Positive Psychology Interventions in Practice (eBook)

Carmel Laura Proctor completed a Certificate in Liberal Arts in 1996 and a BA in Psychology in 1998 at Simon Fraser University, British Columbia, Canada and an MA in Measurement Evaluation and Research Methodology in 2002 at the University of British Columbia, Canada. In 2011 she completed her PhD in Psychology at the University of Leicester, UK. My research interests are primarily in the areas of positive psychology, applied positive psychology, values, character, personality, existential psychology, and well-being. In general, the main focus of her work has centered on adolescent and youth life satisfaction and well-being, specifically the application of positive psychological theory in the enhancement of these variables.

Dedication 5
Foreword 6
Reference 7
Contents 8
List of Contributors 10
Chapter 1: Positive Psychology Interventions: The First Intervention Is Our Self 13
Introduction 13
Our Busy ‘Auto Pilot’ World 14
What Do You Bring to the PPI Interaction? 15
Our Individuation: Our Actualising Tendency 16
Living and Working with the Belief of the Actualising Tendency? 16
Bringing About, Eliciting the Actualising Tendency in Others 17
How Do the Ideas and Assumptions of the Actualising Tendency Link to Other Areas of Positive Psychology? 18
Quietening Inside in Order to See and Hear Openly, Rather than Through Habit 19
Listening and Mirroring in Depth 19
Surfing the Edge of Awareness 20
Creating Form and Shape for Moving Forward 20
The Professional Implications of This Perspective 21
References 23
Part I: Clinical and Focused Interventions 25
Chapter 2: Positive CBT in Practice 26
Introduction 26
Positive CBT 28
The Therapeutic Alliance 29
Assessment 30
Changing the Viewing 32
Upward Arrow Technique 33
Changing the Doing 33
Changing the Feeling 34
Homework Tasks 35
Evaluation 37
Role of the Positive CBT Therapist 37
Conclusion 38
References 38
Chapter 3: Flourish: A Strengths-Based Approach to Building Student Resilience 40
Introduction 41
Stigma Against Seeking Mental Health Treatment 41
Remedial Approach 42
Transitional Challenges 43
Complete Mental Health 43
From Remediation to Resilience 43
Resilience Programming in Post-secondary Settings 44
Flourish: Project Goals 45
Project Execution 45
Theoretical Underpinning 46
Modified Criteria of Flourishing 46
Flourish Intervention: Workshop: The Becoming 48
Workshop Outcomes and Subsequent Flourish Programme 49
Future Directions 51
Appendix: Flourish Profile (Feedback) 51
Signature Strengths (Based on Your Responses on November 2, 2015) 51
References 54
Chapter 4: Active Ageing as Positive Intervention: Some Unintended Consequences 57
Background and Introduction 57
Active Ageing 58
Contextualising the Discussion 59
Active Ageing: Growth Goals 61
An Optimal Environment Promotes Active Ageing 61
Growth Goals 62
Autonomy 62
Independence 63
Interrelatedness 64
Close Social Space 64
General Social Space 65
Active Ageing: Some Unintended Consequences 66
Threats to Autonomy and Independence and Active Participation 66
Feeling Obliged to Participate 66
Norm of Obligation Emphasises Self-Regulation 67
Norm of Obligation Emphasises Relation Regulation 67
Unmet Needs 68
Some Thoughts for Consideration 69
References 70
Chapter 5: Fostering Humour 74
Introduction 75
What Is Humour? 75
Measurement Issues 76
Types of Humour Interventions 77
Self-Administered Individual Humour Interventions from a Positive Psychology Tradition 78
Self- or Group-Administered Interventions from a Humour Research Tradition 79
For Individuals or Groups: McGhee’s 7 Humor Habits Program 79
For Individuals or Groups: Training Cheerfulness as a State and Trait 80
For Groups: Training the Sense of Humour in Clinical Groups 80
Clinic Clown Interventions 81
Recommendations for Future Research and Practice 83
Research on Concept and Instruments 83
Interventions 83
Future Technologies 83
Different Interventions for Different People? 84
How Long Is Long Enough? 84
Can Morally Good Forms of Humour Be Promoted? 84
Conclusion 85
References 85
Part II: Education and Development 90
Chapter 6: Well-Being and Well-Doing: Bringing Mindfulness and Character Strengths to the Early Childhood Classroom and Home 91
Introduction 92
Nurturing Well-Being and Well-Doing in Early Childhood 95
Phase 1: Teachers Learn Mindfulness Practice and Strengthsight with Their Own Character Strengths 96
Catch AP-ASAP 96
The 10-Second Pause 98
Building a Common Language: Aware, Explore, Apply 99
Strengths-Spotting in All Activities 100
Phase 2: Teachers Learn to Spot Emerging Strengths in Young Children 101
Early Manifestations of Character Strengths 101
Phase 3: Teachers Learn to Nurture Emerging Character Strengths 103
Moment-Making 104
Meaning-Making 105
Memory-Making 106
Autonomy Support 107
Elaborative Structure 107
Mindset-Making 108
Phase 4: Teachers Support Parents’ Strength-Spotting and Nurturing 109
Conclusion 110
References 110
Chapter 7: Applying Positive Psychology in the Primary School: Celebrating Strengths, a UK Well-Being Project 114
The Evolution of Celebrating Strengths 114
Applying Positive Psychology in Schools 115
Character Strengths 115
Positive Psychology Plus 116
Psychodynamic Theory 116
Theology 116
The Impact of Working with Character Strengths on Staff and Children 117
Research into Celebrating Strengths 118
An Evaluation Report 118
Telling the Story of Celebrating Strengths 119
Colin’s Story 119
Bethany’s Story 119
John and George’s Story 120
The Teachers’ Story 120
Creating Durable Well-Being Projects or Interventions 121
Stories to Live by 121
Traditions and Institution Wide ‘Habits’ 122
Three Levels of Educational Thinking and Practice 123
The Importance of a Theory and Philosophy of Education 124
A Framework of Practical Ideas 124
A Creative Personal Response 125
Conclusion: An Educational Concept of Well-Being 125
Virtue: Beauty and Pleasure 126
Challenging 127
Embodied 127
References 128
Chapter 8: Transforming Our Schools Together: A Multi-School Collaboration to Implement Positive Education 129
Introduction 130
Background to the Well-Being Cluster 130
The Implementation of Positive Education Across the Cluster 131
Introducing Positive Education to All Staff 132
Small-Scale, Teacher-Led Initiatives 133
Strengths and Stories 134
Positive Relationships: Strength Spotting, Kindness, and Respect 135
Relationship Management Rather than Discipline 136
Inquiry, Reflection, and New Development 137
Relationships and Community 137
Professional Development Aligned with Positive Education 138
The Te Wai Pounamu Well-Being Cluster: Fertile Ground for Positive Psychology 139
Shared Values 139
Inclusive Emergent Development 140
Support and Leadership Development 141
An Appreciative Approach 141
Challenges for the Cluster 142
Highlights 144
Future Directions for Cluster Schools 145
Conclusion 146
References 146
Chapter 9: Fostering Positive Changes in Health and Social Relationships in Children 149
Introduction 150
How Do We Work? 152
Case Study 1: Plasticity of Altruistic Behaviour 153
Methods 153
Participants 153
Intervention 154
Assessment 154
Results 155
Altruism 155
Mind-Body Integration Practices 155
Case Study 2: Positive Interventions Can Decrease Stress Levels and Improve Social Relationships 156
Methods 156
Participants 156
Assessment 157
Intervention 157
Results 158
Salivary Cortisol 158
Social Relationships 159
Mind-Body Integration Practices 159
Case Study 3: Positive Interventions Based on Gratitude Can Improve Social Relationships 159
Methods 159
Participants 159
Assessment 160
Intervention 160
Results 161
General Discussion 162
References 165
Chapter 10: Learning Healthy Relationships 168
Relationships and Well-Being 169
Relationships and Education 169
An Appropriate Pedagogy for Relationship Education 170
The Importance of Process in Group Interactions 171
The ASPIRE Principles 171
Agency 172
Staged Approach 172
Single Game Approach 172
Safety 173
Positivity 174
Inclusion 175
Respect 177
Equality 180
Content and Context for Learning Relationships 181
Twelve Dimensions of SEL 181
Summary 184
Resources 185
References 185
Part III: Workplaces, Technology, and Communities 187
Chapter 11: Positive Psychology at Work: Research and Practice 188
Introduction 189
Theoretical Underpinnings 190
Broaden-and-Build Theory 191
Hope Theory 191
Self-Determination Theory 192
PERMA 193
Interventions 194
Positive Emotions 194
Case Study 196
Strengths 197
Case Study 199
Resilience 199
Case Study 201
Implications for Practice 202
Conclusion 203
References 204
Chapter 12: Applying Positive Organisational Scholarship to Produce Extraordinary Performance 210
What Is Positive Organisational Scholarship? 210
The Context 211
Prudential Retirement 211
Prudential Real Estate and Relocation 211
Intervention 1: Positive Energy 212
Value-Added Feedback Exercise 212
Reflected Best-Self Exercise 212
Positive Energy Networks 213
Intervention 2: Everest Goals 213
The Power of Five Exercise 214
Reformulating an Everest Goal 214
Intervention 3: Reciprocity Networks 215
Reciprocity Network Exercise 215
Change Teams 216
Intervention 4: Measuring the Positive 216
Assessing High Not Just Low 216
Client Scores 217
Intervention 5: Implementing Positivity and Virtuousness 217
An Abundance Culture 217
Virtuous Practices 218
Setting the Tone in Meetings 219
Results 219
References 220
Chapter 13: Positive Technologies for Improving Health and Well-Being 221
Introduction 222
Positive Technologies 224
EMMA: Engaging Media for Mental Health Applications 224
EARTH of Well-Being: Emotional Activities Related to Health 226
Smiling Is Fun 227
BUTLER: To Improve Well-Being and Enhance Human Interactions 230
BUTLER-Leisure 231
BUTLER-Clinical 232
Discussion 233
References 234
Chapter 14: How Design Can (Not) Support Human Flourishing 237
Introduction 237
Is It Actually Possible to Become Happier? And if So, How? 239
Limitations and Opportunities of Design for Happiness 240
Four Design Examples: Taking Notice and Savouring 243
Challenges of Positive Psychology Interventions and Added Value of Design 246
Reach 247
Adherence to New Behaviours, and Maintaining Them 250
Person-Context-Activity-Fit 252
Conclusion 253
References 254
Chapter 15: How Can Positive Psychology Influence Public Policy and Practice? 258
Can Positive Psychology Influence Public Policy and Practice? 259
Why Positive Psychology and Public Policy? 259
Is There Reason to Believe that Positive Psychology Can Uniquely Contribute to Public Policy? 259
The Rocky Road from Positive Psychology to Public Policy 260
Examples of Research Findings with Policy Implications 261
Psychological Well-Being Can Be Measured 262
Particular Subgroups Have Elevated Needs (e.g., Youth at Risk of Mental Illness and Caregivers) 262
Relationships Matter, but Pursuit of Wealth Can Be Problematic 263
Physical Activity Promotes Well-Being 264
Many Other Findings Have Policy Implications 264
Some Ways to Fail in Policy Engagement 265
Ignore Lessons Shared by Others Who Have Succeeded (and as a Result, Bore Policymakers) 265
Limit Efforts to Legislative Lobbying 265
Ignore Unintended Consequences 266
Fail to Consider Costs (and Be Perceived as Irrelevant or Unrealistic) 266
Focus on Changing the Fundamental Belief System of Opponents 267
Express Hubris 267
Provide Imbalanced Emphasis Regarding Well-Being 268
Do Not Include Separate Sections on Policy in Texts, Conferences, and Courses 269
Fail to Test Policies Incrementally 269
Concluding Thoughts: A Positive Psychology of Facilitating Policy Changes 269
References 271
Erratum 273