction and addressing psychological distress are interconnected objectives, and working towards achieving both can lead to better well-being and life experiences. ...
Life satisfaction is important because it promotes overall well-being, fostering a sense of purpose and happiness, which can lead to healthier, more fulfilling lives. This study thus aimed at examining the relationship between social adaptability, psychological distress and parental attitude on life satisfaction among the Malaysian young adults. Adapting quantitative method with a set of questionnaires that involved 400 public and private Malaysian university students. The results shows that the respondents have a high social adaptability, moderate psychological distress and both responsive and demanding parental attitude with high life satisfaction. Meanwhile, there was a positive significant correlation between social adaptability and parental attitude with life satisfaction, and a negative correlation between psychological distress with life satisfaction. Social adaptability shows the strongest predictor to life satisfaction among the respondents. This study suggests that by increased life satisfaction, cultivating social adaptability can help foster stronger connections and resilience in the face of change, while addressing psychological distress through therapy or self-care can improve overall well-being. Additionally, developing a positive parental attitude by being empathetic, supportive, and open-minded can strengthen family bonds and contribute to a happier and more fulfilling life.
... By purpose we mean the aspirations that motivate our activities [108] . Within the People Value Stream organisation, purpose relates to the individual themselves and their role in the organisation. ...
p>The aim of this paper is to consider the mental and physical wellbeing of employees through a lean-inspired People Value Stream lens. Poor wellbeing is a major cause of reduced productivity for organisations and a drain on healthcare services. We develop a conceptual approach as to how the inter‐related spheres of mental and physical health might be dramatically improved through the lean proactive intervention of employees. This requires the creation of a self-reliant wellness approach through focusing on individual’s meaning and goals and their consequent overall wellness and motivation. This involves envisaging their mental & physical ‘flow’ during their career and how the individuals can take control of their own wellbeing with the support of their team and wider organisation. Attention to this flow will help employees to achieve what they want more quickly and effectively with consequent benefits to their team and the organisation. We show how this can be achieved from a conceptual point of view and with a practical example. This is the first flow to be considered in detail within the People Value Stream approach. This provides a framework to rethink completely mental and physical wellbeing from the viewpoint of the individual rather than the organisation.</p
... Positive psychology researchers have argued against problem-focused models in favour of a more holistic approach which emphasises positive factors and resilience (Burke et al., 2022;Ivtzan et al., 2015). Solution focused approaches (de Shazer & Dolan, 2012) also start from identifying resources and what is working rather than diagnosing and 'fixing' problems. ...
Research into supporting children with speech, language and communication needs (SLCN) has primarily focused on risk factors and deficit-based interventions. Studies are beginning to highlight the importance of protective factors that mitigate risks of SLCN, including supportive school environments that foster resilience. Teacher efficacy is an important consideration in fostering supportive environments for children. The aim of this exploratory study was to investigate the impact of short-term solution focused group SLCN coaching on teacher efficacy. The research employed a quasi-experimental pre-test-post-test control group design. Sixty-two primary school teachers participated in the study, of which 37 attended a two-sessional solution focused coaching intervention and a non-equivalent control group consisted of 25 teachers. Measures of teacher efficacy were obtained pre- and post-intervention. The paired sample t-test results demonstrated an increase in student engagement in the intervention group compared to the control group, but not for overall efficacy score and instructional strategies/classroom management. No statistically significant differences were found in the control group. Coaching teachers to identify strengths, resources and what’s already working for children with SLCN fosters a more holistic, resilience-oriented focus and facilitates student engagement.
... Over the past two decades, mindfulness-a state of heightened awareness of the here and now focusing on an individual's passing thoughts and feelings-has increasingly been recognized as an important contributor to human well-being. This has been highlighted not only in popular media (Gelles, 2012;Kabat-Zinn, 2005;Powell, 2007;Schaufenbuel, 2015) but also in a range of reputable scienti c studies (Brown & Ryan, 2003;Brown et al., 2015;Ivtzan et al., 2015;Purser et al., 2016). ...
This chapter makes the case that, by connecting us to the past, present, and future, the indoor environments where most of us now spend much of our lives have the potential to help address several important human psychological needs. We suggest that, as sources of recollection, indoor spaces can evoke feelings of security, belonging, and self-actualization; as a means of interacting with the phenomenal world, they can make us more aware of our own physical being and our capacity to effect change in the world; and as potential sources of positive anticipation, they can help to support feelings of optimism about the future. However, we contend that architecture’s greatest spiritual potential lies in its ability to imply the transcendence of things outside the scope of time.
... It is not a universal experience for each individual who experiences trauma to experience growth, nor a state of complete hedonic happiness, or denial of the traumatic experience. It does not leave the individual feeling happy or glad the trauma happened (Ivtzan et., 2016), but is about how an individual grapples with the existential realities of their life (Joseph, 2019). ...
Coaching has traditionally been a way to facilitate peak performance and wellbeing in individuals. However, it is slowly recognised that many clients entering the coaching realm are also going through highly challenging life situations, even trauma. Therefore, a coach may find themselves regularly working with individuals who are trying to navigate life after traumatic incidences.
... Así, por un lado, los datos indicarían que en esta población se da una mayor aceptación de la emotividad negativa que de la positiva, una respuesta reivindicada en la llamada "segunda ola de la psicología positiva". En ella, estudiosos como Itai Ivtzan y Paul Wong, entre otros, señalan la importancia de la emotividad negativa para forjar el carácter y construir su personalidad, crecer, transformarse, encontrar su propósito, darle sentido a su vida (Ivtzan et al., 2015;Wong, 2011). Por el otro lado, vale la pena recordar la asociación de la emotividad negativa con el trabajo intelectual que ha señalado Csikszentmihalyi (1998). ...
La pandemia ha marcado nuestra cotidianeidad de muchas maneras, dejando sobre todo un rastro fuerte de cambios en las rutinas y en las prioridades que se les asignan a distintos aspectos de la vida. Cualquier cambio, y más el de esta naturaleza, tiene un efecto emocional considerable, y muchos estudios lo han abordado desde el estrés, la ansiedad y otras emociones negativas. Este escrito reporta la detectada intensificación de la emotividad en general, tanto negativa y positiva, y tiene por objetivo compartir el hallazgo de que, en estudiantes de trayectoria continua, esta intensificación fue acompañada por un fuerte incremento en manejo emocional. En los resultados de este estudio comparativo ex post facto se detallan las estrategias de manejo emocional en estudiantes de licenciatura y posgrado, con base en las áreas experiencial y estratégica de la inteligencia emocional como capacidad de Mayer, Salovey y Caruso (2016). Las tendencias de control de emotividad positiva y de aceptación de la emotividad negativa, con sus matices según el nivel educativo, marcan pauta para la triangulación de los hallazgos en la futura etapa cualitativa del proyecto de investigación en curso.
... In Logotherapy or meaning-centered theory, meaning is only experienced through openness (Frankl, 1984). Founded in a meaning-centered approach, the body of literature on posttraumatic growth and Second Wave Positive Psychology highlights the central importance of openness to experience in order to experience meaning following challenges (Ivtzan et al., 2015). In addition to resilience in the face of difficulty, openness to experience is positively associated with divergent thinking and creativity (Packer, 2010) and negatively associated with unconscious prejudice (Flynn, 2005). ...
Studies have focused on the relationship between a sense of meaning in life and mental health in adults; this relationship has yet to be explored in children. The current study aimed to explore the possible relationship between meaning and mental health and behavior. Participants were recruited through Canadian schools and places of worship. Data were collected from 62 children ages 6–12 through two online, anonymous, video-based questionnaires. Regression and correlational analyses determined that a child’s sense of meaning (“meaning mindset”) was associated with self-reported mental health and positive behavior. Results showed that meaning significantly predicted mental health and positive behavior (β = .90, p < .001), accounting for 50% of the variance. The frequency with which a child attended a religious institution was not related to mental health or meaning. Future studies should continue to explore the relationship between meaning mindset and childhood well-being, while also exploring methods to foster its growth. The results of this study highlight the importance of using meaning-based approaches in both treating mental illness in children as well as in preventing it. Meaning measures could also be used to determine which children may be at risk for difficulties.
... In order to set itself apart, the PP transformation placed a heavy spotlight on the positive. The implication was that 'negative' things are bad, whereas 'positive' ones are always better (Ivtzan et al., 2016). ...
The present study examines students’ foreign language enjoyment and anxiety when reminiscing about the mind-mapping app in the English writing class. This research uses sequential explanatory mixed method to cover quantitative and qualitative elements of students’ emotions in foreign language writing. Foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) questionnaires were distributed to 122 students at two universities in Indonesia, followed by interviewing some representative students. The findings revealed that students enjoyed the use of the mind-mapping app because they thought that they were free to design their own version of mind-mapping with interesting shapes and colours. However, indications of worrying about the mind mapping they made came from fear of being embarrassed in front of their friends. Additionally, the essence of competition also drove the students to be worried in the writing class. It made them feel that other friends had better mind maps. Second, even though having a group discussion in the writing class was interesting for the students, the fear of friends stealing ideas was detected. There was also an indication that the students were concerned about their achievement in writing class. It implies that teachers need to reminisce students’ ideas and not give negative comments in front of the class to avoid increasing students’ anxiety, but build up enjoyment instead to boost their devotion to the writing class.
... Additionally, the presence of love and affection in the marital relationship could bring meaning to the lives of these patients. Ivtzan, Lomas, Hefferon, & Worth (2015) also point out that in the case of chronic and disabling illness, embracing 'the dark side of life' (suffering, hardship, and challenges), may result in personal growth and development. In the present study, most participants believed that receiving emotional support from the family has a positive impact on their health improvement and life expectancy, A study by Hughes, Locock, and Ziebland (2013) confirms the results obtained from the present paper that emotional support the patients receive from their partner and children is so important that it could play an effective role in mitigating the symptoms of the illness, as well as boosting self-confidence and cultivating self-acceptance. ...
Multiple sclerosis (MS), as a progressive and degenerative illness, has an impact on different aspects of individual lives and may lead to difficulties, concerns, and worries in patients. The aim of the present study was to investigate concerns, worries and problems in patients with MS. We used a descriptive phenomenological qualitative approach. Participants were volunteers purposively selected based on their availability. We carried out deep interviews with 15 MS patients and analyzed the detailed information obtained from these interviews by using Colaizzi’s method. We extracted six essential themes and thirty-four sub-themes associated with MS from the content of the interviews. The main themes were labelled “Confronting existential concerns,” “Crisis of facing up with the illness,” “Suffering from the illness,” “Relationship,” “Confrontation with spirituality and religion,” “Searching for tranquility.” Results of the present study also reiterated the following: Patients with MS seem to lose meaning of life and this together with problems in dealing with existential concerns, may lead to the “disintegration of self,” hence resulting in considerable psychological disturbance and distress. It is concluded that the illness evokes psychological injury such as existential anxiety, relationship disturbance and hopelessness, and these psychological injuries can lead to relapsing of MS.
From: Wong, P. T. P. (2017, May 16). Courage, faith, meaning, and mature happiness. Positive Living Newsletter. http://www.drpaulwong.com/inpm-presidents-report-may-2017
From: Wong, P. T. P. (2017, January). Proposed guidelines for collaborative research. Dr. Paul Wong. http://www.drpaulwong.com/proposed-guidelines-collaborative-research/
From: Wong, P. T. P. (2016, November 7). Acceptance, transcendence, & yin-yang dialectics: The three basic tenets of second wave positive psychology. Positive Living Newsletter. http://www.drpaulwong.com/inpm-presidents-report-november-2016/
Existential positive psychology, also known as PP 2.0, is well positioned to address the impacts of the stress brought on by COVID-19, because it integrates existentialism's focus on suffering with positive psychology's concentration on flourishing. Especially in these pandemic times, a psychology that focuses solely on the positive seems out of touch with reality. As the physical, mental, social, and economic impacts of COVID-19 continue, many of us are experiencing a crisis of meaning. Existential positive psychology highlights the importance of meaning making in the aftermath of a crisis, especially meaning that is oriented toward self-transcendence. Crisis can become the opportunity for change, as we reconsider , both individually and collectively, the meanings we live by. Self-compassion can aid us in this process of self-reflection, as we use our meaning-making abilities to work with and through our suffering, whether it is a personal story of cancer and suicide loss or the collective story of COVID-19.
Dieses Kapitel gibt Einblicke in den aktuellen Stand der Schamforschung in der Vierten Industriellen Revolution, Industrie 4.0 und Digitalisierung. Es gibt Einblicke in aktuelle gesellschaftliche Transformationsprozesse und Scham angesichts der rasanten Veränderungen von Gesellschaften und Organisationen in Bezug auf Technologie, Kommunikation und Wirtschaft. Diese Transformationsprozesse in der Arbeits- und Lebenswelt lassen auch die Emotionen nicht unberührt. In diesem Buch befassen wir uns insbesondere mit der oft negativ erlebten Emotion der Scham und untersuchen ihre Bedeutung und Dimensionen in der neuen Ära der Vierten Industriellen Revolution aus verschiedenen disziplinären und kulturellen Perspektiven. Die von den verschiedenen Autor*innen verfassten Buchkapitel werden kurz vorgestellt, und Einblicke in die Struktur sowie den Inhalt des Buches präsentiert.
Objectives
Coaches have an unclear role and the industry shares a complex border with therapeutic practices. This study explored the nature of the relationship between coaching and therapeutic practices, how coaching professionals experience, navigate and manage this boundary, and sought to identify what roles they adopt.
Design
Seven International Coaching Federation Master Certified Coaches self-selected to participate. Sixty-minute semi-structured interviews were conducted using an initial interview schedule comprised of 15 questions.
Method
A qualitative methodology was adopted to explore the social reality and operation of coaches within their professional context. A grounded theory method of data collection and analysis was utilised to explore gaps in the profession’s current understanding of roles and boundaries.
Results
A range of borders and boundaries were identified. The nature of the relationship between coaching and therapeutic practices appears to hinge on each coach’s self-selected boundaries. Such boundaries appear to be delineated most often by a coach’s feelings of competency and their client’s ability to process and move forward within coaching.
Conclusions
Findings suggest that the main difference between coaching and therapeutic practice is driven by how coaches perceive the work they do as opposed to differences in the processes, content and roles.
OBJECTIVES
To determine whether a common measure of childhood emotional neglect, scored instead as a continuous measure of increasing parental connection, is associated with adult flourishing and depressive symptoms, and to compare the magnitude of these 2 associations.
METHODS
We pooled cross-sectional survey data from the Midlife in the United States study, collected from 2 national cohorts (2004–2006 and 2011–2014) of English-speaking, US adults, aged 25 to 74 years. Using the 5-item emotional neglect subscale of the Childhood Trauma Questionnaire, a score of increasing childhood parental connection was created by not reverse-scoring responses. The adult outcomes were standardized scores of flourishing, from Ryff’s Psychological Well-Being Scale, and depressive symptoms, from the Center for Epidemiologic Studies Depression Scale.
RESULTS
Data were available for 2079 of 2118 participants (98.2%). The mean (SD) age was 53.1 (12.6) years and 54.6% were female. After adjusting for covariates (age, gender, race and ethnicity, marital status, chronic disease, socioeconomic disadvantage), the adult flourishing score was 0.74 (95% confidence interval 0.63–0.86) SD units higher in those in the highest quartile of childhood parental connection compared with the lowest, whereas the depressive symptoms score was lower by a similar magnitude (−0.65 [95% confidence interval −0.77 to −0.54] SD units).
CONCLUSIONS
When emotional neglect is reframed as parental connection, it has associations with adult flourishing and depressive symptoms that are of similar magnitude but opposite direction. Clinicians and researchers should consider the more positive and aspirational frame of parental connection and its potential contribution to life course flourishing.
There is a long and convoluted history of psychologists trying to understand the relationship between emotion/affect and creativity, mostly centred on a rather limited focus on ‘positive’ versus ‘negative’ affect, which has yielded confusing results. Similarly, the relationship between emotion and a peak state of intense absorption often experienced during (and often claimed as a motivator for) the creative process – flow – is also unclear. Both creativity and flow are paradoxical and ambiguous phenomena, including in their relation to emotional antecedents, subjective experience, and outcomes. This review explores dimensions of emotion beyond the positive-negative divide, the complexity and dialectics of emotion as potentially mixed and contradictory and argues that this is related closely to the ambiguity and uncertainty inherent in creativity and flow. It is proposed that certain categories of emotions – self-related, time-related, and epistemic – are especially important emotional groupings in these contexts. How regulation of these emotions and attitudes toward ambiguity and uncertainty are handled may play significant roles in enabling creative flow.
This research investigates an embodied metaphor-based positive psychology coaching intervention created as a method to transform perceptions and generate change. Six participants were recruited to work with the metaphor intervention; data was collected via participant journals and semi-structured interviews, with analysis completed using interpretative phenomenological analysis methodology. Results indicate that this metaphor process led to significant breakthroughs for participants under three themes: meta-position provides rationality and relieves pressure; agency prompts transformation from contractive to expansive energy; and insight is gained about one's self and situation. This study provides evidence for using metaphor as an effective coaching or positive psychology intervention.
Jákvæð menntun er skilgreind sem menntun sem eykur bæði velferð og námsfærni nemenda. Hún kennir þeim færni til að auka vellíðan og hamingju auk þess að ná árangri í hefðbundnum kennslugreinum. Kern og félagar (2016) hafa um nokkurt skeið rannsakað velfarnað nemenda undir formerkjum jákvæðar menntunar. Þau settu fram EPOCH-velfarnaðarkenninguna með fimm meginþáttum sem stuðla að velfarnaði ungmenna. Þessir fimm þættir eru áhugi og innlifun, þrautseigja, bjartsýni, félagsleg tengsl og hamingja sem gleði og sátt. Markmið rannsóknarinnar er að skoða hvaða hugmyndir ungmenni hafa um þá þætti sem þau telja að stuðli helst að velfarnaði sínum í skólastarfi og hvort EPOCH-þættir birtist í hugmyndum þeirra, ásamt að skoða hvort aðrir þættir koma þar einnig fram. Tekin voru sex hálfopin rýniviðtöl við samtals nítján nemendur í áttunda, níunda og tíunda bekk í sama skóla. Gögnin voru þemagreind og er niðurstaðan sú að allir þættir EPOCH birtust í svörum viðmælenda. Því er EPOCH-velfarnaðarkenningin gagnleg til að ná utan um mikilvæga þætti í velfarnaði ungmenna. Kenningin nær þó ekki fyllilega utan um alla þætti velfarnaðar í þessari rannsókn. Til dæmis var þátturinn að finna merkingu og tilgang áberandi í hugmyndum ungmennanna. Þeir EPOCH-þættir sem voru mest áberandi í gögnunum voru áhugi og innlifun og félagsleg tengsl. Styður það niðurstöður rannsókna Kern og félaga um mikilvægi þess að fást við viðfangsefni af innri áhugahvöt og að fá þörfinni fyrir að tilheyra mætt. Nemendur töldu að skólinn ætti að leggja meiri áherslu á ýmsa þætti sem stuðla að velfarnaði en nú er gert. Jákvæð menntun sem snýr að því að byggja upp persónuþroska og þar með velfarnað nemenda ásamt að efla námsárangur er nokkuð sem skólar geta litið til og komið þannig til móts við grunnþátt aðalnámskrár um heilbrigði og velferð
Over a hundred years, studies in the field of applied psychology, such as Clinical psychology, Counseling Psychology, and School psychology [...] sought to answer what aspects of disability and ailments characterize the human psyche, as the answer to this question constantly taught us about weaknesses and deficiencies, which created extensive peer-reviewed data on the dark side of human life. However, with the beginning of the new millennium, different questions were raised concerned with the positive features and distinctive aspects of the personality, which attracted the attention of many researchers, and contributed to the emergence of a new direction on the surface of the psychological map with an important place among the fields of psychology, which dealt with the human phenomenon from a modern psychological perspective. It was called positive psychology after the traditional psychology of mental health copied from the medical model had given priority to studying and understanding disorders and deviations as well as psychological problems, focusing most of its interventions on aspects of weakness and shortcomings in personality, trying to fix aspects of imbalances in psychological functions, a movement came Positive psychology as a reaction to this medical model of abnormal and disordered behavior, which made it possible to make efforts to develop research in this field, and directed works and studies to different concepts to monitor the employment and optimal performance of the individual, which were derived from several schools, employing several concepts and terms such as (Positive Thinking) which belongs to Cognitive Psychology, (Psychological Hardiness) which belongs to Health Psychology, and (Self-Actualization) which belongs to the Humanistic Theory [...]With this vision, it has renewed psychology's ambitions and rebalanced research, by refocusing it on self-development and maximizing the human capabilities of individuals, as well as understanding and studying the conditions and processes that contribute to the well-being and prosperity of individuals and groups, as an attempt to alleviate suffering and increase human well-being, stressing that positive psychology is not an attempt to deny the negative aspects In the human soul and denying its existence. These researches came to meet the scientific principles and foundations granted to psychology, which are based in an important part on the experimental method, as an attempt to alert the importance of the Character Strengths that many individuals ignore what they are, and even hesitate to talk about. Accordingly, positive psychology came to address topics that fall within the scope of the following questions: - Is it possible to rebuild and develop capabilities that allow for an effective confrontation of various forms of weakness and impotence? - Why are some people able to enhance back after exposure to shocks and crises, while others collapse? - You see, what are the psychological ingredients that will allow maintaining psychological and mental health in light of exposure to stress and disasters? Is it possible to consider the human Character Strengths of such importance? Accordingly, we will try through this book to address these topics, through which we will provide an overview of the origins of positive psychology and its historical origins, as well as we will touch on its concepts as well as its importance, goals, and fields of research, applications and future directions.
Markmiðið með rannsókninni var að öðlast skilning á upplifun og reynslu grunnskólakennara af kulnun og þeim áhrifum sem starfsumhverfi hefur á kulnun grunnskólakennaranna að þeirra eigin mati. Stuðningur úr starfsumhverfinu var skoðaður í ljósi sjálfsákvörðunarkenninga Ryan og Deci (2017) um hvernig unnt sé að mæta sálrænum grunnþörfum þeirra fyrir sjálfræði, hæfni og félagstengsl. Einnig var sjónum beint að hvort og þá hvaða persónulega lærdóm, svokallaðan áfallaþroska, kennarar draga af þeirri reynslu að hafa lent í kulnun. Rannsóknir hafa sýnt að þeir sem upplifa áfallaþroska finna fyrir breytingum á þremur sviðum í lífi sínu; breyttri lífssýn, breyttum tengslum við aðra og breyttri og sterkari sjálfsmynd. Fyrirbærafræðilegri nálgun var beitt þar sem tekin voru djúpviðtöl við sjö starfandi grunnskólakennara sem höfðu lent í kulnun og snúið aftur til kennslu. Niðurstöður sýndu að það sem réð mestu var andlegt og líkamlegt álag sem og skortur á stuðningi á vinnustaðnum. Álagið fólst í að kennararnir þurftu að sinna mörgum mismunandi hlutverkum sem gátu stangast á. Þeim fannst sig oft skorta sjálfræði í störfum sínum og upplifðu að þeir hefðu hvorki hæfni né bjargir til að sinna þessum mismunandi hlutverkum. Í kjölfarið upplifðu þeir vanmátt og skömm. Stuðningur í starfsumhverfi kennaranna skipti þá sköpum, að finna að þeir skiptu aðra máli og upplifa að þeir tilheyrðu hóp. Kennararnir upplifðu allir að lífið væri á einhvern hátt betra en áður en þeir lentu í kulnun. Þeir töldu sig hafa nýja og breytta lífssýn, vera þakklátari fyrir daglegt líf, hafa breytta og sterkari sjálfsmynd og vera meðvitaðri um að rækta tengsl við fólk sem væri þeim mikilvægt. Rannsóknin varpar auknum skilningi á þann lærdóm sem draga má af kulnun og hvernig starfsumhverfið getur stutt kennara. Þannig má vonandi fækka í hópi kennara sem hverfa frá störfum vegna kulnunar.
More and more scholars along with the World Health Organization argue in favour of a systematic implementation of universal psychosocial interventions in schools. Firstly, because research suggests they have a real impact on teenagers’ mental health. Secondly, because science points out that wellbeing and academic achievement go hand in hand. Finally, because schools are amongst the best places to reach teens. But how can wellbeing skills can be best implemented in schools? Through whole school approaches, programmes, teaching resources by subject, teachers’ pedagogy, and didactics: there seem to be multiple possibilities to implement wellbeing skills implicitly or explicitly. However, from a perspective of a high-school teacher delivering 45-min lessons, none of the abovementioned approaches make practical sense. Whole school approaches are hard to implement because of political and economic reasons, as well as lack of internal expertise. In most countries around the world, programmes cannot be easily inserted into curricula either: teachers follow a syllabus and, very often, there seems to be no political will to finance such programmes or provide a dedicated space in the school week. To suggest an alternative way forward, Lucciarini and Boniwell reviewed the literature on evidence based positive psychology interventions. What research, theory and the actual teaching conditions seem to show, is that brief, tailored, self-selected, evidence-based, and measurable PPIs (Positive Psychology Interventions) can be a powerful way of developing wellbeing literacy in schools. This chapter explores the theoretical framework, research, practical implications, suggestions, and limitations around the toolbox approach to positive education.
This research aimed to investigate psychometric properties of the Existential Gratitude Scale (EGS) in India. Study 1 examined the factorial validity of EGS using exploratory and confirmatory factor analysis, which suggested a two-factor structure. Study 2 examined reliability and validity of the scale derived after CFA (referred to as Indian EGS). Cronbach’s alpha and composite reliability estimates provided evidence for internal consistency reliability of the Indian EGS. Adequate AVE values indicated convergent validity of the scale. Further, the EGS score reported significant positive correlations with GRAT-16 and spiritual well-being scores and a negative association with distress scores, confirming criterion validity of the Indian EGS. These results establish reliability and validity of the two-factored twelve-item EGS scale in the Indian context.
Background: the concept of recovery capital refers to the sum of resources that a person has
available to initiate and continue a recovery process. this concept has not been greatly explored
with people with persistent substance use disorder (sUD), whose recovery is often quite long.
Method: We conducted 19 qualitative interviews with 19 people (9 men, 10 women) with persistent
sUD to understand the personal strengths they use in their recovery. a gender-differentiated
thematic analysis of the transcripts was conducted.
Findings: the analysis paints a portrait of people who, despite their difficulties, managed to use their
skills and develop new ones to confront their problems: introspection, perseverance, self-belief,
knowledge about recovery, etc. For women in particular, the ability to assert themselves appears to
have been a survival tool in their trajectory. For most of the participants, material and financial resources
were most lacking in their recovery process. Faced with a precarious financial situation, several women
spoke of the need to get organized and be proactive in finding ways to support themselves.
Conclusion: contrary to a deficit-focused perspective, the concept of recovery capital leads us to
focus on what is going well in these people’s lives.
We aimed to determine whether early adolescents who report higher levels of teacher connection have a greater prevalence of flourishing and whether this association is present across levels of parent connection. We analyzed cross-sectional data, collected in the International Survey of Children’s Well-Being (2016–2019), from 33,269 11- to 13-year-olds in 25 countries. The teacher connection score, analyzed as quartiles, asked about care, support, and respect from teachers. The flourishing score (range 0–10) was based on items about self-acceptance, purpose in life, positive relations, growth, environmental mastery, and autonomy. The prevalence (95% confidence interval) of flourishing (score > 8) was 66.0% (65.4%, 66.5%). The covariate-adjusted difference in flourishing prevalence between those in highest and lowest quartiles of teacher connection was 26.8% (25.2%, 28.5%). This difference was similar across groups with varying levels of parent connection. Teacher connection may contribute to adolescent flourishing, in addition to academic achievement and the avoidance of negative outcomes.
Háttér és célkitűzések
Az utóbbi években a pozitív pszichológiai intervenciók száma nemzetközi viszonylatban növekszik. Magyarországon, a szemlélet népszerűsége ellenére, empirikusan igazolt publikált hatásvizsgálatok nem jellemzőek. Jelen vizsgálat célja egy ikigai elemekkel bővített „legvágyottabb én” típusú intervenció hatásvizsgálata egyetemista mintán.
Módszer
A kutatás egy online megvalósuló randomizált kontrollált vizsgálat volt aktív kontrollcsoporttal, összesen 151 egyetemi hallgató részvételével. A kísérleti csoport ( n = 78) egy 20 perces online írásos aktivitásban vett részt, mely egy „ikigai” (személyes erőforrások mobilizálása) és egy „legvágyottabb én” gyakorlatból (vágyott jövőbeli én elképzelése a személyes, szociális és tanulmányi/szakmai célokkal kapcsolatban) állt. A kontrollfeltétel ( n = 73) hasonló elrendezést tartalmazott, csupán tartalmában tért el a kísérleti helyzettől (napi tevékenységeket részletező gyakorlatok).
Eredmények
Eredményeink alapján a 20 perces intervenció szignifikáns mértékben növelte az optimizmus, az önértékelés és az énhatékonyság szintjét, valamint eredményes volt a szorongás csökkentésében.
Következtetések
A kutatás hazánkban először igazolta empirikusan a legvágyottabb én típusú intervenció kedvező hatását. Egyrészt támogatja a nemzetközi vizsgálatok eredményeit, másrészt hozzájárul a szakirodalomhoz azáltal, hogy kibővíti a legvágyottabb én beavatkozások hatáskörét, mivel az optimizmuson kívül a pszichológiai tőke egyéb elemeit is vizsgálta (önértékelés, énhatékonyság). A kutatás továbbá jelentős gyakorlati relevanciával bír; az ikigai elemekkel bővített legvágyottabb én típusú intervenciók hatékonyan támogathatják a felsőoktatási diáktanácsadók munkáját, illetve segíthetik a középiskolai pályaválasztással kapcsolatos foglalkozásokat.
- “Cultura de felicidade na Escola com união para um futuro melhor.” (Carla Baptista)
- “Valorizar mais a educação. Ir mais além na construção do projeto de vida dos jovens.” (Maria João Martins)
- “A tradição em ética e na felicidade.” (Natália Espírito Santo)
- “Bem-estar e felicidade na formação docente e nos projetos educativos.” (Susana
Castanheira Lopes)
- “Futuro juntos!” (Fátima Claudino)
- “A Escola devia dar as canetas vermelhas aos professores e créditos para os Clubes de Felicidade.” (Leonor Haydée Viegas)
- “É preciso fundamento científico na prática educativa.” (Tiago Pita)
- “O bem-estar docente é essencial para o bem-estar dos alunos.” (Fernando Alexandre)
- “É o sentido de missão que tem salvo o sistema educativo.” (Helena Marujo)
- “Defender uma estratégia nacional para a felicidade e o bem-estar. Os autarcas devem ser facilitadores.” (Pedro Pimpão)
In this chapter, the basic character of the DIID duality system is considered by comparing it with three other conceptual systems of duality features. Basic similarities between these systems are considered to identify their common features and are further compared to the duality system. In the first section, a theory of basic system thinking is described and compared with the duality system, where similarities are found to concern basic structural and fractal features expressing the Ockham razor principle. In the second section, a dialectical system is described and compared with the duality system, where the similarities are found to concern basic processual features of an ontological character. In the third section, person-context and co-logic conceptions are described and compared with those of the duality system. The similarities are found to concern the creation of abstract “triads”. In the fourth section, conclusions are made based on the common features of these comparisons, which concern combined basic structural and processual dynamics of an ontological character. Taken together, this appears to support assumption of the basic characteristics of the duality system.
Positive psychology (PP) is an approach to understanding language learning and teaching which focuses on the rights of everyone, whether teacher, learner, administrator, or caretaker, to flourish in the language learning ecology (Mercer 2021 [An Agenda for Well-Being in ELT: An Ecological Perspective. ELT Journal, 75(1), 14–21]). While it has stressed the importance of humanity and the individuals involved, it has not yet been employed from a critical pedagogy or social justice perspective, although we believe this potential is inherent. PP is concerned with ensuring the development of compassionate interpersonal relationships and a positive experience for all stakeholders, equipping individuals with skills and competences to flourish in the classroom and beyond. However, how can an individual be thought of as flourishing if others in their communitiesare not? Everyone’s wellbeing is interconnected. It is not just an individual trait, but it is also socially determined. In this article, we highlight PP as a transformative approach which strives for equity and inclusion when employed with a critical perspective. We outline an agenda for the future of PP in the acquisition of additional languages which foresees an explicit engagement with issues of justice, equity, and collective wellbeing.
طوال مئة سنة، كانت الدراسات في مجال علم النفس التطبيقي تسعى للإجابة عن ماهية جوانب العجز والاعتلالات التي تميز النفس البشرية، حيث كانت الإجابة عن هذا السؤال تعلمنا وباستمرار عن نقاط الضعف والقصور، ما خلق معطيات مستفيضة النظير عن الجانب المظلم من الحياة البشرية.
لكن، ومع بداية الألفية الجديدة طرحت أسئلة مغايرة تعنى بالسمات الإيجابية والجوانب المميزة للشخصية، وهو ما جلب انتباه العديد من الباحثين، ما ساهم في بروز تيار جديد على سطح الخريطة السيكولوجية ذو مكانة هامة بين ميادين علم النفس، الذي تناول الظاهرة الانسانية من منظور نفسي حديث أطلق عليه تسمية علم النفس الايجابي، فبعد أن كان علم النفس التقليدي للصحة العقلية المنسوخ عن النموذج الطبي قد أعطى الأولوية لدراسة وفهم الاعتلالات والانحرافات وكذا المشكلات النفسية، مركزا جل تدخلاته على جوانب الضعف والقصور في الشخصية، محاولا اصلاح جوانب الخلل في الوظائف النفسية، جاءت حركة علم النفس الإيجابي كردة فعل على هذا النموذج الطبي للسلوك الغير الطبيعي والمختل، ما مكّن من بذل الجهود لتطوير الأبحاث في هذا الميدان، ووجهت الأعمال والدراسات إلى مفاهيم مغايرة لرصد التوظيف والأداء الأمثل للفرد والتي اشتقت من عدة مدارس، موظفا بذلك عدة مفاهيم ومصطلحات، فهي بهذه الرؤية قد جددت طموحات علم النفس وأعادت التوازن للأبحاث، بإعادة تركيزها على التنمية الذاتية وتعظيم القوى الانسانية للأفراد وكذا فهم ودراسة الظروف والعمليات التي تسهم في رفاه وازدهار الأفراد والجماعات، كمحاولة لتخفيف المعاناة وزيادة رفاهية الإنسان، مؤكدة أن علم النفس الإيجابي هو ليس محاولة لإنكار الجوانب السلبية في النفس البشرية وانكار وجودها.
وقد جاءت هذه الأبحاث لتلبي المبادئ والأسس العلمية التي مُنحت لعلم النفس، والمبنية في جزء هام منها على المنهج التجريبي، كمحاولة للتنبيه إلى أهمية مكامن القوى التي يغفل الكثير من الأفراد ما هيتها، بل وحتى يترددون في الحديث عنها. وعليه، جاء علم النفس الإيجابي ليناول مواضيع تصب في هذا النطاق. ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــAbstractــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ
Over a hundred years, studies in the field of applied psychology, such as Clinical psychology, Counseling Psychology, and School psychology [...] sought to answer what aspects of disability and ailments characterize the human psyche, as the answer to this question constantly taught us about weaknesses and deficiencies, which created extensive peer-reviewed data on the dark side of human life. However, with the beginning of the new millennium, different questions were raised concerned with the positive features and distinctive aspects of the personality, which attracted the attention of many researchers, and contributed to the emergence of a new direction on the surface of the psychological map with an important place among the fields of psychology, which dealt with the human phenomenon from a modern psychological perspective. It was called positive psychology after the traditional psychology of mental health copied from the medical model had given priority to studying and understanding disorders and deviations as well as psychological problems, focusing most of its interventions on aspects of weakness and shortcomings in personality, trying to fix aspects of imbalances in psychological functions, a movement came Positive psychology as a reaction to this medical model of abnormal and disordered behavior, which made it possible to make efforts to develop research in this field, and directed works and studies to different concepts to monitor the employment and optimal performance of the individual, which were derived from several schools, employing several concepts and terms such as (Positive Thinking) which belongs to Cognitive Psychology, (Psychological Hardiness) which belongs to Health Psychology, and (Self-Actualization) which belongs to the Humanistic Theory [...]With this vision, it has renewed psychology's ambitions and rebalanced research, by refocusing it on self-development and maximizing the human capabilities of individuals, as well as understanding and studying the conditions and processes that contribute to the well-being and prosperity of individuals and groups, as an attempt to alleviate suffering and increase human well-being, stressing that positive psychology is not an attempt to deny the negative aspects In the human soul and denying its existence. These researches came to meet the scientific principles and foundations granted to psychology, which are based in an important part on the experimental method, as an attempt to alert the importance of the Character Strengths that many individuals ignore what they are, and even hesitate to talk about. Accordingly, positive psychology came to address topics that fall within the scope of the following questions: - Is it possible to rebuild and develop capabilities that allow for an effective confrontation of various forms of weakness and impotence? - Why are some people able to enhance back after exposure to shocks and crises, while others collapse? - You see, what are the psychological ingredients that will allow maintaining psychological and mental health in light of exposure to stress and disasters? Is it possible to consider the human Character Strengths of such importance? Accordingly, we will try through this book to address these topics, through which we will provide an overview of the origins of positive psychology and its historical origins, as well as we will touch on its concepts as well as its importance, goals, and fields of research, applications and future directions.
Í þessari grein er sjónum beint að velfarnaði (e. well-being) grunnskólakennara. Velfarnaður er ekki eingöngu mikilvægur fyrir kennara sjálfa heldur hefur hann einnig áhrif á líðan nemenda og velgengni þeirra í námi. Markmiðið með rannsókninni var að öðlast aukinn skilning á velfarnaði grunnskólakennara með því að skoða hversu vel PERMA-velfarnaðarkenning Seligman nær yfir velfarnað kennara sem meta sig hamingjusama í lífi og starfi. PERMA-velfarnaðarkenningin skilgreinir fimm þætti sem nauðsynlegir eru til að upplifa velfarnað en þeir eru: Jákvæðar tilfinningar, áhugi og innlifun, félagsleg tengsl, lífstilgangur og árangur. Tekin voru hálfopin viðtöl við átta starfandi grunnskólakennara og þeir spurðir út í velfarnaðarþætti PERMA auk opinna spurninga um velfarnað sinn. Viðtölin voru þemagreind, bæði með afleiðslu, þar sem svör þátttakenda voru mátuð við PERMA-þættina, og aðleiðslu, þar sem leitað var eftir öðrum sameiginlegum þemum. Viðtölin vörpuðu ljósi á hvernig PERMA-þættirnir birtust hjá kennurunum. Upplifun jákvæðra tilfinninga var áberandi og er sá þáttur sem er gagnvirkur við alla hina þættina. Þátttakendur upplifðu áhuga og innlifun í starfinu og félagsleg tengsl þeirra eru góð. Starfið rímar við lífstilgang þeirra og þeim þykir mikilvægt að upplifa árangur í því. Aðrir þættir utan PERMA sem komu fram voru sjálfsþekking og lífsorka og voru þeir nokkuð áberandi í velfarnaði þátttakenda. Niðurstöður sýndu að PERMA nær ekki fyllilega að fanga þá þætti sem viðmælendur telja mikilvæga fyrir velfarnað sinn þó kenningin geti verið gagnlegur rammi til að varpa ljósi á þá einstaklingsbundnu og félagslegu þætti sem stuðla að velfarnaði. Mikilvægt er að kennarar fái tækifæri til að auka þekkingu sína og getu til að huga að eigin velfarnaði. Einnig geta niðurstöðurnar gefið vísbendingar fyrir stjórnendur og stefnumótandi aðila um hvernig megi skapa starfsaðstæður þar sem hlúð er markvisst að velfarnaði kennara og hugsanlega draga úr brotthvarfi úr kennarastéttinni.
ResearchGate has not been able to resolve any references for this publication.