Positive Psychology

Unit 1: Introduction

1.1. WHAT IS POSITIVE PSYCHOLOGY? - DEFINITION, SCOPE &

NATURE

Definition:

➢ Positive psychology is concerned with eudaimonia, a Greek word meaning ―good

spirit.
➢ Positive psychology "involves an attempt to move toward a more balanced
perspective on human functioning that considers motives, capacities, and human
potentials."
➢ Martin Seligman and Mihaly Csikszentmihalyi define positive psychology as "the
scientific study of positive human functioning and flourishing on multiple levels that
include the biological, personal, relational, institutional, cultural, and global
dimensions of life."

- Seligman’s (2003) three pillars of positive psychology:

1. Positive subjective experiences (such as joy, happiness, contentment, optimism, and

hope)
2. Positive individual characteristics (such as personal strengths and human virtues that
promote mental health);
3. Positive social institutions and communities that contribute to individual health and
happiness

➢ Another definition given by seligman & csikszentmihalyi explains thatpositive

psychology involves the study of positive subjective experiences, the qualities &
virtues possessed by individuals and groups.
➢ Sheldon and King (2001) define positive psychology as “nothing more than the
scientific study of ordinary human strengths and virtues.”
 ➢ Gable and Haidt (2005) defined positive psychology as “the study of the conditions
and processes that contribute to the flourishing or optimal functioning of people,
groups and institutions.”
➢ Positive psychology is the scientific study of what makes life most worth livingǁ
(Peterson, 2008)
➢ According to American Psychological Association (APA), Positive Psychology is a
field of psychological theory and research that focuses on the psychological states
(e.g., contentment, joy), individual traits or character strengths (e.g., intimacy,
integrity, altruism, wisdom), and social institutions that enhance subjective well-being
and make life most worth living.

Exactly what is OR is not positive psychology?

1. Positive psychology is being happy all the time

Wrong: The science and practice of positive psychology is not about promoting
happyology or ignoring the realities of negative experience or ups and downs of
daily life.
2. Positive psychology does not prescribe specific levels of happiness. It provides
meaningful insight, analysis, and strategies to help people leverage positive
emotions, build resilience to learn from and manage negative emotion and
experience and raise levels of wellbeing and effectiveness overall.
3. Positive psychology is not Self - Help/Positive thinking.
Positive Psychology is a scientific field within psychology that examines the
conditions and processes that contribute to human flourishing, focusing on
empirical research and evidence - based practices. In contrast, self help offensive
thinking often offer motivational or mindset - oriented strategies that may lack
scientific validation or comprehensive approaches to well - being.
4. Positive psychology is not about ignoring negative emotions!
True: Positive psychology is not about being happy smiley all day long. It is not
trying to eradicate the Negative". It is just that psychology as an academic
discipline has very much focused on negative phenomena so Positive psychology
wants to point the spotlight to the positive side of our emotional and behavioural
continuum in order to create a more balanced view of human functioning.
 5. Positive psychology is not ignoring its roots.
True: Positive psychologists readily acknowledge the theories and findings that
came out of Humanistic Psychology, thereby standing (partly) on the shoulders of
giants like Abraham Maslow and Carl Rogers. Additionally, positive psychology
draws heavily on the ancient wisdom of some of the great philosophers. The
crucial difference once again is positive psychology is a strong foundation in
(experimental) research.
6. Making more money won't make you any happier.
True: This is a very popular myth Unfortunately, gaining more income does
appear to be associated with more happiness and-at the national level-household
income reliably predicts happiness.
7. Good moods motivate change:
There has long been an assumption on the behalf of lay people that emotions
motivate behaviour. Modern scientists tend to distinguish between emotional
expression and the actual feeling of emotion. Emotions are information. They can
pave the way for change, but they do not necessarily pave the way for change.

Stats of happiness index:

Happiness Index of the World Happiness Report (WHR) indicates that indias rank has
deteriorated over the years.

- 111 rank in 2013

- 139 in 2021

- 126 in 2023

Scope:

➢ PP is the scientific study of what people do right – what makes life worth living,
making individuals and groups flourish and thrive
➢ PP is a science, not a self-help technique, but is the cultivation of talents and strengths
at both individual and group level
 ➢ General psychology aims to get people from negative to zero; PP aims to get people
from 0 to positive.
➢ Does not cover mental illness instead focuses on healthy growth and development
rather than the treatment of pathology.
➢ PP does not deny the negative aspects of life, it does not deny that sadness, sickness
and loneliness occur but aims to decrease these states
➢ There has been a lot of talk recently about the poor state of doctor’s mental health so
practising PP can be a part of a self-care program.
➢ Positive psychology encompasses altruism, empathy, building enriching communities,
creativity, forgiveness, compassion, job satisfaction, personality development,
psychotherapy, authentic happiness, Zen meditation and so on.
➢ It also covers the art of broadening our response options and mobilising social
resources for the future.
➢ Positive psychology is a field of psychology that focuses on the study and promotion
of positive emotions, strengths and factors that contribute to a fulfilling and
meaningful life. It emerged as a reaction to traditional psychology which often
focuses more on the diagnosis and treatment of mental illness.
➢ The scope of positive psychology is broad and encompasses various aspects of human
wellbeing.

The scope of positive psychology can be explained with the help of following points:

1. Positive emotions - Studying and understanding positive emotions such as joy,

gratitude, love and exploring ways to enhance and cultivate these emotions in
individuals.
2. Character strengths and virtues - Identifying and promoting positive character trait
and virtue such as honesty, courage, kindness and resilience
3. Life satisfaction and wellbeing - Investigating factors that contribute to overall life
satisfaction and wellbeing including subjective well being, happiness and pursuit of
meaningful life
4. Positive interventions - Exploring and evaluating interventions and strategies that
enhance wellbeing such as gratitude exercise, mindfulness practices and positive
affirmations.
5. Positive relationships - Exploring the dynamics of positive relationships, social
connections and impact of social networks on mental health and happiness
 6. Flow and engagement - Studying the concept of flow where individuals are fully
immersed and engaged in an activity and undera=standing how this state contributes
to wellbeing
7. Resilience - Examining the factors that contribute to resilience and coping
mechanisms in the face of adversity, trauma and stress.
8. Meaning and purpose - Investigating the role of meaning and purpose of life including
the impact of having a sense of direction and goals on overall wellbeing
9. Positive education – Applying positive psychology principles in educational settings
to foster students’ wellbeing character development and academic success
10. Positive workplaces - Examining the application of positive psychology in the
workplace to enhance employee engagement satisfaction and productivity.
11. Health and positive psychology - Exploring the connections between positive
psychology and physical health and as well as impact of positive emotions and
behaviours on overall health.
12. Cultural and cross-cultural perspectives - Considering how positive psychology
concepts and interventions may vary across different cultures and societies

Nature:

➢ Positive psychology theory focuses on the positive aspects of human life, such as
happiness, strengths, and fulfilment, rather than solely on pathology and mental
illness. As such, it offers therapists a unique perspective and toolset for helping their
clients improve their mental health and overall wellbeing.
➢ The nature of positive psychology is not specific and vague.

Assumptions:

➢ A major assumption of positive psychology is that the field of psychology has become
unbalanced. (Simonton & Baumeister, 2005).
➢ Human goodness and excellence are as authentic as disorders and distress and
therefore deserve equal attention from mental health practitioners. It's time to
challenge the disease model (Maddux,2002)
➢ Human beings have the potential for good and that we are motivated to pursue a good
life (Linley & Joseph,2006)
 ➢ The most basic assumption of positive psychology is that human goodness and
excellence are as authentic as disorders and distress and therefore deserve equal
attention from mental health practitioners.
➢ The good life refers to those factors that contribute most predominantly to a well lived
life. Qualities that define the good life are those that enrich our lives, make life worth
living and foster strong character (Compton, 2005).
➢ Seligman (2002) defines good life as a combination of three elements: Positive
connection to others or positive subjective experience; Positive individual traits and;
Life regulation qualities.
➢ Positive psychology is based on several key assumptions that guide its approach to the
study of human wellbeing and positive aspects of human functioning. These
assumptions set positive psychology apart from traditional psychology which has
historically focused more on understanding and treating mental illness.

The key assumptions of positive psychology are as follows:

1. Focus on strength and values -

Positive psychology assumes that individuals possess a variety of strengths and
virtues that contribute to their wellbeing instead of completely focusing more on
pathology and deficits positive psychology emphasises the identification and
cultivation of positive qualities.
1. Scientific enquiry -
Positive psychology is grounded in empirical research and scientific methods; it seeks
to use rigorous scientific methods to investigate positive emotions, behaviours and
experiences.
2. Subjective well being -
Positive psychology places importance on subjective well being which include aspects
like life satisfaction, happiness and overall positive feelings. It recognises that
wellbeing is not completely determined by external factors but it is also influenced by
individual perception and interpretations.
4. Positive emotions matter -
Positive psychology asserts that positive emotions are not just fleeting moments of
happiness but play a crucial role in overall well being because positive emotions
contribute to enhancing resilience, creativity and coping mechanisms.
5. Cultivation of virtues -
 Positive psychology is interested in the cultivation of virtues and character strengths.
These are based upon philosophical and ethical traditions to identify and promote
virtues such as courage, kindness, honesty and wisdom.
6. Human flourishing -
Positive psychology aims to contribute to the understanding of human flourishing. It
goes beyond the absence of mental illness and focuses on the presence of positive
factors that lead to a meaningful life.
7. Optimal functioning -
Positive psychology assumes that individuals have the capacity for optimal
functioning and that they can actively work towards achieving their full potential.
This includes achieving personal goals, meaningful relationships & a sense of
purpose.
8. Resilience & adaptability -
Positive psychology recognises the importance of resilience and adaptability in the
face of life challenges. It explores how individuals can bounce back from adversity,
go through difficult experiences and develop resilience.
9. Holistic Perspective -
Positive psychology takes a holistic approach to understanding individuals
considering biological, psychological, social and cultural factors that contribute to
wellbeing. It acknowledges interconnectedness of various aspects of life.
10. Promotion of positive institutions -
Positive psychology extends its focus beyond individuals through institutions and
communities. It explores how positive principles can be applied to education,
workplaces and other social structures to enhance overall wellbeing.

These assumptions collectively contribute to the positive psychology framework which seeks
to broaden the understanding of what it means to lead a fulfilling and meaningful life.
Goals:

According to Martin Seligman’s goal of positive psychology was -

➢ To refocus the entire field of psychology.

➢ To find elements of positive psychology represented in so many different areas of
psychology, from physiological to clinical psychology.
➢ To restore balance within the discipline of Psychology which was too much focused
on negative aspects.
➢ To catalyse a change in psychology from a preoccupation only with repairing the
worst things in life to also building the best qualities in life.
➢ To improve understanding of positive human behaviours to balance the negative focus
of much mainstream research & theory (Sheldon & King,2001).
➢ To develop an empirically based conceptual understanding and language for
describing healthy human functioning that parallels our classification and
understanding of mental illness (Keyes, 2003)
➢ To boost present well-being.
➢ To prevent future problems.
➢ To make life worthwhile.
1.2. HISTORY & DEVELOPMENT OF POSITIVE PSYCHOLOGY

History:

Pre - WWII psychological wave –

➢ Before the second world war erupted, psychology had 3 distinct goals:
I. Treating mental illness
II. Making life more productive and fulfilling
III. Identifying and nurturing talent
➢ Retracing to even earlier years, philosophers like Aristotle and Plato regarded how
one should live a virtuous life and fulfil one’s achievements.
➢ The Arestotelian model of human nature presents two types of virtues; Virtue of
thought and Virtue of character. Virtue of thought takes time and experience and
evolves through teaching, while Virtue of character needs habit to develop.
➢ The model provides a core root In Gordon Allport’s review of history of social
psychology, he claimed “one thing is certain: Platonic and Aristotelian strands of
thought are found in all western theory, past and present”.

Post WWII psychological wave -

➢ After the second world war culminated, the primary mission of psychology shifted
towards treating abnormal behaviour and mental illness. A disease model was
adopted, which helped the psychologists to identify and repair psychological damage.
➢ The Veterans Administration was founded in 1946 and psychologists had begun
practising counselling with war veterans. Subsequently, the National Institute of
Mental Health was established in 1947, where the aim of psychology had been fixed
to study mental illnesses.
➢ The resurgence of interest in ‘living’ a good life apart from just surviving came years
after the second world war with the humanistic approach, introduced by Abraham
Maslow and Carl Rogers.
➢ Parting ways from the Freudian concepts, Maslow and Rogers were keen to
understand the innate drive in human beings and emphasised more on self-
actualization and thus, brought a fresh perspective into psychology. The term ‘positive
psychology’ was used for the very first time in 1954 by Maslow in his book
“Motivation and Personality”.
 ➢ A generation later, positive psychology had started to evolve as an important field
under Martin Seligman. In 1988, Seligman was elected as the President of the
American Psychological Association and chose positive psychology as the central
theme for his term. Considered to be the father of positive psychology, he urged
psychologists to nurture talents and improve the quality of living in their mission. The
focus had now shifted from mental illness to mental health. The first International
Conference on Positive Psychology took place and 2009, World Congress on Positive
Psychology was conducted.
➢ A fellow colleague and co-author with Seligman, Christopher Peterson wrote (2006),
Positive Psychology has a very short history) and a very long past.

Notable Pioneers of Positive Psychology -

1. Abraham Maslow -

First to coin the term positive psychology, Maslow put emphasis on growth and development
of a person and introduced the concept of self-actualization. He did not like the fact that
psychology catered only to mental disorders and ignored the importance of human potential.

2. Carl Rogers -

Along with Abraham Maslow, Rogers was one of the founding fathers of the humanistic
school of psychology. He gave the concept of ideal self and real self and stated that the
congruence between the two depended on the status of the person’s positive regard.

3. Martin Seligman -

Known as the father of positive psychology, Seligman conducted major work related to
positive psychology, once elected as the President of American Psychological Association.
He presented a positive face to the Diagnostic and Statistical Manual of Mental Disorders
(DSM). Later, he developed a theory of wellbeing in which he listed 5 elements of a happy
life, PERMA, an acronym for Positive Emotions, Engagement, Relationships, Meaning and
purpose, and Accomplishments.
4. ED Diener -

In 1984, Diener created a model of subjective well-being. According to him, subjective well-
being is “based on the idea that how each person thinks and feels about his or her life is
important.”

5. Albert Bandura -

Praised for his work in social cognition and modelling theory, Bandura presented a Self-
Efficacy theory which is based on how a person perceives himself of the belief in their ability
and performance to reach a goal.
1.3. WESTERN AND EASTERN PERSPECTIVES

Western Perspective:

➢ Athenian –
- The Greek philosophers Plato and Aristotle discussed virtues and human
strengths.
- Aristotle details 11 moral virtues: courage, moderation, generosity,
munificence, magnificence, even temper, friendliness, truthfulness, wit, justice
and friendship.
- In addition to these, he also describes intellectual virtues (mainly involving
wisdom) and believed that “strength of character as inculcated by the political
community would lead to enduring human excellence” (Solomon,2006).
- Aristotle also believed that the government should take the responsibility of
the development of virtue in the society through early education.
- Views: Expanded Plato's ideas regarding virtues, 11 moral virtues : courage,
moderation, generosity, munificence, magnificence, even temper, friendliness,
truthfulness, wit, justice & friendship.

➢ Judeo-Christianity –
- The Bible contains discussion of virtues in many chapters and verses. In the
Old Testament, the virtues of faith, hope, and charity are highlighted.
- These were later discussed as part of the “Seven Heavenly Virtues” by
Thomas Aquinas. According to historians, Aquinas lists these virtues as
fortitude, justice, temperance and wisdom (often called the cardinal virtues;
Peterson and Seligman, 2004), faith, hope, and charity (Williams & Houck,
1982).
- Similarly other scholars also cite the Ten Commandments given by Moses in
the Old Testament as directives for cultivating certain strengths within the
Jewish tradition.
- Throughout the New Testament other mentions are made of virtues and
strengths. For instance, in the Book of Proverbs, there are many mentions of
virtuous behaviour (Peterson & Seligman, 2004)
- Aquinas list of virtues - fortitude, justice, temperance & wisdom.
➢ Islam –
- Islam is practiced by both Western and Eastern individuals and groups, and
thus its virtues and practices may be influenced by more than one context.
- Islam incorporates many virtues recognizable in other philosophical traditions
and categorizes them as moral obligations. Among others, gratitude (e.g., to
Allah for His benevolence), love (of Allah because of His forgiveness),
kindness (especially toward parents), justice (emphasizing fraternity and
equality of all), and courage (acts of bravery) are valued (Farah, 1968).
- This emphasis is especially directed toward the wealthy in terms of their
support of the poor as “[the wealthy] are obligated . . . to aid the poor as a
duty, not a privilege” (Farah, 1968, p. 127).
- Giving to the poor is a requirement in the Islamic faith reflected in the third
pillar, zakat (alms), and it is something that is to be done secretly as opposed
to directly if possible so that the giver maintains his or her humility and the
recipient is not embarrassed by having to accept the gift (Ahmed, 1999).
- Abiding by these moral obligations and pillars assists the faithful in pleasing
Allah in this tradition.
Eastern Perspective:

➢ Confucianism
- Confucius or the Sage stated that leadership and education are central to
morality. He emphasised morality as the cure for evils.
- The teachings are quite similar to those laid down by Aristotle and Plato
regarding the responsibility of the leaders.
- Attaining virtue lies at the core of Confucian teachings. Five main virtues laid
down are: jen (humanity), yi (duty to treat others well), li (etiquette and
sensitivity for others’ feelings), zhi (wisdom) and xin (truthfulness).

➢ Taoism
- Lao-Tzu, the creator of the Taoist tradition) states that his followers must live
according to the Tao (“the way”).
- Tao is the energy that surrounds everyone and is a power that “envelops,
surrounds and flows through all things” (Western Reform Taoism, 2003).
- Understanding will flow from experiencing the way for oneself by fully
participating in life. Hence, experiencing both good and bad events can lead to
a greater understanding of the way. According to the Taoist philosophy, the
most important goal is spontaneity and naturalness.
- Virtues of humanity, justice, temperance, and propriety.

➢ Buddhism
- Throughout the teachings of the Buddha, the good of others is emphasised.
- Buddha also teaches that suffering is a part of being and that this suffering is
brought on by desire.
- The master or the enlightened one (Buddha)
- Nirvana is considered the state in which the self is freed from any kind of
desire. Both premortal and postmortal states are proposed. Buddhism gives a
very important place to virtues, Brahma Viharas (virtues above all others in
importance, called as universal virtues by Peterson & Seligman, 2004).
 - These virtues include love (maitri), compassion (karuna), joy (mudita), and
equanimity (upeksha) (Sangharakshita, 1991). Hence, the Buddhist philosophy
entails dissociating from desire to put an end to suffering.
- Buddhism spread from India to China and also to other countries in Asia, such
as Korea, Japan, Thailand, Myanmar (Burma), Sri Lanka, Cambodia, Laos,
and Vietnam. Over the years, Buddhism has gained followers and has spread
to other countries.

➢ Hinduism
- In comparison to the three eastern philosophies mentioned above, the Hindu
tradition differs in the sense that it does not have a specific founder and it is
not clear when this tradition began.
- The main teachings of this tradition emphasise the interconnectedness of all
things and emphasis is on personal improvement. The goal is to live one’s life
correctly so that one can go to the afterlife without repeating life’s lessons in a
reincarnated form. The quest of one’s life is to attain ultimate self-knowledge
and to strive for ultimate self-improvement. This is known as Karma.
- Hence, the good life in this tradition encompasses continually doing good
actions. The idea of a harmonious union among all individuals is woven
throughout the teachings of Hinduism that refer to a single unifying principle
underlying all the earth.
1.4. CHARACTER STRENGTHS AND VIRTUES

➢ With reference to develop parallel form to DSM classification Peterson and

Seligman(2004) prepared the characteristic strengths and virtues( Values Action
Project).

➢ They also provide a language describing positive human qualities that defined a
healthy person living a good life.

➢ A list was prepared of positive virtues. This list included virtues described in major
religions and philosophies.

➢ From a long list of Virtues 24-character strengths were selected and organized around
six virtues. These six virtues are -

1. Wisdom,

2. Courage,

3. Humanity

4. Justice,

5. Temperance and

6. Transcendence

as they appear to be universal across society and across history.

➢ Peterson and Seligman regarded theses virtues as core defining features of good
character.
➢ Each virtue is defined by a set of character strengths that represent the ingredients,
expressions, and potential means of developing the virtue. E.g. Temperance as a
virtue refers to people’s strength in avoiding excesses. The ingredients and
expressions of temperance would include self-control gratitude towards others,
humility, prudent decision making and the ability to forgive the transgressions of self
and others
VIRTUES -

➢ Wisdom and knowledge – cognitive strengths that entail the acquisition and use of
knowledge.
- Creativity [originality, ingenuity]: Thinking of novel and productive ways to
conceptualize and do things; includes artistic achievement but is not limited to
it.
- Curiosity [interest, novelty-seeking, openness to experience]: Taking an
interest in ongoing experience for its own sake; finding subjects and topics
fascinating; exploring and discovering.
- Open-mindedness [judgment, critical thinking]: Thinking things through and
examining them from all sides; not jumping to conclusions; being able to
change one’s mind in light of evidence; weighing all evidence fairly
- Love of learning: Mastering new skills, topics, and bodies of knowledge,
whether on one’s own or formally; obviously related to the strength of
curiosity but goes beyond it to describe the tendency to add systematically to
what one knows.
- Perspective [wisdom]: Being able to provide wise counsel to others; having
ways of looking at the world that make sense to oneself and to other people.

➢ Courage - emotional strengths that involve the exercise of will accomplish goals in
the face of opposition, external or internal.
- Bravery [valor]: Not shrinking from threat, challenge, difficulty, or pain;
speaking up for what is right even if there is opposition; acting on convictions
even if unpopular; includes physical bravery but is not limited to it
- Persistence [perseverance, industriousness]: Finishing what one starts;
persisting in a course of action despite obstacles; “getting it out the door”;
taking pleasure in completing tasks.
- Integrity [authenticity, honesty]: Speaking the truth but more broadly
presenting oneself in a genuine way and acting in a sincere way; being without
pretense; taking responsibility for one’s feelings and actions.
- Vitality [zest, enthusiasm, vigor, energy]: Approaching life with excitement
and energy; not doing things halfway or halfheartedly; living life as an
adventure; feeling alive and activated.
➢ Humanity - interpersonal strengths that involve tending and befriending
others
- Love: Valuing close relations with others, those in which sharing, and caring
are reciprocated; being close to people
- Kindness [generosity, nurturance, care, compassion, altruistic love,
“niceness”]: Doing favors and good deeds for others; helping them; taking
care of them.
- Social intelligence [emotional intelligence, personal intelligence]: Being aware
of the motives and feelings of other people and oneself; knowing what to do to
fit into different social situations; knowing what makes other people tick.

➢ Justice - civic strengths that underlie healthy community life.

- Citizenship [social responsibility, loyalty, teamwork]: Working well as a
member of a group or team; being loyal to the group; doing one’s share.
- Fairness: Treating all people the same according to notions of fairness and
justice; not letting personal feelings bias decisions about others; giving
everyone a fair chance.
- Leadership: Encouraging a group of which one is a member to get things done
and at the same maintain time good relations within the group; organizing
group activities and seeing that they happen.

➢ Temperance - strengths that protect against excess.

- Forgiveness and mercy: Forgiving those who have done wrong; accepting the
shortcomings of others; giving people a second chance; not being vengeful
- Humility / Modesty: Letting one’s accomplishments speak for themselves; not
seeking the spotlight; not regarding oneself as more special than one is.
- Prudence: Being careful about one’s choices; not taking undue risks; not
saying or doing things that might later be regretted.
- Self-regulation [self-control]: Regulating what one feels and does; being
disciplined; controlling one’s appetites and emotions.
➢ Transcendence - strengths that forge connections to the larger universe and provide
meaning.
- Appreciation of beauty and excellence [awe, wonder, elevation]: Noticing and
appreciating beauty, excellence, and/or skilled performance in various
domains of life, from nature to art to mathematics to science to everyday
experience
- Gratitude: Being aware of and thankful for the good things that happen; taking
time to express thanks
- Hope [optimism, future-mindedness, future orientation]: Expecting the best in
the future and working to achieve it; believing that a good future is something
that can be brought about.
- Humor [playfulness]: Liking to laugh and tease; bringing smiles to other
people; seeing the light side; making (not necessarily telling) jokes.
- Spirituality [religiousness, faith, purpose]: Having coherent beliefs about the
higher purpose and meaning of the universe; knowing where one fits within
the larger scheme; having beliefs about the meaning of life that shape conduct
and provide comfort.
 Unit 2: Positive Emotional States and Processes

2.1. HAPPINESS AND WELLBEING

Happiness

➢ Definitions
- Happiness is understood as the positive emotions we have in regard to the
pleasurable activities we take part in through our daily lives.
- Pleasure, comfort, gratitude, hope, and inspiration are examples of positive
emotions that increase our happiness and move to flourish.
- Happiness is referred as the presence of positive emotions and the absence of
negative emotions.
- Happiness is an emotional state characterized by feelings of joy, satisfaction,
contentment, and fulfilment.
- Happiness has many different definitions; it is often described as involving
positive emotions and life satisfaction.
➢ Key components –
- The balance of emotions: Everyone experiences both positive and negative
emotions. Happiness is generally linked to experiencing more positive than
negative emotions.
- Life satisfaction: This relates to how satisfied you feel with different areas of
your life including your relationships, work, achievements, and other things
that you consider important.
➢ Signs of Happiness –
1. Feeling like you are living the life you wanted.
2. Feeling that the conditions of your life are good.
3. Feeing that you have accomplished (or will accomplish) what you want in
life.
4. Feeling satisfied with your life.
5. Feeling positive more than negative.
6. Signs that psychologists look for when measuring and assessing happiness.
➢ Types of Happiness –
- Greek philosopher Aristotle made a distinction between two different kinds of
happiness: hedonic and eudaimonia.
- Hedonic: Hedonic happiness is derived from pleasure. It is most often
associated with doing what feels good, self-care, fulfilling desires,
experiencing enjoyment, and feeling a sense of satisfaction.
- Eudaimonia: This type of happiness is derived from seeking virtue and
meaning. Important components of eudaimonia well-being including feeling
that your life has meaning, value, and purpose. It is associated more with
fulfilling responsibilities, investing in long term goals, concern for the welfare
of other people, and living up to personal ideals.

Hedonic Eudaimonia

Pleasure Achievement

Feeling Good Functioning Well

Positive Emotions Meaning – serving a purpose beyond the

self

Maximizing Enjoyment Engagement – Flow, playing to strengths,

Realising Potential

Subjective wellbeing Effort into meaning = fulfilment

Peak moments of happiness Deeper Happiness

Hedonic Happiness: -

- The idea of hedonic happiness dates to the fourth century B.C., when a Greek
philosopher taught that the goal in life should be to maximize pleasure.
- Throughout history, several philosophers have adhered to this hedonic
viewpoint, including Hobbes and Bentham. Psychologists who study
happiness from a hedonic perspective cast a wide net by conceptualizing
hedonic in terms of pleasures of both the mind and body.
- In this view, then, happiness involves maximizing pleasure and minimizing
pain.
- Hedonic adaptation is most likely to occur when one engages in fleeting
pleasures. This kind of enjoyment can improve mood, but this is only
temporary.

Eudaimonia Happiness: -

- The concept of eudaimonia dates to the fourth century B.C., when Aristotle
first proposed it in his work.
- According to Aristotle, to achieve happiness, one should live their life in
accordance with their virtues.
- He claimed people are constantly striving to meet their potential and be their
best selves, which leads to greater purpose and meaning.
- Psychological theories like Maslow’s hierarchy of needs, which points to self-
actualization as the highest goal in life, champion a eudaimonia perspective on
human happiness and flourishing.
- It seems like the path to happiness is eudaimonia, sometimes it’s not practical
to engage in the activities that evoke eudaimonia happiness.
- If you’re feeling sad or stressed, often treating yourself to a simple hedonic
pleasure, like eating dessert or listening to a favourite song, can be a quick
mood booster that requires less effort than engaging in a eudaimonia activity.
➢ Happiness set point –
- Psychological research has shown we all have a happiness set point.
- Psychologist Sonya Lyubomirsky has outlined the three components that
contribute to that set point and how much each matter.
- According to her calculations,
1. 50% is determined by genetics.
2. 10% is the result of circumstances that are out of one’s control, like where
they’re born and who their parents are.
3. 40% of one’s happiness set point is under their control.
Thus, while we can determine how happy we are to a certain extent, over half
of our happiness is determined by things we can’t change.
Wellbeing

➢ Definitions –
- The term ‘well-being’ includes many aspects such as, happiness, energy,
leisure, peace with oneself, contentment, and sensitivity to environment.
- Wellbeing is not just the absence of disease or illness. It’s a complex
combination of a person's physical, mental, emotional, and social health
factors.
- Wellbeing is strongly linked to happiness and life satisfaction. In short,
wellbeing could be described as how you feel about yourself and your life.
- Well-being involves not only happiness and pleasure but also
experiencing/feeling satisfaction in life, presence of positive feeling or affect
(e g. interest, love, surprise, pleasure) and the absence of negative feelings
(e.g., anxiety, depression, stress).
- Well-being is a matter of how one experiences and interprets one’s life
conditions.
- Examples of wellbeing -

➢ Feelings -
- Trust (vishvasa)
- Respect (sammana)
- Affection (sneha)
 - Care (mamata)
- Guidance (margadarshan)
- Reverence –deep respect (shraddha)
- Glory (gaurava)
- Gratitude (kritagyata)
- Love (prema)

➢ Subjective Well - Being (SWB) -

- Subjective well-being (SWB) refers to an individual's personal assessment and
perception of their overall life satisfaction, happiness, and fulfilment.
- Professor Ed Diener, one of the subjective well-being researchers, defines it as
“people’s cognitive and affective evaluations of their lives.”
- It is a subjective measure that considers one's own thoughts and feelings about
their well-being rather than relying on external, objective indicators.
- Subjective well-being encompasses various components, including positive
emotions, life satisfaction, and a sense of purpose meaning in life.
- Types –
1. Life satisfaction: This aspect involves an individual's overall evaluation
and assessment of their life. It reflects a cognitive judgment of how well
one's life is going. (Erickson’s last stage:…..)
2. Hedonic well-being: This focuses on the pursuit and experience of
pleasure and the avoidance of pain. It includes the frequency and intensity
of positive emotions (joy, happiness) and the absence of negative emotions
(stress, sadness).
3. Eudaimonia well-being: Eudaimonia emphasizes living a meaningful and
purposeful life. It involves self-realization, personal growth, and pursuing
one's potential, often through activities that provide a sense of purpose.
4. Emotional well-being: This aspect concentrates on the subjective
experience of positive and negative emotions. It includes emotional
balance, resilience, and managing and navigating emotions effectively
(using strategies to change negative emotions into positive).
5. Psychological well-being: Psychological wellbeing encompasses various
factors such as autonomy, self-acceptance, positive relations with others,
 personal growth, purpose in life, and environmental mastery. It reflects a
more comprehensive view of mental health.
6. Social well-being: This type of well-being emphasizes the importance of
positive social relationships, social support, and sense of belonging within
a community. Strong social connections contribute to overall life
satisfaction.
7. Subjective health: The perception of one's health status and how it
contributes to well-being. This includes feelings of vitality, energy, and
overall physical well-being.
8. Cultural well-being: Recognition of the impact of cultural values, beliefs,
and practices on an individual's well-being. Cultural well-being considers
the alignment of an individual's values with those of their cultural context.
- Signs –
1. Positive emotions: Frequent experiences of joy, happiness, and
contentment.
2. Life satisfaction: Overall contentment with one's life.
3. Optimism: Having positive outlook on the future.
4. Gratitude: Feeling thankful for what has.
5. Sense of purpose: A clear sense of meaning and purpose in life.
6. Positive relationships: Healthy and fulfilling connections with others.
7. Resilience: The ability to bounce back from challenges and setbacks.
8. Self-esteem: Positive self-regard and a healthy level of self-confidence.
9. Autonomy: Feeling in control of one's life and choices.
10. Mindfulness: Being present and engaged in the current moment.
11. Altruism: Engaging in acts of kindness and helping others.
12. Work satisfaction: Finding fulfilment and enjoyment in one's work.
13. Physical health: Good overall health and well-being.
14. Work-life balance: Balancing work, personal life, and leisure activities.
15. Financial stability: Having a sense of financial security.
16. Optimal challenge: Engaging in activities that provide a balance of
challenge and skill.
17. Leisure and recreation: Enjoying hobbies and recreational activities.
18. Personal growth: A continuous process of self-improvement and learning.
 19. Positive coping strategies: Effective coping mechanisms in the face of
stress.
20. Social connection: Feeling connected to a supportive community social
network.

➢ Internal and External Factors in people’s happiness & wellbeing –

- Internal causes
1. Inborn temperament and personality
2. Outlook on life
3. Adaptation and resilience

- External causes
1. Material resources
2. Social health
3. The circumstances in which you live.

➢ Factors influencing well-being –

- Nutrition
- Sleep
- Recreation (fun hobbies and leisure pursuits)
- Exercise, yoga & meditation.
- Network of close friends
- Routine
- Optimistic outlook
- Realistic and achievable goals
- Sense of purpose and meaning
- A sense of belonging
- The ability to adapt to change.
2.2. POSITIVE AFFECT AND POSITIVE EMOTIONS

- The word “affect” is basically a more technical way to talk about emotion and
expression.
- It refers to the emotions or feelings that we experience and display, especially in terms
of how these emotions influence us to act and make decisions.

Positive Affect

- Positive affect refers to the extent to which an individual subjectively experiences

moods such as joy, interest, and alertness. positive
- Positive affect is one aspect of pleasurable and positive experience.
- Although positive affect overlaps to a significant degree with the concept of positive
emotions, they are not identical.
- Positive affect is more closely related to mood states whereas positive emotions
involve positive feelings as well as characteristic patterns of physiological arousal,
thoughts, and behaviours.
- Positive affectivity refers to positive emotions and expression, including cheerfulness,
pride, enthusiasm, energy, and joy.
- Negative affectivity is negative emotions and expression, which includes sadness,
disgust, lethargy, fear, and distress.
- Positive and negative affectivity not only plays a large role in our day-to-day
experience and our enjoyment, but our affectivity can also influence our opinions,
thoughts, performance, abilities, and even our brain activity!
- Positive affect is usually measured through the use of self-report scales, such as the
Positive and Negative Affect Schedule, in which respondents are presented with
words describing both positive and negative moods and asked to rate each according
to the extent that it describes them.
Positive Emotions

- Emotions are conscious mental reactions (such as anger or fear) subjectively

experienced as strong feelings usually directed toward a specific object and typically
accompanied by physiological and behavioural changes in the body.
- Positive emotions refer to the pleasant or desirable responses to the situations ranging
from emotions like joy, contentment, interest, gratitude, love etc.
- Positive emotions also indicate absence of negative emotions like hate, anger, disgust,
fear etc.
- Positive emotions can produce optimal functioning in an individual not just
momentarily but for longer period of time.
- Negative emotions - Historically, the negative emotions were being more emphasized
as for their survival value and evolutionary significance. Negative emotions such as
fear and anger can help us in situations of danger to protect us by adopting a flight or
fight stance.
- However, with the emergence of the field of positive psychology, research has started
to emphasize on the significance of positive emotions also.
- Positive emotions are the feelings we experience that give us pleasure.

JOYFUL (happy, glad, light-hearted, pleased)

GRATITUDE (thankful, appreciative)
PEACEFUL (relaxed, serene, at ease)
INTERESTED (engaged, attentive)
 HOPEFUL (wishful, expecting good things)
PROUD (satisfied, confident, accomplished)
AMUSED (humorous, fun-loving, playful, silly)
INSPIRED (creative, uplifted)
AMAZED (awed, part of something larger than ourselves)
LOVING (loved, compassionate, caring, kind)

➢ Broaden & Build Theory of Positive Emotions –

- Barbara Fredrickson developed the broaden-and-build theory (1998) to explain
how positive emotions increase life satisfaction.
- This theory includes four steps:
1) experience of positive emotion
2) broadening of thoughts and behaviours
3) building personal resources and
4) transforming the self by increasing health, wellbeing, and survival.
 - Fredrickson (1998) argues that while negative emotions narrow thought-action
reserve, positive emotions broaden this reserve, enabling us to draw on a wide
array of possible cognitions and behaviours in response to emotional stimuli.
- Through this lens, positive emotions leave us free to be creative, playful,
curious, and experimental, and from these behaviours flow opportunities to
gain new physical, social, and intellectual resources.
- For example, the emotion of joy in children facilitates play. Consequently,
play develops critical skills and competencies, such as social skills during
social play, physical skills during rough-and-tumble play, and cognitive skills
during play with objects.

➢ PERMA Model
- In 1998, Dr. Martin Seligman used his inaugural address as the incoming
president of the American Psychological Association to shift the focus from
mental illness and pathology to studying what is good and positive in life.
- From this point in time, theories and research examined positive psychology
interventions that help make life worth living and how to define, quantify, and
create wellbeing.
- In developing a theory to address this, Seligman (2012) selected five
components that people pursue because they are intrinsically motivating and
they contribute to wellbeing
- These five elements or components (PERMA; Seligman, 2012) are…
• P = Positive Emotion
- Positive emotion is much more than mere ‘happiness.’
- Positive emotions include hope, interest, joy, love, compassion,
pride, amusement, and gratitude.
- Positive emotions are a prime indicator of flourishing, and they can
be cultivated or learned to improve wellbeing.
- When individuals can explore and integrate positive emotions into
daily life (and visualizations of future life), it improves habitual
thinking and acting.
- Positive emotions can undo the harmful effects of negative
emotions and promote resilience.
 - Increasing positive emotions helps individuals build physical,
intellectual, psychological, and social resources that lead to this
resilience and overall wellbeing.
• E = Engagement
- According to Seligman (2012), engagement is “being one with the
something.” It is like the concept of “flow.”
- Flow includes the loss of self-consciousness and complete
absorption in an activity.
- In other words, it is living in the present moment and focusing
entirely on the task at hand.
- Flow, or this concept of engagement, occurs when the perfect
combination skill/strength is found.
- Research on engagement has found that individuals who try to use
their strengths in new ways each day for a week were happier and
less depressed after six months (Seligman, Steen, Park, &Peterson,
2005).
• R = Relationships
- Relationships encompass all the various interactions individuals
have with partners, friends, family members, colleagues,
bosses/mentors/supervisors, and their community at large.
- Relationships in the PERMA model refer to feeling supported,
loved, and valued by others.
- Relationships are included in the model based on the idea that
humans are inherently social creatures (Seligman, 2012).
- There is evidence of this everywhere, but social connections
become particularly important as we age.
- The social environment has been found to play a critical role in
preventing cognitive decline, and strong social networks contribute
to better physical health among older adults (Siedlecki et al., 2014).
- Research has demonstrated that sharing good news or celebrating
success fosters strong bonds and better relationships (Siedlecki et
al., 2014)
• M = Meaning
- It is an intrinsic human quality is the search for meaning and the
need to have a sense of value and worth.
- Seligman (2012) discussed meaning as belonging and/or serving
something greater than ourselves.
- Having a purpose in life helps individuals focus on what is really
important in the phase of significant challenge or adversity.
- Having meaning or purpose in life is different for everyone.
- Meaning may be pursued through a profession, a social or political
cause, a religious/spiritual belief. creative endeavour, or a
- It may be found in a career or through extracurricular, volunteer, or
community activities.
- A sense of meaning is guided by personal values, and people who
report having purpose in life live longer and have greater life
satisfaction and fewer health problems (Kashdan et al., 2009).
• A = Accomplishments
- Accomplishment in PERMA is also known as achievement,
mastery, or competence.
- A sense of accomplishment is a result of working toward and
reaching goals, mastering an endeavour, and having self-motivation
to finish what you set out to do.
- This contributes to wellbeing because individuals can look at their
lives with a sense of pride (Seligman, 2012).
- Accomplishment includes the concepts of perseverance and having
a passion to attain goals.
• The Plus (+) in PERMA
- Happiness goes beyond just these five elements, and the + can
include other important areas we well, such as optimism, nutrition,
physical activity, and sleep.
 ➢ Questionnaires and assessments are useful tools in Positive Psychology
- PERMA Profiler (pdf)
- The Workplace PERMA Profile (pdf)
- PURPOSE+ PERMA Profiler (online)
- The Flourishing Scale (pdf)

Mood

- Emotion is often confused with mood. emotions are more fleeting than moods.
- However, mood is broader than emotion; refers to a general feeling, not associated
with any specific object/event.
- It is described as free floating and lasts for a longer time, e.g., Riya is in a good mood
these days because of her job promotion.
- Thus, mood refers to our general emotional state whereas emotions are specific
temporary emotional states that are related to specific objects/situations/events.
- In the span of an entire day, we may experience many related specific emotions such
as joy, happiness, love, contentment etc., but our mood may be one type only, that of a
pleasant mood.

EMOTIONS FEELINGS MOODS

Immediate physiological The physical & mental Mood is a mix of feelings
response to perceived sensations that arise as we and emotions as we go
stimulus. Chemicals internalize emotions. through our days; a mood is
released throughout our Feelings are cognitively a semi persistent mental +
body that last forfew saturated emotion chemicals physical + emotional state
seconds.
➢ Perspective towards emotions, affects & mood
- Emotions are conscious mental reactions subjectively experienced as strong
feelings usually directed toward a specific object and typically accompanied
by physiological and behavioural changes in the body. (short term)
- Affect is the external and dynamic manifestation of a person’s internal
emotional state, and hence is present in all individuals. (little longer than
emotion)
- Mood as the individual’s subjective description of his or her feeling state.
(long term ranges from hours to days)
2.3. RESILIENCE & GRIT

Grit

➢ Grit is passion and perseverance for long-term and meaningful goals.

➢ It is the ability to persist in something you feel passionate about and persevere when
you face obstacles.
➢ This kind of passion is not about intense emotions or infatuation.
➢ It’s about having direction and commitment. When you have this kind of passion, you
can stay committed to a task that may be difficult or boring.
➢ Grit is important because it is a driver of achievement and success, independent of
and beyond what talent and intelligence contribute.
➢ Being naturally smart and talented are great, but to truly well and thrive, we need the
ability to persevere.
➢ Without grit, talent may be nothing more than unmet potential.
➢ It is only with effort that talent becomes a skill that leads to success.

Resilience

➢ Resilience in positive psychology refers to the ability to cope with whatever life
throws at you.
➢ Some people are knocked down by challenges, but they return as a stronger person
more steadfast than before.
➢ We call these people resilient.
➢ A resilient person works through challenges by using personal resources, strengths,
and other positive capacities of psychological capital like hope, optimism, and self-
efficacy.
➢ Overcoming a crisis via resiliency is often described as “bouncing back” to a normal
state of functioning. Being resilient is also positively associated with happiness.
➢ Relationships play a vital role in building the resilience of an individual. This starts at
a young age when we are heavily influenced by our guardians and parents.
➢ The authoritative parenting style displays the qualities of warmth and affection that
also provide structure and support to the child.
2.4. GRATITUDE & FORGIVENESS

Gratitude

➢ Gratitude is an emotion like appreciation.

➢ The American Psychological Association specifically defines this phenomenon as a
sense of happiness and thankfulness in response to a fortunate happenstance or
tangible gift.
➢ Gratitude is both a state and a trait.
➢ Better explained, one can experience gratitude for someone or something at a certain
moment in time, and someone experience gratitude more long-term as a positive
character trait.
➢ The feeling of gratitude involves two stages –
- First comes the acknowledgment of goodness in one’s life. We
affirm that, all in all, life is good and has elements that make it
worth living.
- Second, gratitude is recognizing that sources of this goodness lie
outside the self. One can be grateful to our creator, other people,
animals, and the world, but not to oneself. At this stage, we
recognize the goodness in our lives and who to thank for it.
- Two stages of gratitude comprise the recognition of the goodness in
our lives and then how this goodness came to us. Through this
process, we recognize the fortune of everything that improves our
lives and ourselves.

Forgiveness

➢ Forgiveness is often defined as an individual, voluntary internal process of letting go

of feelings and thoughts of resentment, bitterness, anger, and the need for vengeance
and retribution toward someone who we believe has wronged us, ourselves. including
➢ Our capacity for forgiveness is a part of human nature that has evolved in the process
of natural selection, according to and evolutionary science, it developed in the same
way as our tendency toward revenge.
➢ Both forgiveness and revenge are social instincts that solved problems forancestral
humans.
➢ Although both of these are fixed aspects of human nature, these capacities can be
altered which gives us hope that we can make the world a more forgiving and less
vengeful place.
 Unit 3: Positive Cognitive States and Processes

3.1. SELF EFFICACY, WISDOM, AND FLOW

Self – Efficacy

➢ Self-efficacy is a person's belief in their ability to complete a task or achieve a goal.

➢ Self-efficacy refers to an individual's belief in his or her capacity to execute behaviors
necessary to produce specific performance attainments (Bandura, 1977, 1986, 1997).
➢ Ways to build Self – Efficacy:
- Mastery Experiences - Bandura (2008) argues that the most
effective way to build self-efficacy is through mastery experiences.
There is no better way to start believing in one’s ability to succeed
than to set a goal, persist through challenges on the road to goal-
achievement, and enjoy the satisfying results. Once a person has
done these enough times, they will come to believe that sustained
effort and perseverance through adversity will serve a purpose in
the end; belief in one’s ability to succeed will grow.
- Social Modelling - Another way that a person can build self-
efficacy is by witnessing demonstrations of competence by people
who are similar to them (Bandura, 2008). In this scenario, the
person witnessing the display of competence perceives aspects of
their own identity in the actor. That is, the actor may be of a similar
age, ethnic background, sexuality, or gender as the observer
(Bandura, 1997). The observer, who witnesses the actor’s success
through dedicated efforts, will be inspired to believe that they, too,
can achieve their goals.
- Social Persuasion - When a person is told that they have what it
takes to succeed, they are more likely to achieve success. In this
way, self-efficacy becomes a self-fulfilling prophecy (Eden & Zuk,
1995).While not as powerful as mastery for strengthening self-
efficacy (Bandura, 2008), being told by someone we trust that we
possess the capabilities to achieve our goals will do more for us
than dwelling on our deficiencies. Therefore, a good mentor can
boost self-efficacy not only through role-modeling but by serving
 as a trusted voice of encouragement. They may also help their
mentee to recognize opportunities in which they can demonstrate
competence (without being overwhelmed) and persuade them to
step into the ring.
- States of Philosophy - According to Bandura (2008), it is harder to
feel assured of our ability to succeed when we feel weariness and a
low mood. This is especially true if we perceive these emotional
and physiological states to be indicative of our incompetence,
vulnerability, or inability to achieve a goal. Introspection and
education can prevent these physical states from being interpreted
negatively. For example, when experiencing a personal or work-
related failure, people can practice self-compassion.
- Physiological/emotional states: Emotional arousal also influences
self-efficacy. High negative emotional arousal may interfere with
performance, whereas positive emotional arousal can enhance
performance. Mood also affects people's judgments of their self-
efficacy. Positive mood enhances self- efficacy, whereas negative
mood diminishes it.
- Imaginal Experiences: Apart from the four sources mentioned
above, Maddux (1995) introduced imaginal experiences as another
source of self-efficacy. He suggested that self-efficacy beliefs can
be developed by imagining oneself behaving in hypothetical
situations. These images may be derived from actual or vicarious
experiences. They may also be developed by verbal persuasion in
systematic desensitization and covert modelling. Imaginal
modelling has been used successfully in interventions to enhance
assertive behaviours (Kazdin, 1979).
Wisdom

➢ Wisdom refers to the ability to take stock of life in broad terms. It is the coordination
of information about different aspects of life to improve well-being. It also allows one
to listen to others, to evaluate what they say, and offer good advice.
➢ Wisdom involves exceptional personal and interpersonal competence like listening,
giving advice and is used for the well-being of self and others (Baltes and Staudinger,
2000).
➢ Wisdom has been studied in philosophy and religion for thousands of years and now
one can say that wisdom is becoming a centre of trans-disciplinary discourse.
➢ Baltes and Staudinger (2000) have developed five criteria to evaluate the quality of a
wise judgement or behaviour:
- Wisdom entails a rich store of declarative knowledge, i.e. knowing
facts about development, and the contextual nature of the human
condition.
- Wisdom involves a rich repertoire of procedural knowledge, i.e
knowledge about how to perform certain skills and routines.
- Wisdom involves an appreciation of the many themes and contexts
of life such as the self, family, peer group etc.
- Wisdom entails a relativism of values and life priorities, tolerance
for differences in values held by individuals and society in the
service of the common good.
- Wisdom entails a recognition and management of uncertainty and a
tolerance for ambiguity.

Theories of wisdom:

➢ Implicit theories –
- Implicit theories of wisdom, consists of psychological research
associated with folk psychological or common-sense approaches
(Clayton & Birren, 1980). Implicit theories refer to the beliefs or
mental representations of people regarding wisdom as well as the
characteristics of wise people.
 - The cognitive components include strong intellectual abilities,
knowledge and experience regarding the human condition, and the
practical application of theoretical knowledge.
- Another basic component refers to reflective judgment based on
knowledge about the world and the self, openness to new
experiences, and the ability to learn from mistakes.
- Socioemotional components include good social skills.
- The motivational component refers to the good intentions that
usually are associated with wisdom.
- Baltes (1993, 1999) identified seven properties of wisdom:
(a) Superior level of knowledge, judgment, and advice
(b) Addresses important questions and strategies about the meaning
of life
(c) Includes knowledge about the limits of knowledge and the
uncertainties of the world
(d) Constitutes knowledge with extraordinary scope, depth,
measure, and balance
(e) Involves a perfect synergy of mind and character, and of
knowledge and virtues
(f) Represents knowledge used for the well-being of oneself and of
others
(g) Although difficult to achieve, is easily recognized when
manifested.

➢ Explicit Theories –
- The second type of wisdom theories are explicit psychological
theories which focus on cognitive and behavioral expressions of
wisdom and the processes involved in the interplay of cognition
and behavior.
- Work on explicit psychological conceptions of wisdom can be
divided roughly into three groups:
(a) Wisdom as a personal characteristic or a personality disposition
(e.g., Erikson, 1959)
 (b) Conceptualization of wisdom in the neo-Piagetian tradition of
postformal and dialectical thinking
(c) Conceptualization of wisdom as an expert system as advocated
in the Berlin Wisdom Paradigm.

➢ Berlin Wisdom Paradigm

- The Berlin Wisdom Paradigm: Antecedents, correlates, and
consequences of wisdom-related knowledge and behaviour.
- The Berlin Wisdom Paradigm, developed by Paul Baltes and
Ursula Staudinger, is widely considered to be the most significant
wisdom model of recent years.
- Baltes' and colleagues' Berlin Wisdom Model attempts to quantify
an elusive character strength that is commonly understood on an
implicit level. While his work is commended by many
psychologists, Baltes notes that his theory should be viewed as a
starting point in the study of wisdom and should not go
unquestioned.

➢ Sternberg ‘s balance theory of wisdom Sternberg‘s (2000) balance theory of wisdom

- The Sternberg balance theory derives from his triarchic theory of
intelligence.
- According to Sternberg ‘s (1997) triarchic theory of intelligence,
effective adaptation to the environment or successful use of
intelligence, involves combining analytic intelligence with
practical intelligence and creative intelligence.
1. Analytic intelligence: information-processing skills that guide
intelligent behaviour.
2. Practical intelligence: skills required to create an optimal fit
between one ‘s skills and the external environment.
3. Creative intelligence: ability to capitalize upon experience to
process novel information.
 - According to balance theory, wisdom is the application of practical
intelligence to solve problems in a way that achieves a common
good keeping in mind ethical values.
- Sternberg emphasizes the role of balance. A factor-analytic study
was conducted by Staudinger, Sawara, et al. (1997) in which
participants rated 131 attributes regarding the degree to which each
represents the notion of an ideally wise person.
- The dimensions identified were.
(a) exceptional knowledge concerning the acquisition of wisdom.
(b) exceptional knowledge concerning its application.
(c) exceptional knowledge about contextual and temporal
variations of life; and
(d) person-related competencies. Wisdom involves applying
knowledge to solve problems in a way.
➢ Forms of Wisdom –
- Theoretical Wisdom - It involves the pursuit of knowledge for its
own sake, often through intellectual inquiry, reflection, and
contemplation.
- Practical Wisdom –
The ability to make sound judgments and decisions in real-life
situations.
The application of theoretical knowledge and principles to navigate
practical challenges, solve problems, and achieve goals.

Flow

➢ Psychological Flow captures the positive mental state of being completely absorbed,
focused, and involved in your activities at a certain point in time, as well as deriving
enjoyment from being engaged in that activity. Perhaps the Flow state, colloquially
termed being ‘in the zone’, is best described by one of the participants interviewed in
the earliest stages of ‘Flow research’ (Csikszentmihalyi and Csikszentmihalyi, 1988)
➢ Flow theory became of interest to positive psychology researchers Jacob Getzels and
Mihaly Csikszentmihalyi when they were studying the creative process during the
‘60s (Getzels & Csikszentmihalyi, 1976)
➢ First, an optimal Flow state was created when people tackled challenges that they
perceived to be at just the right level of ‘stretch’ for their skill sets. In other words,
neither too tough nor too easy as to be boring.
➢ Second, they had unambiguous short-term goals and received instant feedback on
their progress. This latter condition made them aware of their progress and let them
change their goal-oriented actions accordingly.
➢ Throughout it all, people described being ‘in Flow’ as a highly pleasurable
experience. They enjoyed being in control of the task-related largely to the ongoing
feedback they received. Ultimately, they found whatever they were doing to be highly
self-rewarding (Stavrou et al., 2015).
➢ A state flow is characterized by –
- Focused concentration on what one is doing in the present moment:
Because tasks that lead to flow experiences involve working
towards clear goals and receiving immediate feedback about
movement towards these goals, a deep level of concentration on the
task is essential.
- Merging of action and awareness: Since the person ‘s full
concentration is on the task there is a loss of awareness of the self.
- Loss of reflective self-consciousness - A sense that one can control
one’s actions Distortion of temporal experience: When we are
involved in flow experiences our perception of time is distorted.
- Experience of the activity as intrinsically rewarding: Activities that
lead to flow experiences are said to be ‗autotelic ‘. Autotelic comes
from the Greek words self (auto) and goal (telos). Autotelic
experiences are those that arise from activities which are not done
for some benefit but because the activity is intrinsically rewarding
in itself.
- Challenging activities that require skill: The tasks which lead to
flow experiences must demand that we use our skills almost to
their limits and that the task is one that can be completed.
- Clear goals and immediate feedback: Tasks that lead to flow
experiences have clear goals and feedback about movement
towards these goals is immediate.
 - Dynamic equilibrium: In the state of flow, the individual operates
at full capacity which is a state of dynamic equilibrium. There is a
balance between perceived action capacities and perceived action
opportunities which is a state of optimal arousal.

➢ Csikszentmihalyi often described Flow as an autotelic experience. An autotelic

experience quite simply describes an activity that’s pleasant, enjoyable, and
intrinsically motivating.
➢ It’s perhaps a little easier to understand how Csikszentmihalyi’s seminal work had
impacted the field of positive psychology if we consider the nine different dimensions
that comprise the concept.
➢ The universal factors of flow, per Csikszentmihalyi’s studies (1990; Nakamura and
Csikszentmihalyi, 2002), include:
I. Challenge-skill balance;
II. Action-awareness merging;
III. Clear goals;
IV. Unambiguous feedback;
V. Concentration on the task at hand;
VI. A sense of control;
VII. Loss of self-consciousness;
VIII. Transformation of time; and
IX. Autotelic experience.
3.2. OPTIMISM AND HOPE

Optimism

➢ Optimism and pessimism refer to the positive and negative predictions that people
make regarding their future. Some people look usually on the bright side of events,
while others look on the dark side.
➢ Optimism has been linked to psychological and physical well-being. The study of
optimism has contributed a lot to what we understand about optimism today.
➢ Unrealistic and Realistic Optimism –
- Unrealistic optimism (Weinstein, 1989) describes the mismatch
between dispositional optimism and actual probability of
occurrence of events. It refers to the discrepancy between the
inevitability of adverse circumstances and the anticipation of
experiencing life as good. Optimistic bias or unrealistic optimism
has been demonstrated across a wide variety of positive and
negative events.
- Realistic optimism is defined by Sneider (2001) as the tendency to
maintain a positive outlook within the constraints of the available
measurable phenomena situated in the physical and social world'.
Realistic optimists believe they have more control over themselves,
their lives, and their destinies. A realistic optimist is defined as
someone who looks on the bright side of life but at the same time
understands reality.
➢ Explanatory Styles –
- According to the theory behind explanatory style, optimism and
pessimism are defined by unstable and specific versus stable and
global patterns of explanation for negative outcomes. Abramson,
Seligman, & Teasdale (1978) applied the attribution theory. This
approach believes that people‘s explanatory style determines how
they explain an event. This influences their expectation of future
events. Explanatory style consists of three dimensions:
internal/external; stable/unstable and global/specific. According to
this model, if the person considers bad events as internal, stable
and global they have a pessimistic explanatory style. However,
 optimistic explanatory style explains the causes of negative events
as external, unstable and specific.
➢ The approaches for changing pessimistic thinking to optimistic are all built on the
same principles of ―ABCDE (Seligman, 1992).
A - Adverse event or situation- Identifying adverse situations that one routinely faces
and writing down the objective descriptions of them.
B- Beliefs about that event- Learning to hear and record the beliefs about those events
which come to mind.
C - Consequences of those beliefs-Feeling the consequences of those beliefs and
writing them down in terms of emotions and what one did.
D- Disputation and Distraction - Disputing those beliefs or distracting oneself.
E – Energization- Finally, noticing what happens to one‘s energy and willingness to
act when one disputes the negative beliefs.

Hope

➢ According to Snyder, et al. (1991) “Hope is beyond wishful thinking that represented
by a person's ability to use their willpower or desire (agency) to get something (goal)
accomplished and that person's ability to then create various pathways (way power) to
get the goal accomplished”.
➢ Researchers like Cantril (1964), Frank (1975), Frankl (1992), Melges & Bowlby
(1969) defined hope as “the perception that one’s goal can be attained” (Cited in
Bronk et al., 2009).
➢ According to Snyder and Lopez (2002), “hope is one of the human strengths that act
as buffers against mental illness, all components of psychotherapy forces such as
narration which buffers against mental disorder in just the same way hope does.”
➢ Snyder (2001) suggests that Hope develops systematically throughout the
developmental path from infancy, childhood to adolescence. By the end of the first
year of life object constancy and cause and effect schemas allow infants to have
anticipatory thoughts about pathways of goals.
➢ Process of encountering barriers, planning ways around them and then actively
executing these plans is central to genesis of hope”. Pre occupational intuitive
 thinking interest in storytelling and predictable routine during 3 to 6 years allows for
further growth of hopeful pathways.
➢ Abstract reasoning skills are get developed in adolescence / youngsters, which
facilitate the management of complex critical issues including increasing autonomy
from parents, forming exclusive intimate relationship and developing career plans. All
these challenges provide opportunities for hopeful pursuit of plans despite setbacks
and worries (Snyder, 2000). Children who are securely attached to their parents or
care givers and are provided with sufficient social support to cope with adversity
develop resilience and hope (Rutter,1994).
➢ Hope Theory –
- Dual components: Agency and pathways.
- Goals, pathway thoughts, agency thoughts and barriers.
- Belief in goal pursuit capability.
- Focuses on positive future orientation.
- Emphasizes goal-directed thinking.
- Framework for understanding hope dynamics.
➢ Hopelessness –
- Hopelessness is a lack of goals, pathways or motivation. The
hopeless person frequently attaches a negative emotional response
to this cognitive set, such as feeling of despair. (Snyder et al ,
1994).
- Weiten (2001) states with reference to hopelessness theory that a
pessimistic explanatory style is just one of several or more factors
along with high stress, low self esteem and so forth that may
contribute to hopelessness and depression.
3.3. MINDFULLNESS

➢ Mindfulness, deep-rooted in the realms of Buddhism, is being given its due regard
since its resurgence in the recent times. The topic is not confined only to the spiritual
and academic exploration but also has become part of popular imagination.
Mindfulness is gift of Indian Buddhist tradition and the Pali language espoused by
them. The Pali word for ‗mindfulness‘ is sati, also meaning ‗retention‘ and
‗alertness‘.
➢ It is a quintessential component of Buddhist practices of meditation, also including
vipassana (insight into reality), anapanasati (mindfulness of breathing) and
satipatthana (foundation for mindfulness).
➢ Concepts of Mindfulness –
- Mindfulness has certain concepts, which are similar to it, in theory
and practice. Some of those concepts are:
I. Awareness:
It is the ability to be conscious of the events, objects,
surroundings or a particular situation. Awareness can be
either internal or external. Being conscious at every
moment is what awareness or mindfulness is about.
Spiritual leaders, philosophers and psychologists have
propagated awareness of the self. Duval & Wicklund (1972)
postulated a theory that self-awareness based on
motivational properties deriving from social feedback. It is
of utmost importance to be aware about one‘s choices,
goals, values and beliefs. Spiritual teacher Osho believed
that awareness while meditating means accepting life as it
comes.
II. Wakefulness:
In the context of mindfulness, wakefulness has a different
meaning. It can be best described as a state of awareness, in
every waking moment. (Kabat Zinn, 2012). Wakefulness
enhances our subjective well-being and heightens our
contentment with our inner selves and the world.
 III. Positive Evaluations:
Inability to inculcate positive evaluations of oneself, or
selfacceptance could lead to emotional difficulties. If an
individual is engaging more in selfevaluation than self-
acceptance, s/he is more likely to compensate for the
deficits perceived in self. Someone who accepts oneself as
s/he is would tend to be mindful. Carson & Langer (2006)
view the acceptance of self as a mindful choice.
➢ Mindlessness And Negative Evaluation –
- Mindlessness is a state of mind, in which the individual is neither
mindful nor aware. According to Langer (2012), many have
procured such mindless activities in order to escape from feeling
lamentable or dejected.
- Negative Evaluation:
Self-depreciation or negatively evaluating oneself is a self-
derogatory practice. Evaluating oneself with negativity would lead
to difficulties like lack of self-confidence, poor academics,
drug/alcohol dependence, etc.
- Rigid Stereotypical Thinking:
Toomey (2012) has distinguished between mindful stereotyping
and mindless stereotyping. Mindless stereotyping has been
characterized by holding a perceived negative stereotype,
condemning any new incoming information and engaging in
cognitions and behaviours favouring the in-group and being biased
and discriminated towards other groups. In contrast, mindful
stereotyping can be characterized by holding the belief consciously,
metacognitively that we are part of an entire group and are open to
new incoming information and are better at dealing with others
➢ Achieving Mindfulness
- Entering:
The beginning of mindfulness starts with inculcating awareness
about one ‘s thoughts, words, deeds and reactions. For mindfulness
meditation, it is necessary to be aware of our own breathing, as our
breath. Buddha ‘s teachings find awareness of breath as an
 important phenomenon as it contains in itself one‘s capacity for
wisdom and compassion. According to Kabat-Zinn (2012),
awareness of breath is more concerned with our attention than
merely breathing. It is about the oneness of the perceiver and the
object/situation/event attended to. Mindfulness meditation shouldn
‘t be considered ‗seriously‘, as it is supposed to be an effortless
element of our lives. It should be pursued with authentic integrity.
Mindfulness is to be present in the present. Preoccupation with
thoughts of past or future disrupts the process of meditation, but
practice helps in this case.
Entering can thus be characterized by the following:
• Awareness of thoughts and actions
• Awareness of the process of breathing
• Adjusting your daily routine
• Attention and awareness are skills that can be acquired
• Getting rid of our obsession with own self.
- Sustaining:
The phase of sustaining is concerned with applying the concepts
learnt in the entering phase in our daily routine. This phase
integrates all sensory systems of an individual and the individual
feels connected to his inner self on a deeper level. The
attentiveness and awareness becomes a part of the individual‘s
routine and ultimately, the practitioner‘s mind is prepared to enter a
deeper level of meditation.
The sustaining phase is concerned with the following:
• Being attentive and affectionate
• Meditation affects all sensory systems of the body.
• Meditation makes the practitioner feel connected to self.
• Tendency to question our thoughts and deeds arises.
• Realization that the individual is a whole ‘in any circumstance.
• Mind prepared to set into a deeper meditation.
- Deepening:
In the deepening process, the practitioner learns that liberation is in
the practice itself ‘. He employs an attitude of nonviolence and
experiences empathy for others. He teaches himself to conserve the
energy that would usually drain out during meditation in his
beginning phase. The practitioner spreads his knowledge of
mindfulness to others who would need this knowledge.
The phase of deepening is characterized by the following:
• Acting and reacting appropriately
• Treating others in a non-judgmental way
• Recognizing your weaknesses and ditching them
• Feeling empathetic for others
• Able to conserve energy during meditation.
• Considering life as a precious gift and enjoying every moment as
it comes
• Spreading the knowledge of mindfulness
- Ripening:
This phase is the all-round attitudinal change of the practitioner. By
reaching this phase, he has mastered how to lead his life with the
right attitude at the right time ‘. He has incorporated several
changes in his lifestyle, which now revolve around his meditation
practice. Few of the evident characteristics of an individual in the
phase of ripening are:
• Non-judgmental
• Trustworthy
• Non-Striving
• Accepting Self and Others
• Letting go of the Past.
- Practicing:
After an individual has mastered mindfulness meditation, he
practices it moment by moment ‘. He becomes mindful of his
eating habits, breathing, body, mind and emotions. He has now
contemplated mindfulness as Pure Awareness.
 Unit 4: Techniques & Applications of Positive Psychology

4.1. POSITIVE PSYCHOLOGY INTERVENTIONS

➢ Positive psychology interventions, or PPIs, are a set of scientific tools and strategies
that focus on increasing happiness, wellbeing, and positive cognitions
and emotions (Keyes, Fredrickson, & Park, 2012).
➢ Types:
1. Savoring PPIs –
Savoring interventions focus on a particular experience and aim to enhance their
effects for maximizing happiness (Peterson, 2006). The core principle of these
interventions is to encourage the person to grab every little aspect of experience –
physical, sensory, emotional, or social (Kabat-Zinn, 2009).
2. Gratitude Interventions –
Steve Maraboli said, “If you want to find happiness, find gratitude” – which is
precisely the target of gratitude-based positive psychology interventions. Gratitude
evokes strong feelings of positivity in the person who gives it and the person who
receives it (Parks & Schueller, 2014).
Gratitude interventions are categorized into two parts:
- Self-reflective practices, for example, writing a gratitude journal
that we keep to ourselves and use as a tool for self-expression.
- Interactive methods where we actively express our gratitude to
others by saying ‘thank you,’ giving small tokens of appreciation,
or paying gratitude visits.
3. Kindness Boosters –
Kindness is a trait all happy people possess. Studies have shown that happiness and
kindness go hand in hand and complement each other (Aknin, Dunn, & Norton,
2012). Positive psychology interventions focusing on compassion can be simple acts
like buying someone a small token of love, volunteering for a noble cause, donating
something, or helping a stranger in need. Kindness reinforces happiness and
positivity.
4. Empathy PPIs –
Empathy-oriented PPIs focus on strengthening positive emotions in interpersonal
relationships. Healthy social bonds – both at personal and professional fronts are
essential for happiness and inner peace. (Diener & Seligman, 2002).
- PPIs that promote empathy include activities like self-love
meditation and mindfulness practices, where individuals create
positive feelings toward themselves and others by being more
mindfully connected to the present (Fredrickson, Cohn, Coffey,
Pek, & Finkel, 2008).
- Empathy-based interventions focus on building relationships
through effective communication, broadened perception, and
bridging the gap between self and others (Davis et al., 2004).
5. Optimistic Interventions -
Optimistic interventions create positive outcomes by setting realistic expectations. An
example of an optimistic PPI is the ‘Imagine Yourself’ test where participants are
asked to note down where they see themselves in the future. Evidence suggests that
although this may seem to be an easy task, non-directed imagination is a great way for
people to understand how positive they are about themselves and others in life (King,
2001).
6. Strength-Building Measures –
- Strength in positive psychology refers to internal capacities and
values (Parks & Biswas-Diener, 2013).
- Studies have illustrated that awareness and acknowledgment of
power help in reducing symptoms of depression and increases self-
contentment (Seligman et al., 2005). As the famous saying goes, “It
is within yourself that you will find the strength you need,”
strength-based PPIs convey a similar message
7. Meaning Oriented PPIs
This category of PPIs helps in understanding what is meaningful to us in life and why,
and what we can do to achieve the things that matter in life. A person who has clarity
of goals and expectations is more likely to feel happier and content (Steger, Kashdan,
& Oishi, 2008; Steger, Oishi, & Kashdan, 2009).
4.2. POSITIVE PSYCHOLOGY AND HEALTH

Positive psychology research mainly focuses on boosting the positive emotions and
capabilities of health workers, as well as supportive interpersonal relationships and
organizational environments via exploring and cultivating a variety of positive psychological
resources.

Benefits of positive psychology in healthcare for –

➢ Patients:
- Enhanced Well-being
- Better Coping Mechanisms
- Improved Health Outcomes
- Increased Adherence to Treatment
- Enhanced Resilience:

➢ Caregivers:
- Reduced Stress and Burnout
- Improved Communication
- Enhanced Caregiver-Recipient Relationship
- Self-Care and Well-being
- Increased Satisfaction and Fulfilment

➢ Healthcare Professionals:
- Improved Patient-Centred Care
- Enhanced Therapeutic Relationships
- Reduced Professional Burnout
- Promotion of a Positive Work Culture
- Enhanced Professional Growth
4.3. POSITIVE PSYCHOLOGY AND EDUCATIONAL & ORGANISATIONAL
SETTINGS

Educational Setting

Positive education interventions aim to facilitate skills that help students achieve a high level
of life satisfaction and overall wellbeing, centering on character development and proactive
programs to boost mental health.

Benefits of positive psychology in educational setting for –

➢ Students –
- Positive Relationships
- Mindfulness and Well-being
- Gratitude and Positive Thinking
- Character Education
- Positive Body Image
- Social Skills Development
- Optimism and Future Orientation

➢ Teachers –
- Building Resilience
- Enhancing Teacher Engagement
- Encouraging a Growth Mindset
- Fostering Gratitude and Appreciation
- Creating a Positive School Culture
- Enhancing Teaching Practices:

➢ Curriculum and Syllabus aspect –

- Growth Mindset Curriculum
- Well-Being and Resilience Curriculum
- Character Education Curriculum
- Cultural and Contextual Sensitivity
Organisational Setting

Positive organizational psychology also includes positive emotion and positive behavior in
the workplace. As the words suggest, these terms are about having positive emotions and
exhibiting positive behaviors in the work setting. An important term under positive emotion is
emotional contagion.

Applications –

- Strengths-Based Organization
- Employee Engagement and Flow
- Work life balance
- Transformational Leadership
- Creating a positive work
- Promoting optimism and resilience

Benefits –

- Enhanced Employee Well-being & Engagement.

- Improved Organizational Culture.
- Enhanced Leadership Effectiveness.
- Better Resilience to Change.
- Enhanced Employee Relationships.
- Improved Health and Wellness.
4.4. POSITIVE PSYCHOLOGY AND CLINICAL SETTINGS, COUNSELLING
SETTIMGS & SUPPORT GROUPS

Clinical Setting

A field concerned with well-being and optimal functioning, positive psychology aims to
broaden the focus of clinical psychology beyond suffering and its direct alleviation. Our
proposed conceptual framework parses happiness into three domains: pleasure, engagement,
and meaning.

Applications –

- Broadening clinical focus

- Positive interventions
- Character strengths and well-being:
- Prevention approach
- Holistic perspective

Interventions –

- Count your blessings

- You at your best
- Using your strengths
- The three good things
- Mindfulness meditation
- Placebo early memory
- Positive affect and affirmation (pa/sa)
- Well- being therapy (wbt)
- Quality of life therapy (qolt)
- Emotional regulation
Counselling Setting

Positive psychology does not have to replace traditional psychology in therapy; it can
complement it by focusing on identifying and cultivating factors including strengths and
virtues that contribute to a meaningful life where the individual flourishes (Seligman, 2011).

Applications –

Individual and Group Counselling –

- PERMA Model
- Broaden and Build Theory
- Positive Psychotherapy - Focuses on promoting well-being, building strengths,
fostering resilience, and enhancing personal growth.

Family Counselling –

- Strengths, resilience, and well-being within the family dynamic.

- Identify and amplify the inherent virtues and capabilities of each member, fostering
empowerment and self- confidence.
- Promote harmony and understanding within the familial unit.
- Reframe challenges as opportunities for growth, building the collective ability to
navigate adversity together.
- Fostering deeper connections and shared purpose
- Supportive environment

Couples Counselling –

- STAGE 1 – identifying negative communication patterns

- STAGE 2 - changing into positive communication patterns
- STAGE 3 – consolidation

Hope Therapy- Building your personal house of hope -

1. Finding hope -

- Storytelling
- Formal Assessment
- Personal Hope Statement
2. Hope Bonding

- empathy, trust
- Hopeful language and behaviour
- Directive collaboration

3. Hope enhancing

- GOALS: structure, feasibility, specificity

- PATHWAYS: create a checklist to practice creative thinking towards wellbeing
- AGENCY: positive visualisation, inspired hope through stories create a checklist for
the same:
- ABC Model by Seligman (activating event, beliefs, consequences)

4. Hope Reminding

- FEEDBACK LOOP for therapeutic hope. increase insight and Self-sufficiency, daily
use of hopeful cognition.
- Mini interventions
- Fixing rough spots, scheduling booster sessions to reinforce learnings.
Support Groups

Applications & interventions –

- Mindfulness & Relaxation Techniques.

- Cultivating Optimism.
- Promoting Self Compassion.
- Social Support & Connection
- Goal Setting & Achievement
- Gratitude Exercises - "Gratitude Jar"
- Strengths Identification - "Strength Spotlight"
- Social Connection Activities - "Shared Memories Game”
- Positive Reframing Techniques - "Challenging Negative Thoughts"
- Goal Setting
- Strength of Community
- Cognitive Reframing
- Celebration of Progress
- Promoting Positive Personal Qualities
- Strength-Based Approach
- Enhancing Intrinsic Values
- Fostering Optimism and Resilience
- Meaning-Centred interventions and hope therapy
- Resilience Training
- Positive Group Therapy
- Mind-Body Interventions