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1、Psychology 1504 Positive Psychology,Bridging Ivory Tower and Main Street,The objective of positive psychology is to unite the rigor of academic research with the accessibility of the self-help movement.,House keeping,Feedback or questions In case of an emergency well take a PP-break Powerpoints and
2、videotape on website Active note-taking Regular Time-Ins,“Words are not the sole medium of exchange in teaching and learningwe educate with silence as well. Silence gives us a chance to reflect on what we have said and heard In authentic education, silence is treated as a trustworthy matrix for the
3、inner work students must do, a medium for learning of the deepest sort.”,The Road to Positive Psychology,Humanistic Psychology (50s) The Third Force Reaction to behaviorism (First Force) Reaction to psychoanalysis (Second Force) Lacked rigorous methodology,Abraham Maslow (1908-1970),Karen Horney (18
4、85-1952),Meet the Grandparents,Aaron Antonovsky (1923-1994),Meet the Parents,Martin Seligman,Ellen Langer,Philip Stone,Meet 1504,It is not merely about information,It is also about transformation,Covering less; uncovering more,“In pursuit of knowledge, every day something is acquired; in pursuit of
5、wisdom, every day something is dropped.” Lao Tzu,“The soul grows by subtraction, not addition.” Thoreau,In Search of “WOW”,There is no “WOW”! Making common sense more common,Information is not enough,“What is wrong is not the great discoveries of scienceinformation is always better than ignorance, n
6、o matter what information or what ignorance. What is wrong is the belief behind the information, the belief that information will change the world. It wont.” Archibald MaCleish,Information is not enough,“Humanistic philosophy offers a new conception of learning, of teaching, and of education. Stated
7、 simply, such a concept holds that the function of education, the goal of educationthe human goal, the humanistic goal, the goal so far as human beings are concernedis ultimately the self-actualization of a person, the becoming fully human, the development of the fullest height that the human specie
8、s can stand up to or that the particular individual can come to. In a less technical way, it is helping the person to become the best that he is able to become.” Abraham Maslow,It is not about providing definitive answers concerning the good life,It is about identifying the right questions,Education
9、 is the quest for information and transformation, and therefore must begin with a question.,“The most common source of mistakes in management decisions is the emphasis on finding the right answer rather than the right question.” Peter Drucker,“The one real object of education is to leave a man in th
10、e condition of continually asking questions.” Bishop Creighton,The Question of Questions,How can we help ourselves and othersindividuals, communities, and societybecome happier?,It is not a survey of positive psychology,It is a selective exploration of the question of questions.,Eclectic Cross cultu
11、ral psychology,“We were a little surprised by the Dalai Lamas seeming resistance to the notion of cultural differences.” Daniel Goleman,Studying Ourselves (as well),“What is most personal is most general.” Carl Rogers “We must remember that knowledge of ones own deep nature is also simultaneously kn
12、owledge of human nature in general.” Abraham Maslow,“There is one thing, and only one in the whole universe which we know more about than we could learn from external observation. That one thing is ourselves. We have, so to speak, inside information; we are in the know.” CS Lewis,It is not English 1
13、0a or Math 55,It is about rigorous fun,“I would not give a fig for the simplicity on this side of complexity, but I would give my life for the simplicity on the other side of complexity.” Oliver Wendell Holmes,A different kind of effort,“On Monday, dont tell me how great it was; tell me what youre d
14、oing differently.” Peter Drucker,Final Project,20-30 minute Presentation Any topic within positive psychology Written text (10-15 pages double spaced) Slides (word or powerpoints) Include: Reference to research Optional: stories, film clips, exercises, etc Why a presentation? Teaching as learning Sp
15、read goodness,Why Positive Psychology?,Anger: 5,584 Anxiety: 41,416 Depression: 54,040,Psychological Abstracts (1967-2000),Joy: 415 Happiness: 1,710 Life satisfaction: 2,582,Ratio: 21/1,Focusing on What Doesnt Work,“The science of psychology has been far more successful on the negative than on the p
16、ositive side; it has revealed to us much about mans shortcomings, his illnesses, his sins, but little about his potentialities, his virtues, his achievable aspirations, or his psychological height. It is as if psychology had voluntarily restricted itself to only half its rightful jurisdiction, and t
17、hat the darker, meaner half.” Abraham Maslow,Psychology Needs Help,21/1 ratio is unhealthy but it reflects reality depression 10 times higher today than 1960 mean age for depression today is 14.5 (compared to 29.5 in 1960),Does Psychology Need Help?,21/1 ratio of studies is unhealthy but it reflects
18、 reality depression 10 times higher today than 1960 mean age for depression today is 14.5 (compared to 29.5 in 1960) mental health crisis on campuses nationwide (Kadison, 2005) worldwide mental health epidemic,Why Positive Psychology?,The importance of focusing on what works Happiness is not the neg
19、ation of unhappiness Prevention through cultivating capacity,1. The Importance of Focusing on What Works,“The aim of Positive Psychology is to catalyze a change in psychology from a preoccupation only with repairing the worst things in life to also building the best qualities in life.” Martin Seligm
20、an,Reframing Questions: The Case of At-Risk Population,Traditional psychology (Post-WWII) “Why do these individuals fail?”,Positive psychological approach (1980s-) “What makes some individuals succeed despite unfavorable circumstances?”,Resilience,“A class of phenomena characterized by patterns of p
21、ositive adaptation in the context of significant adversity or risk.” Masten & Reed,Superkids? Ordinary characteristics, extraordinary results Optimism Faith and a sense of meaning Prosocial behavior Focusing on strengths Set goals A role model Social support,From Pathogenic Questions to Salutogenic
22、Questions,“All those familiar with the history of science are aware that important advances come with the formulation of new questions. The question is the breakthrough; the answer comes with difficulty, but it is the new question that is important. The salutogenic question, I submit to you, is a ra
23、dically new question, which provides the impetus for formulating a new paradigm to help us understand health and illness. It has serious implications for researcher and clinician, biological and social scientist alike.” Aaron Antonovsky,“We see what we look for and we miss much of what we are not lo
24、oking for even though it is there. Our experience of the world is heavily influenced by where we place our attention.” Stavros and Torres,Role models High Expectations From blame to responsibility Tough and respectful Optimism and faith in future From focusing on deficiencies to focusing on strength
25、s,Passive Victim Vs. Active Agent,self pity blame frustration anger,_,take action responsibility confidence hope and optimism,Reframing Questions: The Case of a Chicago School,Traditional Way “How can we keep students in school?”,Marva Collins Way “How can we cultivate the seed of greatness in our s
26、tudents?” “How can we cultivate the seed of greatness in our selves and families, in our communities and organization, in our nation and our world?”,2. Happiness isnt the Negation of Unhappiness,Disease Model Health Model,Focus on weaknesses Focus on strengths Overcoming deficiencies Building compet
27、encies Avoiding pain Seeking pleasure Running from unhappiness Pursuing happiness Neutral state (0) as ceiling No ceiling Tensionless as ideal Creative tension as ideal,_ 0 _ +,neurosis, anger, anxiety, wellbeing, satisfaction, joy depression, psychosis excitement, happiness,3. Prevention through Cu
28、ltivating Positive,Illness as the absence of health (vs. health as the absence of illness),“It neurosis is a falling short of what one could have been, and even, one could say, of what one should have been, biologically speaking, that is, if one had grown and developed in an unimpeded way. Human and
29、 personal possibilities have been lost. The world has been narrowed, and so has consciousness. Capacities have been inhibited.” Abraham Maslow,“We have discovered that there are human strengths that act as buffers against mental illness: courage, future-mindedness, optimism, interpersonal skill, fai
30、th, work ethic, hope, honesty, perseverance, the capacity for flow and insight, to name several. We have shown that learning optimism prevents depression and anxiety in children and adults, roughly halving their incidence over the next two years. Similarly, I believe, that if we wish to prevent drug
31、 abuse in teenagers who grow up in a neighborhood that puts them at risk, that the effective prevention is not remedial. Rather it consists of identifying and amplifying the strengths that these teens already have.” Martin Seligman,Cultivating Capacity,Stronger “psychological immune system” Larger a
32、nd stronger “psychological engine” Mental health at Harvard,“The message of the Positive Psychology movement is to remind our field that it has been deformed. Psychology is not just the study of disease, weakness, and damage; it also is the study of strength and virtue. Treatment is not just fixing
33、what is wrong; it also is building what is right. Psychology is not just about illness or health; it is about work, education, insight, love, growth, and play. And in this quest for what is best, Positive Psychology does not rely on wishful thinking, self-deception or hand-waving; instead it tries t
34、o adapt what is best in the scientific method to the unique problems that human behavior presents in all its complexity.” Martin Seligman,Bibliography and Recommendations www.psychologymatters.org http:/www.ppc.sas.upenn.edu/ Antonovsky (1979). Health, Stress, and Coping. San Fransisco: Jossey-Bass.
35、 Masten, A. S. & Reed, M. J. (2002). Resilience in development. In C. R. Snyder and S. J. Lopez (Eds.), Handbook of Positive Psychology, 528-540. Oxford University Press. Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive Psychology. American Psychologist, 55, 5-14. Sheldon, K. M. & King, L
36、 (2001). Why Positive Psychology Is Necessary. American Psychologist, 56, 216-217. Snyder, C. R. & Lopez, S. J. (Eds.) (2002). Handbook of Positive Psychology, 528-540. Oxford University Press. Collins, M. & Tamarkin, C. (1990). Marva Collins Way. Putnam: New York. Werner, E. & Smith, R. (2001). Journeys from Childhood to Midlife: Risk, Resilience and Recovery. Cornell University Press.,