Praise for Positive Psychology in Practice, Second Edition “When the first edition of Positive Psychology in Practice arrived in 2004, it was an early and authoritative reference for an emerging science and its application Now, a decade later, we are graced with a second edition Here, you will find updated chapters and all new content This book provides a deep dive into current trends in research and practice for anyone interested in positive psychology.” —Dr Robert Biswas-Diener, author of The Upside of Your Dark Side and The Courage Quotient and Professor at Portland State University “One of psychology’s best books just got better Experts, evidence, applications— exactly what you need to make positive psychology work in practice, and work well A definite resource addition to my own library and practice.” —George Burns, Adjunct Professor of Psychology at the Cairnmillar Institute in Australia and author of 101 Healing Stories and Happiness, Healing, Enhancement “For each of the past 10 years, I have assigned Positive Psychology in Practice as required reading for my course on positive interventions in the Master of Applied Positive Psychology (MAPP) program at the University of Pennsylvania I am delighted to see this second edition, which expands the content in exciting new directions and brings the chapters up to date My students and I are grateful to Stephen Joseph and the many chapter authors for this valuable contribution to the field.” —James O Pawelski, Director of Education and Senior Scholar, Positive Psychology Center, University of Pennsylvania “This book is a critical companion for anyone who works for the betterment of others, be they an educator, a consultant, a coach, a health professional of some kind, or an applied researcher Stephen Joseph set out to assemble a volume of wide-ranging appeal and he has delivered precisely that It expands wonderfully on the first edition, capturing much of what has transpired in the field over the past decade My first edition copy will finally get a well-deserved rest!” —Dr Gordon Spence, Program Director, Master of Business Coaching, Sydney Business School, University of Wollongon, Australia “This is an excellent book that provides an up-to-date, accessible, and comprehensive overview of the best positive psychology interventions that are currently available It reflects a deep understanding of positive psychology, as it not only gives an accurate account of the field’s growing complexities but also addresses the movement’s roots within the history of psychology.” —Carmelo Vázquez, Complutense University, Madrid, Spain, and President of the International Positive Psychology Association “Positive Psychology in Practice, 2e is a milestone in the annals of texts detailing the intricacies of positive psychological inquiry Its stress on the social implications of positive psychology, for example, makes it not only relevant to public policy but also to the kind of society, and indeed world, we wish to foster Furthermore, its coverage of humanistic and existential perspectives on positive psychological practice will be greatly welcomed in those areas of our profession that have been skeptical of conventional positive psychological emphases on the ‘good life’ with relatively less emphasis on the ‘full’ or ‘vital’ life These existential and humanistic dimensions add notably to our deepening knowledge of such areas as resilience, posttraumatic growth, and qualitative/subjective experiences of what it means to flourish In short, I highly recommend Positive Psychology in Practice, 2e as a rigorous and humanizing exploration of the vital life.” —Kirk Schneider, PhD, adjunct faculty member at Saybrook University and Teachers College, Columbia University, and author of Existential-Humanistic Therapy, The Handbook of Humanistic Psychology, and The Polarized Mind Positive Psychology in Practice Promoting Human Flourishing in Work, Health, Education, and Everyday Life Second Edition Edited by Stephen Joseph Cover image: © iStock.com/Ola_Tarakanova Cover design: Wiley This book is printed on acid-free paper Copyright © 2015 by John Wiley & Sons, Inc All rights reserved Published by John Wiley & Sons, Inc., Hoboken, New Jersey Published simultaneously in Canada No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600, or on the web at www.copyright.com Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 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is not included in the version you purchased, you may download this material at http://booksupport.wiley.com For more information about Wiley products, visit www.wiley.com ISBN 978-1-118-75693-5 (Cloth) ISBN 978-1-118-75717-8 (ePDF) ISBN 978-1-118-75725-3 (ePub) Printed in the United States of America 10 In memory of Christopher Peterson (1950–2012), who reminded us that “Other People Matter” Contents Preface xi Acknowledgments xv Applied Positive Psychology 10 Years On Stephen Joseph PART I HISTORICAL AND PHILOSOPHICAL FOUNDATIONS Historical, Philosophical, and Epistemological Perspectives Hilde Eileen Nafstad Building Bridges Between Humanistic and Positive Psychology Brent Dean Robbins Existential Dimensions of Positive Psychology Roger Bretherton The Salutogenic Paradigm Shifra Sagy, Monica Eriksson, and Orna Braun-Lewensohn 31 47 61 PART II VALUES AND CHOICES IN PURSUIT OF THE GOOD LIFE The Science of Values in the Culture of Consumption Tim Kasser Values and Well-Being Lilach Sagiv, Sonia Roccas, and Shani Oppenheim-Weller The Paradox of Choice Barry Schwartz A Self-Determination Theory Perspective on Fostering Healthy Self-Regulation From Within and Without Kirk Warren Brown and Richard M Ryan 10 The Complementary Roles of Eudaimonia and Hedonia and How They Can Be Pursued in Practice Veronika Huta PART III 83 103 121 139 159 PRACTICES FOR HEALTH AND WELL-BEING 11 The Prospects, Practices, and Prescriptions for the Pursuit of Happiness 185 Kristin Layous, Kennon M Sheldon, and Sonja Lyubomirsky 12 Putting Positive Psychology Into Motion Through Physical Activity 207 Guy Faulkner, Kate Hefferon, and Nanette Mutrie vii viii CONTENTS 13 Balancing Time Perspective in Pursuit of Optimal Functioning Ilona Boniwell and Philip G Zimbardo 14 Putting Positive Psychology Into Practice via Self-Help Acacia C Parks 15 Positive Psychology and Life Coaching Margarita Tarragona 223 237 249 PART IV METHODS AND PROCESSES OF TEACHING AND LEARNING 16 Different Approaches to Teaching Positive Psychology Amy C Fineburg and Andrew Monk 17 Positively Transforming Classroom Practice Through Dialogic Teaching Alina Reznitskaya and Ian A G Wilkinson 18 Teaching Well-Being and Resilience in Primary and Secondary School Chieko Kibe and Ilona Boniwell 19 Cultivating Adolescents’ Motivation Reed W Larson and Nickki Pearce Dawes 267 279 297 313 PART V POSITIVE PSYCHOLOGY AT WORK 20 Bringing Positive Psychology to Organizational Psychology Sarah Lewis 21 Improving Follower Well-Being With Transformational Leadership Heather M Clarke, Kara A Arnold, and Catherine E Connelly 22 Applications of Positive Approaches in Organizations Jane Henry 23 Leadership Coaching and Positive Psychology Carol Kauffman, Stephen Joseph, and Anne Scoular 329 341 357 377 PART VI HEALTH, CLINICAL, COUNSELING, AND REHABILITATION 24 Complementary Strengths of Health Psychology and Positive Psychology John M Salsman and Judith T Moskowitz 25 Deconstructing the Illness Ideology and Constructing an Ideology of Human Strengths and Potential in Clinical Psychology James E Maddux and Shane J Lopez 26 The Relationship Between Counseling Psychology and Positive Psychology Andreas Vossler, Edith Steffen, and Stephen Joseph 27 Positive Psychology in Rehabilitation Psychology Research and Practice Claudio Peter, Szilvia Geyh, Dawn M Ehde, Rachel Müller, and Mark P Jensen PART VII 393 411 429 443 CONTEXTS OF CLINICAL PRACTICE 28 Clinical Applications of Well-Being Therapy Chiara Ruini and Giovanni A Fava 29 Strategies for Accentuating Hope Jeana L Magyar-Moe and Shane J Lopez 463 483 866 SUBJECT INDEX Global Advocacy Council for Physical Activity, Toronto Charter for Physical Activity, 207 Gratitude: adult-specific, 561–562, 563–564, 568 child/adolescent, 562, 564, 565–566, 568–569, 570 clinical applications of, 566–567 coping and resilience improvements through, 567–568 counseling psychology focus on, 436, 437 creative applications of, 566–567 cultural influences and perspectives on, 565 emotional prosperity program based on, 52 existential approaches to, 50 good life relationship to, 568–569 health impacts of, 398 interventions to promote, 562–564 life span development of, 559–571 measures and correlates of, 560–562 moral affect conceptualization of, 559–560 obstacles to promoting, 564–566 overview of, 559, 570 personality correlates with, 561–562, 565 positive activities through expression of, 190, 191, 197, 198, 259, 260, 398, 563–564, 700, 796 recovery-oriented service systems including, 700 research on, 559, 560–562, 569–570 self-help approaches to, 241, 243–244 summary of, 570–571 work organization benefits of, 569–570 Gratitude Bucket, 241 Gratitude Journal, 243–244 Gratitude Tree, 244 Gratitude Visit intervention, 563 Great Transformation, 54 Gross National Happiness, 766–767 Group settings, 513, 647–648 See also Community Haberdasher’s Academies, 302–303 Happify, 242–243, 244 Happiness and well-being: assessment of, 273, 343, 401, 446, 466, 468, 472, 737–738 Bhutan’s Gross National Happiness, 766–767 conditions for, 741–745 counseling psychology focus on, 435–436 cultural influences and perspectives on, 194, 713, 738, 740–744, 745, 746, 757, 759–760 definition and description of, 185, 682–683, 734–737 demographics of happy people, 713–714 as desirable outcome, 746–748 disability-related impacts on, 618–619 embodiment and, 792–793, 796 empirical evidence and research on, 189–191, 196, 732–734 genetic influences on, 186, 188 greatest happiness principle, 731–732 health relationship to, 196–197, 394–395, 396, 399–400, 745 hedonic adaptation to, 187 hedonic pursuit of, 171–173 (see also Eudaimonia and hedonia) manufacturing of, 741–745 money relationship to, 714–715, 722–723, 741–743, 746, 757–760, 763–764 optimal conditions for increasing, 192–196 overview of, 185–186, 199, 748 personality relationship to, 186, 713, 745 pessimism and optimism on intentional pursuit of, 186–187 positive activities increasing, 188–199, 254–255, 700 positive social planning focus on, 751–767 possibility of, 739–741 practicable goal of, 734–741 as public policy priority, 731–748 pursuit of, practices for, 185–199 quality of life and, 734–736 religious and spiritual influences on, 713–714, 739 satisfaction and, 735–737, 739–740, 746 self-help approaches for, 237–246 social relationships impacting, 198, 716–722, 744, 796 summary of, 199, 748 theoretical perspectives in, 188 time perspective and, 230–231 values relationship to, 85–86, 747–748, 757–760 work relationship to, 197–198, 341–352, 357–360, 702–703 World Database of Happiness, 734, 738, 741 Health and well-being: categorical vs dimensional models of, 419–420 clinical psychology on, 411–424 definition of, 597 disabilities impacting, 443–455, 615–629 disease classifications in, 411–412, 415–416, 418–419 eudaimonic view of (see Eudaimonia and hedonia) forgiveness relationship to, 661–664, 665 happiness relationship to, 196–197, 394–395, 396, 399–400, 745 health psychology on, 383–404 illness ideology of, 412–421, 432–433, 436–437 mastery and control impacting, 396 meaning and purpose impacting, 397 Subject Index mental health, specifically (see Mental health) positive activity consequences for, 196–197, 397–400 positive affect impacting, 196–197, 394–395, 396, 399–400 positive aging in relation to, 595–610 positive psychology on (see Positive psychology) practices for (see Health and well-being practices) rehabilitation for disabilities impacting, 443–455 salutogenic continuum of illness and, 61–75, 275 sense of coherence and, 65–73 social-constructivist perspective of, 412, 416–419, 420–421, 422 social relationships impacting, 719–721, 796 social work strength perspective on, 687–689 stress impacting (see Stress) Health and well-being practices: balancing time perspective as, 223–234 happiness pursuit as, 185–199 life coaching as, 249–261 physical activity as, 207–218 positive psychology interventions as, 397–400 self-help approaches as, 237–246 Health psychology: assessment of positive constructs in, 400–402, 403 Broaden-and-Build model in, 395 definition and description of, 394 future directions in, 402–404 health outcome mediators in, 395–397 mastery and control in, 396 meaning and purpose in, 397 overview of, 393, 404 positive affect in, 394–395, 396, 399–400 positive psychology interventions in, 397–400 positive psychology synergy with, 383–404 Revised Stress and Coping Theory in, 395 stress and health focus in, 394–397 summary of, 404 Hedonia See Eudaimonia and hedonia Hereditary spastic paraparesis (HSP), 620–623 Historical and philosophical foundations: agenda of positive psychology, 11 Aristotelian foundations as, 12–14, 16–17, 18, 19, 20, 33–34, 37, 39, 53 assumptions of positive psychology, 10 existential psychology as, 20–22, 33, 35, 47–56 humanistic psychology as, 20–22, 31–42, 431–432, 434, 696, 826 867 overview of, 9–10, 31–32, 41, 47, 56, 61–62, 74–75 of positive psychology, 9–24, 31–42, 47–56, 61–75, 431–432, 434, 696, 826 psychology subdiscipline application history in, 22–23 research approaches in, 21–22, 22–23, 38, 51–52 salutogenic paradigm as, 61–75 social and moral motivation as, 14–17 summary of, 24, 41–42, 56, 75 Universalistic perspective as, 17–20 Hoarding disorders, 528 Hope accentuation strategies: adult-specific, 493–497 child/adolescent, 485–486, 490–493 clinical applications of, 483–500 cultural influences and perspectives on, 498–499 formal, 485–487, 489, 490–495, 497 hope as change agent in, 484–485 hope bonding as, 485, 488–489 hope enhancing as, 485, 489–497 hope finding as, 485–488 hope profiling as, 488 hope reminding as, 485, 497–498 hope theory on, 483–485 informal, 487–488, 489, 495–497, 497–498 overview of, 483, 499 summary of, 499–500 The How of Happiness (Lyubormirsky), 240, 244 Humanistic-experimental approaches, 437 Humanistic psychology: Aristotelian foundations of, 33–34, 37, 39 counseling psychology roots in, 431–432, 434 epistemology in, 38 eudaimonia vs hedonia in, 37–38, 39 existentialism in, 33, 35 history of, 32–37 key themes in, 35–37 methodology in, 38 motivation theories in, 20–21 overview of, 31–32, 41 personalism in, 34 phenomenology in, 33–34 positive psychology bridges with, 3, 20–22, 31–42, 431–432, 434, 696, 826 psychoanalytic theory vs., 20–21, 32–33 summary of, 41–42 virtue theory in, 38–41 Humanistic therapies, 165 Illness Management and Recovery, 700 Individuality-community balancing: close relationships and happiness in, 718–722 communitarian movement on, 723–724 868 SUBJECT INDEX Individuality-community balancing (Continued) cultural influences and perspectives on, 713, 721–722, 723–724 demographics of happy people for, 713–714 health considerations in, 719–721 money and happiness role in, 714–715, 722–724 need to belong in, 716–718, 721–722 overview of, 713, 724 in public policy, 713–725 radical individualism impacts in, 721–722 social toxicity of inequality in, 722–724 summary of, 724–725 vision of connected future in, 722–723 Inner resources See Emotional intelligence; Gratitude; Positive aging; Wisdom Institute of Coaching, 379 International Classification of Disease, 415 International Classification of Functioning, Disability and Health, 443, 616–617 International Positive Psychology Association (IPPA), 379 International Society for Quality of Life Studies (ISQOLS), 733 Internet-related functions: computerized adaptive testing as, 401 context sensing via, 245 emerging technology impacting, 245 forgiveness facilitation intervention delivery via, 671 self-help approaches via, 240–244, 245 Interventions and practices: clinical (see Clinical practice) community-related (see Community) health and well-being (see Health and well-being practices) mindfulness (see Mindfulness practices) pharmacological (see Pharmacological interventions) positive activities as (see Positive activities) prevention-focused (see Prevention practices) Investors in People (IIP), 360–361 Item-response theory (IRT), 401 Journal of Abnormal and Social Psychology, 414 Journal of Humanistic Psychology, 32 KidsMatter program, 302 Knox Grammar School, 273 Leadership behavior: authentic, 334, 338, 380 characteristics of positive, 338, 342 conservation of resources theory on, 347–349 definition and description of, 342 emotional intelligence influence on, 382, 553 ethical and virtuous organization behavior influenced by, 338 executive or leadership coaching on, 232, 249, 377–387 future research on, 349–351 identification fostering relationship to, 346, 348 meaningful work relationship to, 344–345, 348 mediators of effects of, 343–347, 348 organizational values exhibited through, 704–705 overview of, 341–342, 351 political, 553 practice implications of, 351 self-efficacy relationship to, 343–344, 348 summary of, 351–352 transformational, 341–352 trust in management relationship to, 345–346, 348 workplace wellness program support through, 702–703 Life coaching: approaches to, 252 definition and description of, 249–252 development of, 250–251 eudaimonic and hedonic pursuits via, 165 information sources for, 258–259 meta-theory for, 252 orientation of, 257–258 overview of, 249, 261 PERMA model for, 257 positive activities/interventions in, 254–256, 259–260 Positive Psychology Coaching as, 254– 256 positive psychology compatibility with, 253–256 positive psychology integration with, 257–261 psychotherapy and counseling distinction from, 250 research on, 252–253 self-help tools for, 260–261 summary of, 261 time perspective coaching in, 232–233 Life span development: of emotional intelligence, 545–554 forgiveness changes over, 673 of gratitude, 559–571 inner resources for positive, 545–554, 559–571, 577–591, 595–610 of positive aging, 595–610 of resilience, 780–781 of sense of coherence, 68 of wisdom, 577–591 LiveHappy, 244 Subject Index Loving-kindness meditation, 197, 260 Luckey, Richard, 595, 602–603 Making Hope Happen for Kids program, 490–492 Marriage or partnerships See also Families “Call for a New Conversation on Marriage,” 725 divorce or separation in, 718 emotional intelligence in, 554 existential psychology on, 55–56 forgiveness in, 659–660, 662, 663, 665, 670 gratitude in, 562 happiness and well-being in, 718–719 health impacts of, 720 hope accentuation strategies for, 495 positive activity consequences for, 198 positive aging impacts of, 603, 608 resilience in, 779 wisdom related to conflict in, 580–581, 584 Meaning or meaningfulness: assessment, 401 autonomous regulation and, 140, 142, 146 eudaimonia and hedonia on, 37–38, 161, 167–168, 175 existential psychology on, 50–51 forgiveness contribution to, 666 happiness relationship to, 185, 735 health impacts of, 397 humanistic psychology on, 33–34, 37–38 life coaching on, 254, 257 meaningful work, 344–345, 348 phenomenology focus on, 33–34 posttraumatic growth as meaningful change (see Posttraumatic growth) quality of life through, 735 salutogenic paradigm on, 65–66, 67, 73 teaching and learning focus on, 302, 305 well-being therapy on, 470–471 Medication, 165, 211, 472, 473 Meditation: body awareness in, 794, 799 eudaimonia development via, 167 executive or leadership coaching including, 381 gratitude in, 566 loving-kindness, 197, 260 positive activities through, 197, 260 Mental health See also Health and well-being anxiety impacting (see Anxiety and anxiety disorders) bipolar disorder impacting, 526 body dysmorphic disorder impacting, 528 clinical responses to (see Clinical practice; Clinical psychology) conduct disorders impacting, 529 depression impacting (see Depression and depressive disorders) obsessive-compulsive disorder impacting, 475–476, 528, 531, 700 869 personality disorders impacting, 529–532 positive psychology on (see Positive psychology) posttraumatic stress disorder impacting, 474, 528–529, 700, 812 psychosis impacting, 699 recovery movement in, 695–706 schizophrenia impacting, 212, 420, 553–554, 699 social work strength perspective on, 687–689 Mindfulness practices: body awareness in, 794, 799 eudaimonia development via, 167 executive or leadership coaching including, 381 gratitude in, 566 intentional systematic mindfulness as, 566 intrinsic value focus in, 89, 150–151 meditation as, 167, 197, 260, 381, 566, 794, 799 mindfulness cultivation through, 151 self-regulation shaped through, 148–151 Money See Socioeconomic status Morality See also Ethical issues; Values; Virtues gratitude as moral affect, 559–560 moral motivation for, 14–17 public policy on, 723–724 utilitarianism as moral principle, 731–732, 747–748 MORE model of wisdom, 582 Motivation and motivation theories: autonomy of motivated behavior, 139–152, 318, 322 choice relationship to, 139–152, 317 context for motivation strategies, 314–316, 321–323 cultivation of adolescents’ motivation, 313–324 cultural influences and perspectives on, 316, 317 factors influencing motivation, 315–316, 317–318, 322 forgiveness relationship to, 662, 666, 668 hope as motivating force, 484 humanistic and existential theory relationship to, 20–21 individual and collective efficacy support in, 318–319, 322 intrinsic and extrinsic motivation, 139–152, 313–314, 321–323, 380 organizational motivation challenges and improvements, 330, 336, 360 ownership influencing, 317–318, 322 positive psychology foundations of, 14–17 relationship support facilitating, 320, 322 self-determination theory as, 139–152, 320, 380 self-doubt relationship to, 318–319 wisdom relationship to, 586–590 work-fun balance in, 321, 322 870 SUBJECT INDEX Mount Barker High School, 274 Multimodal therapy: executive or leadership coaching including, 381–382 multimodal integrative cognitive stimulation therapy as, 699 multimodal pain management as, 451 recovery-oriented service systems including, 699 Multiple sclerosis, 212 Naikan therapy, 566, 568 National Institute of Mental Health (NIMH), 414 Negative perspectives: context influencing view of, 813–815 cultural influences and perspectives on, 814 hazy boundaries between positive and, 809–811 integration of positive with, 810–818, 825–826 overview of, 807–808, 818 positive education role of, 815–818 positive psychology role of, 807–818, 825–826 posttraumatic growth as positive after negative events, 811–813 prioritizing the positive vs., 809, 811 psychoanalytic theory as, 20–21 strengths-based assessment impacted by negativity bias, 519–520 summary of, 818 Obsessive-compulsive disorder, 475–476, 528, 531, 700 Online functions See Internet-related functions Opportunity costs, 127–128 Oppositional defiant disorder, 529 Optimal experiences See Flow and flow states; Meaning or meaningfulness Organismic integration theory, 140–142, 145 Organizational psychology See also Work organizations appreciative inquiry in, 329–330, 331, 334–335 case studies of, 333–336 decision-making speed and authority in, 333, 704 economies of strengths in, 337 ethical considerations in, 337–338 leadership behavior in, 334, 338, 702–703, 704–705 motivation challenges and improvements in, 330, 336 organizational compassion in, 704–705 organizational resilience in, 331–332 overview of, 329–330, 338 positive deviance in, 335–336 positive psychology in, 329–339, 702–705 positivity benefits to performance in, 331, 336–337 recovery-oriented service systems including, 702–705 social networks and relationships in, 333 step-change application of positive psychology in, 336 strengths contributions to performance in, 330–331, 336–337 summary of, 338–339 transformational applications of positive psychology in, 336–337 virtuous organizational behavior in, 332, 338 Oswal, Shri Paul, 335–336 Paine, Alfred, 595, 600–602 Penn Resiliency Program (PRP), 272, 274, 275, 303 PERMA (positive, engagement, relationships, meaning, achievement) model of well-being, 257, 446–447, 683, 754 Personalism, 34, 565 Personality: agreeableness in, 561 assessment of, 124, 363, 383, 529–532, 587 cultural influences and perspectives on, 814 emotional intelligence relationship to, 546, 550 extraversion in, 186, 358, 561, 814, 815 gene-environment interactions in, 306, 713 gratitude correlates with, 561–562, 565 happiness and well-being relationship to, 186, 713, 745 humanistic and existential theories on, 20–21 neuroticism in, 186, 358, 561 openness to experience in, 582, 583, 587 positive and negative views of, 814–815 psychoanalytic theory on, 20–21 strength-based assessment of, 529–532 time perspective as characteristic of, 225 Universalist perspective on, 18–19 wisdom relationship to, 577, 579, 582, 583, 586–587 work satisfaction and performance relationship to, 358, 363 Personality disorders: antisocial, 529, 532 avoidant, 531 borderline, 529–530 dependent, 531–532 histrionic, 530–531 narcissistic, 530 obsessive-compulsive, 531 paranoid, 529 strength-based assessment of, 529–532 Subject Index Personal well-being, 85, 111–113 Pharmacological interventions, 165, 211, 472, 473 Phenomenology, 33–34 Physical activity: barriers to, 215 body image/embodiment enhancement via, 795 community encouragement for, 216, 217 “feel good” function of, 212–214 guidelines for dosage of, 207–208, 216–217 health and well-being practice of, 207–218 increasing prevalence of, 215–217 mechanisms for impacts of, 214–215 mental health relationship to, 209–214, 216–217 overview of, 207–209, 218 positive aging impacted by, 608 preventative function of, 209–210 process orientation on benefits of, 214–215 quality of life function of, 212 somatopsychic principles of, 208–209 summary of, 218 therapy function of, 210–212 Politics, 553, 722–724 See also Public policy Positive activities: acts of kindness as, 194, 195, 256, 260, 398–399, 700 assessment of, 400–402, 403 circumstances creating, 189–190 counting blessings as, 195, 256, 259–260, 563–564 cultural influences and perspectives on, 194 dosage and timing of, 195–196, 256 embodiment enhancement via, 796, 799–800 empirical evidence and research on, 189–191, 196, 255–256 gratitude expression as, 190, 191, 197, 198, 259, 260, 398, 563–564, 700, 796 happiness increased through, 188–199, 254–255, 700 health impacts of, 196–197, 397–400 intentional, 189–191 life coaching including, 254–256, 259–260 meditation on positive feelings as, 197, 260 motivation and effort for, 193–194 multi-component, 399–400 optimal conditions for success of, 192–196, 256 optimism practice as, 260 overview of, 199 person-activity fit with, 192–193, 256 positive reappraisal as, 398 recovery-oriented service systems including, 700 rehabilitation psychology including, 452, 453 871 relationship impacts of, 198 selection of, 192–193 social support for, 194–195 strengths use in new ways as, 260 summary of, 199 theoretical perspectives on, 188 values affirmation as, 260 variety of, 195, 256 visualization of future self as, 260 well-being therapy focus on, 468 work impacts of, 197–198 Positive affect See Happiness and well-being Positive aging: assessment of, 596–597, 598 clinical examples of, 595, 600–603 definition of, 600 life span development of, 595–610 mission of, 596 non-predictive factors for, 604–606 overview of, 595–600, 609–610 physical health and, 596–597, 598–599, 601, 602, 605, 607 physical reserves and, 596 predictors of, 604, 606–609 psychosocial health and, 597, 599–600, 601–602, 603, 605, 607 research on, 596–600 sexual relations and, 596 social supports for, 599, 602–603 sociodemographics and, 597, 600–601, 604, 605, 608–609 summary of, 610 Positive education: current primary and secondary school initiatives in, 301–305 definition and description of, 298–299 effective utilization of, 306 empirical validation of, 307 eudaimonic and hedonic perspectives on, 302 historical perspective on, 299–301 negative role in, 815–818 optimization of initiatives in, 305–307 overview of, 297, 307 positioning of, 299 Positive Educational Practices (PEPs) Framework for, 305 qualitative evaluation in, 306–307 reasons for, 298 resilience building through, 297, 300–301, 303, 305, 306 self-esteem promotion through, 299–300 social and emotional learning promotion through, 300, 302, 304, 551–552 summary of, 307–308 Positive Living intervention, 699 Positive psychology: agenda of, 11 assumptions of, 10 872 SUBJECT INDEX Positive psychology (Continued) chapter overview on, 3–6 choice in (see Choice) clinical psychology relationship to, 411–424 (see also Clinical practice) community integration of (see Community) counseling psychology relationship to, 429, 431–439 cultural perspectives in (see Cultural influences and perspectives) definition and description of, 1, 11, 47, 681, 682–683 embodiment role in, 791–801 epistemology in, 38 eudaimonic foundations of, 2–3, 37 (see also Eudaimonia and hedonia) existential dimension of, 20–22, 33, 35, 47–56 future of, in practice, 823–828 growth of, 1–2 health psychology relationship to, 383–404 (see also Health and well-being) historical and philosophical foundations of, 9–24, 31–42, 47–56, 61–75, 431–432, 434, 696, 826 humanistic psychology bridges with, 3, 20–22, 31–42, 431–432, 434, 696, 826 inner resources in (see Emotional intelligence; Gratitude; Positive aging; Wisdom) interventions/practices in (see Interventions and practices) methodology in, 38, 51–52 negative role in, 807–818, 825–826 posttraumatic growth in, 50, 213–214, 435, 437, 447, 503–514, 619, 793, 811–813 psychology subdisciplines application of, 22–23, 823–824 public policy influenced by (see Public policy) recovery-oriented service systems built through, 695–706 rehabilitation psychology relationship to, 443–455, 635–654 research in (see Research) social work interface with, 681–691 training and education related to (see Teaching and learning methods and processes; Training and education) values in (see Values) well-being in (see Happiness and well-being; Health and well-being; Well-being) work organizations impacted by (see Work organizations) Positive Psychology Center (PPC), 271, 272, 273 Positive social planning: Bhutan’s Gross National Happiness as, 766–767 ethical considerations and transparency in, 752, 757–760, 766 global outbreak of social positivity, 752–753 intrinsic value of positive social appreciation in, 764–766 mental thriving considered in, 762–763 normative considerations in, 763–764 overview of, 751–752 positive psychology foundations in, 754, 756–757 public policy of, 751–767 social progress conceptions for, 753–754, 755–756 social quality in, 754, 756–757, 760–764 social values and prosperity in, 757–760 social well-being matrix in, 760–762 summary of, 767 Positive youth development theory, 568–569 Posttraumatic growth: clinical applications of, 503–514 clinicians’ facilitation of, 509–513 clinicians’ gain from, 514 cognitive engagement and processing in, 507–508, 509, 510, 511 concept of, 504 counseling psychology focus on, 435, 437 deliberate vs intrusive rumination in, 508 disability-related impacts on, 619 disclosure for, 508–509 embodiment and, 793 existential themes in, 50 expert companion assistance with, 510–513 growth-oriented trauma therapy for, 513–514 narratives of, 509 nonbeneficial nature of trauma despite, 506, 514 overview of, 503 paradoxical changes of, 504–506 physical activity relationship to, 213–214 positive and negative integration in, 811–813 process of, 506–509 psychological comfort and, 504–505 rehabilitation psychology outcome of, 447 self-enhancing bias in, 506 social relationships and support in, 504–505, 508–509 summary of, 514 Posttraumatic stress disorder (PTSD), 474, 528–529, 700, 812 Practices See Interventions and practices Prevention practices: child and family focus in, 90–91 counseling psychology as, 430, 435–436 forgiveness facilitation as, 667, 668 intrinsic vs extrinsic values focus in, 90–92 physical activity as, 209–210 Subject Index positive education as, 300–301, 303, 305 resilience practice as, 776–783 sex offender relapse prevention as, 635, 636, 639 voluntary simplicity intervention as, 91–92 well-being therapy as, 464, 472–473 Problem-solving training, 451, 538–539 Psychoanalytic theory, 20–21, 32–33, 413–414 Psychosis, 699 Psyfit, 242 Public policy: on advertising and marketing, 94–95 on civic responsibilities, 96 on consumer culture and values, 92–96 on economics, 715, 722, 723–724 happiness as priority in, 731–748 individuality-community balancing in, 713–725 on morality, 723–724 positive social planning in, 751–767 resilience theory and practice in, 773–784 on time affluence, 95–96 Purpose See Meaning or meaningfulness Quality of life See also Well-being clinical practice consideration of, 465 happiness and classification of, 734–736 physical activity improving, 212 rehabilitation psychology focus on, 446–447, 452 Realise2, 362 Recovery-oriented service systems: application of combined interventions in, 700–701 delivery format of, 700–701 expansion beyond deficit focus in, 698 individual differences considered in, 698 mainstream movement of, 696–697 mental health and well-being continua in, 697–698 mental health-specific, 701–705 multimodal integrative cognitive stimulation therapy in, 699 organizational psychology in, 702–705 overview of, 695, 706 positive interventions in, 697–701 Positive Living intervention in, 699 positive psychology foundations of, 695–706 provider-specific focus in, 702–704 recovery definition and description, 695–696 research on, 705 summary of, 706 system-level focus in, 704–705 training and education in, 701–702, 703 well-being therapy in, 699–700 Regret, 124, 126–127 873 Rehabilitation psychology: biomedical deficit model of, 445 cognitive-behavioral therapy in, 450–452 definition and description of, 443, 444 environmental factors considered in, 443, 445 growth/posttraumatic growth outcomes in, 447 multiple factors mediating, 448 outlook and future directions in, 452–454 overview of, 443–444, 454 positive principles of, 444–445 positive psychology in, 443–455, 635–654 practice applications of positive psychology in, 450–452, 452–453 psychosocial interventions in, 450–452 research on, 448–450, 453–454, 652–653 sex offender rehabilitation in, 635–654 social relationships and participation considered in, 445, 447, 451 strengths and resources focus in, 445–446 summary of, 454–455 well-being/quality of life as outcome of, 446–447, 452 Relationships See Social relationships Relativistic thinking, 363 Relaxation training, 381, 451, 566 Religion and spirituality: forgiveness related to, 662, 666, 667 happiness and well-being relationship to, 713–714, 739 Research: on adolescent motivation, 316–318, 323 on choice, 134 design methodology for, 21–22, 38, 51–52, 196 on dialogic teaching, 285–286 on eudaimonia and hedonia, 162–163 on executive or leadership coaching, 384–386 on forgiveness, 664–665 on gratitude, 559, 560–562, 569–570 on happiness and well-being, 189–191, 196, 732–734 on health psychology, 402–404 on life coaching, 252–253 on positive activities/interventions, 189–191, 196, 255–256 on positive aging, 596–600 on positive education, 307 on positive psychology, 1–2, 21–22 on recovery-oriented service systems, 705 on rehabilitation psychology, 448–450, 453–454, 652–653 self-help approach translation of, 238–239, 244–245 on sex offender rehabilitation, 652–653 on strength-based assessment, 525, 532 teaching and learning approaches impacted by, 274–275, 285–286, 307, 316–318, 323 874 SUBJECT INDEX Research (Continued) on time perspective, 226–228 on transformational leadership, 349–351 on well-being therapy, 472–475 on wisdom, 582–584, 586–590 Resilience: adversity leading to, 774–775 competence and, 775, 777 context of, 813–814 counseling psychology focus on, 435–436 cultural influences and perspectives on, 775, 777, 780, 781 definition and description of, 301 disability-related impacts on, 620, 628 dynamic model of, 780–781 in dynamic systems, 776 gratitude improving, 567–568 mechanisms for promoting, 777–778 organizational, 331–332 overview of, 773–774, 783 positive education focus on, 297, 300–301, 303, 305, 306 practice applications of, 776–783 psychological capital including, 361 public policy related to, 773–784 related concepts to, 774–776 resilience-guided goals, 777 risks, resources, and processes underlying, 775–776, 778 sense of coherence relationship to, 69 settings for applied resilience, 778–780 summary of, 783–784 teaching and learning approaches to, 272, 274, 275, 297, 300–301, 303, 305, 306 transactional model of, 781–783 Resolving Conflict Creatively Program, 782 RULER (recognizing, understanding, labeling, expressing, and regulating emotions) program, 551–552 Rule-utilitarianism, 732 St Peter’s School, 273–274 Salutogenic paradigm: overview of, 61–62, 74–75 pathogenic paradigm vs., 62–64 positive psychology foundations in, 61–75 practical implications of, 73–74 sense of coherence concept in, 64–74 summary of, 75 teaching and learning approaches addressing, 275 Satisfaction, 735–737, 739–740, 746 Schema theory, 284–285 Schizophrenia, 212, 420, 553–554, 699 School settings: cultivation of adolescents’ motivation in, 313–324 dialogic teaching in, 279–292 education in (see Training and education) forgiveness facilitation in, 672–673 gratitude interventions in, 570 hope accentuation strategies in, 490–493 peer mediation in, 672–673 physical activity in, 215 positive education in, 297–308, 551–552, 815–818 resilience practices in, 778–780, 782 sense of coherence in, 69 teaching and learning methods in, 267–276, 279–292, 297–308, 313–324, 551–552, 815–818 teaching approaches in, 267–276 value fulfillment and congruency in, 112, 114 violence in, 718 well-being therapy in, 474–475 Scotch College Adelaide, 273 Seattle Social Development Program, 778 Self-acceptance, 471 Self-blame, 130, 131 Self-determination theory (SDT): cognitive evaluation theory in, 143–144 eudaimonic autonomy-supportive principles in, 167 executive or leadership coaching compatibility with, 380 internal facilitation of autonomous regulation in, 146–151 intrinsic and extrinsic motivation in, 139–152, 320, 380 nature of autonomous regulation in, 140–142 organismic integration theory in, 140–142, 145 organizational psychology application of, 704 self-regulation perspective in, 139–152 social support facilitating autonomous regulation in, 143–146 values in, 104–105, 106, 107 Self-doubt, 318–319 Self-efficacy: disability-related impacts of, 618 health impacts of, 396 motivational support for, 318–319, 322 psychological capital including, 361 transformational leadership relationship to, 343–344, 348 Self-esteem, 299–300, 699, 717 Self-help approaches: book-based, 240 challenges of real world use of, 244–246 context sensing for, 245 emerging technology impacting, 245 empirical validation of, 244–245 ethical considerations with, 245–246 existing, examples of, 239–244 life coaching use of, 260–261 overview of, 237–238, 246 person-activity fit of, 239 positive psychology interventions via, 237–246 Subject Index research translation to, 238–239, 244–245 smartphone-based, 243–244, 245 social support for, 239 summary of, 246 web-based, 240–243 Self-regulation: attention relationship to, 147–151 eudaimonic growth based on, 171 internal facilitation of autonomous, 146–151 intrinsic and extrinsic motivation in, 139–152 managing emotions as, 547, 548–549, 550 mindfulness impacting, 148–151 nature of autonomous, 140–142 overview of, 139–140, 151–152 self-determination theory perspective on, 139–152 social support facilitating autonomous, 143–146 summary of, 152 Semco, 370 Sense of coherence (SOC): child and adolescent, 67, 69–70, 71–72, 73 collective sense of, 70–71 concept of, 64–65 cultural influences and perspectives on, 68, 72–73 disability-related impacts on, 619 health and, 65–73 life span development of, 68 measurement of, 67 non-significance findings on, 71–73 practical implications of, 73–74 salutogenic paradigm view of, 64–74 Separation anxiety disorder, 527 Sex offender rehabilitation: assessment of offenders in, 643–646 ethical issues in, 636 forgiveness in, 637–638 goals and priorities of offenders in, 644–645 Good Lives Model of, 635–636, 638, 640–654 good lives plan for, 641–642 human nature viewpoints in, 637, 638, 640 internal and external conditions impacting, 641–642 overview of, 635–636, 653–654 personal identity of offenders in, 639, 641 probation case management application of, 653 relapse prevention approach to, 635, 636, 639 research on, 652–653 revenge avoidance in, 638 risk-need-responsivity approach to, 635, 636, 639–640 summary of, 654 theoretical framework for, 636–640 875 therapist’s view of offenders in, 636–638, 642–643 treatment principles, goals, and structure in, 646–652 youth offenders in, 653 Social and Emotional Aspects of Learning (SEAL) program, 302 Social and emotional learning, 300, 302, 304, 551–552 Social-constructivist perspective: on clinical psychology, 412, 416–419, 420–421, 422 on dialogic teaching, 284 Social phobia, 527 Social relationships: choice in relation to, 132–133 cultural influences and perspectives on, 721–722 disability-related social barriers, 625, 628 embodiment and, 796–797 emotional intelligence relationship to, 549, 550, 554 extrinsic vs intrinsic values impacting, 86 familial (see Families; Marriage or partnerships) gratitude impacting, 560, 561–562, 566 happiness and well-being relationship to, 198, 716–722, 744, 796 health impacts of, 719–721, 796 hope accentuation strategies impacting, 489, 495 motivation influenced by interpersonal experiences in, 14–17, 316, 320, 322 need to belong addressed through, 716–718, 721–722 organizational benefits of, 333, 358, 364–365 positive activity consequences for, 198 positive social qualities of, 754, 756–757, 760–764 posttraumatic growth impacted by, 504–505, 508–509 rehabilitation psychology consideration of, 445, 447, 451 social comparisons in, 128–129 social environment for physical activity affecting, 215, 217 social environment values, 110–113, 114–115 social isolation from, 717–718 social motivation for, 14–17 social sanctions in, 110–111 social support facilitating autonomous regulation, 143–146 social support for positive activities via, 194–195 social support for positive aging via, 599, 602–603 social support for self-help approaches, 239 876 SUBJECT INDEX Social relationships (Continued) social support interventions impacting, 451 social toxicity of inequality, 722–724 social well-being and, 86, 760–762 team building including, 364–365 well-being therapy on, 471–472 wisdom consideration of, 586–587, 588 Social work: assessment of strengths in, 684–685 definitions and missions in, 681–684 on domestic violence, 685–687 future directions in, 689–690 on mental health, 687–689 overview of, 681, 690–691 person-environment focus in, 682, 683, 685, 688, 689 positive psychology interface with, 681–691 strength perspective in, 684–689 summary of, 691 Socioeconomic status: happiness relationship to, 714–715, 722–723, 741–743, 746, 757–760, 763–764 inequality of, 722–724 positive aging relationship to, 604, 605 sense of coherence influenced by, 68 work income impacting, 358–359 Solution-focused therapy, 437 SPARK Resilience Programme, 305 Strength-based assessment: accessibility of tools for, 537 advantages of, 521–522 of anxiety and anxiety disorders, 524–525, 527–529, 535, 536 of attention-deficit/hyperactivity disorder, 529 of bipolar disorder, 526 of body dysmorphic disorder, 528 clinical applications of, 519–539 clinical interviews including, 537 collateral information for, 537–538 of conduct disorders, 529 courage in, 523 deficit-based assessment vs., 519–521 definition and description of, 519 of depression and depressive disorders, 524–525, 526, 535, 536 early administration of, 538 empirical evidence for, 525, 532 existing inclusion of, 537 four-front approach to, 536 of hoarding disorders, 528 humanity in, 523 icons of strengths used in, 538 illustrations of, 533–537 justice in, 523 narrative strategy for, 538 negativity bias complicating, 519–520 of obsessive-compulsive disorder, 528, 531 of oppositional defiant disorder, 529 overview of, 519–521, 539 of personality disorders, 529–532 positive activity pursuit based on, 538 positive psychology foundations of, 521, 522 of posttraumatic stress disorder, 528–529 problem solving tactics based on, 538–539 recommendations for clinical practice regarding, 537–539 summary of, 539 temperance in, 524 theoretical foundations of, 522, 524–525 transcendence in, 524 wisdom and knowledge in, 523 Strengthscope, 362 Stress: definition and description of, 394 health psychology focus on, 394–397 physical activity for coping with, 213 positive affective impacting, 394–395, 396 positive aging not predicted by, 606 posttraumatic stress disorder, 474, 528–529, 700, 812 Revised Stress and Coping Theory on, 395 salutogenic view of, 64, 69–70, 71–72 stress management interventions for, 451 (see also Relaxation training) Suicide, 130–131 Systemic family therapy, 437 Systems theory, 382 Teaching and learning methods and processes: cultivation of adolescents’ motivation as, 313–324 dialogic teaching as, 279–292 future directions in, 274–275 instructional materials for, 268, 288 levels of positive psychology curricula integration in, 269–274 overview of, 267–268, 276, 279–280, 291–292, 297, 307, 313–315, 323 positive education as, 297–308, 551–552, 815–818 summary of, 276, 292, 307–308, 323–324 teaching approaches as, 267–276 Thnk4.org, 241 Three Good Things intervention, 563 Time-based issues: time affluence as, 95–96 time perspective balancing as, 223–234 timing of positive activities as, 195–196, 256 Universalist perspective on social and historical time, 17–20 Time Paradox, 232 Subject Index Time perspective: balanced, 228–231 cultural influences and perspectives on, 223–224, 225, 228 definition and description of, 224 flexibility in, 229 future-oriented, 226–227, 230–231 measurement of, 225–227, 228, 229, 230–231 optimal functioning pursuit via balanced, 223–234 overview of, 223–225, 233–234 past-oriented, 227, 230 practical applications of, 231–233 present-oriented, 227, 230 research on, 226–228 summary of, 234 time-management interventions based on, 233 well-being and, 230–231 Toronto Charter for Physical Activity, 207 Tragedy, 50–51 Training and education: in clinical psychology, 413–414, 415 in counseling psychology, 437, 438 in dialogic teaching, 287–291 in forgiveness facilitation, 669–670, 673 in humanistic psychology, 33 in mindfulness, 151 (see also Mindfulness practices) positive aging predicted by years of, 608–609 in positive body image, 795 in positive psychology, 2, 22–23, 271–272 professional development through, 287–291, 360–363 in recovery-oriented service systems, 701–702, 703 in resilience practices, 778 school settings for (see School settings) sense of coherence relationship to, 69 teaching and learning methods and processes for, 267–276, 279–292, 297–308, 313–324, 551–552, 815–818 in transformational leadership, 351 in wisdom, 590 in work organizations, 351, 360–363 Transformational leadership: conservation of resources theory on, 347–349 definition and description of, 342 follower well-being improvements due to, 341–352 future research on, 349–351 identification fostering relationship to, 346, 348 meaningful work relationship to, 344–345, 348 mediators of effects of, 343–347, 348 overview of, 341–342, 351 practice implications of, 351 877 self-efficacy relationship to, 343–344, 348 summary of, 351–352 trust in management relationship to, 345–346, 348 Transtheoretical Model of Change, 382–383 Trauma: posttraumatic growth following, 50, 213–214, 435, 437, 447, 503–514, 619, 793, 811–813 posttraumatic stress disorder following, 474, 528–529, 700, 812 Tully State High School, 274 United Nations: Declaration of Universal Human Rights, 36, 753 Declaration on Social Progress and Development, 753 “Happiness: Towards a Holistic Approach to Development” resolution, 767 social progress defined by, 753 Universalistic perspective, 17–20 University of Illinois, Collaborative for Academic, Social, and Emotional Learning, 300 University of Melbourne, Australia, Master of Applied Positive Psychology, 272 University of Pennsylvania: Authentic Happiness website, 537 Penn Resiliency Program, 272, 274, 275, 303 Positive Psychology Center, 271, 272, 273 Witmer psychological clinic at, 413 Utilitarianism, 731–732, 747–748 Values See also Virtues conservation, 105 consumer culture-related, 83–97 ecological well-being impacted by, 86–87 eudaimonia focus on, 161, 166–167 existential psychology on, 52–54 extrinsic vs intrinsic, 84–97, 104–107, 109, 113–114, 115, 150–151 goal attainment perspective on, 107–110, 114 good life association with, 83, 84–87 happiness relationship to, 85–86, 747–748, 757–760 healthy and unhealthy, 104–107, 113–114 humanistic psychology value-laden worldview, 35–36 internal conflict over, 111–113 mindfulness practice focus on, 89, 150–151 openness to change, 105 organizational, 95–96, 111–113, 704–705 overview of, 83–84, 96, 103–104, 115 personal well-being impacted by, 85 person-environment value congruency, 110–113, 114–115 positive activities affirming, 260 878 SUBJECT INDEX Values (Continued) positive social planning on social values, 757–760 practice implications of, 87–96 prevention practices focus on, 90–92 public policy reflecting, 92–96 self-determination theory on, 104–105, 106, 107 self-enhancement, 105 self-transcendence, 105 social well-being impacted by, 86 summary of issues related to, 96, 115–116 time affluence reflection of, 95–96 virtues distinction from, 53–54 voluntary simplicity interventions based on, 91–92 well-being and, 85–86, 103–116, 747–748, 757–760 wisdom in relation to, 578–579, 588 Values in Action website, 537 Veterans Administration, U.S., 414 Victim-offender mediation (VOM), 672 Virtues See also Ethical issues; Morality; Values assessment of, 53, 163, 446, 522, 523–524, 684–685, 754 character strengths based on, 445–446 existential psychology on, 52–56 humanistic psychology on, 38–41 traditions of virtue, 54–56 values distinction from, 53–54 virtue theory on, 38–41 virtuous organizational behavior, 332, 338, 368 Voluntary simplicity interventions, 91–92 Well-being: choice impacting, 121–134 definition and description of, 342–343, 683 ecological, 86–87 embodiment and, 792–793, 796 eudaimonic and hedonic (see Eudaimonia and hedonia) forgiveness relationship to, 661–664, 665 goal attainment impacting, 107–110, 114 happiness and (see Happiness and well-being) health and (see Health and well-being) inner resources for (see Emotional intelligence; Gratitude; Positive aging; Wisdom) internal conflict impacting, 111–113 PERMA model of, 257, 446–447, 683, 754 personal, 85, 111–113 person-environment value congruency impacting, 110–113, 114–115 positive education focus on, 297–308 rehabilitation psychology outcome of, 446–447, 452 social, 86, 760–762 subjective, 446 time perspective and, 230–231 values and, 85–86, 103–116, 747–748, 757–760 work-related, 197–198, 341–352, 357–360, 702–703 Well-Being Curriculum, 303 Well-being therapy: autonomy in, 471 case studies of, 475–476 child/adolescent, 474–475 clinical applications of, 463–477, 699–700 cognitive-behavioral therapy relationship to, 472–476, 699–700 complexity of well-being for, 465–466 conceptual framework of, 468–472 developments modifying use of, 464–465 environmental mastery in, 470 eudaimonic and hedonic pursuits via, 165, 463–464, 467 mechanisms of action in, 475 optimal-balanced well-being goal in, 468–469 overview of, 463–465, 476–477 personal growth in, 470 positive interpersonal relations in, 471–472 protocol or structure of, 466–468 purpose in life in, 470–471 recovery-oriented service systems including, 699–700 rehabilitation psychology including, 452 relapse and recurrence prevention through, 464, 472–473 self-acceptance in, 471 summary of, 477 validation studies of, 472–475 Wellington College, 302 Wellness Recovery Action Planning (WRAP), 700, 705 Wellness Self-Management, 700 Whole-Child Initiative, 271, 275 Wisdom: age relationship to, 577–578, 582–584, 589 assessment of, 523, 579, 580–581, 587 Berlin wisdom paradigm on, 578–579, 581–582 cognition relationship to, 585–586, 587 conflict management based on, 580–581, 584, 588 cultural influences and perspectives on, 578 definition and description of, 578–581 development of, 581–582 emotional intelligence relationship to, 582, 585–590 expert knowledge as, 578–579 gain and loss of, 583–584 humanistic psychology on, 40 integration of factors for, 585–590 life span development of, 577–591 MORE model of, 582 Subject Index motivation relationship to, 586–590 overview of, 577–578, 590 personality relationship to, 577, 579, 582, 583, 586–587 personal vs general, 579–580, 583 professional development of, 363 research on, 582–584, 586–590 social or interpersonal factors of, 586–587, 588 strength-based assessment of, 523 summary of, 590–591 theoretical models of, 581–582 Work organizations: appreciative inquiry in, 329–330, 331, 334–335, 364–365 autonomy, freedom and control in, 360, 366–368, 370 case studies of, 333–336 community engagement of, 368 conservation of resources theory on, 347–349 corporate culture of, 369, 370 decision-making speed and authority in, 333, 704 economies of strengths in, 337 emotional intelligence in, 361, 382, 552–553 ethical considerations in, 337–338 executive or leadership coaching in, 232, 249, 377–387 gratitude in, 569–570 human resources management in, 552–553 identification fostering in, 346, 348 income from, 358–359 job satisfaction and performance in, 358, 359–360, 363 leadership behavior in, 232, 249, 334, 338, 341–352, 377–387, 553, 702–703, 704–705 meaningful work in, 344–345, 348 motivation challenges and improvements in, 330, 336, 360 organizational compassion in, 704–705 organizational development of, 368–370 organizational psychology of, 329–339, 702–705 organizational resilience in, 331–332 879 overtime policies in, 95–96 overview of, 329–330, 338, 341–342, 351, 370–371, 377, 386–387 paid leave policies in, 95–96 participatory working in, 366–368, 370 personality influences in, 358, 363 positive activity consequences in, 197–198 positive approach applications in, 357–371 positive deviance in, 335–336 positive psychology in, 329–339, 341–352, 357–371, 377–387, 702–705 positivity benefits to performance in, 331, 336–337 professional development in, 360–363 psychological capital in, 361–362, 703 public policy impacting, 95–96 resilience practices in, 779 self-efficacy in, 343–344, 348, 361 social networks and relationships in, 333, 358, 364–365 step-change application of positive psychology in, 336 strengths contributions to performance in, 330–331, 336–337, 362–363 summary of, 338–339, 351–352, 371, 387 teamwork in, 364–365 time affluence and perspective in, 95–96, 232, 233 transformational applications of positive psychology in, 336–337 trust in management in, 345–346, 348 values reflected in, 95–96, 111–113, 704–705 virtuous organizational behavior in, 332, 338, 368 well-being in, 197–198, 341–352, 357–360, 702–703 work style assessments in, 363 World Database of Happiness, 734, 738, 741 World Health Organization: health defined by, 597, 616 International Classification of Disease, 415 International Classification of Functioning, Disability and Health, 443, 616–617 physical activity recommendations by, 207 Youth See Adolescents; Children WILEY END USER LICENSE AGREEMENT Go to www.wiley.com/go/eula to access Wiley’s ebook EULA ... OF TEACHING AND LEARNING 16 Different Approaches to Teaching Positive Psychology Amy C Fineburg and Andrew Monk 17 Positively Transforming Classroom Practice Through Dialogic Teaching Alina Reznitskaya... (Chapter 26) continue this theme within the domain of counseling, showing how counseling psychology can benefit from the theorizing and applications of positive psychology Finally, concluding this section... Myers 42 Happiness as a Priority in Public Policy Ruut Veenhoven 43 Positive Social Planning Neil Thin 44 Resilience Theory and the Practice of Positive Psychology From Individuals to Societies