Q 1. Critical Thinking: Critical Reading – Preview and Annotate Download this page and save as an MS WORD document. Type directly in the boxes provided; they will expand with your text. Grating rubric: 100%, Exceptionally thorough, backed by independent study of the issue; 80% Thorough, demonstrates engagement with the text; 70% Minimal engagement, demonstrates understanding of the text, 40% Incomplete or shows little understanding of the text. Previewing: Learning about a text before really reading it. Previewing enables readers to get a sense of what the text is about and how it is organized before reading it closely. This simple strategy includes seeing what you can learn from the headnotes or other introductory material, skimming to get an overview of the content and organization, and identifying the rhetorical situation. Steps in annotating Annotating: Annotating a text allows you to better understand what you're reading. It allows you to find meaning in the text, and to make connections to other things you have read, seen, or experienced. circle the word, look it up, and then write a definition in the margins so you can understand the word in context. The benefits of annotation include: • keeping track of key ideas and questions; • helping formulate thoughts and questions for deeper understanding; • fostering analyzing and interpreting texts. What to mark in the margins: • Underline key ideas and major points. • Write a ? next to anything that is confusing, such as unfamiliar words or unclear information. • Circle key words or phrases. • Put an ! next to surprising or important information or information that helps you make a connection. • Rewrite main ideas in your own words. Instructions • Preview the text below by reading the title, the abstract, the headings and any subheadings; and skim-reading the introduction and conclusion. • Answer the question below. • Make notes in the margins about the main idea of each paragraph. • Answer the questions at the end of the reading passage. Answer the questions below. Write well developed paragraphs 1. What do you know about the study of psychology? Think hard. What have you heard? What do you assume? “nothing” or “I took a psychology class” are not adequate answers in a critical thinking exercise. . 2. How do you think about yourself? Are you happy? Do you consider yourself optimistic or pessimistic? . “Positive Psychology Theoretical Framework” Lisa P. Bateman and Eric A. Storch The SAGE Encyclopedia of Abnormal and Clinical Psychology. Ed. Amy Wenzel. Vol. 5. Los Angeles, CA: SAGE Reference, 2017. p2598-2602. Copyright: COPYRIGHT 2017 SAGE Publications, Inc. Page 2598 POSITIVE PSYCHOLOGY THEORETICAL FRAMEWORK 1. The positive psychology theoretical framework focuses on embracing and promoting individuals' valued subjective, positive experiences, such as happiness, thriving, and overall well-being. This framework does not disregard but instead builds on traditional psychological models, which primarily focus on identifying and reducing symptomatology to improve quality of life. Clinicians who practice from the positive psychology theoretical framework views mental health as existing on a continuum, in which the absence of symptoms does not necessarily indicate complete well-being. A clear, concise definition of positive psychology remains absent in the literature. This may be due to the fact that the positive psychology theoretical framework encompasses a vast array of constructs. 2. Overall, it is considered to be the study of happiness (which comprises positive emotion, engagement in positive life experiences, and using one's strengths to achieve meaning), and it examines constructs related to the presence of happiness in the past (e.g., satisfaction, contentment), present (e.g., flow, joy), and future (e.g., hope, optimism). Positive psychology focuses on human strengths and virtues, and its aim is identifying qualities, traits, cognitions, and experiences that foster thriving and make life worth living. 3. This entry begins by providing a historical context for the emergence of this theoretical framework. Next, it examines and describes empirical support for various aspects of positive psychology, including constructs, assessment, and interventions. The entry concludes with a discussion of criticisms of this framework as well as a consideration of future directions in the field. Historical Context 4. The term positive psychology and the study of related constructs (e.g., happiness, flourishing, subjective well-being) is rooted in humanistic psychology, which differed from traditional psychology in its emphasis on a broader understanding of human existence that included positive phenomena in addition to psychopathology. Abraham Maslow (1908–1970) was one of the first psychologists to mention the term positive psychology. He emphasized that humanistic psychologists should study individuals who are thriving to better understand human potential and factors associated with wellness. However, although humanistic psychology and positive psychology share some similarities, they also have many differences. One key difference is in methodology, with humanistic psychologists favoring qualitative methods of research and positive psychologists emphasizing quantitative methods. Given this example and several other key distinctions, positive psychology and humanistic psychology are considered to be distinct theoretical frameworks. 5. The positive psychology theoretical framework took shape and emerged within the field of psychology in the late 1900s due to the work of Martin E. P. Seligman and Mihaly Csikszentmihalyi concerning happiness and well-being. Seligman advocated for the positive psychology movement in his 1998 presidential address to the American Psychological Association, in which he noted that psychology should broaden its focus to examine factors contributing to happiness among individuals who maintain high levels of happiness not only in the context of normal life but also in the face of adverse circumstances. This was consistent with a newfound focus on prevention within the field of psychology. In the past, psychology followed the more traditional medical model, which could be considered to be a reactive model in which the focus is on identifying and treating already existing problems. Seligman recognized that contemporary psychology was missing critical pieces of the human experience, such as how to promote positive functioning to prevent the development of such problems. He argued that there should be an increased focus on identifying human strengths and traits that could act as buffers against the development of mental health disorder. Seligman and Csikszentmihalyi together emphasized that the positive psychology framework is a shift from the traditional psychology model of identifying and repairing problems to also studying and promoting the development of positive traits. Seligman, Csikszentmihalyi, and other proponents of positive psychology stressed that their emphasis on building strengths and positive traits should not be synonymous with neglecting to address problems and symptoms but instead should be complementary. Seligman also argued for the importance of grounding positive psychology in scientific study. Support for Positive Psychology 6. Since Seligman's introduction of positive psychology in the late 1990s, numerous researchers have identified with, advocated for, and initiated research within the field of positive psychology. In particular, research on the dual-factor model of mental health has provided significant support for the theory behind positive psychology. The dual-factor model of mental health examines both psychopathology and wellness, in comparison with traditional mental health models that focus only on psychopathology. Dual-factor research has demonstrated that individuals can be grouped into four, rather than two (i.e., symptomatic or asymptomatic), groups: (1) healthy (i.e., asymptomatic and happy), (2) vulnerable (i.e., asymptomatic but unhappy), (3) symptomatic but content (i.e., symptomatic but happy), and (4) troubled (i.e., symptomatic and unhappy). By grouping individuals into four groups based on a dual-factor model, psychologists can identify individuals who have no symptoms but are not happy, a group that is labeled “vulnerable” because they may be at heightened risk of developing psychopathology based on their decreased levels of happiness. This group would benefit from intervention to prevent the development of psychopathology, but this group may have been overlooked in the traditional model of mental health due to being asymptomatic. Similarly, with the dual-factor model, researchers can also identify and study individuals who are symptomatic but content in order to better understand how to build resilience in mentally unhealthy individuals. Positive Psychology Constructs 7. The positive psychology theoretical framework is broad in its scope and thus encompasses numerous defining constructs. It is beyond the scope of this entry to cover all the constructs that could fall under the positive psychology framework, but there are several broad and narrow constructs that are consistently highlighted within the positive psychology literature. 8. Three broad indicators (i.e., quality of life, subjective well-being, life satisfaction) have been consistently utilized to measure well-being within the positive psychology literature. Quality of life is a multidimensional construct that includes both objective and subjective indicators of wellness present in a person's life. Thus, quality of life refers to overall well-being, but it also includes more concrete, observable aspects of one's life (e.g., wealth, employment, physical health, mental health, social standing). One limitation of utilizing this construct in research is that previous research has often used the term quality of life interchangeably with other constructs utilized to measure well-being, despite the fact that it is distinctly different conceptually in that it includes both subjective and objective indicators. It is important to note that the term quality of life has most often been utilized in reference to the well-being of populations with clinically elevated symptoms of psychopathology, as well as populations with physical health conditions. 9. An additional important construct within the framework of positive psychology is subjective well-being. Unlike quality of life, subjective well-being has been utilized in reference to more general populations, and it does not include objective indicators of wellness. Instead, subjective well-being has been conceptualized as an individual's subjective appraisal of his or her life in conjunction with his or her affect. Thus, subjective well-being comprises three separate components: (1) global life satisfaction, (2) positive affect, and (3) negative affect. An individual's affect, whether positive or negative, refers to one's moods and emotions surrounding life events. Specifically, positive affect is the extent to which one experiences positive emotions, such as joy or affection, and negative affect is the frequency with which one experiences negative emotions, such as sadness or anxiety. 10. Life satisfaction is also a purely subjective construct. It is considered to be the most stable component of subjective well-being given that positive and negative effects are often unstable and change rapidly. Life satisfaction refers to a cognitive appraisal of one's life based on one's own unique criteria. Life satisfaction has been found to be a stable characteristic in both youth and adults. 11. The positive psychology framework also encompasses numerous narrow constructs that capture positive strengths and traits, such as hope, gratitude, flow, and optimism. Hope is characterized by positive feelings about the future, as well as high motivation and strong belief that these positive feelings will be achieved. Gratitude involves expressing appreciation for what one has, including tangible possessions and intangible constructs, such as health, safety, and love. Flow is defined as a mental state in which a person becomes fully immersed or absorbed in a present task, which includes energized focus, complete involvement, and enjoyment in the activity. A great athlete enjoying peak performance is often cited as an example of flow. Optimism refers to the tendency to believe that one will experience the good versus the bad in life. Assessment 12. Given the emphasis on positive psychology, researchers in the early 2000s began developing tools to assess positive psychology constructs, such as life satisfaction, hope, and optimism. With the exception of quality of life, which draws on both objective and subjective information, positive psychology indicators are considered to be purely subjective constructs. Thus, assessment of these constructs has primarily centered on self-report data, with the emergence of self-report scales measuring life satisfaction, hope, creativity, meaning, optimism, flow, and other positive psychology constructs. However, researchers have also emphasized the importance of not relying solely on self-report data in positive psychology research but also including experimental and behavioral observation data. Self-report measures, often using Likert scales, have also been developed to identify individuals' character strengths. Related Constructs 13. Using newly developed tools to investigate positive constructs, researchers have begun the process of examining factors related to the development and prevalence of positive psychology constructs. In general, research has demonstrated only moderate support for a link between demographic factors (e.g., age, gender, or ethnicity) and well-being. In fact, longitudinal research has demonstrated that well-being tends to remain relatively stable throughout an individual's life, it does not tend to differ significantly between men and women, and it is not clearly tied to race or even social class. Increased happiness as measured by self-report data has been consistently linked with lower psychopathology, and researchers have concluded that low levels of happiness may precede the development of psychopathological symptoms, especially internalizing symptoms (e.g., anxiety, depression). Happiness has also been linked to improved social experiences, with individuals who are happier reporting more meaningful and positive relationships. For youth, happiness has been linked to increased performance in school. Likewise, adults who are happier also tend to be more successful in their careers. Increased levels of happiness have also been associated with better overall physical health and diminished risk for substance abuse. It is important to note that much of the research examining related constructs and happiness has used a correlational design; thus, it would be inappropriate to conclude that high levels of happiness cause better outcomes. However, preliminary, longitudinal research has provided promising results for the positive long-term effects of higher levels of happiness. 14. Positive psychology researchers have also conducted research to answer the question of what makes individuals happy. Researchers have uncovered some traits that are consistent among happy individuals, including higher levels of self-esteem, optimism, and extraversion, as well as a better sense of personal control. Happier individuals also tend to have more close relationships. Individuals who achieve flow in their work and individuals who self-identify as religious are also more likely to be happy. Intervention 15. In addition to examining what makes individuals happy, one critical component of positive psychology is identifying and evaluating interventions that contribute to increased happiness and thriving. Given research highlighting that individuals who are happier are healthier, more socially engaged, and more successful, researchers have recognized the importance of developing interventions that could contribute to significant, enduring increases in individuals' happiness. Despite the rapid growth of the positive psychology movement, there is still a dearth of literature related to positive psychology interventions. However, preliminary research has demonstrated that interventions designed to increase daily engagement in positive psychology constructs, such as gratitude and optimism, have been associated with increased overall happiness. In addition, psychologists have incorporated positive psychology into therapeutic interventions, particularly cognitive therapy, with the goal of helping individuals identify and modify negative thinking styles to achieve increased happiness and decreased symptoms. Some studies have also demonstrated that engaging in these positive experiences was associated with decreased psychological symptoms, such as symptoms of depression. As expected, the benefits derived from these interventions were also associated with the amount of time and energy individuals devoted to engaging in them. There is still a need in the literature to examine efficacy and effectiveness of positive psychology interventions using empirical, controlled, randomized techniques, because much of the existing research uses less sophisticated techniques, thus limiting causal conclusions that can be drawn from the results. Controversy 16. Although positive psychology is still developing, criticism of the positive psychology framework has emerged. One criticism is that positive psychology may be too focused on individuals, without enough emphasis on broader systems and their role in shaping and fostering positive behavior. Another critique argues that positive psychology is too exclusive and too distinct from other psychological frameworks; thus, it cannot be well integrated into the field of psychology as a whole. Critics of positive psychology have also argued that the use of interventions based on positive psychology research has been premature in light of inadequate empirical support for these interventions. Last, critics have claimed that positive psychologists are too quick to ignore the negative aspects of life and human behavior and thus may hold unrealistic expectations and beliefs about the world and the future or may miss addressing mental health problems that require clear, specific intervention. Future Directions 17. When addressing the future of positive psychology, Seligman once reflected that he hoped one day positive psychology as a framework would cease to exist because it would be so seamlessly intertwined with psychology as a whole. Proponents of the positive psychology movement have consistently advocated that the field of psychology needs to achieve a healthy balance in examining both positive and negative factors for the field to be as comprehensive as possible. Given research demonstrating that wellness and the absence of symptoms are not synonymous, as well as research demonstrating the myriad positive outcomes associated with increased levels of happiness, it seems likely that research and intervention within the framework of positive psychology will continue to grow. Source Citation (MLA 8th Edition) Bateman, Lisa P., and Eric A. Storch. "Positive Psychology Theoretical Framework." The SAGE Encyclopedia of Abnormal and Clinical Psychology, edited by Amy Wenzel, vol. 5, SAGE Reference, 2017, pp. 2598-2602. Gale Virtual Reference Library, http://link.galegroup.com/apps/doc/CX6070800988/GVRL?u=cclc_sac&sid=GVRL&xid=41f1b735. Accessed 3 June 2019.Gale Document Number: GALE|CX6070800988 Annotate here. Mark the main idea of each paragraph with a star. Use a pencil or pen to mark words and phrases that are supporting ideas. Then, rewrite the main idea of each paragraph in your own words here. See examples marked in first paragraph MI: No exact definition, but relies on factors like “happiness, thriving, well-being.” . 1. What is your initial impression of the study of happiness (Positive Psychology)? 2. Pick at least two of the ideas developed in the subheadings. Review the writers’ assertions. Reflect on them – make connections to your own ideas.