Past to Present- The Positive Approach Flashcards
Positive Approach
People want to live the best life they can.
Assumption 1
Acknowledgement of free will
Assumption 1: Acknowledgement of free will
The positive approach believes humans have free will to control their emotions and improve their lives by developing strengths and virtues. Seligman argues happiness is not based on genetics or luck but on recognising and enhancing our strengths. This contrasts with determinist approaches like the biological, psychodynamic, and behaviourist perspectives, which suggest behaviour is shaped by factors beyond our control.
Assumption 1: Psychological example
Diener and Seligman (2002) found that students with strong ties to friends and family were happier, with a negative correlation between happiness and depression. This supports the idea of free will, suggesting we can control our happiness by choosing activities that boost well-being and reduce low mood.
Assumption 2
Authenticity of goodness and excellence
Assumption 2: Authenticity of goodness and excellence
The positive approach argues that psychology has focused too much on negative traits like stress and depression, aiming to fix problems rather than celebrate strengths. This creates an unbalanced view, as most people function well and seek personal growth. Researching and supporting well-being is just as important as treating mental illness. By focusing on positive traits and self-improvement, this approach promotes a more optimistic view of human behaviour.
Assumption 2: Psychological example
Seligman’s (2002) theory of signature strengths suggests that individuals possess 24 character strengths, such as curiosity, fairness, and honesty. To improve well-being, people should nurture and develop these strengths. These traits were classified in the VIA Classification of Character Strengths and Virtues (Peterson & Seligman, 2004) and later developed into an online self-report questionnaire for personal growth.
Assumption 3
Focus on ‘the good life’
Assumption 3: Focus on ‘the good life’
Positive psychology focuses on factors that contribute to a well-lived life. Seligman (2003) distinguishes three types of desirable lives:
The Pleasant Life – Happiness from positive emotions related to past, present, and future.
The Good Life – Happiness from engaging in activities that absorb and involve us.
The Meaningful Life – Fulfillment from living with a purpose greater than oneself.
Seligman suggests that while the pleasant life is a starting point, we should aim for the good life and ultimately seek a meaningful life for true happiness.
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Assumption 3: Focus on ‘the good life’
To achieve the good life, we need to develop our strengths and virtues (e.g., wisdom, courage, spirituality, love). These strengths help us find gratification and cope with adversity. Seligman identifies three key elements of the good life:
Positive connection to others – The ability to love, trust, enjoy happiness, forgive, and develop spiritual connections.
Positive individual traits – Qualities like integrity, morality, creativity, bravery, courage, and humility.
Life regulation qualities – Abilities to regulate, monitor, and control behavior to achieve goals, such as autonomy, independence, decision-making faith, and wisdom.
Assumption 3: Psychological example
An example of the ‘good life’ is the concept of ‘flow’, developed by Mihaly Csikszentmihalyi. Flow is the state of being fully engaged in an activity, where a person loses track of time and becomes completely absorbed. To achieve flow, there needs to be a balance between the level of challenge an activity presents and the skills we have to handle it. Different activities lead to flow for different people.
Applying acknowledgement of free will to the
formation of relationships
Sonja Lyubomirsky suggests that 40% of our happiness comes from intentional activities, which are actions we choose to engage in, exercising our free will. Examples include exercising, reframing events positively, and nurturing social relationships. For instance, reconnecting with old friends or strengthening existing relationships can boost happiness and well-being.
Applying authenticity of goodness and excellence
to the formation of relationships
Positive psychology emphasizes character strengths to improve well-being, particularly in relationships. Humanity strengths like kindness, love, and social intelligence enhance social bonds. Focusing on what’s going well in relationships and celebrating your partner’s strengths can strengthen connections. Kashdan et al. (2017) found that appreciating your partner’s strengths leads to more commitment and mutual support.
Applying focus on ‘the good life’ to the formation
of relationships
Humans are naturally social, and building relationships is crucial for happiness. One key element of the good life is forming positive connections with others, which improve subjective well-being. Additionally, engaging in activities like sports with friends can lead to a flow state, enriching our happiness. Diener & Seligman (2002) found that students with strong romantic and social relationships were happier than those with weaker connections.
Acknowledgement of free will application to QoLT
QoLT aligns with the positive approach by emphasising that individuals have free will to change their thoughts, feelings, and behaviors. Many people with mental health issues feel a lack of control, and QoLT aims to restore this by teaching that happiness is a choice. By helping individuals regain control over their lives, the therapy promotes greater life satisfaction and emotional well-being.
Quality of Life Therapy (QoLT)
Developed by Michael Frisch (2006), QoLT combines Cognitive-Behavioural Therapy (CBT) with positive psychology principles to promote happiness and life satisfaction.
Authenticity of goodness and excellence to QoLT
Another key assumption is that positive emotions are as important as negative ones. Instead of just addressing problems when they arise, QoLT encourages individuals to develop their natural strengths and virtues. This proactive approach helps people build resilience, making them better equipped to handle life’s challenges and maintain long-term well-being.
‘Focus on the good life’ to QoLT
QoLT also supports the assumption that happiness and optimism are central to improving quality of life. The therapy teaches that by focusing on strengths, people can build better relationships, achieve success, and maintain good health. Rather than fixing what is wrong, QoLT celebrates what is right, reinforcing the idea that everyone has the potential for happiness and personal growth.
Quality of Life Inventory (QoLI)
QoLT begins with an assessment using the QoLI, which measures 16 key life areas affecting well-being. This helps identify problem areas and allows the therapist to plan interventions to improve life satisfaction and overall well-being. Some of these include health, love, friendship and self-esteem.
CASIO Model in QoLT
The CASIO Model is a five-factor approach to life satisfaction used in QoLT. It suggests that satisfaction in any life area depends on:
C – Circumstances (objective aspects of life)
A – Attitude (how we think about that life area)
S – Standards (how fulfilled we feel based on personal expectations)
I – Importance (how much value we place on that area)
O – Overall Satisfaction (how other areas contribute to well-being)
Clients use this model to reassess areas of dissatisfaction and shift focus to overlooked positive areas, improving overall life balance and happiness.
The ‘Three Pillars’ of QoLT
QoLT focuses on Three Pillars to improve life satisfaction:
Inner Strength – Developing calmness, resilience, and energy to face challenges.
Meaning in Life – Identifying personal goals in important life areas.
Quality Time – Setting aside time for rest, reflection, and problem-solving.
These pillars help individuals enhance well-being by balancing personal growth, purpose, and relaxation alongside interventions like the CASIO Model.
(1) Effectiveness
QoLT for adolescents
QoLT has been shown to improve well-being in adolescents. Toghyani et al. (2011) found that Iranian male adolescents aged 15-17 who participated in 8 QoLT sessions had significant improvements in subjective well-being compared to a control group. QoLT helps young people enhance happiness and life satisfaction by focusing on positive emotions and providing strategies for better mental health. These findings support the positive approach’s idea that individuals can actively improve their quality of life through targeted interventions.
(2) Effectiveness
QoLT for depression
QoLT has been found effective for individuals with depression. Grant et al. (1995) studied 16 clinically depressed volunteers who were interested in bibliotherapy. They participated in weekly meetings to discuss a quality of life manual. By the end of the treatment, all participants showed significant improvements in both quality of life and self-efficacy. This demonstrates that QoLT can help individuals with depression enhance their well-being and belief in their own abilities.
(3) Effectiveness
QoLT versus ‘other’ positive psychology therapies
There is no evidence that QoLT is more effective than other positive psychology practices, like daily gratitude journaling. Emmons and McCullough (2003) found that college students who kept a daily gratitude journal reported higher levels of alertness, enthusiasm, and determination. Those who wrote weekly gratitude journals exercised more, felt better about their lives, and were more optimistic compared to those who recorded negative or neutral events. This suggests that everyday positive practices can be just as effective as QoLT in improving well-being.
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Evaluation:
Ethical issues
The positive approach differs from other therapies like psychodynamic therapy, as it does not focus on the past to explain present behavior, helping to avoid client anxiety. Unlike cognitive therapies such as REBT, there is no blame placed on the client, as the focus is not on negative states of mind. This approach emphasises that positive traits are authentic and inherent in everyone, with the potential for development, acknowledging the free will of individuals rather than adopting a determinist stance like psychoanalysis.
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Evaluation:
Ethical issues
Critics argue that positive psychology, including QoLT, may be moving too quickly. They suggest that therapists might be using strategies without fully considering whether all positive states are truly beneficial for everyone. For example, Azar (2011) highlights research showing that optimism and positivity may not help everyone, and for “defensive pessimists” (people who manage anxiety by anticipating negative outcomes), forced optimism can actually harm performance.
Myers and Diener (1995): Methodology and Procedures
Myers and Diener conducted a literature review on happiness, meaning there were no specific procedures. They searched for relevant studies on subjective well-being, which used various methods like correlations and observations. They then organised the findings into different areas and drew conclusions about factors affecting happiness.
Myers and Diener (1995): Findings
Myths of happiness:
Age
Age:
No real difference
A survey of roughly 170,000
people from 16 different countries
(Ingelhart, 1990) revealed that no
time of life is notably happier or
unhappier than others.
Myers and Diener (1995): Findings
Myths of happiness:
Gender
Gender:
Generally no difference
80% of men and 80% of women said
they were at least ‘fairly satisfied’
with life (Ingelhart, 1990).
Myers and Diener (1995): Findings
Myths of happiness: Race
Race:
No real difference
People of different nationalities
scored similarly on tests of selfesteem.
Myers and Diener (1995): Findings
Myths of happiness: Culture
Culture:
Large differences found
Nations differ in happiness
even when income differences
are controlled. For example, in
Portugal, about 10% of people say
they are very happy, whilst in the
Netherlands, 40% of people say the
same.
Myers and Diener (1995): Findings
Myths of happiness: Money
Money:
Moderate correlations
75% of Americans beginning
college said that ‘being very well off
financially’ was a ‘very important’ life
goal and was ranked more important
than ‘raising a family’ for example.
Myers and Diener (1995): Findings
Happy people: Traits
Traits:
Self-esteem, personal control, optimism, and extraversion.
Happy people tend to like themselves and feel a sense of personal control. They are also optimists and are more extraverted. It is not known if these traits cause happiness or being
happy leads to these traits.
Myers and Diener (1995): Findings
Happy people: Relationships
Relationships
Those with more friends are happier.
People who can name several friends are healthier and happier than people who have few or no friends. Married people are more likely to describe themselves as ‘very happy’ than those who never married, are divorced or
separated.
Myers and Diener (1995): Findings
Happy people: Flow
Flow
People with greater work satisfaction have better life satisfaction. Work should help the individual reach a ‘flow’ state, where one is so caught up in an activity that the mind does not wander, one becomes oblivious to surroundings and time flies
(Csikszentmihalyi, 1990).
Myers and Diener (1995): Findings
Happy people: Faith
Faith
Religious people report higher levels of happiness. Surveys have shown that people who are strongly religious are twice as likely to say they
are ‘very happy’. Faith seems to help people to cope with a crisis.
Myers and Diener (1995): Conclusions
Myers and Diener used their research to develop ideas about a
theory of happiness. It contained three elements.
- Adaptation. Only events within the last three months have a significant effect on well-being as the response to either positive or negative events fades over time.
- Cultural worldview. An individual’s culture influences how life events are interpreted, which in turn affects well-being.
- Values and goals. Having goals and making progress towards them can predict well-being. Therefore, things like money are only important if they are relevant to a person’s
life goals.
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Myers and Diener (1995): Conclusions
Myers and Diener dismissed factors like age, sex, and money as key indicators of happiness, instead emphasizing personality traits and relationships. They saw research on well-being as a valuable addition to studies on depression and anxiety. They believed that understanding who is happy could help people rethink their priorities and create a world that promotes human well-being.
Evaluation: Methodology and Procedures
Self-report
Self-reports on happiness are subjective, but research suggests they are reliable. People may give socially desirable answers, but their happiness scores match ratings from friends and family. The psychodynamic view suggests people may repress unhappiness, but studies show that those who say they are happy are also seen as happy by others. This supports the idea that self-reports of happiness can be trusted.
Evaluation: Methodology and Procedures
Correlations
Correlations show links but not causes, meaning we can’t assume certain factors directly cause happiness. For example, marriage and happiness may be linked due to shared finances rather than the relationship itself. We also don’t know the direction of the relationship—happiness might make marriage more likely, rather than marriage causing happiness (Mastekaasa, 1992).
Evaluation: Methodology and Procedures
The samples
Most research on happiness comes from Western samples, mainly in the USA, so findings may not apply to other cultures. Individualist cultures report higher happiness, but collectivist cultures may experience happiness differently, finding joy in group success rather than personal achievement.
Evaluation: Ethical issues
Psychological harm
Happiness research poses little risk as it doesn’t manipulate behavior. However, unhappy participants might feel worse when asked about their well-being. Researchers must be sensitive, debrief participants properly, and refer them to professional help if needed, following ethical guidelines.
Evaluation: Social implications
Socially sensitive research
Socially sensitive research can influence how we view certain groups. For example, Inglehart (1990) found that 10% of Portuguese people reported being happy compared to 40% in the Netherlands. This might create stereotypes, assuming all Portuguese people are unhappy and Dutch people are happier. However, these conclusions may not be reliable if the samples weren’t fully representative.
Evaluating the positive approach
A shift in focus for psychology
Point: A key strength of the positive approach is its focus on well-being rather than just treating mental illness.
Evidence: Sheldon and King (2001) argue that traditional psychology has had a negative bias, focusing on weaknesses rather than human potential. Seligman (2000) also emphasized the need to shift from repairing problems to building positive qualities.
Explain: By promoting strengths like happiness and optimism, this approach empowers individuals to take control of their emotions and future rather than being seen as passive victims of past experiences.
Link: This shift makes psychology more holistic, helping people not just to overcome difficulties but to thrive and lead fulfilling lives.
Applications
Point: Positive psychology is useful in education, therapy, and the workplace.
Evidence:
US Army: Resilience training helps soldiers cope with stress. Schools: US schools teach positive psychology to improve well-being. UK: Wellington College includes happiness lessons in its curriculum.
Explain: These programs help people build strengths and improve mental health.
Link: The success of these applications proves that positive psychology benefits real life.
Free will approach
Point: Unlike other approaches, positive psychology is not determinist, it believes people have free will.
Evidence: Other approaches (e.g., biological, psychodynamic) argue that behaviour is shaped by biology or past experiences. Seligman argues that focusing on the past limits personal growth. Positive psychology believes people can develop strengths and control their well-being.
Explain: This empowers individuals to take charge of their mental health and happiness.
Link: The emphasis on free will makes positive psychology more optimistic and practical for self-improvement.
Not a new idea
Point: Positive psychology is not a completely new approach; similar ideas were explored by humanistic psychologists like Maslow and Rogers.
Evidence: Maslow (1950s–60s) promoted self-actualisation and human potential. Humanistic psychologists criticised other approaches for focusing too much on negativity. Positive psychology claims to be more scientific, but humanistic psychologists argue that ignoring qualitative research limits understanding.
Explain: This suggests that positive psychology is not as revolutionary as it claims to be but instead builds on previous work.
Link: While positive psychology has practical applications, its ideas are not unique, reducing its originality as a psychological approach.
Can happiness be measured?
Point: Measuring happiness is difficult because it is subjective and varies between individuals.
Evidence: Different people define happiness in different ways, making it hard to develop a universal measure.
Neuroscientific research (Wager et al., 2003) shows that positive emotions activate the basal ganglia, suggesting happiness has a biological basis.
Explain: While neuroscience provides some objective measures, it is unclear whether happiness is a distinct emotion or part of a broader emotional spectrum.
Link: This uncertainty limits the reliability of scientific measurements of happiness, making it difficult to study in a controlled way.
Ignoring individual differences
Point: Positive psychology has been criticised for assuming a “one-size-fits-all” approach to happiness, ignoring individual and cultural differences.
Evidence: Christopher & Hickinbottom (2008) argue that positive psychology is ethnocentric, based on Western values of individualism rather than collectivist cultures, where happiness may be viewed differently. Norem (2001) found that “defensive pessimists” manage anxiety by anticipating negative outcomes, and forcing optimism on them can harm performance.
Explain: This suggests that positivity is not always beneficial for everyone and that cultural context and personality traits must be considered.
Link: By overlooking these differences, positive psychology may not be universally applicable, limiting its effectiveness for all individuals.
