Exam 2 Flashcards
Clifton’s Talents
Naturally reoccurring patterns of thought, feeling, or behavior that can be productively applied in areas such as work and school
Via Virtues
Core characteristics valued by moral philosophers and religion leaders across time and cultures
Strength vs Virtue
Virtue= our end goals (justice=virtue)
Strength= pathways to achieve end goals (fairness=strength)
Why is Listing Strengths Hard?
sufficient breadth
sufficient depth
cross-cultural reference fit
possible inherent bias
How Clifton identifies strengths
studying success in business and education
interviews w/ successful workers to find positive outcomes
found themes among strength (34(
potential cultural bias: interviewees?
cultural bias in item development
VIA Classification of Character Strengths
founded by Mayerson foundation who were interested in psychological assets that help young people thrive
10 criteria for character strengths: final list thought to “emerge consensually across cultures and throughout time”
Concerns: thought to be made by those who did not represent diverse cultures
Perspective Taking
seeing things through someone else’s experience
cognitive
emotional
wholistic
Gratitude (trait)
easily exp. appreciation, aware of life’s abundance, acknowledge the good in life
Gratitude (emotional experience)
in the moment feeling, being thankful, being appreciative
Benefits of Gratitude
less lonely, less perceived stress, less depressive sx’s
more positive affect, more self-esteem, more subjective physical health
Cognitive Model of Gratitude
gratitude= trait, gratitude=cognitive style
start with positive cognitive style w/ components
positive attentional bias
positive interpretation bias
positive memory bias (come from top 2 bias)
this is reflected in neural changes which lead to increased physical health
also give increased psych subjunctive WB which creates a feedback loop to gratitude
Psychosocial Model of Gratitude
gratitude=state; in the moment perceptions, behavioral (Like broaden & build)
Gratitude leads to increased perceived social support and prosocial behavior which has reciprocal relationship
this leads to increased relationship quality
which leads o increased physical health and increased psych well-being which has reciprocal relationship
feedback loop from increased psych to gratitude
3 Good Things
each day @ end of day, identify 3 good things big or little (gratitude intervention)
Gratitude Letter
write letter to person for whom you have unexpressed gratitude
benefits: increase sender’s psychological well-being
increase sender’s gratitude
Forgiveness (Worthington, 2005)
the process of reducing negative emotions, thoughts, and motivations toward a person who has caused you harm
does not say to cancel feelings, no mention of relationship w/ transgressor
Forgiveness (Tangney et al., 1999)
1.cognitve-affective transformation
2.victim makes realistic assessment of harm done and acknowledge’s perp’s responsibility
3. but freely chooses to cancel the debt
4. cancelation of negative emotions
5. essentially removes himself or herself from victim role
not forgetting what person did, nothing abt relationship
Forgiveness (Enright et al., 1998)
willingness to abandon one’s right to resentment, negative judgment, and indifferent behavior toward one who unjustly hurt us while fostering undeserved qualities of compassion, generosity, and even love
move toward relationship with positive emotions
Benefits of Forgiveness
low ex’s of depression, anxiety, PTSD
low fear, hostility, neuroticism
increased relationship satisfaction, stronger social networks
increased physical health
How to Apologize
- Be clear abt what you are apologizing for
- Don’t add conditions where conditions don’t belong
- An apology needs to stand on its own
- explain, don’ justify
- Express remorse with empathy
- Have a plan for it to not happen again
Definitions of Bad Things (Resilience Lit)
significant adversity or risk
ex: maltreatment, parental illness, homelessness, war, natural disasters
primarily about children
Definitions of Bad Things (Post-Traumatic Growth Lit)
trauma (DSM-5)
exposure to actual or threatened death, serious injury, or sexual violence
applies to victim or witness
actual or threatened
What is Resilience?
patterns of positive adaptation during or following significant adversity or risk
most children are resilient
What is “at least average functioning?’
academics (staying in school)
conduct
peer relationships
absence of mental disorder
involved in age-appropriate activities
Types of PTG benefits
improve relationships
changes in the self
spiritual growth
changed goals/priorities
new behaviors toward those goasl
Transformational Model of PTG (Tedeschi & Calhoun)
seismic disruption disturbs life> automatic thoughts (I’m changed forever)>management of thoughts>deliberate rumination(practicing productive thoughts)>PTG
PTG can coexist w/ distress
Greater Reliance on Social Support (PTG)
better at asking for help, vulnerable w/ others
Acquisition of new skills
traumatic events can force us to learn new skills (lady whose husband died story where he filled up her gas all the time and when he died she had to learn how to do that)
Factors in the Child promoting resilience
problem-solving skills
self-regulation skills
easy temperament in infancy (born w/)
positive self-perceptions, self-efficacy
Factors in the Family/Close Relationships promoting resilience
close relationships to competent, prosocial adults
authoritative parenting
socioeconomic advantages
connections to pro-social and rule-abiding peers
Factors in the Community/Organization promoting residence
effective schools
ties to prosocial organizations (schools)
high lvls of public safety
good emergency social services
Promotive Effects
factors that have direct effects on well-being/recovery (i.e support from adult rescues distress)
promotive and adversity factors are additive
more promotive and less adversity factors always better
Protective Effects
reduces potency of adversity/risk factors on negative outcomes
ex: risk factor=depression
outcome=suicide ideation w/ positive relationship w/depression
protective factor=PGI skills
PGI skills reduce potency of depression on suicide ideation
Who is most likely to grow after trauma?
Pre-exisiting factors:
high SES & education
younger people
ppl who are more optimistic
Post-trauma factors:
more time since trauma
exp. of positive emotions
problem focused coping
group-based treatment
Benefits of PTG
less psychological distress 1-3 yrs after trauma
less recurrence and low morbidity 8 yrs after 1st heart attack
low cortisol in women w/ breast cancer
high immune system functioning in HIV+ ppl
Positive Psychology Interventions (PPI)
must change/improve a positive psychology construct
research evidence shows it works
research shows that changing construct leads to desirable outcomes
Specific Interventions (Positive activity interventions)
specific interventions and exercises
targets: specific positive constructs of strength
Best Possible Selves Diary
specific intervention
increases optimism
visualize future and write down what you imagine for future
Take a Daily Vacation
specific intervention
increases happiness
goal=relaxation
different vacation every day (take a walk)
mentally prepare for vacation, plan tomorrow’s vacation
3 Good Things (PPI version)
specific intervention
cultivate positive emotion
ask how did you feel and why did these 3 good things happen
Psychotherapies Interventions
complete therapies ad treatments
targets: health conditions and behaviors
can prevent the problem
can fix the problem
Winograd 2020 study
psychotherapy intervention
preventing the problem
pandemic=less job satisfaction
Winograd studied work/family conflict, gender and PGI to see if it would predict job satisfaction
predicted a quarter
teach PGI to prevent/reduce loss of job satisfaction
Fava’s Well-Being Therapy
psychotherapy intervention
fixing the problem
8-16wk therapy to treat depression
directly targets 6 elements of PWB
Phase 1: identify episodes of well-being
Phase 2: identify irrational thoughts
Phase 3: psychoeducation of PWB
outcomes: when combined w/ CBT reduces depression sx’s
Rashid’s Positive Psychotherapy
Phase 1: balanced self-narrative
Phase 2: Emotions and memories
Phase 3: relationships, meaning, and purpose
Outcomes: perhaps reduces depressive sx’s more than Tua
Media Multitasking
Associated w/
Lapses in attention
Difficulty focusing attention
Difficulty switching from task to task
Mindfulness
Awareness that is..
Intentional
Present-moment
Nonjudgmental
No reactive
Accepting
“Beginners mind”
Mindfulness Benefits
Less reaction to negative emotions
More emotion regulation
Stronger social relationships
Savoring
Focused attention on positive emotional experiences
Purpose: to prolong positive emotional experiences
How does Savoring differ from Mindfulness
Only positive emotions
Intentionally prolong emotions
Evaluate/judge as positive
Savoring 3 possible time perspectives
The past: reminiscing
The present: savoring
The future: anticipating
Flow
Complete absorption in intrinsically rewarding activity
Lose track of time
Things “click”- in the zone
Challenge + skill match leads to better flow
Benefit: self-restraining activity
How does Flow Differ from Mindfulness
Not intentional
Not observational
More experimental than cognitive
