版权说明:本文档由用户提供并上传,收益归属内容提供方,若内容存在侵权,请进行举报或认领
文档简介
Chapter16PositivePsychologyTheScopeofPositivePsychologyLEARNINGOBJECTIVESDefinepositivepsychology,andexplainitsorigins.Characterizepositivepsychologyasacounterweighttothehistoricanddominantnegativefocusinthediscipline.Explainwhypositivepsychologycanprovideaframeworkfornewaswellasolderresearchonwell-being.Identifypositivepsychology’sthreelinesofinquiry.TheScopeofPositivePsychology,continuedDefiningpositivepsychologyanditsbriefhistoryPositivepsychology–“isasocialandintellectualmovementwithinthedisciplineofpsychologythatfocusesonhumanstrengthsandhowpeoplecanflourishandbesuccessful”.TheScopeofPositivePsychology,continuedHistory,continuedIdentifiedin1998byMartinSeligman,positivepsychologyservesasacounterweighttothefield’snegatively-orientedhistory.SinceWWII,psychologyhasadheredtothe“diseasemodel”totreatstressanddisordersassociatedwiththemodernworld.Seligmanarguespeopleshouldlearntoseetheirlivesasfulfilling,ratherthanstress-riddenanddysfunctional.TheScopeofPositivePsychology,continued
ReconsideringolderresearchinlightofthenewpositivepsychologyPositivepsychologydoesrepresentaturningpointforthefieldHowever,manyofthemainideasaresimilarthoseofhumanisticpsychology,whichhasbeenpresentsincethe1950s.Figure16.1.Thethreelegsofpositivepsychology.Researchinpositivepsychologystandson“threelegs”orlinesofempirical,scientificinquiry:positivesubjectiveexperiences,positiveindividualtraits,andpositiveinstitutions.PositiveSubjectiveExperiencesLEARNINGOBJECTIVESDistinguishbetweenmoodsandemotionsanddiscussthebenefitsofpositivemoods.Understandhowthespeedandvariabilityofthoughtarerelatedtomood.Describethebroaden-and-buildmodelofpositiveemotions.Explaintheflowexperienceandtypicalactivitiesthattriggerit.Outlinetheadvantagesofmindfulnessovermindlessness.PositiveSubjectiveExperiences,continuedPositivemoods,continuedPositivemoodscanpromotecreativesolutions
Isenetal(1987)foundthatparticipantswhowatchedafunnyfilmwerebetterabletosolvethe“candletask”(seeFigure16.2).PositiveSubjectiveExperiences,continuedPositivemoodsarelinkedwithquickthoughtsFasterthinkingisassociatedwithmorepositivemood,whereasslowerthinkingisassociatedwithmorenegativemood(Pronin,Jacobs,andWegner,2008).SeeFigure16.4forstudydetails.Variabilityofthoughtalsoaffectsmood.Variedthoughtsareassociatedwithpositivemood;repetitivethoughtsareassociatedwithnegativemood.Figure16.4.Resultsoftheself-generatedideas,speedofthought,andmoodexperiment.Participantsinthefast-thinkingconditionoftheexperimentgeneratedmoreideasintheallottedtimethandidtheirpeers(seethegraphonthefarleft).Andasexpected,thefast-thinkersalsoreportedthinkingfasterthanthoseintheslow-thinkinggroup.Thecrucialresultsareshowninthetwographsontheright.Asyoucansee,thoseinthefast-thinkinggroupalsoreportedhavingamorepositivemoodandhighlevelsofenergythanthoseintheslow-thinkinggroup.AdaptedfromPronin,E.,&Jacobs,E.(2008).Thoughtspeed,mood,andtheexperienceofmentalmotion.PerspectivesonPsychologicalScience,3,461-485,Figure3.PositiveSubjectiveExperiences,continuedPositiveemotions,continued.Negativeemotions–“consistofunpleasantresponsestopotentialthreatsordangers,includingsubjectivestateslikesadness,disgust,anger,guilt,andfear”.Historically,negativeemotionshavebeenstudiedmorethanpositiveonesbecauseTheyareofevolutionarysignificance.Theyarepartofthe“fight-or-flight”response.Therearesomanyofthem.PositiveSubjectiveExperiences,continuedPositiveemotions,continuedBarbaraFredricksondevelopedthebroaden-and-buildmodelofpositiveemotionstoexplainhowtheybenefitus.PositiveemotionsElicitnonspecificactiontendenciesthatleadtoadaptiveresponses(e.g.,helpingpeopleinneedwhenwearehappy).Broadencognitiveprocessesbypromotingthought-actiontendencies(e.g.childrenbecomeimaginativewhenfeelingjoy).Figure16.5.Thebroadeningeffectsofpositiveemotionscomparedtoneutralornegativeemotions.Experiencinganemotionalstateofjoyorcontentmentledresearchparticipantstolistagreaternumberofactivitiestheymightliketoengageinatthatmomentintimecomparedtoindividualsexperiencinganeutralornegativeemotionalstate.AdaptedfromFredrickson,B.L.(2002).Positiveemotions.InC.R.Snyder&S.J.Lopez(Eds.),Handbookofpositivepsychology(pp.120-134).NewYork:OxfordUniversityPress,Figure9.2,p.125.PositiveSubjectiveExperiences,continuedPositiveemotions,continuedFredricksonhasdevelopedtheundoinghypothesis,whichpositsthat“positiveemotionsaidthemindandthebodybyrecoveringasenseofbalanceandflexibilityfollowinganepisodeexperiencingnegativeemotion”.Whenstressed,positiveemotionsundotheaftereffectsofthestressormorequickly,forexample.PositiveSubjectiveExperiences,continuedFlowFlow–“thestateofbeingwhereinapersonbecomesfullyinvolvedandengageinthepresenttimebysomeinteresting,challenging,andintrinsicallyrewardingactivity”.Wheninthisstate,peoplebecomeLessself-awareandlosealltrackoftime.Focusalltheirenergiesandattentiononanactivitywhereskillandchallengeareinbalance.PositiveSubjectiveExperiences,continuedFlow,continuedFindingflowAccordingtoCsikszentmihalyi,wefindflowwhenengagedinactivitiesthathavetheidealbalanceofchallengeandskilllevel(seeFigure16.8).Oncethesecriteriaaremet,theactivitybecomesintrinsicallyrewarding,producespositiveemotions,andpromotesgoalattainmentandachievement.Figure16.8.Therevisedmodelofflowstate.Accordingtotherevisedmodel,flowisexperiencedwhenaperson’sperceivedchallengesandskillsareabovetheperson’saveragelevels;whentheyfallbelow,theindividualexperiencesapathy.Theintensityoftheexperienceincreasesasthedistancefromtheperson’saveragelevelsofchallengeandskillsgrowsgreater(illustratedherebytheconcentricrings).AdaptedfromCsikszentmihalyi,M.(1997).Findingflow.NewYork:BasicBooks.PositiveSubjectiveExperiences,continuedFlow,continuedDoeseveryonefindflow?Csikszentmihalyifindsthatabout20%ofrespondentsinAmericanandEuropeansamplessaytheyexperienceflowseveraltimesaday.Around15%haveneverreportedthisexperience.PositiveSubjectiveExperiences,continuedMindfulness,continuedWecanbecomemoremindfulbyMeditating(especiallyifattentionisdirectedinanonanalyticalandnonemotionalway).SeeFigure16.9foralistofmindfulnessqualitiesthatcanenterone’sconsciousnessduringmeditation.Experiencingnaturalsurroundings.Figure16.9.Somequalitiesassociatedwithmindfulnessmeditation.Peoplewholearnmindfulnessmeditationcanexpecttoderivesomebenefitsfromtheactivity.Asyoucansee,thequalitieslistedherethatareassociatedwithmindfulnessmeditationfitwellwithestablishedthemesinpositivepsychology.AdaptedfromShapiro,S.J.,Schwartz,G.E.R.,&Santerre,C.(2002).Meditationandpositivepsychology.InC.R.Snyder&S.J.Lopez(Eds.),Thehandbookofpositivepsychology(pp.632-645).NewYork:OxfordUniversityPress.Table46.1,p.640.PositiveIndividualTraits,continuedPositiveindividualtraits“refertodispositionalqualitiesthataccountforwhysomepeoplearehappierandpsychologicallyhealthierthanotherpeople”.Fourtraitshavebeenthefocusofmuchstudy:Hope.Resilience.Gratitude.Spirituality.PositiveIndividualTraits,continuedHope:achievingfuturegoalsHopeis“people’sexpectationsthattheirgoalscanbeachievedinthefuture”.Synderarguesithastwocomponents:Agency–“aperson’sjudgmentthathisorhergoalscanbeachieved”.Pathways–“realisticroadmapstoachievingthegoal”.TheTraitHopeScaleassesseseachandindicatesaperson’sdegreeofhope(seeFigure16.10).Figure16.10.Synder’sTraitHopeScale.AccordingtoC.R.Snyder,asatrait,hopehastwocharacteristics:agencyandpathways.TodetermineyourAgencysubscalescore,sumitems2,9,10,and12:thePathwayssubscalescoreisderivedbyaddingitems1,4,6,and8.ThetotalHopeScaleScoreisderivedbysummingthefourAgencyandthefourPathwayitems.Ahighertotalscore(AgencyitemsaddedtoPathwaysitems)reflectsagreaterdegreeofhopeforthefuture.Scorescanrangefrom8to64.InsixsamplesofcollegestudentsstudiedbySnyderetal.(1991),theaveragescorewas25.FromSnyder,C.R.,Harris,C.,Anderson,J.R.,Holeran,S.A.,Irving,L.M.,Sigmon,S.T.,Yoshinobu,L.,Gibb,J.,Langelle,C.,&Harney,P.(1991).Thewillandtheways:Developmentandvalidationofanindividual-differencesmeasureofhope.JournalofPersonalityandSocialPsychology,60,570-585.PositiveIndividualTraits,continuedHope,continuedHopefulpeoplereapmanybenefits:Experiencemorepositiveemotions.Expecttobebetteroffinthefuture.Believethattheywillbeabletohandlestressbetter.Aremorelikelytobeflexiblethinkers.Aremorelikelytohavesocialsupport.PositiveIndividualTraits,continuedResilience:reactingwelltolife’schallengesResilience–is“aperson’sabilitytorecoverandoftenprosperfollowingsomeconsequentiallifeevent”.Somepeopleevendisplayposttraumaticgrowth,or“enhancedpersonalstrength”followingtrauma.Whileresiliencehelpspeoplereboundtopre-traumalevels,posttraumaticgrowthactuallycausesenhancedfunctioning,post-trauma.PositiveIndividualTraits,continuedGratitude:thepowerofbeingthankfulGratitude–“entailsrecognizingandconcentratingonthegoodtingsinone’slifeandbeingthankfulforthem”.PsychologicalconsequencesofgratitudeareEnhancedsocialconnectionswithothers.Extendedpositiveaffect.Feelingsofjoyandcontentment.PositiveIndividualTraits,continuedSpirituality:seekingadeepermeaningSpiritualindividualspossessastrongdesiretosearchforthesacredandusuallydescribethemselvesasreligious.However,religion(orreligiosity)andspiritualityaredistinctconcepts.Religionreferstoactivityinorganizedcommunities(suchaschurchesortemples).Spiritualityrefers,generally,tothehumanneedforadeepertruthormeaning.PositiveIndividualTraits,continuedSpirituality:seekingadeepermeaningReligion,continuedParticipatinginareligiouscommunityappearstoenhancewell-being(Myers,2000).ReligiouspeopleHavehigherlevelsofoptimism,whichislinkedtowell-being.Enjoythebenefitsofsocialsupportfromtheirreligiouscommunity.PositiveInstitutionsLEARNINGOBJECTIVESCharacterizethenatureofpositiveinstitutions.Describethecharacteristicsofpositiveworkplaces,positiveschools,andpositivefamilies.Identifysomevirtuesassociatedwithpositiveinstitutions.PositiveInstitutions,continuedPositiveinstitutions–“arethoseorganizationsthatcultivatecivicvirtue,encouragingpeopletobehavelikegoodcitizenswhilepromotingthecollectivegood”.PositiveworkplacesThereisanewmovementknownas“positiveorganizationalbehavior”(POB),dedicatedtoimprovingworkerperformance.PositiveInstitutions,continuedPositiveworkplaces,continuedWrzensniewski(1997)foundthatworkersviewtheiroccupationsinoneofthreeways:Justa“job”.Career.Workasa“calling”.Thisgroupviewtheirworkasameansforpersonalfulfillmentandsocialpurpose.PositiveInstitutions,continuedPositiveschoolsSchoolsatisfaction,or“students’judgmentsabouttheirholisticschoolexperiences”iscomprisedofCognition–whatstudentsbelieveabouttheireducationalexperiences;andAffect–students’positiveandnegativeemotionsineducationalsettings.Schoolsatisfactionisagoodpredictorofacademicprogressasearlyaskindergarten.PositiveInstitutions,continuedPositivefamiliesAnewapproach,calledfamily-centeredpositivepsychology(FCPP),maintainsthatThefamilyistheconstantinachild’slife.Practitionersshouldpromotehealthyfamilyfunctioning.Familiesthemselvesarebetteratdeterminingtheirneedsthanareprofessionals.PositivePsychology:ProblemsandProspectsLEARNINGOBJECTIVESIdentifysomecriticismsconcerningpositivepsychology.Outlinesomeopportunitiesforpositivepsychology’sfuture.ProblemsandProspects,continuedProblemsPositivepsychologyhasbeencriticizedonthefollowinggrounds:Somequestionwhetheritsideasarereallynew.Isittrulyaparadigmshift?Somequestionwhetheritismerelyapassingfad.ProblemsandProspects,continuedProspectsHowever,positivepsychologywillbebestjudgedbyTheresearchfindingsthatareuncovered.Thesuccessfulapplicationsthatemerge.ProblemsandProspects,continuedProspects,continuedLinleyandcolleagues(2006)suggestitsfuturewillbebrightestifpositivepsychologycanBorrowknowledgefromhumanisticpsychology.Examinepositivephenomenabyintegratingknowledgefromcultural,social,andneurosciencefields.Admitthatitsfindingsprescribeacertainlifestyle.Application:BoostingYourOwnHappinessLEARNINGOBJECTIVESExplainhowcountingyourblessingsandexpressionsofgratitude
温馨提示
- 1. 本站所有资源如无特殊说明,都需要本地电脑安装OFFICE2007和PDF阅读器。图纸软件为CAD,CAXA,PROE,UG,SolidWorks等.压缩文件请下载最新的WinRAR软件解压。
- 2. 本站的文档不包含任何第三方提供的附件图纸等,如果需要附件,请联系上传者。文件的所有权益归上传用户所有。
- 3. 本站RAR压缩包中若带图纸,网页内容里面会有图纸预览,若没有图纸预览就没有图纸。
- 4. 未经权益所有人同意不得将文件中的内容挪作商业或盈利用途。
- 5. 人人文库网仅提供信息存储空间,仅对用户上传内容的表现方式做保护处理,对用户上传分享的文档内容本身不做任何修改或编辑,并不能对任何下载内容负责。
- 6. 下载文件中如有侵权或不适当内容,请与我们联系,我们立即纠正。
- 7. 本站不保证下载资源的准确性、安全性和完整性, 同时也不承担用户因使用这些下载资源对自己和他人造成任何形式的伤害或损失。
最新文档
- 湘少版小学英语六年级下册教案(全册)
- 形体构成与分析
- 期中+(试题)+-2024-2025学年牛津上海版(试用本)英语五年级上册
- 矿井发生顶板事故时的处理原则
- 沥青销售合同
- 禁忌搜索解决TSP的Matlab程序
- 2024年全国叉车证-特种设备N1证培训考试练习题百度过
- 第一单元:识字单元解读-2024-2025学年语文一年级上册统编版
- 新人教版一年级数学下册教案(全册)
- 专题13 九下 《简·爱》-2024年中考语文名著导读抢分练(原卷版) - 副本
- 《计算机发展史》课件
- 医疗器械与创新
- 人教版高中化学实验装置图汇总(必修1-教材实验)3中学教育
- Unit1TeenageLife(课件)高考英语一轮复习之词汇句式全掌握续写赋能
- 人机料法环测检查表
- 爆破损坏房屋赔偿协议书
- 世界港口代码表
- 旅游景区投诉处理教案
- 人力资源行业应急处理预案
- 口腔科学复习重点试题
- 麻醉科医疗服务能力建设指南
评论
0/150
提交评论