scholarly journals Are only Emotional Strengths Emotional? Character Strengths and Disposition to Positive Emotions

2012 ◽  
Vol 4 (2) ◽  
pp. 218-239 ◽  
Author(s):  
Angelika Güsewell ◽  
Willibald Ruch
Keyword(s):  
Positive Emotions ◽  
Character Strengths

Positive Interventions and Theoretical Assumptions

2018 ◽  
pp. 8-21
Author(s):  
Tayyab Rashid ◽  
Martin Seligman
Keyword(s):  
Life Satisfaction ◽  
Health Outcomes ◽  
Therapeutic Relationship ◽  
Positive Emotions ◽  
Character Strengths ◽  
Well Being ◽  
Clinical Settings ◽  
Positive Interventions ◽  
Theoretical Assumptions

Positive psychology interventions applied in diverse clinical settings and tackling complex clinical issues are advancing the knowledge base of psychotherapy and health outcomes. Positive psychotherapy (PPT) is based primarily on two major theories: Seligman’s PERMA (Positive emotions, Engagement, Relationships, Meaning, and Accomplishment) conceptualization of well-being and character strengths. PPT also operates on three assumptions regarding the nature, cause, course, and treatment of specific behavioral patterns: (a) inherent capacity for growth, (b) the authenticity of strengths compared to symptoms, and (c) the role of positives in fostering a of the therapeutic relationship. The notion of happiness espoused in PPT is much more than the sum of its components that can be pursued simultaneously with each individually association with life satisfaction.

Fostering the Human Spirit

2019 ◽  
pp. 345-372
Author(s):  
Douglas R. May ◽  
Jiatian Chen ◽  
Catherine E. Schwoerer ◽  
Matthew D. Deeg
Keyword(s):  
Social Relations ◽  
Positive Emotions ◽  
Character Strengths ◽  
Ethical Framework ◽  
Ethical Culture ◽  
Work Culture ◽  
Positive Experiences ◽  
Positive Work Culture ◽  
Virtues And Character Strengths ◽  
Positive Work

This chapter introduces a positive ethical framework for supporting the experience of meaningfulness at work. Three specific virtues are conceptually linked to meaningfulness (humanity, courage, and transcendence) and a number of character strengths that these encompass (such as morality, gratitude, and spirituality). It is argued that experiencing meaningfulness is more likely to result in the experience of positive emotions, contributing to a positive ethical culture at work and producing a “virtuous upwards spiral” of positive agency. Positive emotions attract more support and facilitate positive social relations inside and outside the workplace. Evidence about the links between meaningfulness and volunteering are explored in turn to consider what organizations might do to foster positive work culture. The chapter recognizes the potential for conflict and paradox between virtues and character strengths. However, even paradoxes and conflicts of this kind can generate positive experiences.

Promoting Students’ Positive Emotions, Character, and Purpose

2020 ◽  
pp. 282-312
Author(s):  
Shannon M. Suldo ◽  
Jenni Menon Mariano ◽  
Hannah Gilfix
Keyword(s):  
Positive Psychology ◽  
Positive Emotions ◽  
Emotional State ◽  
Character Strengths ◽  
Well Being ◽  
Positive Psychology Interventions ◽  
School Based ◽  
Measurement Tools ◽  
Via Classification

Grounded in positive psychology, this chapter focuses on constructs that increase well-being and may result in a flourishing emotional state. Within the PERMA framework, flourishing is reflected in positive emotions, engagement, relationships, meaning, and accomplishment. Specifically, this chapter takes an in-depth look into the constructs of positive emotions, character, and purpose. Information on measurement tools, correlates, and possible interventions for each of the three constructs is provided. An emphasis is also placed on promising positive psychology interventions, many of which utilize strategies involving character strengths as defined in accordance with the Values in Action (VIA) Classification of Character Strengths and Virtues. The chapter concludes with information on how a reader can implement various positive psychology activities, as well as different school based-programs that incorporate purpose and positive psychology interventions.

My Better Self

2016 ◽  
Vol 44 (2) ◽  
pp. 95-109 ◽  
Author(s):  
Shiri Lavy ◽  
Hadassah Littman-Ovadia
Keyword(s):  
Job Satisfaction ◽  
Positive Affect ◽  
Organizational Citizenship ◽  
Work Engagement ◽  
Organizational Citizenship Behavior ◽  
Positive Emotions ◽  
Character Strengths ◽  
Work Productivity ◽  
Citizenship Behavior ◽  
Multiple Mediation

Character strengths are hypothesized to contribute to human thriving. However, the effects of their use on individuals’ behaviors and attitudes at work, an important domain of modern life, have rarely been studied. In the present study, we examined associations of employees’ use of character strengths at work with productivity, organizational citizenship behavior (OCB), and job satisfaction. Based on the broaden-and-build theory of positive emotions, we suggested a multiple mediation model demonstrating how these associations are mediated by positive affect and engagement. Participants ( N = 1,095) completed measures of strengths use, work productivity, OCB, job satisfaction, positive affect, and work engagement. As hypothesized, using strengths at work was associated with productivity, OCB, and job satisfaction, and these associations were mediated by higher positive emotions and engagement. The findings highlight the potential benefits of encouraging employees to use their strengths and point to positive affect and work engagement as mediating these effects.

scholarly journals INTRODUCTION - Latest developments in Positive Psychology: The case of Greece

2020 ◽  
Vol 25 (1) ◽  
pp. 01
Author(s):  
Christos Pezirkianidis ◽  
Anastassios Stalikas
Keyword(s):  
Positive Psychology ◽  
Positive Emotions ◽  
Character Strengths ◽  
Psychological Resilience ◽  
Special Issue ◽  
The Core ◽  
Research Initiative ◽  
Core Concepts ◽  
Psychological Instruments ◽  
Of Greece

In the last two decades, there is a rapid growth of the research initiative on Positive Psychology not only internationally but also in Greece. The present special issue aims at bringing together, highlighting, and promoting research and applications of Positive Psychology in Greece. At first, the authors introduce readers to the history and roots of Positive Psychology and focus on how research on Positive Psychology flourished in Greece. Moreover, emphasis is given on the core concepts of Positive Psychology, namely wellbeing, experiencing positive emotions, psychological resilience, and character strengths. Authors focus on the research conducted in Greece, the psychological instruments that measure them, and the applications of Positive Psychology, e.g. positive education, positive organizations, positive psychotherapy, and positive psychology interventions. To close with, the authors introduce readers to the eleven articles, which are included in the present special issue by presenting their main findings.

scholarly journals Resilience, Emotions, and Character Strengths as Predictors of Job Stress in Military Personnel

2020 ◽  
Vol 14 (2) ◽  
Author(s):  
Arsia Taghva ◽  
Seyed Teymur Seyedi Asl ◽  
Amir Mohsen Rahnejat ◽  
Mohammad Mehdi Elikaee
Keyword(s):  
Job Stress ◽  
Military Personnel ◽  
Positive Emotions ◽  
Character Strengths ◽  
Negative Emotions ◽  
Health And Safety ◽  
Cross Sectional Study ◽  
Physical And Mental Health ◽  
Negative Effects ◽  
Cross Sectional

Background: Job stress, which undermines productivity and physical and mental health, has been reported to be high among military personnel. Objectives: The present study aimed to explore the role of character strengths, emotions, and resilience in predicting job stress in a sample of Iranian military personnel. Methods: This cross-sectional study recruited a total number of 146 military personnel via convenience sampling and administered the Health and Safety Executive Stress Questionnaire, Conner-Davidson Resilience Scale, Values in Action Inventory of Strengths, and Positive and Negative Affect Schedule. The correlation analysis and stepwise linear regression were performed using SPSS22. Results: Job stress was negatively associated with resilience, positive emotions, and character strengths and positively associated with negative emotions (P < 0.001). Regression analysis revealed that three variables, including resilience, courage, and negative emotions could predict 57% of the variance in job stress (Adj. R2 = 0.57, P < 0.001). Conclusions: Higher resilience and courage are associated with lower job stress. Also, negative emotions such as anger, guilt, and anxiety would contribute to higher job stress. Providing training courses to develop and boost resilience and courage and manage negative emotions can offset the negative effects of job stress on military personnel. Also, considering these factors as recruitment criteria would lead to the enlistment of cadets who may be more resilient to stress.

Psychopathology

2018 ◽  
pp. 22-32
Author(s):  
Tayyab Rashid ◽  
Martin Seligman
Keyword(s):  
Mental Disorders ◽  
Positive Emotions ◽  
Character Strengths ◽  
Central Position ◽  
Assessment Procedure ◽  
Statistical Manual ◽  
Diagnostic And Statistical Manual ◽  
The Core ◽  
The Rich ◽  
By Products

The core concept of psychopathology in positive psychotherapy rests on the notion that positives (e.g., character strengths, positive emotions, meaning, positive relationships, and accomplishments) are as central as symptoms in assessing and treating psychopathology. This is a significant departure from the traditional view of psychopathology, in which symptoms occupy the central position. Strengths are not considered to be defenses, by-products, or compensations. They are valued in their own right and are weighed independently of weaknesses in the assessment procedure. Therefore, a largely symptom-based classification system is inadequate to understand the rich and complex lives of clients. The authors propose that Diagnostic and Statistical Manual of Mental Disorders (DSM)-based disorders be reviewed in terms of lack or excess (dysregulation) of strengths.

scholarly journals A Review of School-Based Positive Psychology Interventions

2011 ◽  
Vol 28 (2) ◽  
pp. 75-90 ◽  
Author(s):  
Lea Waters
Keyword(s):  
Academic Performance ◽  
Positive Psychology ◽  
Positive Emotions ◽  
Character Strengths ◽  
Psychology Programs ◽  
Positive Psychology Interventions ◽  
Student Wellbeing ◽  
School Based ◽  
School Based Interventions ◽  
Further Development

The aim of this paper is to review school-based interventions that have been designed to foster student wellbeing and academic performance by following a positive psychology approach that seeks to cultivate positive emotions, resilience and positive character strengths. Following the calls of the 21st century education movement for schools to incorporate student wellbeing as a focus of learning, the current paper outlines the positive psychology movement and reviews evidence from 12 school-based positive psychology interventions that have been systematically evaluated. The evidence shows that positive psychology programs are significantly related to student wellbeing, relationships and academic performance. The paper makes suggestions for the further development of positive psychology interventions in schools and explores the factors that could allow positive psychology to be extended, and more systematically embedded, into schools.

scholarly journals Measuring well-being in emerging adults: Exploring the PERMA framework for positive youth development

2020 ◽  
Vol 25 (1) ◽  
pp. 72
Author(s):  
Sophie Leontopoulou
Keyword(s):  
Higher Education ◽  
Emerging Adults ◽  
Youth Development ◽  
Positive Youth Development ◽  
Positive Emotions ◽  
Character Strengths ◽  
Well Being ◽  
Male Students ◽  
Five Elements ◽  
Three Components

The PERMA theory brings together elements of the PERMA model, character strengths, and well-being. Set in the context of positive education this study set out to empirically test this multidimensional theory with emerging adults in higher education. 516 female and male students aged 18 to 29 years studying in Universities in Greece were asked to participate in a web-based survey of (a) the five elements of PERMA, i.e. positive emotions, engagement, relationships, meaning and accomplishment; (b) four character strengths, i.e. curiosity, gratitude, love for learning and humor; and (c) three well-being indicators, i.e. flourishing, resilience and positive perception. The patterning of associations within and between the three components of the theory was examined, leading to insights regarding both the multidimensionality of well-being and the specificity of relations between the three components. Conclusions were drawn regarding the theoretical and applied implications of the results for advancing positive youth development in higher education.

scholarly journals Building Positive Emotions and Playfulness

2021 ◽  
pp. 421-440
Author(s):  
Louise Tidmand
Keyword(s):  
Positive Emotions ◽  
Coping Skills ◽  
Character Strengths ◽  
Lesson Planning ◽  
Pedagogical Practice ◽  
Positive Education ◽  
Social Competencies ◽  
Teaching Preparation ◽  
Educational Framework ◽  
Staff Wellbeing

AbstractThis chapter focuses on the What? Why? and How? of building positive emotions and playfulness. What are positive emotions and playfulness? Why are these concepts part of the foundation of positive education? And How may we build positive emotions and playfulness in our pedagogical practice. In the profession of teaching, positive emotions and playfulness are closely linked to the development of coping skills and strategies, social competencies, cognitive competencies, and learning, as well as to the VIA character strengths. The chapter gives examples and suggestions as to how positive emotions and playfulness may be implemented in the three phases of teaching: preparation and lesson planning, pedagogical practice in the classroom, and evaluation of the lesson. The chapter furthermore looks into how positive emotions and playfulness are part of and contribute to the positive educational framework, to both student and staff wellbeing in the classroom, and as well as in the learning institution as a workplace.

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