Positive Psychology Interventions in Practice

272 Pages·2017·5.835 MB·English

by  Carmel Proctor (eds.)

Carmel Proctor E ditor
Positive
Psychology
Interventions
in Practice
Positive Psychology Interventions in Practice
Carmel Proctor
Editor
Positive Psychology
Interventions in Practice
Editor
Carmel Proctor
Positive Psychology Research Centre Ltd
Guernsey, UK
ISBN 978-3-319-51785-8 ISBN 978-3-319-51787-2 (eBook)
DOI 10.1007/978-3-319-51787-2
Library of Congress Control Number: 2017930961
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I dedicate this volume to Piers my husband,
Morgan my son, and Doreen my friend for
their patience, love, and support and for you
Danny.
Foreword
A decade ago, colleagues and I posed the question ‘Does positive psychology have
a future?’ In doing so, we were setting out to explore what we saw as three potential
avenues for the future evolution of positive psychology. First, that it disappeared,
because all psychology subsumed the positive. Second, that it continued as an inde-
pendent discipline, while in parallel becoming more broadly absorbed by psychol-
ogy as a whole. Or third, that it became increasingly marginalised as a specialist
subdiscipline (see Linley et al. 2006).
The advent of this book is a striking testament to the fact that over this interven-
ing decade, positive psychology has followed the middle course. It has become ever
more embedded within psychology as a whole while still maintaining its own
vibrant ecosystem of research and practice. I suspect a better outcome for positive
psychology—and most importantly, its beneficial impact on the people of the
world—we could not have hoped for.
The chapters of this book show how much has changed in relation to the applica-
tions of positive psychology, together with our ability to document and evidence the
positive influence that positive psychology can have on people’s lives. Earlier writ-
ings on positive psychology applications and interventions tended to be speculative
and theoretical. In Positive Psychology Interventions in Practice, we see these
applications and interventions brought to life with evidence and data. Targeted
insight and understanding allow us to develop more nuanced perspectives on what
works for whom and why, when, and where.
Throughout these chapters, we see positive psychology being integrated within a
wider literature of research and practice, across myriad areas of practice and inter-
vention. These perspectives start with the self—as any viable intervention always
must then blossom out to consider targeted interventions for desired outcomes,
before embarking on the exploration and enabling of human flourishing in specific
environments—through relationships with others, at school, or in the workplace.
Embracing the challenge and opportunity of the modern world, the chapters then
embrace the positive potential of technologies and design, before concluding with
an invitation and instructions for effective engagement on the development and
implementation of positive policy—our ability to impact the greatest number in the
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viii Foreword
most positive ways, through leveraging positive psychology interventions against
the fulcrum of government legislation and practice.
In everything throughout, the emphasis is on practice. To change, we must act.
To improve, we must strive. To serve others, we must step forward. Positive
Psychology Interventions in Practice provides us with the evidence, the frame-
works, and the practical steps we need to take to have a positive impact on our
world.
We should all seize the opportunity that is before us and do so.
Capp & Co Ltd, The Venture Centre, Alex Linley
University of Warwick Science Park
Sir William Lyons Road, Coventry,
CV4 7EZ, UK
[email protected]
Reference
Linley, P. A., Joseph, S., Harrington, S., & Wood, A. M. (2006). Positive psychology: Past, present
and (possible) future. Journal of Positive Psychology, 1(1), 3–16.
Contents
1 Positive Psychology Interventions: The First
Intervention Is Our Self . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Piers Worth
Part I Clinical and Focused Interventions
2 Positive CBT in Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Fredrike Bannink
3 Flourish: A Strengths-Based Approach to Building
Student Resilience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Tayyab Rashid, Ruth Louden, Laurie Wright, Ron Chu,
Aryel M aharaj, Irfan Hakim, Danielle Uy, and Bruce Kidd
4 Active Ageing as Positive Intervention:
Some Unintended Consequences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Vera Roos and Ronette Zaaiman
5 Fostering Humour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Willibald Ruch and Jennifer Hofmann
Part II Education and Development
6 Well-Being and Well-Doing: Bringing Mindfulness
and Character Strengths to the Early Childhood
Classroom and Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Thomas J. Lottman, Sarah Zawaly, and Ryan Niemiec
7 Applying Positive Psychology in the Primary School:
Celebrating Strengths, a UK Well- Being Project . . . . . . . . . . . . . . . . . 107
Jenny Fox Eades and Judith Gray
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8 Transforming Our Schools Together: A Multi- School
Collaboration to Implement Positive Education . . . . . . . . . . . . . . . . . 123
Denise M. Quinlan
9 Fostering Positive Changes in Health and Social Relationships
in Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Mariana Lozada, Natalia Carro, Marcela Kapelmayer,
Viviana Kelmanowicz, Andrea Czar, and Paola D’Adamo
10 Learning Healthy Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Sue Roffey
Part III Workplaces, Technology, and Communities
11 Positive Psychology at Work: Research and Practice . . . . . . . . . . . . . 185
Suzy Green, Olivia Evans, and Belinda Williams
12 Applying Positive Organisational Scholarship
to Produce Extraordinary Performance . . . . . . . . . . . . . . . . . . . . . . . . 207
Jandi Kelly and Kim Cameron
13 Positive Technologies for Improving Health and Well-Being . . . . . . . 219
Cristina Botella, Rosa Maria Banos, and Veronica Guillen
14 How Design Can (Not) Support Human Flourishing . . . . . . . . . . . . . 235
Anna E. Pohlmeyer
15 How Can Positive Psychology Influence
Public Policy and Practice? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257
Roger G. Tweed, Eric Mah, Madeline Dobrin,
Rachel Van Poele, and Lucian Gideon Conway III
List of Contributors
Fredrike Bannink Bannink Therapy, Training, Coaching and Mediation Practice,
Amsterdam, The Netherlands
Rosa Maria Banos Department of Personality, Evaluation and Psychological
Treatment, University of Valencia, Valencia, Spain
Cristina Botella Department of Basic Psychology, Clinical and Psychobiology,
Jaume I University, Castellon, Spain
Kim Cameron Ross School of Education, University of Michigan, Ann Arbor, MI,
USA
Natalia  Carro INIBIOMA (CONICET-University of Comahue), Bariloche,
Argentina
Ron Chu University of Toronto Scarborough, Toronto, ON, Canada
Lucian Gideon Conway III Department of Psychology, University of Montana,
Missoula, MT, USA
Andrea Czar AWE, Buenos Aires, Argentina
University of Palermo, Buenos Aires, Argentina
Paola  D’Adamo INIBIOMA (CONICET-University of Comahue), Bariloche,
Argentina
AWE, Buenos Aires, Argentina
Madeline Dobrin Department of Psychology, Kwantlen Polytechnic University,
Surrey, BC, Canada
Olivia Evans The Career Guide, Melbourne, Australia
Jenny Fox Eades Edge Hill University, Ormskirk, Lancashire, UK
Judith Gray Frodingham Infant School, Scunthorpe, North Lincolnshire, UK
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