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Waterman, A. S. (1993). Two conceptions of happiness: Contrasts of personal expressiveness (eudaimonia) and hedonic enjoyment. , (4), 678–691. doi:10.1037/0022–35220.127.116.118. Aristotle's concept of eudaimonia and hedonic enjoyment constitute 2 philosophical conceptions of happiness. Two studies involving combined samples of undergraduate and graduate students (Study 1, N = 209; Study 2, N = 249) were undertaken to identify the convergent and divergent aspects of these constructs. As expected, there was a strong positive correlation between personal expressiveness (eudaimonia) and hedonic enjoyment. Analyses revealed significant differences between the 2 conceptions of happiness experienced in conjunction with activities for the variables of (a) opportunities for satisfaction, (b) strength of cognitive–affective components, (c) level of challenges, (d) level of skills, and (e) importance. It thus appears that the 2 conceptions of happiness are related but distinguishable and that personal expressiveness, but not hedonic enjoyment, is a signifier of success in the process of self–realization.
If you can follow only one link, start here. The Positive Psychology Center at the University of Pennsylvania is directed by Martin Seligman. This Center's website provides lists of positive psychology books, information about funding opportunities and awards in positive psychology, materials for teachers of positive psychology, and links to positive psychology conferences. The webmaster maintains a Positive Psychology E–mail Directory of individuals who are doing positive psychology work. You can view this directory (or add your own name) by following this link:
Membership is open to graduate and undergraduate psychology students
West, B. J., Patera, J. L., & Carsten, M. K. (2009). Team level positivity: Investigating positive psychological capacities and team level outcomes. , (2), 249–267. doi:10.1002/job.593. The movement toward positive psychology has uncovered the important role that positivity plays in both individual and organizational success. Given that work teams are becoming increasingly embedded in organizational structures, it is surprising that few researchers have investigated positivity at the team level. The present study examines the emergence of team level positive psychological capacities and their relationship with team outcomes (e.g., cohesion, cooperation, coordination, and conflict and team satisfaction) during two team sessions. Results from 101 teams suggest that team optimism is an important predictor of team outcomes when teams are newly formed, whereas team resilience and team efficacy show greater explanatory power after several team interactions. Implications of the findings are discussed, as well as possible avenues for additional research.
Watson, G. (1930). Happiness among adult students of education. , (2), 79-109. doi:10.1037/h0070539 By means of a self-rating form, 388 graduate students of education, who averaged 30 years of age, recorded their estimates of their own happiness. The results, which are presented in detail in the body of the paper, are summarized in the form of 38 concluding statements. Some factors generally contributory to happiness are: enjoyment of and success in work, good health in childhood, popularity, success in dealing with people, marriage, election to offices, love of nature, and serious hard-working living. Three of the major concomitants of unhappiness are: failure in love, expectancy of loneliness in old age, and fears, shyness and the like. Intelligence, wealth or education of parents, maternal careers, knowledge of academic subject-matter, participation in athletics, age of parents at time of child's birth, ability at dancing, etc., "wise" sex education, and creative work with one's hands are among the factors unrelated to happiness and unhappiness. On the whole the graduate students studied are satisfied with life. It is concluded that the general level of happiness can be reliably measured.
Frances L. Hiatt School of Psychology Home
Volkow, N. D., Tomasi, D., Wang, G. J., Fowler, J. S., Telang, F., Goldstein, R. Z., Alia–Klein, N., et al. (2011). Positive emotionality is associated with baseline metabolism in orbitofrontal cortex and in regions of the default network. , (8), 818–825. doi:10.1038/mp.2011.30 Positive emotionality (PEM) (personality construct of well–being, achievement/motivation, social and closeness) has been associated with striatal dopamine D2 receptor availability in healthy controls. As striatal D2 receptors modulate activity in orbitofrontal cortex (OFC) and cingulate (brain regions that process natural and drug rewards), we hypothesized that these regions underlie PEM. To test this, we assessed the correlation between baseline brain glucose metabolism (measured with positron emission tomography and [(18)F] fluoro–deoxyglucose) and scores on PEM (obtained from the multidimensional personality questionnaire or MPQ) in healthy controls (n=47). Statistical parametric mapping (SPM) analyses revealed that PEM was positively correlated (P(c)
Vaughan, M. D., & Waehler, C. (2010). Coming out growth: Conceptualizing and measuring stress–related growth associated with coming out to others as a sexual minority [Special issue]. , (2), 94–109. doi:10.1007/s10804–009–9084–9. Coming out has long been depicted as a process that is conducive to personal growth. However, LGBTQ psychology has yet to conduct systematic, theoretically informed research to study how individuals experience coming out growth (COG) and the impact of such experiences on the lives of sexual minorities. The present investigation seeks to address these gaps in the literature through an examination of stress–related growth within the context of coming out as a sexual minority. Findings from a preliminary investigation of COG in a sample of 418 gay and lesbian adults are presented, including the development and initial validation of the coming out growth scale (COGS), and data addressing the relationship between COG and relevant constructs found in the literature on identity development and stress–related growth.
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Simmons, B. L., Gooty, J., Nelson, D. L., & Little, L. M. (2009). Secure attachment: Implications for hope, trust, burnout, and performance. (2), 233–247. doi:10.1002/job.585. Secure attachment is a healthy attachment style that enables individuals to work autonomously as well as with others when appropriate. Secure attachments are characterized by internal regulatory mechanisms that allow individuals to be flexible and constructive in their interpersonal relationships Our model incorporates hope, trust in one's supervisor, and burnout as explanatory variables that translate the benefits of secure attachment into better supervisor–rated task performance. Among 161 employees of an assisted living center and their supervisors, secure attachment had a significant, positive relationship with hope, trust, and burnout, but only trust had a significant, positive relationship with supervisor–rated performance. These results indicate that secure attachment should be considered a positive psychological strength that has important implications for working adults.
Clinical Psychology Admission | department of psychology
Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions. , (5), 410–21. doi:10.1037/0003–066X.60.5.410. Positive psychology has flourished in the last 5 years. The authors review recent developments in the field, including books, meetings, courses, and conferences. They also discuss the newly created classification of character strengths and virtues, a positive complement to the various editions of the Diagnostic and Statistical Manual of Mental Disorders (e. g., American Psychiatric Association, 1994), and present some cross–cultural findings that suggest a surprising ubiquity of strengths and virtues. Finally, the authors focus on psychological interventions that increase individual happiness. In a 6–group, random–assignment, placebo–controlled Internet study, the authors tested 5 purported happiness interventions and 1 plausible control exercise. They found that 3 of the interventions lastingly increased happiness and decreased depressive symptoms. Positive interventions can supplement traditional interventions that relieve suffering and may someday be the practical legacy of positive psychology.
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Roberts, B. W., Walton, K. E., & Bogg, T. (2005). Conscientiousness and health across the life course [Special issue]. , (2), 156–168. doi:10.1037/1089–2618.104.22.168. This article provides an overview of the role conscientiousness plays in the health process over the life course. The authors describe their research on the underlying structure of conscientiousness and how conscientiousness predicts social environmental factors and health behaviors that have a known relationship to health and longevity. The authors then show that conscientiousness continues to develop in young adulthood, midlife, and even potentially in old age. Finally, they show that the life paths and health behaviors that are associated with health are also associated with changes in conscientiousness across the life course.
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