Positive Psychology - Science topic

Positive psychology has been accused of many criticisms, such as the artificial and unnecessary division it supposedly makes between positive and negative psychology, inhibiting certain negative emotions and feelings (McNulty and Fincham 2012). However, in my opinion, all these criticisms hide the rejection of taking psychological science out of the prevailing clinical setting.

a. Identify key frameworks and theories: Begin by identifying key frameworks and theories from resilience/well-being and personality psychology that align with your objectives. Examples include the PERMA model of well-being, the broaden-and-build theory of positive emotions, the Big Five personality traits, and the self-determination theory.

b.

Compare and contrast frameworks: Once you have identified key frameworks, compare and contrast them to identify similarities, differences, and potential areas of integration. For example, the PERMA model emphasizes positive emotions, engagement, relationships, meaning, and accomplishment, while the Big Five personality traits focus on extraversion, neuroticism, openness, conscientiousness, and agreeableness.

c. Identify potential areas of integration: Based on your comparison and contrast, identify potential areas of integration between the different frameworks. For example, positive emotions from the PERMA model could be linked with extraversion from the Big Five personality traits to create a more comprehensive understanding of well-being.

d. Develop a new combined framework: Using the potential areas of integration identified, develop a new combined framework that incorporates key concepts from both resilience/well-being and personality psychology. This new framework could include specific strategies and practices that can promote resilience, well-being, and positive personality development.

e. Test and refine the new framework: Once you have developed a new combined framework, test it using different methods such as surveys, interviews, and experiments to ensure its validity and reliability. Refine the framework based on feedback and further testing to enhance its effectiveness.

f. Implement and disseminate the new framework: Implement the new combined framework in different settings such as schools, workplaces, and communities to promote resilience, well-being, and positive personality development. Disseminate the framework through publications, workshops, and online resources to reach a wider audience.

Resilience/Well-being frameworks:

Personality Psychology frameworks:

I share your opinion, and this was proven through my doctoral dissertation, the effect of an educational program on developing psychological prosperity and social integration among abused kidnapped girls

Access the following paper:

We did something on psychological capital. I attach it in case it helps you:

You can't. Not really, except as an exercise demonstrating that you know how. If you really want to run significance tests, just do As Stephen Edwards suggests, a series of Wilcoxon signed-rank tests could be used. These are equivalent to one-sample t-tests, but for rank-ordered data (which is how to get around the issue of violating assumptions of normality). But with N = 3 it is virtually impossible to obtain significant results. Only do it if that's a requirement of the assignment.

If you want to develop any kind of principled argument about your intervention's effectiveness, calculate the effect size - how big a difference there was, in standard deviation units. But be very, very cautious in discussing any inferences, because you cannot be confident that the results will generalize.

Thanks, I need to catch up and read the Palgrave Handbook. Having said that, as far as I know, many of the Positive Education interventions did not use standard measures of depression or in some cases, wellbeing, to evaluate outcomes. But I should read up on the latest.

Hi,

Probably some of the references or crossreferences given below to be of help t you:

Eglit GML, Palmer BW, Jeste DV. Overview of measurement-based positive psychiatry. Nord J Psychiatry. 2018 Aug;72(6):396-403. doi: 10.1080/08039488.2018.1459834

Macaskill A. Review of Positive Psychology Applications in Clinical Medical Populations. Healthcare (Basel). 2016 Sep 7;4(3):66. doi: 10.3390/healthcare4030066

Bohlmeijer E, Westerhof G. The Model for Sustainable Mental Health: Future Directions for Integrating Positive Psychology Into Mental Health Care. Front Psychol. 2021 Oct 21;12:747999. doi: 10.3389/fpsyg.2021.747999

Kletter M, Harris B, Brown C. Outcomes, mechanisms and contextual factors of positive psychology interventions for health workers: a systematic review of global evidence. Hum Resour Health. 2021 Feb 27;19(1):24. doi: 10.1186/s12960-021-00564-5.

Some links

This limit is different from one RG researcher to another. It depends on the number of researchers who follow you.

A positive value could be viewed and appreciated differently in different cultures. It is imperative for whoever practice positive psychology to be multiculturally equip with more awareness, knowledge and skills about one own unfriendly aspects regarding certain diverse cultures and able to differential how to manage it. Failure to see own weaknesses and bias towards other cultures is sure recipe to conflict

This article might help you with a different perspective on self-actualization. The study is about the employees working in the banking sector but can be replicated in other contexts. Kindly have a look!

Hello!

I recommend Jon Kabat -Zinn and Thich Naht Hanh for Mindfulness.

I agree with Amar’s point above. In my experience, the theoretical and even tested value of any model of inquiry like PERMA or its Japanese cousin Ikigai, or for that matter models of behavior, e.g., competencies, values, team norms, lies less in the brilliance of its design and more in the integrity and diligence of its application.

Please go to this link:

https://ppc.sas.upenn.edu/resources/questionnaires-researchers

Hello, Julia.

These unavoidable conditions should be clearly assessed. I suppose 2 strategies:

1) To correct the name of the study to the same + "...during COVID-pandemic". It means to conduct your study as you previously planed, but to admit that these conclusions are connected to the pandemic situation.

2) To make your study as you planed before but to analyze the results in comparison to COVID-19 pandemic effects which are already described by some other researchers.

Good luck with your research!

D A Gayan Nayanajith thank you

James Brown Your webpage is expired. I could not reach your scale. Could you share it with me too. I send you an email to your wiscounsin mail account. Maybe it cannot reach you.My email adress hatice.cilsalar@yobu.edu.tr. thank you in advance.

I would suggest consulting the following textbook:

Joseph F. Hair Jr., William C. Black, Barry J. Babin, Rolph E. Anderson (2010) Multivariate Data Analysis, Seventh Edition, Pearson, 816 pages.

This is a 2016 review of the different measures of well-being:

Hi Vasudha,

The different number of response options in the measures in your questionnaire is probably a good thing. When people have to response only to one type of scale (e.g., 5 points on every item) their attention is more likely to wander than if some scales are 5 point, others 6 or 7.

The number of items in a scale and points on the response scale will lead to different possible minimum and maximum scores on the scales if you sum up people;'s scores. If you want to know whether the mean score on one scale is higher than another then you need to standardise the scores somehow. However, if you are looking at the relationships between the variables measured on the questionnaires statistics like Pearson's correlation standardize the scores within the calculation of the correlation coefficient. in short, if you are looking at correlations and relationships then the number of response options between 5 and 7 will not matter.

Young boys and girls take keen interest in the subject matter of psychology.They are curious to know about their personality traits, to know about the causes of various types of feeling,to know about the best ways of emotion regulation, to know about the best learning practices etc.Psycho-education programs if conducted properly can help students to understand and deal with the issues that are affecting their studies and routine life in a negative manner.

Vealey’s Sport-Specific Model of Sport Confidence (1986). she done work in sports setting.

Hi Muhammad,

You raise a very interesting question and I wish to make an observation. It is possible that the emphasis remains on the negative narrative in the research because there is such a very high percentile of people who arrive into the workplace carrying underlying mental well being issues. Many of those perhaps are not suffering from real burnout, but a collective set of stressors related to their issues. I feel it will always be difficult for Organisational Psychologists to introduce positive dynamic to the workplace unless the stigma issue of negative mental health is greatly improved. It's possible that organisations look at the group scenario instead of the individual, on too many occasions. I hope this adds something to the debate surrounding your question !! regards Martin

Thank you Using a questionnaire is agood way. Indeed, I'm looking for a kindness scale to adapt it in my culture. But, if I could not find one, I'll develop it. Do you know any kindness questionnaire usable for college population?

Teaching students how to learn - It is based on the principle that learners must be taught how to search for and discover knowledge rather than a teacher spoonfeeding them with the knowledge. Thus, educators globally advocate the implementation of learner-centred approaches rather than teacher-centred approaches. It is as it were, arming the students with knowledge on how to fish rather than giving them fish.

Which suitable questionnaire available to ask from would be mother to get timing and duration of soul' entering in womb and in baby?

I have asked this question in research gate .

You can consider this as this is new and nothing more known

We have developed a program that can 1. assess, 2. Provide an intervention 3. reassess and 4. report. We have recently published on the same.

As it happens, a major review article relevant to the question has just appeared today (in press):

a lead-article review in the journal Applied Psychology

Arieli, S., Sagiv, L., & Roccas, S. (2018). Values at work: The impact of personal values in organizations. Applied Psychology (https://onlinelibrary.wiley.com/doi/epdf/10.1111/apps.12181 ), In Press, , 1-70. [paywall]

This paper reviews and integrates past research on personal values in work organizations, seeking to portray the role personal values play in shaping the choices and behavior of individuals in work settings. We start by addressing the role of values in the occupational choice people make. We then review research on the relationships of personal values to a variety of behaviors at work. We continue with discussing the multiple paths through which managers’ values affect the organizations and its members. In the last section, we address the interplay between organizational levels, and discuss the congruency between personal and organizational values and its implications for organizations and their employees. Together, the research reviewed indicates how the broadness and stability of values make them an important predictor of behavior at various levels of the organization. We end by discussing directions for future research on values in organizations.

Actually a bit feeble for me - few effect sizes are reported, and compared to integral psychology spiral dynamics, the Schwartz stuff looks way too simplistic and lightweight. I can’t help feeling the drive to create a psychometric model has diminished the psychodynamics and deeper understanding of personal values.

But this bit on p. 38-39 seems to be a sign that separating values into work-based and ’personal-based is very wrong. A bit like the old chestnut that SHL used to spout about someone’s ‘work personality’ vs their ‘outside- of-work-personality’!

“p, 38-39

"Most studies on value-based socialization reviewed so far have investigated perceived fit or work-related values. Perceived fit may not indicate an actual value change, but rather a change in the perception of organizational values. Work related values are more contextual than basic values, and are hence more likely to be malleable. Indeed, some researchers have doubted the power of socialization process in altering personal values of employees (Dose, 1997; Lusk & Oliver, 1974). Studying basic values, Bardi and colleagues (2014) investigated police trainees in the UK at the beginning of their training and 9-monthes later. Training included classroom studies, field experience and mentoring by police organizational members. There was evidence of marginal value change, but it was not in the direction expected due to organizational socialization. Thus, even extensive, planned organizational socialization may yield only minimal change of basic values. Alternatively, a year may not be long enough to elicit value change. Professional training is a long-term process; it is possible that values socialization requires more time and may occur at later stages of the career. More research is needed to investigate the effects of organizational socialization along varying periods of time.”

Anyway, a decent review of publications in this area.

Hello Vicki,

I found the following interesting articles:

1). Written by Walters (2011). The link is as follows - Article title: A review of school-based positive psychology interventions. The Australian Educational and Developmental Psychologist, http://web.education.unimelb.edu.au/assets/pospsych/Waters%202011%20PP%20review%20of%20school-based.pdf

2). Written by Fabio et al, (2013). The link is as fellows -

Please get the following very interesting links. I hope they will help you much for your work.

Good Luck!!

Validation de l’échelle du sentiment d’auto-efficacité (GSE : General Self-Efficacy Scale) chez des étudiants universitaires français

It is here on RG by

Hi Vasudha,

in this web you can find informacion that can serve you in your research.

I hope this help you

Ask them!

As Mark says above " You noted that a dearth of research has been conducted with students. I wonder if students might respond differently than older individuals working to excel in the organization . Could it be that older individuals conceptualize “well being” differently than college students?" This was our premise in involving high-school students in action research on wellbeing. We have just published;

Halliday, Amber J., Margaret L. Kern, David K. Garrett, and Deborah A. Turnbull. 2018. "The student voice in well-being: a case study of participatory action research in positive education." Educational Action Research:1-24. doi: 10.1080/09650792.2018.1436079.

I hope this is an avenue you can take with your research.

Dear Luca,

Thank you very much for references and suggestions.

Regards,

Abhay

Hendrika and Denise, thank you so much for your resources and links to websites. Much appreciated! Martha

You can also check out:

I am not sure of the answer, but I can recommend a resource that might help you figure out an answer: try the General Social Survey, online at "GSS Berkeley."  It has at least one measure of overall, self-reported happiness, and I believe it has some measures you could use as the independent variable.  It also has responses from 55,000 people, collected over the last 45 years.

Hi Kumar,

access:

There's so much more on scholar google

thank you Rachel ! Very useful articles !

Thank you!!!!

You use second order construct for the SWB. It can easily be done in SmartPLS and AMOS. But for AMOS the measurement models should be reflective.

Dear Ibrahim,

A priori sample size calculations always require an estimate of the size of the effect you are measuring. For a large effect a sample size of 20 might be adequate. For a small effect a sample size of 1,000 might be inadequate. They also depend on the design of the experiment.

I'd recommend reading the G* Power manual: http://www.gpower.hhu.de/fileadmin/redaktion/Fakultaeten/Mathematisch-Naturwissenschaftliche_Fakultaet/Psychologie/AAP/gpower/GPowerManual.pdf

Hi Alexandra,

Some authors, as Procci, Singer, Levy, and Bowers (2012) nevertheless identify limits to strictly and systematically applying the framework of the nine original dimensions of flow. For Procci and colleagues flow differences observed in latent factor correlations are due to contextual contingencies and variations in activities. Heutte, Galaup, Lelardeux, Lagarrigue and Fenouillet (2014) observe that barely half of the nine dimensions of FSS-2 or DFS-2 (Jackson & Eklund, 2002, 2004) are actually perceived by learners in educational context. Flow perception appears to vary and is context bound. For example, in activities that are less physically strenuous or demanding, cognitive aspects are more salient and more inter-related. Variations in context do not invalidate the theoretical framework comprised of the nine components of flow. It is plausible that the nine components are simply not equally prominent in all contexts.

Heutte, Fenouillet Martin-Krumm, Boniwell & Csikszentmihalyi (2016) opted to study four dimensions for the assessment of optimal learning environments i.e. environments that support learners’ flow. To this end the EduFlow Scale was developed. The four dimensions it enables measuring are:

• FlowD1: Cognitive control—knowing the activity is doable, that the skills are adequate, and neither anxious or bored.

• FlowD2: Immersion and Time transformation—thoroughly focused on present, don't notice time passing.

• FlowD3: Loss of self-consciousness—lack of self-concern related to an increase in importance of the psycho-social dimension of learning.

• FlowD4: Autotelic experience—well-being during task perform-ance resulting from purpose in the task itself that enhances persis-tence and the desire to engage in the activity again.

The EduFlow Scale has been tested in various educational contexts with students ranging from primary school to university including face-to-face learning (Heutte, 2011; Fenouillet, Heutte, Martin-Krumm, & Boniwell, 2014) and online learning (Caron, Heutte, & Rosselle, 2013; Heutte, Galaup et al., 2014; Heutte, Kaplan, Fenouillet, Caron, & Rosselle, 2014). From these studies the EduFlow Model was derived.

The EduFlow Scale has several advantages: Its use is free (contrary to FSS-2 or DFS-2); it can be used in different educational contexts; it is a 12-item scale reducing respondent burden; and, it differentiates four dimensions of flow that are relevant to cognitive processes (there are three items per dimension).

Heutte, J., Fenouillet, F., Martin-Krumm, C., Boniwell, I., & Csikszentmihalyi, M. (2016). Proposal for a conceptual evolution of the flow in education (EduFlow) model. 8th European Conference on Positive Psychology (ECPP 2016), Angers, France.

Wow! Thanks all for the articles.  I am a choir member of our church and i will challenge my friends to consider joining the choir.

Hello Amy

Have you seen this:

Koltko-Rivera, M. E. (2006). Rediscovering the later version of Maslow's hierarchy of needs: Self-transcendence and opportunities for theory, research, and unification. Review of general psychology, 10(4), 302.

Table 1, p.303 displays self-transcendence in the familiar Maslow's Hierarchy of Needs.

Very best wishes with your PhD,

Mary

Thank you very much Ginny!

In case you decide that trait measures could be useful: 

Development of the Self-Curiosity Attitude-Interest scale.

By Aschieri, Filippo; Durosini, Ilaria

TPM-Testing, Psychometrics, Methodology in Applied Psychology, Vol 22(3), Sep 2015, 327-347.

Even though introspection, reflection, and mentalization are important processes in clinical practice, no self-report measure has been developed to address the psychological construct of self-curiosity. This paper addresses this disparity, and provides a new self-report measure on this topic and data on its nomological network. Curiosity about self was initially conceptualized as the desire that people have to explore and understand themselves and their psychological functioning beyond what they already know about themselves. The manuscript presents data from three independent samples used to build the Self- Curiosity Attitude-Interest (SCAI) scale. Data show that the SCAI comprises two dimensions: attitude toward self-curiosity (cognitive propensity toward exploring one’s own inner world) and interest in increasing knowledge of self (emotional/motivational pull to understand oneself better). An independent sample shows good internal consistency, test-retest reliability, and evidence of construct validity of the SCAI. This paper discusses the utility of the SCAI in clinical practice and research. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Interest and Deprivation Type Epistemic Curiosity Model Measure

By Litman, Jordan A.; Mussel, Patrick

2013. doi: http://dx.doi.org/10.1037/t27877-000

Construct: Epistemic Curiosity

The Interest and Deprivation Type Epistemic Curiosity Model Measure was developed as part of a study to evaluate of the interest and deprivation type epistemic curiosity (EC), the desire for new knowledge aimed at stimulating pleasurable feelings of situational interest (I-type) or relieving negative affective conditions of feeling deprived of knowledge (D-type). Adolescents and adults responded to German translations of the 10-item Epistemic Curiosity Scale (ECS) and the 15-item Curiosity as a Feeling-of-Deprivation Scale (CFDS). The ESC consists of items assessing (1) taking pleasure in new ideas (Diversive) and pleasure in discovering how things work (Specific). The CDFS consists of 3 subscales assessing (1) desire to increase competence, (2) intolerance for unsolved problems, and (3) persistence in seeking out information. Confirmatory factor analysis resulted in a 10-item scale with 2 distinct factors. Consistent with previous research findings for the English and Chinese EC Scales (Huang et al., 2010; Litman, 2008), the 5 items that comprised the ECS-Diversive subscale (alpha = .77) were the best I-type EC measures, and 5 CFDS-Persistence subscale items (alpha = .78) were found to be the best measures of D-type EC for the German versions as well. Evidence of convergent and discriminant validity were also found. (PsycTESTS Database Record (c) 2016 APA, all rights reserved)

Development and validation of the German Work-Related Curiosity Scale.

doi: http://dx.doi.org/10.1027/1015-5759/a000098

By Mussel, Patrick; Spengler, Maik; Litman, Jordan A.; Schuler, Heinz

European Journal of Psychological Assessment, Vol 28(2), 2012, 109-117.

Curiosity, a personality trait underlying behavioral tendencies related to knowledge acquisition, learning, and thinking, can be expected to be of high relevance in the world of work. There is, however, to date no work-related curiosity measure. The present article reports results regarding the development and validation of the new 10-item Work-Related Curiosity Scale. Based on two studies, the measure had a one-factor solution, acceptable internal consistency, and expected construct validity. In Study 2, incremental criterion-related validities were found over and above five general curiosity scales (ΔR2 between .12 and .15), which is in line with the frame-of-reference approach underlying the development of the scale. Interestingly, the lack of evidence for criterion-related validity in Study 1 indicates that these results do not generalize across positions. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Work-Related Curiosity Scale

By Mussel, Patrick; Spengler, Maik; Litman, Jordan A.; Schuler, Heinz

2012. doi: http://dx.doi.org/10.1037/t29756-000

Construct: Epistemic Curiosity

The 10-item Work-Related Curiosity Scale (Mussell et al., 2012) was developed as an assessment of curiosity that taps behaviors that are especially relevant to the workplace. Based on an agreed-upon definition of curiosity in its epistemic form, 2201 job-related items were developed. Expert evaluation reduced the pool to 38 items. Employees at a German financial service organization completed this scale, and items for the final version were selected based on high discriminatory power, high convergent validity with openness for experience, and content validity. The final 10-item scale, completed by university students, assesses enjoyment of activities like seeking information, knowledge acquisition, learning and thinking, as well as persisting in these activities in exploratory behaviors until the desired information is obtained or the problems have been solved. Norm values on scale level across two studies: M = 52.6, SD = 7.89 (N = 644). Gender-specific norms: female: M = 52.1, SD = 7.83 (N = 343); male: M = 53.1, SD = 8.14 (N = 301). The final scale had acceptable reliability in terms of internal consistency and expected construct validity. Exploratory and confirmatory factor analyses revealed that a one-dimensional solution explained variance reasonably well. Incremental criterion-related validities were found over and above 5 general curiosity scales. (PsycTESTS Database Record (c) 2016 APA, all rights reserved)

Curiosity and Exploration Inventory--II (CEI-II)

By Kashdan, Todd B.; Gallagher, Matthew W.; Silvia, Paul J.; Winterstein, Beate P.; Breen, William E.; Terhar, Daniel; Steger, Michael F.

2009. doi: http://dx.doi.org/10.1037/t09556-000

Construct: Curiosity

The Curiosity and Exploration Inventory--II (CEI-II, Kashdan et al., 2009) was developed in order to improve upon the original Curiosity and Exploration Inventory (CEI; Kashdan, Rose, & Fincham, 2004) and provide a brief, reliable, valid measure of curiosity that expands the breadth of the construct. A preliminary pool of 36 items was generated and contained revised versions of many of the items of the original CEI. It was generated based on the a priori hypothesis that there may be three facets of curiosity: exploring or stretching, absorption, and embracing uncertainty. Through an iterative process, absorption was removed from the CEI-II item pool to improve reliability and validity. Using a sample of 311 undergraduates, an exploratory factor analysis was conducted and produced two factors (eigenvalues of 3.99 and 1.40) that were clearly interpretable as the stretching and embracing facets of curiosity. The authors then selected the best 10 of the 36 items, resulting in the revised CEI. The CEI-II was determined to have good internal reliability and results of a confirmatory factor analysis provided evidence of validity. (PsycTESTS Database Record (c) 2015 APA, all rights reserved)

Epistemic Curiosity Questionnaire (EC)

By Litman, Jordan A.

2008. doi: http://dx.doi.org/10.1037/t11264-000

Construct: Epistemic Curiosity

The Epistemic Curiosity Questionnaire (EC Questionnaire; Litman, 2008) was developed to assess the desire for knowledge that motivates individuals to learn new ideas, eliminate information-gaps, and solve intellectual problems. The Epistemic Curiosity Questionnaire included the scale items from the 10-item Epistemic Curiosity Scale (ECS; Litman & Spielberger, 2003) and the 15-item Curiosity as a Feeling-of-Deprivation Scale (CFDS; Litman & Jimerson, 2004). Undergraduate students were instructed to report how they "generally feel" regarding each item statement by rating themselves on the following 4-point frequency scale: 1 = Almost Never, 2 = Sometimes, 3 = Often, 4 = Almost Always. Exploratory factor analyses of the ECS and CFDS subscales yielded two factors; the first (I-type) involved pleasure associated with discovering new ideas, while the second (D-type) emphasized spending time and effort to acquire a specific answer or solution. Alphas were acceptable for both of the subscales. (PsycTESTS Database Record (c) 2016 APA, all rights reserved)

The Measurement and Conceptualization of Curiosity.

doi: http://dx.doi.org/10.3200/GNTP.167.2.117-135

By Reio Jr., Thomas G.; Petrosko, Joseph M.; Wiswell, Albert K.; Thongsukmag, Juthamas

The Journal of Genetic Psychology: Research and Theory on Human Development, Vol 167(2), Jun 2006, 117-135.

In this study, the authors tried various methods to measure and conceptualize curiosity. A sample of 369 education students (103 men, 266 women) who were attending universities on the East Coast of the United States completed 5 paper-and-pencil curiosity measures in 1 of their classes. Using confirmatory factor analysis, the authors found that the data best fit a 3-factor curiosity model consisting of cognitive curiosity, physical thrill seeking, and social thrill seeking. These findings supported the development of new instruments that specifically measured those 3 curiosity types, new empirical research predicting meaningful curiosity-related outcomes, and subsequent theory building concerning how and why curiosity is a fundamental part of optimal human functioning. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Hello Amit Vishwakarma

please check the resources

www.bmj.com/rapid-responses?sort_by=field_highwire_a...value_1..

www.hsph.harvard.edu › Obesity Prevention Source › Obesity Definition

 Perhaps an explanation can be found in the differences in the two conditions. For instance, if Condition 1 is primarily priming task engagement but not frustration for some reason, the biomarkers appear only to link to engagement. Similarly, if Condition 2 is primarily priming frustration but not engagement, the markers appear only to link to frustration.  

Dear Noud,

You can use the DEFINE command to create parcels within MPlus. 

For example with three items:

DEFINE:

parcel1 = (item1 + item2 + item3)/3

Than add this new variable in the USEVARIABLES ARE line behind all wihtim data set variables u use in your model and it should work.

Best

Repeated measures ANOVA

You have to counter balance subject for order effects to ensure there is not learning, fatigue, habituation or sensitization

An interesting and important question, it is good to see people really refining the terms they're using in this area. The literature surrounding resilience is large, messy, and includes many ongoing debates. Some believe resilience is a trait, others that it is a process influenced by malleable skills. Some believe resilience is only relevant to experiences of significant trauma, others say resilience is a typical behaviour all people do sometimes in their lives. I support the dynamic process view of resilience and go with Windle's definition: the process of effectively negotiating, adapting to, or managing significant sources of stress or trauma. My review of resilience literature has led me to believe that resilience involves protective, attenuating, and recovery factors and incorporates resources across personal, relational and environmental domains. Some of these resources are internal (such as dispositional optimism and adaptive coping behaviours) and others are external (such as useful government policies or access to a responsive and attuned social support network). So to answer your question, resilience is a process made up of many things including but not limited to adaptive coping behaviours. I hope this is helpful, happy to talk further.

Hi, the COPE inventory (Carver et al., 1989) has a positive reinterpretation and growth subscale.

I appreciate your remarks, Andrew. There is a third possibility, different from both theism and atheism, at least when using conventional definitions: a knowledge that we are a single, eternal, unbounded consciousness. This is sometimes called self-realization, although this natural state has other names as well.

While it is useful to consider both theism and atheism in relation to a fully functioning life (what you seem to call coping), I think, historically, self-realization has been the goal that provides an end to psychological problems.

The theory behind nonduality, or the direct path, might be used as an example of a teaching having self-realization or "enlightenment" as its goal.

In nonduality, we consider every aspect of our life and see clearly that these aspects are always changing. They don't last forever and therefore are not fundamental to life.

By attaching to (or identifying with) our body and/or thinking mind, both of which are unreliable and unsteady, we doom ourselves to periods of dysfunction and suffering.

Nonduality uses a technique called pointing to help us see reality, which is normally hidden by our identification as a separate self.

In just a few minutes of following such a teaching, we can become aware of our awareness itself, independent of thoughts, events, memory, objects, matter, energy, space, time, and everything else that is limited in time or space.

While this is just a start, continued practice leads us to become increasingly identified with our underlying awareness, which doesn't change, and less identified with limitations and problems.

I found 4 entries in PsycInfo that precede Seligman's positive psychology"

Spirituality in the workplace.

doi: http://dx.doi.org/10.1108/09534819910282126

By Burack, Elmer H.

Journal of Organizational Change Management, Vol 12(4), 1999, 280-291.

The rapid growth of spirituality in the workplace and organization generally, topically and applications, is of major importance for enterprise leaders, HR officials, organizational members and change agents. After providing a working definition of "workplace spirituality" some of the dynamic factors are identified which are contributing to its fast growth. This discussion includes some of the key behavioral ideas and models providing a foundation for these developments. Several case type summaries illustrate the richness and potency of spirituality applications in organizations. The concluding section provides a brief speculative discussion of future developments. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Spirituality in the workplace.

doi: http://dx.doi.org/10.1108/09534819910282126

By Burack, Elmer H.

Journal of Organizational Change Management, Vol 12(4), 1999, 280-291.

The rapid growth of spirituality in the workplace and organization generally, topically and applications, is of major importance for enterprise leaders, HR officials, organizational members and change agents. After providing a working definition of "workplace spirituality" some of the dynamic factors are identified which are contributing to its fast growth. This discussion includes some of the key behavioral ideas and models providing a foundation for these developments. Several case type summaries illustrate the richness and potency of spirituality applications in organizations. The concluding section provides a brief speculative discussion of future developments. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

African American professionals: Coping with occupational stress in predominantly White work environments.

doi: http://dx.doi.org/10.1006/jvbe.1998.1640

By Holder, Judith C.; Vaux, Alan

Journal of Vocational Behavior, Vol 53(3), Dec 1998, 315-333.

Mail survey data from 112 African American professionals working in predominantly White work settings (human service and business) were examined to test hypotheses regarding the potential influences on job satisfaction of routine and race-related work stressors, personal workplace spirituality, internal locus of control, and work-related and nonwork related social resources. No significant differences of these variables were observed for type of work setting or for gender. Consistent with predictions, job satisfaction was related to routine work stressors, race-related stressors, internal locus of control, and work-related social support, but not to workplace spirituality or nonwork social support. Evidence was limited for predictions based on the buffer model: in only a few tests did personal and social resource variables moderate the relation between stressors and job satisfaction. Findings are discussed in relation to minority work stress. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Spirituality in management education.

doi: http://dx.doi.org/10.1108/13665629810236417

By Boozer, Robert W.

Journal of Workplace Learning, Vol 10(6-7), 1998, 345-347.

This paper suggests themes and specific questions that may be used as a foundation for discussion about the role of spirituality in management education. The discussion should both explore basic questions such as "What is workplace spirituality?" and examine current educational practices and the emerging literature about workplace spirituality which provides a framework for pedagogy. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

In my opinion this will be easy to answer, cause at least you should have a work-life-balance (I prefer: life-work-b…, the important first J )

For the basics there are existing a lot of theories:

Much fun in reading – they are all high interesting!

Norbert

Frederick Herzberg (1959): Two-Factor-Theory (theory of working satisfaction)

Heider (1946): Balance – Theory

Festinger, Leon (1957): Dissonance – Theory - A Theory of Cognitive Dissonance (!)

– if work and values doesn’t fit – you have to manage it every day before you’ll go to bed J -

If not:

Brehm (1966): Reactance (?) Theory

Festinger, Leon (1954): A Theory of Social Comparison Processes

Taifel & Thurner (1979): Social identity theory (SIT)

Turner (1987): Self - Categorization – Theory (SCT)

Tesser, Abraham (1988): self – worth – protection (?) Selbstwerterhaltungs-Theorie  (SEM)

Tesser, A. (1988). Toward a self-evaluation maintenance model of social behavior. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 21, pp. 181–227). San Diego, CA: Academic Press.

I think you need to be mindful of the difference between embodiment--experiencing yourself as embodied and building muscles or working out.   Many professional athletes and dancers learn to disconnect from body sensations in order to push themselves further and ignore pain.   You might look at two books edited by Fran Anderson as well as my article on the embodied analyst.   

The acquisition and cognitive development (learning) should be filtered and internalized in a positive way. The learner will be to develop with positive self-acceptance and positive image in self-realization processes, and efficient cognition and positive self-image will symbiosis of self-construction and positive cognitive development and actively reorganized.

Dear Jennifer, 

here are some papers on the issue: 

dear Ryan Gordon

i agree with Claudia Nunes Esposo 

and the following site will help you

Can you please elaborate a bit more on what it is you're looking for in these fields?  Any particular topics? You might find Sonja Lyubomirsky's research on happiness interesting.

Jenny

I suggest you study:----

Flourish by Seligman 2011

Happiness by Design by Dolan 2014

Maslow Hierarchy of needs 1943

WELL Standard 2015 USA

Home Quality Mark 2015 by BRE

World Green Building Council Report on Health Wellbeing Productivity 2014

All these have further references for you to pursue.

derek 

Thank you guys so much for these!!!! YOU ROCK!!! :)

Hi Christine,

In addition to the AA (Alcoholic Anonymous) model and the CBT (Cognitive-behavioral therapy) approaches to the treatment of substance-related disorders, there are strengths-based approaches such as motivational interviewing (MI) and solution-focused brief therapy (SFBT), etc. They attempt to elicit the client's motivation, cooperation, and strengths from the very beginning in the treatment process. Please see the following links.

Dear  Saleh Abdulaziz S. Al Zahrani, 

In case I understood your question correctly, these papers will shed some light on your question: 

Please go to this site as it may help you 

Preparing a Qualitative Research-Based Dissertation:

Lessons Learned

Glenn A. Bowen

Western Carolina University, Cullowhee, North Carolina

The Qualitative Report Volume 10 Number 2 June 2005 208-222

http://www.nova.edu/ssss/QR/QR10-2/bowen.pdf 

Best of luck

You may find this reference useful to get started. We have used some similar in leadership programs.

It can constitute maintaining effects for two weeks. Whether this is worthwhile is another question. You would expect a mindfulness intervention to lead to some lasting change. We're currently about to roll out a programme with a year of follow-up.

All you can say after two weeks is whether there were hopeful signs that change would be maintained. Even a month is pretty short. If you compare it to programmes designed to achieve smoking cessation, or weight loss, then the kind of time frame for follow-up should be at least 3 months (much recidivism occurs inside 3 months) and ideally a year.