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Exam prep Flashcards

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1
Q

3 components of self-compassion

A
  1. Mindfulness
  2. Self-kindness
  3. Common humanity
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2
Q

PERMA model

A

Positive emotions
Engagement
Relationships
Meaning
Accomplishments

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3
Q

Seligman’s 3 pillars of happiness

A
  1. Positive subjective experiences
  2. Positive individual characteristics
  3. Positive social institutions and communities
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4
Q

Mental health (Keyes, 2002) x3

A
  1. Psychological well-being
  2. Emotional well-being
  3. Social well-being
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5
Q

Psychological well-being (x6)

A

Autonomy
Personal growth
Positive relations with others
Life purpose
Environmental mastery
Self-acceptance

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6
Q

Emotional well-being

A

Positive affect
Life satisfaction

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7
Q

Social well-being (x5)

A

Social acceptance
Social actualisation
Social integration
Social contribution
Social Coherence

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8
Q

Self-determination theory (x3 basic needs)

A

Autonomy
Competence
Relatedness

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9
Q

PANAS scale

A

Positive and Negative Affectivity Schedule

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10
Q

Experience Sampling Method (ESM)

A

ESM is more effected by momentary mood. It focuses on building a ‘day-in-a-life’

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11
Q

Scale used for life satisfaction

A

Satisfaction with Life Scale

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12
Q

Bruinstein (1993) study of goals (commit, attainability & achievement)

A

High commitment & high attainability = positive SWB
High Commitment & low attainability = low SWB
High achievement = high SWB
Low achievement = low SWB

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13
Q

2 core components of goals

A

Cognitive & emotional/motivational

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14
Q

Self-concordance model (Sheldon & Elliot)

A

TOP
Goal self-concordance
Sustained effort
Goal attainment
Need satisfying experiences
Changes in well-being

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15
Q

SMARTER goals

A

Specific
Measurable
Achievable
Realistic
Time-bound
Evaluate
Reward

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16
Q

10 Universal needs (Sheldon et al)

A

Self-esteem
Relatedness
Autonomy
Competence
Pleasure/stimulation
Physical thriving
Self-actualisation
Security
Popularity/influence
Money/luxury

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17
Q

Introjected motives

A

Motives that involve the negative feelings we would experience if we did not achieve the goal

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18
Q

Personal strivings, personal projects & life tasks

A

Personal strivings = Typically things you are trying to do in your everyday behaviour. Usually reoccurring goals rather than a 1 time goal. Typically or characteristically trying to do
Personal projects = Activities and concerns that people have in their lives. Completing uni, going outside, cooking dinner.
Life tasks = Normative and socially prescribed.

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19
Q

Maslow’s hierarchy of needs (expanded)

A

Physiological needs
Safety needs
Belongingness needs (love)
Esteem needs
Cognitive needs
Aesthetic needs
Self-actualisation
Need for transcendence

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20
Q

10 human values

A

Power = social power, authority, wealth
Achievement = successful, capable, influential, hard-working
Hedonism = Pleasure, enjoyment of food, sex, leisure
Stimulation = Adventure, risk-taking, need for change, new experiences
Self-direction = Creativity, freedom, independence, curiosity, choosing ones own goals
Universalism = Being broadminded, seeking wisdom, social justice, fairness, world of peace
Benevolence = Helpfulness, honesty, sincerity, loyalty, responsibility
Tradition = Modesty, acceptance of life circumstances, moderation, respect for traditions
Conformity = Politeness, courtesy, self-discipline, honoring parents and elders
Safety = security of loved ones, national security, social order

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21
Q

Virtues, character strengths & situational themes

A

Virtues = Are core characteristics
Character strengths = psychological processes and mechanisms that reflect virtues
Situational themes = specific habits that lead people to manifest strengths in specific situations
Virtue = wisdom CS = curiosity ST = asking questions

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22
Q

6 Universal themes

A

Wisdom & Knowledge = Creativity, curiosity, open-mindedness, love of learning, and perspective
Humanity = Love, kindness and social intelligence
Transcendence = Appreciation of beauty & excellence, gratitude, hope, humour
Temperance = Forgiveness & mercy, humility & modesty, prudence, self-regulation
Justice = Citizenship, fairness, leadership
Courage = Bravery, persistence, integrity, vitality (zest & authenticity)

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22
Q

6 Universal themes

A

Wisdom & Knowledge = Creativity, curiosity, open-mindedness, love of learning, and perspective
Humanity = Love, kindness and social intelligence
Transcendence = Appreciation of beauty & excellence, gratitude, hope, humour
Temperance = Forgiveness & mercy, humility & modesty, prudence, self-regulation
Justice = Citizenship, fairness, leadership
Courage = Bravery, persistence, integrity, vitality (zest & authenticity)

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23
Q

6 criteria to define a strength

A
  1. Character strengths are morally valued by society
  2. We recognise “paragons of virtue” (individuals who display character strengths)
  3. Must manifest in a range of personal behaviour, thoughts & feelings (i.e. trait like)
  4. Strength must allow the individual to achieve more than the absence of distress
  5. All strengths can be reliably measured as individual differences
  6. Displaying strengths is uplifting for others.
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24
Q

Balance theory

A

Wise people are skillful in balancing three interest and three possible causes of action in arriving to solutions of life problems
1. One’s own interest and needs (interpersonal)
2. The interests and needs of important others
3. Those related to the community, country, environment or religion

  1. Change themselves
  2. Change their environment, including others
  3. Select a new environment all together
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25
Q

6 characteristics that someone is wise

A
  1. Reasoning abilities
  2. Sagacity
  3. Learning from ideas and the environment
  4. Judgement
  5. Expeditious use of information
  6. Perspicacity = perspective
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26
Q

Wisdom in action: SOC (Model of effective life management)

A

Select = selecting appropriate goals
Optimisation = The choices and actions that lead to successful goal achievement
Compensation = Developing alternative means for achieving and maintaining goals when previously effective means are blocked.

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27
Q

4 needs that humans seek to fulfill in order to view their lives as meaningful

A

Purpose, value, self-efficacy, self-worth

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28
Q

Self-discrepancy theory

A

Comparisons between ‘actual’, ‘ideal’, and ‘ought’. It’s about the discrepancies between them.

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29
Q

Self-control theory

A

Discrepancies between current state and future goal.
The rate of discrepancy reduction versus the size of the discrepancy.
You need a good feedback loop;
1) Standards - clear criteria for when a goal is achieved
2) Monitoring - accurate and regular evaluation of progress
3) Strength - overcome temptation, distraction & procrastination

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30
Q

TOTE

A

Test, operate, test, exit

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31
Q

Implementation intentions

A

if-then plans. Specific steps to achieve a goal.

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32
Q

Replacement implementation versus negative implementation

A

Replacement is less draining, gives you less choices to think about

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33
Q

Mental contrasting

A

Mental contrasting is a strategy that helps with self-regulation
1) think about an important goal
2) Imagine the positive future resulting from this behaviour
3) Contrast positive future with negative reality (obstacle) that interferes with the outcome
4) Following MC, for implementation intention

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34
Q

3 components of excuses

A

1) Prescriptive clarity: rules, goals & procedures
2) Personal obligation
3) Personal control

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35
Q

Intergoal facilitation

A

When one goals enhances the chances of success in another goal

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36
Q

2 factors that contribute to achieving goals in the long run

A

Confidence and commitment

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37
Q

Primary versus secondary control

A

Primary = refers to attempts to change and mold the external environment to fit the needs and goals of the self
Secondary = The emphasis is on changing the self to fit the external environment

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38
Q

Action identification theory

A

Any action can be identified at more than one level. The theory suggests that people prefer and gravitate toward higher-level identifications of their actions.

Abstract = more meaningful but hard to regulate and achieve
Concrete = less meaningful but more manageable

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39
Q

High-level strivers versus low-level strivers

A

High-level strivers = goals were abstract, general & based on self-reflection
(associated with more psychological distress)
Low-level strivers = goals were concrete, specific & non-reflective
(associated with less negative emotion but more physical illness)

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40
Q

Dispositional optimism

A

Trait. Global expectation that the future will be mostly good.

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41
Q

Explanatory style of optimism (3 dimensions)

A

State. How a person goes about doing things, rather than a trait that someone has.
How people explain negative events (3 dimensions)
Internal/external
Stable/Unstable
Specific/Global

Optimism =
Pessimism =

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42
Q

Hope theory

A

Combines explanatory and dispositonal optimism.
Goals, pathways and agency
Willpower = Agency is the willpower that provides energy and determination to persist
Waypower = is about pathways in thinking
Hope is defined as the perceived capability to derive pathways to desired goals, and motivate oneself via agency thinking to use those pathways.

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43
Q

Learned optimism (the 3 p’s)

A

Permanence = That negative feelings will last forever. That we will not be able to overcome a problem.
* No crisis will last forever.
Pervasiveness = The event will affect all areas of our life. After suffering a hardship, people tend to think negatively about most areas in their life.
*We know that in other areas of our life, the situation will be better.
Personalisation = Guilt. People think that what happens to us, is because of us.
*We are not the cause of all of our problems.

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44
Q

Behavioural activation system (BAS)

A

Responsive to environmental cues that signal opportunities for rewards, non-punishment, and escape. The incentive-sensitive system motivates approach behaviors.

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45
Q

Behavioural inhibition system (BIS)

A

Responsive to cues signaling punishment and non-reward.

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46
Q

Socioemotional selectivity theory

A

As people realize they have fewer years remaining in their lives, they begin to shift their energy and attention away from activities and goals related to the future and more towards the present.

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47
Q

Assessment tools for explanatory styles (x2)

A

Attribution Style Questionnaire (ASQ)
Content Analysis of Verbatim Explanations (CAVE)

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48
Q

3 components of emotions

A
  1. Subjective experience = the “feeling” of an emotion
  2. Physiological response = change in breathing, heart rate
  3. Behavioural response = expression of emotion
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49
Q

Thought-action tendency

A

Emotions prepare us for action (scared = escape)

50
Q

Broaden and build theory/model

A

Positive emotions help open up your thinking to new possibilities which can then lead to new adaptive behaviour, therefore creating more positive emotions.
It focuses on specific positive emotions rather than mood. Does not include sensory pleasure (hunger being met or sex)

51
Q

Un-doing hypothesis

A

Positive emotion un-doing negative emotions
Neutral video = 40 second recovery
Sad video = 60 second recovery
Amusing video = 20 second recovery

52
Q

Appraisal and resources accrued

A

Appraisal = our interpretation of the past, present and future circumstances resulting in emotion.
Resources accrued = What we tend to get out of experiencing the emotion, thought, and actions

53
Q

2 main coping behaviours

A

Emotion-focused = attempt to change, reduce or modulate one’s own emotional response to stressful situations
Problem-focused = behaviours which are focused on altering, reducing, or eliminating the source of stress
*Extra third one
Proactive coping = efforts to prevent stressful events from happening in the first place

54
Q

The buffering hypothesis

A

Social support from others reduces the potentially debilitating effects of stress

55
Q

Duchenne smile & muscles involved

A

Duchenne smile involves both the zygomatic major muscle & orbicularis oculi, A non-Duchenne smile requires only the zygomatic major muscle
Zygomatic major muscle = raises the corner of your mouth
Orbicularis oculi = raises the cheeks

56
Q

Losada ratio

A

3:1 positive to negative emotions

57
Q

3 components of hopefulness

A
  1. Goal thinking
  2. Pathways thinking
  3. Agency thinking
58
Q

3 preconditions need to be met for savoring

A
  1. Sense of immediacy of what is happening in the moment - here and now
  2. Social and self-esteem needs must be set aside
  3. A mindful focus on the pleasurable features of a current experience
59
Q

5 types of hope

A
  1. Utopian hope = individual possessing hope, but it is based on imagination/aspired for community or society.
  2. Chosen hope = is prompted by different factors such as grief/loss, fear, concern for loved ones. Tend to be associated with a sense of hopelessness
  3. Mastery hope = Includes higher goals, empowerment beliefs and collaborative tendencies.
  4. Attachment hope = comes from developmental psychology. It includes basic trust.
  5. Survival hope = included liberation beliefs and self-regulation capacities.
60
Q

When in positive psychology do we look into the past?

A

When working with gratitude

61
Q

3 functions of gratitude

A
  1. Moral barometer = recognition for those who promote our well-being
  2. Moral motive = trigger extension/reciprocation of gratitude more widely
  3. Moral reinforcer = increases prosocial behaviour (thank - you notes increase volunteering)
62
Q

Autotelic personality

A

People who seek ‘flow’ activities

63
Q

Habitual versus conscious responding

A

habitual: Event = reaction
Conscious: Event = curious observation = acceptance = response

64
Q

Hope theory

A

A process of goal-directed thought that reflects:
1. Pathways thinking = the belief that one can find ways to reach one’s goal (waypower)
2. Agency thinking = the motivation based on one’s perceived capabilities (willpower)

65
Q

Willpower and waypower

A

willpower = agency
waypower = pathways

66
Q

4 needs to experience flow in the workplace

A
  1. There are clear goals
  2. There is autonomy
  3. There is social support
  4. There is clear positive feedback
67
Q

The purpose of positive psychology

A
  1. Enhance flourishing
  2. Use research to find ways to improve well-being
68
Q

Measuring the emotional component of subjective wellbeing

A

The happiness measure (strongest correlation with daily affect and life satisfaction)
Measures the frequency and intensity
Intensity = rate out of 10
Frequency = give a % of happy, unhappy & neutral (adds to 100%)

69
Q

Acceptance and commitment therapy (ACT)

A

Has a focus on valued life domains. Values are foundational in ACT.

70
Q

Value domains (x10)

A

Family
Intimate couple relationships
Parenting
Friendships/social life
Career/work
Education/personal growth
Recreation, fun and leisure
Spirituality
Community and environment
Health and physical wellbeing

71
Q

Taking action with character strengths

A

Aware = explore = apply

72
Q

Enhancing optimism using which exercise

A

Best possible selves exercise

73
Q

Gratitude questionnaire

A

Gratitude Questionnaire-Six-Item-Form (GQ-6)

74
Q

Gratitude by mental elimination

A

Inducing gratitude by imagining your current life wherein certain good things did not happen to you.

75
Q

Satisfaction in the workplace scale

A

Life satisfaction scale (change the questions to fit the workplace)

76
Q

The 9 ‘vitamins’ of work

A
  1. Opportunity to control your work autonomously
  2. Opportunity to use and develop your skills
  3. Clarity of goals and role
  4. Variety of tasks
  5. Performance requirements and feedback
  6. Social support and contact
  7. Financial rewards (CE)
  8. Physical comfort and security (CE)
  9. Position/Title and status (CE)
77
Q

Constant effect and additional decrement

A

Constant Effect (CE) = After the required dosage has been reached, they have no further effect on well-being
Additional decrement (AD) = they boost well-being expect in very high doses when they become harmful to job satisfaction

78
Q

4 needs to achieve flow in the workplace

A
  1. Clear goals
  2. Autonomy
  3. Social support
  4. Clear positive feedback
79
Q

Assessing flow (2 x questionnaires)

A
  1. Dispositional Flow State-2 (DFS-2) = frequency
  2. Flow State Scale-2 (FSS-2) = measure the degree of flow in a particular event
80
Q

9 dimensional model of flow

A
  1. Challenge-skill balance
  2. Clear goals
  3. Unambiguous feedback
  4. Concentration on the task at hand
  5. Sense of control
  6. Loss of self-consciousness
  7. Action-awareness merging
  8. Transformation of time
  9. Autotelic experience
81
Q

4 components of mindfulness

A
  1. Attention & awareness
  2. Responding to the thinking mind
  3. Acceptance of the present moment
  4. Conscious responding
82
Q

Habitual versus conscious responding

A

Habitual: event = response
Conscious: event = curious observation = acceptance = response

83
Q

Mortality salience

A

To create an awareness of death. Used in terror management.

84
Q

Minding the close relationship (x5 attributes of a good relationship)

A
  1. Knowing and being known
  2. Attribution = the pattern of explanations typically given for a partners behaviour, Giving the benefit of the doubt.
  3. Acceptance and respect
  4. Reciprocity = equal awareness of each other and their needs
  5. Continuity = togetherness in the relationship. Hope for the future
85
Q

Components of self-compassion (x3)

A
  1. Self-kindness
  2. Common humanity
  3. Mindfulness
86
Q

Self-compassion break

A

Think of a situation in your life that is causing you stress. Say/think this to yourself.
1. This is a moment of suffering (mindfulness)
2. Suffering is a part of life (common humanity)
3. May I be kind to myself (self-kindness)

87
Q

Organisational consultants work with which layers

A

External environment
Organisation
Group and social
Individual

88
Q

Appreciative inquiry

A

a strengths-based, positive approach to leadership development and organizational change.

89
Q

Core elements in engagement

A

Vigor
Dedication
Absorption

90
Q

Avoid walkouts with these 3 things

A

Unblock communication
Become responsive
Aim higher

91
Q

The employee lifecycle (1)

A

Attraction = Recruitment = Onboarding = Development = Retention = Separation

92
Q

Positive organizational behaviour (POB)

A

the study and application of positively oriented human resource strengths and psychological capacities that can be measured, developed, and effectively managed for performance improvement in today’s workplace.”

93
Q

Individual states needed in the workplace (x4)

A

Hope, optimism, resilience, self-efficacy

94
Q

Psychological captial (psycap)

A

A second-order construct. A state not a trait
Is the characteristics of an individual’s positive psychological state of development. It seeks to understand positive attitudes and behaviours and use this knowledge to develop people’s strengths and capabilities to enhance their performance.
Includes: Resiliency, self-efficacy, hope and optimism.

95
Q

Trait versus state

A

Trait = remains stable
State = can be developed.

96
Q

Dr Finch’s finding (HERO)

A

Hope
Efficacy
Resilience
Optimism

97
Q

Positive organisational scholarship

A

Focuses on positive features of an organisation that allows employees to thrive

98
Q

The employee life cycle (positive psychology)

A

Attract = identify the strengths that would deliver key outcomes of a role and then recruit individuals who demonstrate these strengths
Retain = employees were the central role of their engagement. Employee well-being, diversity, performance management (focused on strengths)
Develop = Total talent management. This works on 3 assumptions:
Work with the total pool of talent, harnessing the total talent for each individual, act with the assumption that talent management and development should permeate the whole of an organisations people processes, rather than to simply career and succession planning

99
Q

Realise2 ( 3 dimensions and ratings)

A

60 attributes according to 3 dimensions
Energy
Performance
Use
Ratings on each will fall under either; realised strength, unrealised strength, learned behaviour or weakness.

100
Q

4-m development model

A

Used with the Realise-2
Marshal + realised strength
Maximise + unrealised strength
Moderate + learned behaviours
Minimise + weakness

101
Q

IPO

A

Input - process - outcome

102
Q

Goal orientation (x 2 views)

A

Approach versus avoid

103
Q

Three components of happiness (3 x lives)

A

The pleasant life (the good life) = hedonism, seeking pleasure.
The engaged life = Active involvement in activities.
The meaningful life = living beyond our own interests

104
Q

Physical versus transcendent goals

A

Physical goals = hedonism, need for safety, security, and good health
Transcendent goals = need for spiritual/religious understanding of life, community feeling, improving the world.

105
Q

Wisdom as expert knowledge in the conduct of life (x5 criteria)

A
  1. Factual knowledge = knowledge of the pragmatics of life.
  2. Procedural knowledge = Knowing “how”, strategies and approaches for solving life’s problems, achieving goals.
  3. Lifespan contextualism = Knowledge of different life settings and social environments
  4. Relativism of values = Awareness of individual and cultural differences in values and life priorities.
  5. Awareness and management of uncertainty = Recognising the limits of knowledge. The future cannot be fully known ahead of time.
106
Q

Interpretive control

A

Relevant to religion/spirituality, it is a form of control. It is to find meaning in life events to regain control of them

107
Q

Sanctification

A

The perception of an object having spiritual significance and character

108
Q

A quest religious orientation

A

A third dimension of religion (intrinsic and extrinsic are the other two). Complex, flexible, and tentative view of religion.

109
Q

Ironic process theory

A

Includes the operating process = requires conscious effort, and can be disrupted by mental load.
Ironic monitoring process = largely unconscious, requires little effort and is hard to stop/control.

110
Q

A contingency of self-worth

A

Is a domain or category of outcome on which a person has staked his or her self-esteem, so that a person’s view of his or her value or worth depends on perceived successes or failures

111
Q

John Henryism

A

This term is taken from railroad folklore about a man who competed with a steam-powered spike driver and won, but died as a result. (optimism)

112
Q

Laughter increases the bodies production of what

A

Antibodies and NK cells. Also S-IgA = is an antibody that is widely regarded as the body’s first line of defense against the common cold.

112
Q

Direct effects hypothesis

A

Argue that social support contributes to an individuals health independent of his or her level of stress.

113
Q

General theory of positivity

A

Predicts that the line dividing human flourishing from languishing among individuals and groups is strongly associated with positivity ratios of 2.9

114
Q

3 coping strategies that help generate positive emotions

A
  1. Positive reappraisal
  2. Problem-focused coping based on positive emotions
  3. Infusing ordinary activities with positive meaning
115
Q

3 components of longer-term happiness

A
  1. Pursue goals that match or fit with personal characteristics
  2. That are autonomously chosen
  3. Have implementation plans
116
Q

3 components of a good life

A
  1. integrating wisdom
  2. Goal selection
  3. goal pursuit
117
Q

Well-being therapy

A

Relies heavily on self-observation
You record your thoughts and feelings in a diary

118
Q

Facilitate disclosure (x4)

A
119
Q

Locked-in syndrome

A

Cannot speak or move, except for eye movements. Brain stem stroke

120
Q

Broca’s area versus Wernicke’s area

A

Broca’s area: Difficulty producing language
Wernicke’s: Can produce sensible language but are unable to understand it

121
Q

4 x lobes of the brain

A
  1. Frontal
  2. Temporal
  3. Parietal
  4. Occipital

Positive Psychology (1 decks)

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