Optimism and the American Dream: Latino Perspectives on Opportunities and Challenges Toward Reaching Personal and Family Goals

2021 ◽  
pp. 073998632110365
Author(s):  
Richard C. Cervantes ◽  
Elias Koutantos ◽  
Martha Cristo ◽  
Rosa Gonzalez-Guarda ◽  
Diego Fuentes ◽  
...  
Keyword(s):  
Positive Psychology ◽  
Focus Groups ◽  
American Dream ◽  
Well Being ◽  
Educational Opportunities ◽  
Psychological Interventions ◽  
Documentation Status ◽  
Important Trait ◽  
Related Stress ◽  
N 93

Trends in positive psychology suggest optimism is an important trait related to happiness and well-being and that through the teaching of optimism, well-being can be enhanced (Sin & Lyubomirsky, 2009). The purpose of this study was to identify areas of optimism within the context of the American Dream among Hispanic/Latino/as and to understand factors that create barriers to having an optimistic outlook on achieving the American Dream. Data for this study came from research designed to identify sources of acculturation related stress among Hispanic/Latino/as. A sample ( n = 93) of Hispanic/Latino/a adults were recruited for focus groups in California and Massachusetts. Results indicate that participants were optimistic in achieving their dreams, which included financial achievements, ownership, educational opportunities, and more. Some participants acknowledged that these expectations were unrealistic and were challenged by discrimination, limited skills, and lack of legal documentation status. Studies of psychological interventions that foster optimism among Hispanic/Latino/as are needed.

Peculiarities of consultative and therapeutic process in positive psychology

2021 ◽  
Vol 2021 (2) ◽  
pp. 60-74
Author(s):  
T.V. Danylchenko ◽  
Keyword(s):  
Positive Psychology ◽  
Scientific Evidence ◽  
Therapeutic Process ◽  
Well Being ◽  
Psychological Interventions ◽  
Positive Thinking ◽  
Subjective Well Being ◽  
Psychological Practice ◽  
Cultural Specificity

The article notes the features of the consultative and therapeutic process in positive psychology. The article makes the analysis of the fundamental works of Pezeshkina N.P. on positive psychotherapy, Fava J. and Ruini K. on the well-being therapy, and the works of Sin N.L. and Lubomyrskyi S. on the theory of psychological interventions, Parks A.S. and Biswas-Diner R. on models of self-help. The main characteristics of positive psychological interventions are considered. As a means of influence, such characteristics must turn to the constructs of positive psychology, as well as to have scientific evidence of their effectiveness. The following features of the consultative and therapeutic process are revealed. The purpose and means are: according to the hedonistic paradigm it is changing the focus of the client’s vision of the situation to a more positive one; in the eudemonic paradigm the emphasis is on self-determination and the achievement of personal authenticity by personality. It is believed that the resources of achieving well-being in a person are sufficient. Accordingly, “hedonists” believe that the key point is to increase positive affect through the development of positive thinking, optimism, and taste skills. The eudemonists see the approach to their identity through meditation, the development of abilities for self-expression. The role of the consultant in in following: to act as an informed communicator, to help the client to focus on his strengths (virtues). The counselor / psychotherapist does not look for the source of problems in the past, but focuses on the present and future of the client, identifies factors that prevent the latter from transforming the life situation in the desired direction in the current moment of life. The role of life’s difficulties is such: the problem is not treated as a difficult life task that needs to be solved and it is necessary to get out of the comfort zone, but as an opportunity for the client to improve his own personality. Psychological practice should take into account the cultural specificity of views on happiness, well-being and criteria of psychological comfort. Key words: positive psychology, well-being therapy, positive therapy, subjective well-being, positive psychology intervention.

scholarly journals Efecto de intervenciones de psicología positiva y ejercicio físico en el bienestar y malestar psicológico de estudiantes universitarios/Effect Of Positive Psychology And Exercise Interventions On College Students’ Psychological Well-Being And Ill-Being

2019 ◽  
Vol 38 (2) ◽  
pp. 149
Author(s):  
Kristy Barrantes-Brais ◽  
Isabel Balaguer-Solá
Keyword(s):  
College Students ◽  
Positive Psychology ◽  
Negative Emotions ◽  
Well Being ◽  
Psychological Interventions ◽  
Psychological Well Being ◽  
Exercise Interventions ◽  
Positive Psychological Interventions ◽  
Psicología Positiva ◽  
Estudiantes Universitarios

<p><strong>Español</strong></p><p>El propósito de este estudio fue analizar el efecto de intervenciones de Psicología positiva y de ejercicio físico sobre indicadores de bienestar y malestar psicológico en estudiantes universitarios costarricenses. Se realizó una investigación cuasiexperimental, de diseño factorial (4 x 2) con mediciones pre y post, en el que 233 estudiantes universitarios (18.97 ± 2.18 años, 135 mujeres, 98 hombres) se vieron expuestos a una de cuatro diferentes condiciones: intervenciones de psicología positiva (PP), intervenciones de ejercicio físico (E), intervenciones combinadas de PP y E y control (C). Se midieron indicadores de bienestar y malestar psicológico. Las intervenciones de Psicología positiva mejoraron el indicador de malestar psicológico “emociones negativas” (p = .022), pero no impactaron significativamente los indicadores de bienestar psicológico (p &gt; .05). La combinación las intervenciones de PP y E generó los mismos efectos que cuando únicamente se utilizan las estrategias derivadas de la psicología positiva, esto es, se presentó una reducción significativa en el indicador “emociones negativas” (p = .028). Dicho efecto puede contribuir a la mejora de la vivencia de la vida universitaria y proteger a los estudiantes de los riesgos asociados con experiencias de malestar psicológico en diversas esferas de su vida. Las intervenciones de ejercicio por sí mismas no modificaron de manera significativa los indicadores de bienestar ni malestar psicológico (p &gt; .05).</p><p><strong>English</strong></p><p>The purpose of this study was to analyze the effect of positive psychology and exercise interventions on psychological well-being and ill-being indicators in Costa Rican college students. This study had a quasi-experimental factorial (4 x 2) design, 233 college students (18.97 ± 2.18 years, 135 females, 98 males) were assigned to one of four different conditions: positive psychological interventions (PP), exercise interventions (E), combined (PP + E) interventions, and control group (C). Psychological well-being and ill-being indicators were measured pre and post interventions. Positive psychological interventions improved the “negative emotions” indicator (p = .022); but did not have a significant impact on well-being indicators (p &gt; .05). The combination of PP and E interventions produced the same effects as PP alone; a decrease in “negative emotions” was observed (p = .028). This effect might contribute to improve the experience of university life for higher education students and protect them from the risks associated with psychological ill-being. Exercise interventions alone did not change either the psychological well-being or ill-being indicators (p &gt; .05).</p>

Measuring Positive Emotion Outcomes in Positive Psychology Interventions: A Literature Review

2020 ◽  
pp. 175407392095081 ◽  
Author(s):  
Judith T. Moskowitz ◽  
Elaine O. Cheung ◽  
Melanie Freedman ◽  
Christa Fernando ◽  
Madelynn W. Zhang ◽  
...  
Keyword(s):  
Health Promotion ◽  
Positive Psychology ◽  
Literature Review ◽  
Disease Prevention ◽  
Physical Health ◽  
Positive Emotion ◽  
Well Being ◽  
Psychological Interventions ◽  
Positive Psychology Interventions ◽  
Positive Psychological Interventions

Accumulating evidence for the unique social, behavioral, and physical health benefits of positive emotion and related well-being constructs has led to the development and testing of positive psychological interventions (PPIs) to increase emotional well-being and enhance health promotion and disease prevention. PPIs are specifically aimed at improving emotional well-being and consist of practices such as gratitude, savoring, and acts of kindness. The purpose of this narrative review was to examine the literature on PPIs with a particular focus on positive emotion outcomes. We evaluated the evidence on the effects of PPIs on positive emotion specifically, and discussed the range of evidence regarding the relative responsiveness of emotion measures to PPIs in order to gain a better understanding of the specific emotional pathways through which PPIs influence psychological and physical well-being. We conclude with recommendations for best evaluating effects of PPIs on positive emotion outcomes.

Service--Learning in Positive Psychology: Effects on Well-Being and Learning Outcomes

2009 ◽  
Author(s):  
Jeana L. Magyar-Moe ◽  
Katherine Becker ◽  
Lisa Rubow ◽  
Jenna Semling ◽  
Debra Simmerman
Keyword(s):  
Positive Psychology ◽  
Service Learning ◽  
Learning Outcomes ◽  
Well Being

A positive psychology study and intervention on the well-being of French PhD students in biology

2017 ◽  
Author(s):  
Gabriel Marais ◽  
Rebecca Shankland ◽  
Pascale Haag ◽  
Robin Fiault ◽  
Bridget Juniper
Keyword(s):  
Mental Health ◽  
Positive Psychology ◽  
Large Fraction ◽  
Reference Sample ◽  
Well Being ◽  
Attrition Rates ◽  
Human Costs ◽  
The Uk ◽  
And Control ◽  
Health And Well Being

In France, little data are available on mental health and well-being in academia, and nothing has been published about PhD students. From studies abroad, we know that doing a PhD is a difficult experience resulting in high attrition rates with significant financial and human costs. Here we focused on PhD students in biology at university Lyon 1. A first study aimed at measuring the mental health and well-being of PhD students using several generalist and PhD-specific tools. Our results on 136 participants showed that a large fraction of the PhD students experience abnormal levels of stress, depression and anxiety, and their mean well-being score is significantly lower than that of a British reference sample. French PhD student well-being is specifically affected by career uncertainty, perceived lack of progress in the PhD and perceived lack of competence, which points towards possible cultural differences of experiencing a PhD in France and the UK. In a second study, we carried out a positive psychology intervention. Comparing the scores of the test and control groups showed a clear effect of the intervention on reducing anxiety. We discuss our results and the possible future steps to improve French PhD students’ well-being.

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

The (Un)translatability of Well-Being

2020 ◽  
pp. 377-394
Author(s):  
Tim Lomas
Keyword(s):  
Positive Psychology ◽  
Subject Matter ◽  
Cultural Awareness ◽  
Well Being ◽  
Cross Cultural ◽  
Scientific Study ◽  
Ways Of Thinking ◽  
Mainstream Psychology

Positive psychology—the scientific study of well-being—has made considerable strides in understanding its subject matter since emerging in the late 1990s. However, like mainstream psychology more broadly, it can be deemed relatively Western-centric, with its concepts and priorities influenced by ways of thinking and understanding that are prominent in Western cultures. Consequently, the field would benefit from greater cross-cultural awareness, engagement, and understanding. One such means of doing so is through the study of “untranslatable” words (i.e., those lacking an exact equivalent in another language, in this case English). This chapter reflects on the nature of untranslatable words, considers their significance to positive psychology (and psychology more broadly), and offers suggestions for why and how the field should engage with them.

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