心理衛(wèi)生學(xué)Chapter16課件

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