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CEC4211 - L1 - Applied Positive Psych

Lesson intended learning outcome Upon finishing this lecture students should be able to: 1. Identify the nature of positive psychology 2. Compare and contrast the difference between traditional psychology and positive psychology 3. Identify the reasons for studying positive psychology

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Tung Yong
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118 views4 pages

CEC4211 - L1 - Applied Positive Psych

Lesson intended learning outcome Upon finishing this lecture students should be able to: 1. Identify the nature of positive psychology 2. Compare and contrast the difference between traditional psychology and positive psychology 3. Identify the reasons for studying positive psychology

Uploaded by

Tung Yong
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Hong Kong Institute of Vocational Education (Sha Tin)

Childcare, Elderly, and Community Services Discipline


Enrichment Module

CEC4211 Applied Positive Psychology


Lesson 1: Foundations of Positive Psychology

Lesson intended learning outcome


Upon finishing this lecture students should be able to:
1. Identify the nature of positive psychology
2. Compare and contrast the difference between traditional psychology
and positive psychology
3. Identify the reasons for studying positive psychology

A. What is positive psychology?


According to the American Psychological Association (APA), psychology
is the scientific study of behavior and mental processes.
Three major tasks of psychology:
Understanding, curing and preventing mental illness
Identifying and nurturing high talents (genius)
Making the lives of all people fulfilling
Traditional psychology:
Research focus on dark side of human nature, such as Stanley
Milgram’s (1974) electric shock experiment.
Freud proposed individual’s behaviors are sometimes rooted in
negative motives.
Enormous research demonstrates that “bad is stronger than the
good” (Baumeister, Bratslavsky, Finkenauer & Vohs, 2001).
Martin Seligmen proposes:
Disease model (Traditional Psychology) vs. Health model
(Positive Psychology)

1
Neurosis, anger, anxiety, Wellbeing, satisfaction, joy,
depression, psychosis excitement, happiness
- ________________________ 0 ________________________ +
Disease Model Health Model
Focus on weaknesses Focus on strengths
Overcoming deficiencies Building competencies
Avoiding pain Seeking pleasure
Running from unhappiness Pursuing happiness
Neutral state (0) as ceiling No ceiling
Tensionless as ideal Creative tension as ideal

Martin Seligman noticed the imbalance in psychology and started to


consolidate previous studies and call a new perspective as positive
psychology, which is the scientific study of ordinary human strengths
and virtues and optimal human functioning.
It aims to discover and promote factors that allow individuals,
communities, and societies to thrive and flourish.
Helps to fulfill the neglected 2nd and 3rd tasks of psychology:
2nd: To build human strength and nurture genius. Nurture what
is best within us.
3rd: To help ourselves and others become happier, such as
individuals, communities and society.
To find out what kind of people usually success, and the factors making
them success.

B. Dimensions of Positive Psychology


Positive psychology focuses on three areas of human experience.
1. Positive emotions
It focuses on the subjective level of positive experiences.
It is about feeling good.
For example:
_______________________________________________________
_______________________________________________________
2
2. Positive features (strengths and virtues)
It focuses on individual level.
It identifies the elements of the “good life” and personal qualities for
being a “good person”.
For example:
________________________________________________________
________________________________________________________

3. Positive organizations and environment


It focuses on group or community level, which is the development,
creation, and maintenance of positive institutions.
It is about taking actions and positive behaviors to contribute to the
development of positive citizenship and communities.
It is about actions and efforts that beyond oneself
For example:
________________________________________________________
________________________________________________________

C. Why Positive Psychology?


1. Negativity of psychology after World War II
Adopting the disease model resulting emphasis on problems, illness and
negativity
Making psychologist as “victimologists” and “pathologizers”
2. Accentuating the Positive
Psychologists know little about what makes life worth living and how
normal people flourish under different conditions
Helps building the best qualities in life
Helps to make normal life more fulfilling
3. Psychology can be creative
Helps to find and nurture genius and talents
Investigate how external factors could enhance creativity, and may find
hidden and untapped potentials

3
4. Prevention through cultivating the positive
Positive emotions and adaptive behaviors have positive outcomes in life
In recent search, it was suggested that the study of positive emotions can
actually help to fight serious social and psychological problems.
For examples:
People who experience and express positive emotions more often are:
More likely to be _______________ with their lives and more
rewarding interpersonal relationships.
More _______________ and satisfied at their job; more helpful to
others and more likely to reach desired goals in life.
More likely to be physically _______________, more
_______________ to illness and may even live longer than others.

References
Baumeister, R. F., Bratslavsky, E., Finkenauer, C., & Vohs, K. D. (2001). The bad
is stronger than the good. Review of General Psychology, 5, 323-370.
Compton, W. C. (2005). An Introduction to Positive Psychology. Thomson
Wadsworth: Belmont, CA USA..
Gable, S. L., & Haidt, J. (2005). What (and why) is positive psychology? Review of
General Psychology, 9, 103-110.
Seligman, M.E.P., & Csiksentmihalyi, M. (2000). Positive psychology: An
introduction. American Psychologist, 55, 5-14.

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