Positive Psychology

The intention of this paper is to interpret the ontological conditions of youth identity crisis missionally. This is first done by conceptualising identity crisis as a psychological phenomenon using frameworks of authenticity and attachment to explain the impact of early attachment abuse, abandonment depression, insecure attachment anxiety with God, and self-regulation on the identity formation of the youth. Secondly, the paper introduces a missional hermeneutic that provides an interpretative framework for coping with the crises of identity amongst young people. A missional hermeneutic of care for coping with the crisis of identity formation, therefore, elaborates on the missional basis of biblical interpretation as a powerful framework within which to interpret a skewed, conflicted identity. The author herewith proposes a missional opportunity that can activate the missional consciousness of young people in their time of crisis and identity formation. Furthermore, the author insists that this missional methodology can be a very useful strategy for producing therapeutic change in young people and can help youth ministry workers and pastoral caregivers to reframe the crisis of youth identity from the perspective of 'missio Dei'.

There is a strong correlation between gratitude and happiness. People who do not exhibit gratitude will find it difficult to be happy. Evidence shows that teaching children to show gratitude enhances learning and reduces the prevalence of depression and other mental health issues. This paper examines how traditional Jewish sources view the link between gratitude and happiness.

In order to accept this Student Recruiter agreement with the College of Mental Health Counselling, you must believe in and agree with the value of learning about counselling through the online course described at www.ctihalifax.com, and you must act in good faith accepting that the College will remunerate you as per the terms of this agreement in #5 below. Because a Student Recruiter must communicate the following, therefore completing the below steps is considered a Skill Test in order to qualify. When the College receives full tuition from your first referral, you will be considered a Student Recruiter.

Research in the fields of psychology and educational sciences shows that positive emotions foster creativity and motivate people to try new things, while they actively pursue health and well-being in the absence of negativity. The action tendencies produced by negative emotions, on the other hand, powerfully dispose a person to a specific action (Fredrickson 2013). For instance, due to pressure and negative emotions such as anxiety, shame, guilt, and disappointment, bilinguals may give up using their heritage language, which may lead to a language shift. In this chapter, I survey existing proposals on emotional levels in sociolinguistics and family language policy, paying particular attention to the lack of studies on the role of negative and positive emotions in the process of home language maintenance and/or shift. I also focus specifically on anxiety as a negative emotion in transnational contexts, and its causes and effects.

First-person accounts of madness and of encountering psychiatric services provide
important sociocultural and psychological knowledge about the subjectivity of distress.
The importance of such accounts is often based upon a claim of the authenticity
of personal experience. However, authenticity is a highly heterogeneous concept:
a popular current manifestation of the discourse of authenticity is in positive psychology,
where it is often underpinned by humanist assumptions such as the rational
autonomous self. The post-structuralist critique of humanism challenged such essentialist notions some time ago and has been adopted explicitly by research methodologies such as autoethnography. The purpose of this article is to argue that this tension—between the value of methods such as autoethnography that offer a legitimate
source of knowledge regarding the subjective experience of madness on the one
hand, and the problems with an essentialist conception of the ‘authentic’ self on the
other—can be addressed by the deployment of a reconceptualised form of authenticity
based on Spivak’s (in: Guha and Spivak (eds.) Selected subaltern studies, Oxford
University Press, Oxford, 1988) notion of ‘strategic essentialism’, especially when
modified by De Certeau’s (The practice of everyday life, University of California
Press, Los Angeles, 1984) distinction between ‘tactics’ and ‘strategies’. The implications
of this distinction in terms of developing autoethnographies of distress are then
discussed.

This study was realized in order to explore the predictive relationships of dispositional optimism, life satisfaction, and generalized self-efficacy beliefs with resilience in a sample of 464 early, middle, and late Sicilian adolescents, randomly chosen from different Public Schools in Sicily, Italy. We used the following measures: the Italian version of Resiliency Attitudes and Skills Profile (De Caroli & Sagone, 2014), the Life Satisfaction Scale (Diener et al., 1985), the Life Orientation Test-Revised (Scheier & Carver, 1992), and the Generalized Self-Efficacy Scale (Schwarzer et al., 1995). Consistently with initial hypotheses, we found that highly optimist adolescents reported a more resilient profile than lowly optimist ones; highly satisfied and self-efficient adolescents showed a more resilient profile than lowly satisfied and self-efficient ones; additionally, the more the adolescents were optimist, the more they considered themselves as highly self-efficient and satisfied with their life, as well as the more the adolescents were satisfied with their life, the more they valued themselves as highly self-efficient in various circumstances. Future research will develop the role of positive aspects in depth (that is, optimism and life satisfaction) in healthy growth during infancy.

In order to better cope with the pressures and stresses of the current day, modern psychology is anxiously seeking to find new therapies to address the increasing disorders within the human psyche. In the process new fields of research, such as humanistic and transpersonal psychology, curiously appear to borrow more and more from the wisdom of the ages. This volume, containing eighteen articles by noteworthy expositors of the perennial philosophy such as Huston Smith, Seyyed Hossein Nasr, and Frithjof Schuon, presents the spiritual psychology of the wisdom traditions as a much-needed antidote to the current impasse in modern psychology.

Some Endorsements for Psychology and the Perennial Philosophy:

“[Psychology and the Perennial Philosophy] is more than an anthology. It is a wisely crafted collection of classic and contemporary scholarship noting that what many are seeking is what has always been, a perennial philosophy, that remains foundational. As one of the authors, Tage Lindbom, properly notes, ‘Secularization is a fish in troubled waters.’ This book claims the waters and is essential reading for all those who may have forgotten or are simply ignorant of the rich foundation provided by the perennial philosophy.”
—Ralph W. Hood, Professor of Psychology at the University of Tennessee at Chattanooga, past president of the Psychology of Religion division of the American Psychological Association, co-founder of The International Journal for the Psychology of Religion and co-author of The Psychology of Religion

“A necessary and bracing critique of the assumptions and limitations of contemporary Western psychology, this generous volume is also a passionate call and learned guide towards a truer perspective that embraces man's spiritual nature.”
—Gabor Maté, M.D., and author of In the Realm of Hungry Ghosts: Close Encounters with Addiction

“Knowing the nature of the mind is perhaps the most difficult undertaking, especially in today’s world. To comprehend the nature of mind one needs to turn to the domain of religion and spirituality. Yet the truth of the mind and its complexity cannot explicitly be defined in words. Inner or transcendent wisdom sees the mind’s own nature without the duality of the seer. Suchness (tathatā) of mind is only experiential and not expressible. The words used to describe thought are themselves a product of thought, which is conditioned and limited. Thus, differences and contradictions are unavoidable. Therefore, a comparative study of different viewpoints and commentaries is immensely important to awaken the inner intelligence to see the mind as it is. Psychology and the Perennial Philosophy: Studies in Comparative Religion edited by Samuel Bendeck Sotillos is an outstanding effort in this direction.”
—Samdhong Rinpoche, former Prime Minister (Kalon Tripa) of the Tibetan Government-in-exile, author of Uncompromising Truth for a Compromised World: Tibetan Buddhism and Today’s World

“The rise of psychology has impacted the study and practice of spirituality, the experiences and attitudes relevant to ultimate human values that transcend ordinary behavior. Each chapter of this remarkable book demonstrates this interaction in a unique and provocative way. But rather than using psychology to reduce and ‘psychologize’ spiritual topics, its authors demonstrate how directives from the spiritual traditions can enhance and even illuminate the enduring importance of psychology in the 21st century.”
—Stanley Krippner, Saybrook University, co-author of Spiritual Dimensions of Healing

“The work at hand is a thinking and debating man’s delight. If you have any interest at all in attempting to include an educated and enlightened view of man’s higher functions in your purview of the world, you will learn from and enjoy this collection of essays. If you already have some knowledge in this area, brace yourself: you may see some of your favorites sharply criticized. A thought-provoking work.”
—Bruce W. Scotton, University of California, San Francisco, co-editor of Textbook of Transpersonal Psychiatry and Psychology

“This book, superbly edited by Samuel Bendeck Sotillos, is a masterful critique of the field of psychology and its loss of the sacred ground in which it once was rooted. It offers depth psychologists an opportunity to contemplate timeless truths echoed through the centuries by perennial philosophers who have always claimed psyche is subordinate to Spirit. Although ignored in depth psychology’s early years due to prejudice and lack of understanding, this is a message today’s psychotherapists must take seriously. Human beings need a deeper and wider transpersonal vision of who and what we are, which the saints and sages of the world’s spiritual traditions have always pointed to. In psychotherapy with a therapist committed to such a vision, patients penetrate into their unconscious depths and not infrequently awaken to the Ground of all Being. Their suffering itself occurred because they had turned away from Spirit. Above all, this volume passionately calls upon depth psychology to remember its origin in the perennial wisdom at the core of the great religions. There is something of a polemic in these pages. It deserves to be considered by depth psychologists of all persuasions.”
—Bryan Wittine, Transpersonal psychologist and Jungian psychoanalyst

“This anthology from Samuel Bendeck Sotillos is a must reference for anyone who is interested in psychology and its relationship to spirituality, and in developing an inclusive dialogue between disciplines that favor an integral outlook on the person and his or her potential. Selections in this anthology will inspire us to reexamine the metaphysical underpinnings of psychology, and remind us how important it is to rise above science’s attempt to reduce the human being to an epistemic object.”
—Sangeetha Menon, National Institute of Advanced Studies (Bangalore, India), Board Member of the International Transpersonal Association (ITA), author of The Beyond Experience: Consciousness in Bhagavad Gita

“This anthology has some of the most discerning essays and reviews on spirituality and psychology, which provide much-needed care and caution to all those engaged in bringing them together or who wish to do so in future. Therefore, it is a must-read for all those who teach, research, consult, or study in such frontier areas as transpersonal psychology, states of consciousness, mind-body relation, holistic health, Indian psychology, and so on. It will be an invaluable textbook for courses in these and other related areas. I congratulate the editor of the book.”
—Kiran Kumar K. Salagame, University of Mysore (India), Board Member of the International Transpersonal Association (ITA), author of The Psychology of Meditation: A Contextual Approach

“One of the finest collections of essays on the Perennial Philosophy—a must-read for all psychologists who are engaged with spirituality and transpersonal psychology. The essays which critique modern psychology (including transpersonal psychology, and the framework of Carl Jung), in the light of the Perennial Philosophy are a revelation and make compelling reading. The book serves as a corrective to the excesses of modern psychology, and to this end Sotillos has done a commendable job. I for one will include the book in some of the graduate courses that I teach.”
—Suneet Varma, University of Delhi, co-editor of Foundations of Indian Psychology

“To its credit modern science by-and-large is becoming more cognizant of the essential connection between spirituality and psychological health and well-being and most of all its positive implications within the field of psychology. While there is ample data to document this in a plethora of academic journals and books, this new book Psychology and the Perennial Philosophy adds a novel contribution to the dialogue between psychology and spirituality, which captures many nuances that for the most part go unnoticed within these discussions, and last but not least, it provides a keen eye of discernment to understand this intricate relationship on a deeper level that is crucially needed. This work will be a valuable asset to students and long term mental health practitioners and professors alike who seek to better understand the relationship between psychology and spirituality.”
—Harold G. Koenig, Duke University, Director of the Center for Spirituality, Theology and Health, co-author of The Handbook of Religion and Health

This milestone text provides a comprehensive and state-of-the art overview of perfectionism theory, research, and treatment from the past 25 years, with contributions from the leading researchers in the field. The book examines new theories and perspectives including the social disconnection model of perfectionism and the 2 × 2 model of perfectionism. It also reviews empirical findings, with a special focus on stress, vulnerability, and resilience, and examines perfectionism in specific populations. Finally, it considers how perfectionism relates to physical health and psychophysiological processes and introduces new approaches to effective prevention and treatment. By increasing our understanding of perfectionism as a complex personality disposition and providing a framework for future explorations, this landmark publication aims to promote further research in this field. It will be invaluable reading for academics, students, and professionals in personality psychology, clinical and counselling psychology, applied psychology and related disciplines.

The purpose of this 24-hour course is to educate, inspire, and equip leaders to enact sustained, positive changes in their units, their families, and in their personal lives. It will provide participants with evidence-based approaches and tools for improving fitness in five domains: emotional, social, family, physical, and spiritual. Specifically, the course is designed to provide a thorough understanding of the five domains, what it means to be fit in those domains, and methods to achieve fitness in each. It is heavily weighted towards practical application and dedicates approximately four hours to each domain. The elective will cover many of the skills presented at the Army’s Master Resilience Training Course. It will also touch on nutrition and alternative forms of physical fitness training, to include yoga and CrossFit. Graduates should experience better health, improved work performance, and stronger relationships. The desired outcome is for graduates to develop and implement a practical, holistic fitness plan.

Given the prominence of Muslim veils—in particular the hijab and full-face veil—in public discourse concerning the place of Muslims in Western society, we examined their impact on non-Muslims’ responses at both explicit and implicit levels. Results revealed that responses were more negative toward any veil compared with no veil, and more negative toward the full-face veil relative to the hijab: for emotions felt toward veiled women (Study 1), for non-affective attitudinal responses (Study 2), and for implicit negative attitudes revealed through response latency measures (Studies 3a and 3b). Finally, we manipulated the perceived reasons for wearing a veil, finding that exposure to positive reasons for wearing a veil led to better predicted and imagined contact (Study 4). Practical and theoretical implications are discussed.

Law firms seeking a competitive advantage in the marketplace would do well to consider that the positive psychological resources of firm lawyers are just as important to individual and organizational performance as their intellectual resources. There is growing evidence from the fields of positive psychology and positive organizational behavior that the resources of hope, optimism, self-efficacy and resilience shape the underlying attitudes and behaviors associated with increased performance. These resources may even buffer lawyers against the occupational hazards of the profession that cut against long-term success – hazards that include depression, anxiety, substance abuse and suicide. In this capstone I advocate for traditional law firm associate training programs to be enhanced to include the development of psychological capital (or “PsyCap”), a construct consisting of the components of hope, self-efficacy, resilience, and optimism. I discuss how policies that promote lawyer str...

The impact of nine strengths-based positive interventions on well-being and depression was examined in an Internet-based randomized placebo-controlled study. The aims of the study were to: (1) replicate findings on the effectiveness of the gratitude visit, three good things, and using character strengths interventions; (2) test variants of interventions (noting three good things for 2 weeks; combining the gratitude visit and three good things interventions; and noting three funny things for a week); and (3) test the effectiveness of the counting kindness, gift of time, and another door opens-interventions in an online setting. A total of 622 adults subjected themselves to one of the nine interventions or to a placebo control exercise (early memories) and thereafter estimated their degrees of happiness and depression at five times (pre-and post-test, 1-, 3-, and 6 months follow-up). Eight of the nine interventions increased happiness; depression was decreased in all groups, including the placebo control group. We conclude that happiness can be enhanced through some ''strengths-based'' interventions. Possible mechanisms for the effectiveness of the interventions are discussed.

Maslow's pyramid of human needs, proposed in 1943, has been one of the most cognitively contagious ideas in the behavioral sciences. Anticipating later evolutionary views of human motivation and cognition, Maslow viewed human motives as based in innate and universal predispositions. We revisit the idea of a motivational hierarchy in light of theoretical developments at the interface of evolutionary biology, anthropology, and psychology. After considering motives at three different levels of analysis, we argue that the basic foundational structure of the pyramid is worth preserving, but that it should be buttressed with a few architectural extensions. By adding a contemporary design feature, connections between fundamental motives and immediate situational threats and opportunities should be highlighted. By incorporating a classical element, these connections can be strengthened by anchoring the hierarchy of human motives more firmly in the bedrock of modern evolutionary theory. We propose a renovated hierarchy of fundamental motives that serves as both an integrative framework and a generative foundation for future empirical research.

This paper presents a new model of gratitude incorporating not only the gratitude that arises following help from others but also a habitual focusing on and appreciating the positive aspects of life", incorporating not only the gratitude that arises following help from others, but also a habitual focusing on and appreciating the positive aspects of life. Research into individual differences in gratitude and well-being is reviewed, including gratitude and psychopathology, personality, relationships, health, subjective and eudemonic wellbeing, and humanistically orientated functioning. Gratitude is strongly related to well-being, however defined, and this link may be unique and causal. Interventions to clinically increase gratitude are critically reviewed, and concluded to be promising, although the positive psychology literature may have neglected current limitations, and a distinct research strategy is suggested. Finally, mechanisms whereby gratitude may relate to well-being are discussed, including schematic biases, coping, positive affect, and broaden-and-build principles. Gratitude is relevant to clinical psychology due to (a) strong explanatory power in understanding well-being, and (b) the potential of improving well-being through fostering gratitude with simple exercises.

Do positive psychology interventions-that is, treatment methods or intentional activities aimed at cultivating positive feelings, positive behaviors, or positive cognitions-enhance well-being and ameliorate depressive symptoms? A meta-analysis of 51 such interventions with 4,266 individuals was conducted to address this question and to provide practical guidance to clinicians. The results revealed that positive psychology interventions do indeed significantly enhance well-being (mean r=.29) and decrease depressive symptoms (mean r=.31). In addition, several factors were found to impact the effectiveness of positive psychology interventions, including the depression status, self-selection, and age of participants, as well as the format and duration of the interventions. Accordingly, clinicians should be encouraged to incorporate positive psychology techniques into their clinical work, particularly for treating clients who are depressed, relatively older, or highly motivated to improve. Our findings also suggest that clinicians would do well to deliver positive psychology interventions as individual (versus group) therapy and for relatively longer periods of time.(c) 2009 Wiley Periodicals, Inc.

People abused by angry discipline as children, may tend to abuse or overly punish other people or themselves for perceived wrongs in their adult life. In some individuals, aggressive personality traits may be genetically inherited. The aggressive personality may feel weakened by having guidelines or boundaries for anger. Anger is a normal human emotion, and these guidelines can help express anger in a healthy way.

Adam M. Croom, Ph.D., Visiting Assistant Professor, Department of Cognitive Science, Case Western Reserve University. Publications: 28 | Citations: 1,668 | h-index: 17 | i10-index: 20
| https://x.com/adammcroom |
| https://orcid.org/0000-0001-9541-684X |
| https://scholar.google.com/citations?user=jEGe8qAAAAAJ |
| https://www.researchgate.net/publication/353980247_Dr_Adam_M_Croom_citations |

Do positive psychology interventions-that is, treatment methods or intentional activities aimed at cultivating positive feelings, positive behaviors, or positive cognitions-enhance well-being and ameliorate depressive symptoms? A meta-analysis of 51 such interventions with 4,266 individuals was conducted to address this question and to provide practical guidance to clinicians. The results revealed that positive psychology interventions do indeed significantly enhance well-being (mean r 5 .29) and decrease depressive symptoms (mean r 5 .31). In addition, several factors were found to impact the effectiveness of positive psychology interventions, including the depression status, self-selection, and age of participants, as well as the format and duration of the interventions. Accordingly, clinicians should be encouraged to incorporate positive psychology techniques into their clinical work, particularly for treating clients who are depressed, relatively older, or highly motivated to improve. Our findings also suggest that clinicians would do well to deliver positive psychology interventions as individual (versus group) therapy and for relatively longer periods of time.

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

Research within the field of positive psychology and more specifically studies implementing positive psychology interventions (PPIs) have proved effective in building character strengths, increasing positive affect, reducing negative affect, and ultimately enhancing wellbeing in adults, adolescents, and children. Notably, a large proportion of these studies focused on non-clinical populations. More recently however, studies within clinical, susceptible, and referred populations have been successful in enhancing positive characteristics whilst reducing psychological distress and symptoms of psychopathology. Despite the burgeoning research within this field, little is known about the impact PPIs have on vulnerable adolescents residing in child and youth care centres (CYCCs).
By the transformational nature of adolescence, this period of life can be experienced by family-nurtured youths as stressful, confusing, difficult, and unsettling. These experienced pressures and emotions may be exacerbated in less fortunate adolescents residing in CYCCs. A primary developmental task that requires mastery during this frequently tumultuous phase is that of identity formation. As such, adolescence is a prime time to introduce interventions aimed at identifying and building character strengths, developing future aspirations, and enhancing wellbeing. Development of such positive characteristics may contribute to successful transformation of this psychosocial stage of development.
The aim of this study was to implement a PPI among a group of adolescents residing in a CYCC within the Gauteng province of South Africa, and to evaluate its effect on levels of hope and wellbeing within this vulnerable population. To achieve this aim, a quantitative quasi-experimental non-equivalent control group design was implemented. Both the presence of wellbeing and the absence of psychopathology can be viewed as symptoms of complete mental health. As such, wellbeing and psychopathology along with hope were measured before as well as one and five weeks after the intervention. The sample comprised adolescents (N=29) from a single care facility, who through matched sampling were allocated to either the experimental (N=14) or the control (N=15) group. The experimental group partook in one-hour weekly intervention sessions for a period of six weeks. To determine whether the PPI had a significant impact on adolescents’ levels of hope and wellbeing, independent- and paired-samples t-tests were conducted to establish group differences at the three time intervals (before, one, and five weeks after the intervention).
iii
Surprisingly, the results indicated no statistically significant changes in levels of hope or wellbeing between the experimental and control groups one week after the intervention or at the follow-up assessment four weeks later. Additionally, neither group experienced significant within group transformations on measures of hope or wellbeing one or five weeks after the intervention. Further research is needed to better understand the impact PPIs have on vulnerable adolescents. Recommendations for future research within this context are discussed.

In this paper, we discuss the notion of Positive Language Education (PLE), which stems from a combination of Positive Education and Language Education. We suggest that there are good reasons for language educators to engage in enhancing 21st-century skills alongside the promotion of linguistic skills. One key set of 21st-century competences that would have academic and non-academic benefits are those which promote wellbeing. Wellbeing is indeed the foundation for effective learning and a good life more generally. Drawing on ideas from Content and Integrated Language Learning and Positive Education, PLE involves integrating non-linguistic and linguistic aims in sustainable ways which do not compromise the development of either skill set, or overburden educators. We believe that there are strong foundations on which to build a framework of PLE. Firstly, many language teachers already promote many wellbeing competences, in order to facilitate language learning. There is also a growing body of research on positive psychology (PP) in Second Language Acquisition on which further empirical work with PLE interventions can be developed. Building on the theoretical arguments put forward in this paper, we call for an empirically validated framework of PLE, which can be implemented in diverse cultural and linguistic settings.

College students, who are working on their final assignments, need the grit to complete their studies well. However, there are still students who have low grit levels, so that not just a few students experience delays in completing their studies, even until they are dropped out of college. Mindfulness, which has the characteristics of being aware of itself, both in place and mentally, to the circumstances that occur at that moment, can help students refocus on their goals to complete their studies well. This study investigated the relationship between mindfulness and grit on final year students in Makassar. This study used a quantitative method with a correlational design. The subjects of this study were 183 last year students who are working on their final assignments at the top three public universities in Makassar City, namely Hasanuddin University, Makassar State University, and Alauddin State Islamic University Makassar. Data were analyzed using bivariate Person correlation, and the result indicated that mindfulness is significantly correlated with grit. The relationship between mindfulness and grit in this study was adequate with a correlation coefficient r(183)=0.352, p<0.05, indicating that the higher the mindfulness, the higher the grit, and vice versa. This showed that students who were undergoing the educational process in higher education should have attention and awareness in undergoing the educational process so that these students could achieve their long-term goals.

This article explores selected speeches of three global women leaders during the time of the Covid-19 pandemic from positive psychology perspectives. It focuses on speeches to address and manage the pandemic of global women leaders, such as Angela Merkel (Germany), Jacinda Ardern (New Zealand), and Tsai Ing-Wen (Taiwan). This study explores the question what global women leaders&#39; leadership actions and responses are and how they address their nations with regard to the four pillars of PP2.0 and the PURE model during Covid-19. The study uses a post-modernist qualitative research design. It is anchored in the hermeneutical-phenomenological research paradigm, using leadership theories and PP2.0 as a lens to explore and understand their strengths with regard to the Covid-19 pandemic. The authors use thematic analysis to analyse the selected speeches made by the three women leaders at the onset of the pandemic in Germany, New Zealand and Taiwan. The study contributes to improve the u...

(Last paragraph) This is actually a meta-interactional structure as students and teachers adjust to each other and try to find out what their different perceptions are of what they all think are the same events. It behooves us to remind ourselves that while there might be a reality, we only have a 'conception'  of it. "Nothing is that is not conceived, imagined or perceived, and we are all deceived inside a prison-me" (found on the wall of a WC). Egotism is a cognitive liability, interaction forces one into multiperspectivity and higher cognitive processing.

Citation
Murphey, T. (1989). Student-made Tests. Modern English Teacher. Winter 1989/90 v17, #1&2, pp. 28-29, 41

Der vielbeschworene Paradigmenwechsel hat in der Regelschule vor 30 Jahren begonnen, als Pädagogik und Didaktik versuchten, die Schülerperspektive einzunehmen und den Lernprozess aus der Sicht des Schülers zu gestalten. Man fing an, für den Schüler Lernumwelten zu strukturieren, die genug Appellcharakter besaßen, um ihn zu einer aktiven Auseinandersetzung mit Lerngegenständen anzuregen. Das Ziel wies damals eine stark individualistische Komponente auf, denn der Akzent lag auf der Selbstverwirklichung-wenn auch in " sozialer Verantwortung ". Im Zuge der Globalisierung gewinnt die soziale Dimension ein neues Gewicht. Um die Probleme, die auf die globalisierte Menschheit zukommen, anzugehen, brauchen wir alle verfügbaren intellektuellen Ressourcen. Die neuen Lernziele heißen: Fähigkeit zu kommunizieren, Bereitschaft, sein Wissen weiterzugeben, Fähigkeit und Bereitschaft, kollektiv Wissen aufzubauen und dieses Wissen zur Problemlösung einzusetzen. Dank der rasanten Entwicklung im Bereich der neuen Kommunikationsmittel rückt die Verwirklichung dieser Ziele heran. Im Folgenden möchte ich an einem konkreten Beispiel aufzeigen, mit welchen didaktischen Maßnahmen Schüler dazu gebracht werden, sowohl im Klassenzimmer als auch außerhalb des Unterrichts gemeinsam Wissen aufzubauen und zur Lösung auftretender Probleme einzusetzen.

Pozitivna psihologija istra`uje uvjete i procese koji pridonose optimalnom funkcioniranju pojedinaca, grupa i institucija. Istra`ivanja na podru~ju pozitivne psihologije mogu se podijeliti u tri dijela. To su pozitivna subjektivna iskustva, pozitivne individualne osobine i pozitivne institucije i zajednice.^lanak daje pregled faktora koji su pridonijeli nastanku i razvoju pozitivne psihologije, njezine kritike i budu}e izazove. Isti~u se mogu}nosti njezine primjene u pou~avanju i u~enju, u poslu, u klini~koj praksi, u osobnom razvoju i u izgra|ivanju pozitivne zajednice. Klju~ne rije~i: pozitivna psihologija, psiholo{ka dobrobit, optimalno funkcioniranje, primijenjena pozitivna psihologija

There is a serious crisis within the social science of psychology. The problem is between non-quantitative psychologists who develop substantive theories of behavior and psychometricians who create the mathematical models to measure behavior. Currently, the two groups are operating in vastly different worlds in the same discipline and their work is diverging farther apart. The inability of the two groups of psychologists to collaborate at the level of theory building and mathematical modelling is impeding the growth of this young science. This book is an attempt to bridge the gap between one substantive area of psychology and psychometrics. Damon Bryant and Larry Davis operationalize some of the key concepts of Flow Theory into the modern information-based framework of Item Response Theory. Within the Positive Psychology framework of Flow Theory, the focus is on challenge, skill, and challenge-skill balance. Within Item Response Theory, the focus is on the item, theta, and theta maximum. The authors lay the foundation for this integration and present several use cases in which the new information-based framework is used to measure constructs and predict important outcomes in fields as diverse as healthcare and American football. This book provides a foundation upon which a fundamental shift can occur in the way that psychological phenomena can be understood in terms of psychometric information. This work is appropriate for anyone looking to understand Flow Theory from a well-grounded quantitative framework. It has immediate applications in healthcare, sports, and work organizations for individuals looking to design flow-based systems to improve human performance.

en milieu scolaire pourraient prendre pour cible à la fois des facteurs personnels (par exemple, promouvoir la compétence sociale) et des facteurs sociaux (par exemple, promouvoir le soutien et l'acceptation sociaux). Les interventions devraient aussi prendre pour cible la santé mentale et physique pour aider les adolescents à gérer les défis quotidiens qu'ils rencontrent.

We tend to select topics for our anthologies that resonate with us
personally—and which we would like to explore with others because they
are common challenges, essential for healthy, resilient relationships . . . and
difficult to stay with comfortably. Repair is one of them for me—perhaps
because it requires such patient good faith, accountability tempered by self-acceptance,
and a firm sense of proportion and time, none of which, even
at sixty-one, are my most reliable virtues (although they are my husband's).
Repair also requires attunement, a taste for the subjective worlds of others, an
ardent desire for things to turn out 'right,' a flexible and inventive freedom
to re-imagine that 'right' in a way that makes room for changing insights,
realities, and stories, and tenacity that verges on the quixotic, all of which, for
better and worse, are intrinsic to me.

While there are a number of books on positive psychology, Positive Psychiatry is unique in its biological foundation and medical rigor and is the only book designed to bring positive mental health ideas and interventions into mainstream psychiatric research, training, and clinical practice. After an overview describing the definition, history, and goals of positive psychiatry, the contributors -- pioneers and thought leaders in the field -- explore positive psychosocial factors, such as resilience and psychosocial growth; positive outcomes, such as recovery and well-being; psychotherapeutic and behavioral interventions, among others; and special topics, such as child and geriatric psychiatry, diverse populations, and bioethics. The book successfully brings the unique skill sets and methods of psychiatry to the larger positive health movement.

Each chapter highlights key points for current clinical services, as practiced by psychiatrists, primary care doctors, and nurses, as well as those in allied health and mental health fields. These readers will find Positive Psychiatry to be immensely helpful in bringing positive mental health concepts and interventions into the clinical arena.

The domain of life planning and personal development includes the important techniques of values clarification, strengths identification, goal setting and action planning. In the past two decades practices such as life coaching have grown in popularity (Green, Oades & Grant, 2006). Moreover, in mental health contexts, the recovery movement has challenged the illness and deficit focus (Andresen, Caputi, Oades, 2006;

RESUMEN
La relación interna entre filosofía, literatura y arte permite examinar con propiedad qué significan la pluralidad y complejidad en los usos de la razón. Posibilita la aproximación a esos usos y figuras desde un ángulo privilegiado. El interés por lo literario y artístico no tendría por qué significar un apresurado abandono del modelo discursivo y analítico -que es característico de la filosofía-, sino más bien el acceso a un punto de vista más completo, un nuevo método reflexivo, otro límite crítico. Esta perspectiva facilita la puesta al día de las tesis modernas sobre la filosofía como emancipación, esto es, como su salida de la minoría de edad.
Espacios ficcionales, campos de proyección de la experiencia, métodos y perspectivas trasdisciplinarias constituyen los distintos niveles a través de los cuales se trata de definir un nexo complejo entre discursos. La ficción como conocimiento, subjetividad y texto, así como la relación entre mundo y lenguaje pretenden acotar algunas dimensiones de esa relación.
A través de la literatura llegamos a estar familiarizados con situaciones, sentimientos, formas de vida, obteniendo así una mirada desde dentro -epistemológicamente empática-. Cada nueva visión del mundo constituye un nuevo tipo de conocimiento, un conocimiento que puede incluir aspectos cognitivos y emotivos y que demandará, probablemente, algún tipo de lógica paraconsistente. De modo que a la par que por nuestras narrativas creamos o descubrimos mundos (dependiendo del estatuto ontológico otorgado a la ficción) también establecemos o desentrañamos la legislación lógica, según la cual tal curso de sucesos o tal tipo de entidades son o no admisibles al interior de este particular mundo posible.
Precisamente, es en la constante re-creación de sus objetos, práctica que surge en una comunidad de problemas -un espacio de representación colectiva- el espacio en que se da la ciencia. Es, precisamente, en una particular forma de hablar y de referirse a objetos, creándolos con el habla, el que funda a la medicina -por ejemplo- como cuerpo autónomo de conocimientos, vale decir como ciencia de primer orden. Las disciplinas, pues, en tanto discursos, están, literalmente, constituidas por él. Por ello es necesario estudiar el discurso científico en tanto que discurso, hay que reflexionar sobre sus orígenes y modo de constitución, hay que aceptar que no es sólo un producto sino una fuerza productiva. La realidad es una narrativa exitosa. Es aquello que se hace hablando. Las comunidades científicas son comunidades de problemas y, sobre todo, de retóricas, reconstrucciones de objetos que sólo existen en tanto se habla de ellos de una determinada manera,
Hasta los mundos narrativos más imposibles tienen como fondo lo que es posible en el mundo que concebimos como real. Las entidades y situaciones que no son explícitamente nombradas y descritas como diferentes del mundo real son entendidas a partir de las leyes que aplicamos a la comprensión del mundo real.
Así, pues, la narración de ficción construye un modelo análogo del universo real, una proyección...lo que permite conocer la estructura y los procesos internos de la realidad y manipularla cognitivamente. Se otorga así un valor cognoscitivo a la ficción, de modo tal que todas las posibles connotaciones, no expresadas directamente por el texto, sino -más bien- mostradas implícitamente o implicadas contextualmente en lo allí dicho, iluminan aspectos de la realidad que sin estas extrapolaciones ficcionales permanecerían en penumbras.
La perspectiva crítica -propia de la filosofía- puede hallarse así implícita en escritos de ficción, de la misma manera como las teorías filosóficas pueden aceptar como suyos a los argumentos procedentes del discurso literario. La reflexión filosófica se articula, pues, desde distintos ámbitos y modalidades discursivas.
Dr. Adolfo Vásquez Rocca

Traditionally, positive psychology (PP) considers humour as one of 24 character strengths and associates it with the core virtue of transcendence, a view perpetuated in Second Wave PP. We debate the need for a wider conceptualisation of humour and a more pragmatic recognition of its benefits and applications within the framework of Third Wave PP. Anecdotal and observational findings relating to the use of humour during the Covid-19 pandemic are considered. We draw on empirical research revealing the diverse benefits of humour and laughter in different cultural settings, including during lockdown. Using examples, including Covid-19 humour, we contend that the depiction of beneficial humour in PP is incomplete, for example, it relates not only to transcendence but to all six core virtues, and misleading as it may not necessarily relate to any. A more practical and broader depiction of humour within Third Wave PP would be helpful, including emphasising the potential of multiple character strengths to support humour development. In particular, we highlight the need for laughter, currently viewed as a by-product of humour within PP, to play a more prominent role. Widening the portrayal of humour and laughter in PP will be helpful to value and harness their individual, and joint, benefits and applications. In this chapter, we call for Third Wave PP to encourage new research directions by embracing the complexity of humour as 1) an interlinked character strength; 2) associated to all core virtues; 3) benefitting overall personal development; and 4) differentiated from but co-equal to laughter.

Vortrag
Politische Strukturen orientieren sich an den Menschenbildern, die in einer Gesellschaft vorherrschen. Diese sind noch stark von Religion und Philosophie geprägt. Seit einigen Jahrzehnten haben die Gehirnforschung und die positive Psychologie neue Erkenntnisse über die Funktionsweise des Menschen gewonnen. Auf dieser Grundlage ist es möglich, ein neues, weltweit konsensfähiges Modell vorzuschlagen, auf das sich alle gesellschaftlichen Akteure beziehen können. Dies führt dazu, dass die tradierten Menschenrechte neu bestimmt und als Grundbedürfnisse reformuliert werden. Damit wird das Recht auf Partizipation als Grundbedürfnis erkannt und die Bürgerbeteiligung bekommt eine ganz neue Dimension.

The Invictus Wellbeing Program (IWP) is a
mental fitness and resiliency course that uses
Dr Martin Seligman’s PERMA model to help
achieve the wellbeing mandate set out in the
2008 Melbourne Declaration. This landmark
document requires all Australian schools to
foster the “social, emotional, moral, spiritual
and aesthetic development and wellbeing
of young Australians” (Barr, et al., 2008, p.
4). Schools can easily rely on the hidden
curriculum or an assortment of miscellaneous
approaches to take care of the “socialisation
process” (Kentli, 2009, p. 83) without having a
targeted approach with which to achieve the
directive set out in the Melbourne Declaration.
Through the implementation of Invictus, school
leaders are able to tangibly demonstrate both
their awareness of and engagement with the
wellbeing responsibilities implicit within a
school community.

From Hogwarts to the Boxing ring: Courage, creativity and psychological wellbeing.
In this public lecture Martin will be reflecting on psychological wellbeing and the ways in which it is
linked to courage and creativity. He will of course draw on insights from counselling psychology but
this will be supplemented by insights from a range of other areas, fields as diverse as the Harry Potter
stories, the sport of boxing and MMA and lesbian and gay psychology. Martin will explore and
question the place of such experiences as courage, risk, creativity and standardisation in relation to
psychological wellbeing in our age of ever increasing risk averseness.

... a typical naive set of assumptions about "group oriented" cultures it that the participants within them are basically altruistic, self-effacing, self-sacrificing and sociable. A society of such individuals should exhibit the very best of human civilization working in equitable, democratic communities. By contrast, those from individualistic cultures should be cold, grasping, selfish, egotistical and almost incapable of the cooperation demanded by a civil society. Indeed, a society of individualists, by this stereotype would be a dog eat dog affair, dedicated to conflict, riven with disloyalty and betrayal, forever failing to build a stable and humanistic community.