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• Cover
• Half Title
• Title
• Copyright
• Contents
• List of boxes
• List of figures
• Acknowledgements
• Preface
• 1 Positive psychology and wellbeing
• Learning objectives
• Positive psychology
• Early achievements
• Later developments
• Exponential growth
• Historical influences
• PERMA theory of wellbeing
• Positive emotion
• Engagement
• Relationships
• Meaning
• Accomplishment
• Varieties of wellbeing
• Hedonic and eudaimonic wellbeing
• Subjective wellbeing
• Psychological wellbeing
• Social wellbeing
• Quality of life
• Flourishing
• Benefits of wellbeing
• Positive emotions
• Broaden and build theory of positive emotions
• Causes of positive emotions
• Genetic factors
• Personality traits
• Environmental circumstances
• Relationships
• Financial resources, education, and employment
• Religious practice
• Leisure
• Severe illness
• Freedom
• Pleasant living environment
• Gender and age
• Hedonic treadmill: adapting to positive life events
• Negativity bias: bad is stronger than good
• Social comparison
• Affective forecasting: problems with predicting happiness
• Variety and appreciation
• Most people are happy
• Neuroscience of positive emotions
• Controversies
• Positive and humanistic psychology
• The positivity ratios controversy
• Summary
• Key terms
• Personal development questions
• Essay questions
• Research questions
• Web resources
• Further reading
• Self-development
• Introductory texts
• Reference works
• 2 Goals and strengths
• Learning objectives
• Goals
• Positive functions of goals
• The downside of goals
• Characteristics of highly valued goals
• Intrinsically rewarding, self-concordant goals
• Activity or experience goals
• Approach and avoidance goals
• Goal harmony
• Goal specificity, difficulty, commitment, and feedback
• Appropriate goals
• Neural basis for goal pursuit
• Summary of characteristics of highly valued goals
• Positive psychology interventions for clarifying highly valued goals
• Values in Action (VIA) classification of character strengths and virtues
• Strengths criteria
• Strengths enabling conditions
• Assessment of VIA character strengths
• Signature strengths
• Research on the VIA classification of strengths and virtues
• Assessment
• Most and least common character strengths, and universality
• Gender and age
• Wellbeing
• Physical health
• Mental health
• Trauma
• Disability
• Relationships
• Education
• Work
• Military
• Effectiveness of strengths interventions
• Mindfulness and strengths
• Factor structure of the VIA classification of strengths
• Controversies
• Overlap of strengths with established personality traits
• Philosophical concerns
• Practical wisdom
• Moral education
• The virtuous person
• Cross-cultural validity of character strengths
• Summary
• Key terms
• Personal development questions
• Essay questions
• Research question
• Web resources
• Goals
• Strengths
• Further reading
• Practice guide
• Self-development books
• Reference book
• 3 Gratitude, hope, and optimism
• Learning objectives
• Gratitude
• State and trait gratitude
• Indebtedness
• Gratitude assessment
• Factors that contribute to gratitude
• Gratitude and cognitive factors
• Recognising the gift
• Recognising the goodness of the gift
• Recognising the goodness of the giver
• Recognising the gratuitousness of the gift
• Gratitude and personality factors
• Agreeableness
• Religiosity and spirituality
• Empathy and humility
• Self-esteem
• The absence of narcissism, cynicism, and materialism
• Gratitude and demographic characteristics
• Gratitude and parent–child relationships
• Gratitude and neurobiological factors
• Gratitude and genetic factors
• Gratitude and evolution
• Reciprocal altruism
• Upstream reciprocity
• Strengthening non-kin relationships
• Broaden and build theory
• Find-remind-and-bind theory
• The witness effect theory
• Benefits of gratitude
• Gratitude and wellbeing
• Social cognitive model of gratitude
• Gratitude interventions and wellbeing
• Gratitude and prosocial behaviour
• Gratitude and couple relationships
• Gratitude and organisations
• Gratitude and mental health
• Gratitude and physical health
• Amplification theory
• Hope and optimism
• Hope theory
• Hope development theory
• Hope assessment
• Research findings on hope
• Hope and genetic factors
• Hope and neurobiological factors
• Hope and attachment style
• Hope and demographic factors
• Hope and wellbeing
• Hope and mental health
• Hope and physical health
• Hope at school and work
• Hope therapy
• Dispositional optimism
• Assessment of dispositional optimism
• Research findings on dispositional optimism
• Dispositional optimism and demographic factors
• Dispositional optimism and genetic and environmental factors
• Dispositional optimism and neurobiological factors
• Dispositional optimism and culture
• Personality profiles of dispositional optimists
• Dispositional optimism and coping
• Dispositional optimism, wellbeing, and mental health
• Dispositional optimism and physical health
• Dispositional optimism, close relationships, work, and athletic performance
• Positive psychological interventions that increase dispositional optimism
• Optimistic explanatory style
• Assessment of optimistic explanatory style
• Research findings on optimistic explanatory style
• Pessimism and depression, the universal optimistic bias, and demographic factors
• Development of optimistic explanatory style
• Optimistic explanatory style, wellbeing, health, and coping
• Optimistic explanatory style and relationship, academic, work, and sports outcomes
• Optimistic explanatory style and success in public life
• Attributional retraining
• Penn Resilience programme
• Overuse and underuse of gratitude, hope, and optimism
• Controversies
• Summary
• Key terms
• Personal development questions
• Essay questions
• Research question
• Web resources
• Further reading
• Self-development books
• Reference works
• 4 Savouring, flow, and mindfulness
• Learning objectives
• Savouring, flow, and mindfulness
• Savouring
• Bryant and Veroff’s theory of savouring
• Savouring processes
• Savouring capacity
• Savouring strategies
• Savouring and cognitive factors
• Savouring and demographic, cultural, and situational factors
• Savouring and personality
• Savouring and neurobiological factors
• Savouring and wellbeing
• Savouring and mental health
• Savouring and relationships
• Savouring and work
• Savouring and broaden and build theory
• Savouring interventions
• Flow
• Flow theory
• Nine dimensions of flow
• Flow antecedents: challenge–skill balance, clear goals, and immediate feedback
• Challenge–skill balance
• Goals and feedback
• Momentary flow experience: concentration, absorption, and control
• Concentration
• Absorption
• Control
• Flow consequences: loss of self-consciousness, distorted time perception, and autotelic experience
• Loss of self-consciousness
• Altered time perception
• Autotelic experience
• Autotelic personality
• Flow development
• Flow assessment
• Semi-structured interviews
• Experience sampling methods
• Psychometric scales
• Flow and genetic factors
• Flow and neurobiological factors
• Flow and personality
• Flow and culture
• Flow and wellbeing
• Flow and mental health
• Activities that lead to flow
• Flow and sport
• Flow and work
• Flow and education
• Flow and computers
• Flow in teams and groups
• Flow in families
• Mindfulness
• Assessment of mindfulness
• Mind-wandering
• Mindfulness meditation
• MBSR and MBCT
• Effectiveness of mindfulness interventions
• Healthy adults
• Work performance
• Sport
• Mental health disorders
• Depression
• Anxiety disorders
• Post-traumatic stress disorder (PTSD) and post-traumatic growth (PTG)
• Addiction
• Psychosis
• Physical health disorders
• Children and adolescents
• Self-help mindfulness programmes
• How does mindfulness work: the being mode and the doing mode
• Conscious choice versus automatic pilot
• Relating to experience though direct sensation versus abstract thought
• Acceptance versus striving to change things
• Thoughts as mental events versus thoughts as facts
• Approaching unpleasant experiences with curiosity versus avoidance
• Living in the present versus mental time travel
• Self-compassion and nourishing activities versus self-criticism and depleting activities
• Neurobiology of mindfulness
• Psychophysiology of mindfulness
• Personality traits, personal characteristics, and mindfulness
• Controversies
• Summary
• Key terms
• Personal development questions
• Essay questions
• Research question
• Web resources
• Savouring
• Flow
• Mindfulness
• Further reading
• Self-development books
• Reference works
• 5 Emotional intelligence
• Learning objectives
• Emotional intelligence: ability or personality trait?
• Mayer–Salovey–Caruso ability model of emotional intelligence and the MSCEIT
• Ability-based measures of specific emotional intelligence skills or for specific contexts
• Schutte Self-report Emotional Intelligence Test (SSEIT)
• Bar-On’s model of trait emotional intelligence and the EQ-i
• Petrides’s model of trait emotional intelligence and the Trait Emotional Intelligence Questionnaire (TEIQue)
• Goleman’s model of emotional intelligence and the Emotional Competency Inventory (ECI)
• Genos Emotional Intelligence Inventory (Genos EI)
• Strengths and weaknesses of available measures of emotional intelligence
• Development of emotional competence
• Biological determinants of emotional intelligence
• Rule-based learning of emotional competencies
• Strategic emotion regulation
• Infancy
• The second year
• Preschoolers
• Kindergarten
• Middle childhood
• Pre-adolescence
• Adolescence
• Attachment, emotional competence, and emotional intelligence
• Neurobiological basis for emotional intelligence
• Questions and answers about emotional intelligence
• What is the relationship between trait and ability measures of emotional intelligences?
• What is the relationship between trait and ability measures of emotional intelligence on the one hand, and IQ and the Big Five personality traits on the other?
• What is the relationship between emotional intelligence and job performance?
• Is emotional intelligence more important for job performance than IQ?
• Is emotional intelligence more important for job performance than the Big Five personality traits?
• Why does trait emotional intelligence predict job performance?
• How do ability, emotional intelligence, IQ, and Big Five personality traits contribute to job performance?
• Is emotional intelligence correlated with job satisfaction, work attitudes, and organisational behaviour?
• Do effective leaders have greater emotional intelligence?
• Is emotional intelligence correlated with academic performance?
• Is emotional intelligence correlated with wellbeing?
• Is emotional intelligence correlated with mindfulness?
• Is emotional intelligence correlated with health?
• Is emotional intelligence correlated with children’s social competence and behavioural adjustment?
• Are emotional intelligence and relationship satisfaction correlated?
• Enhancing emotional intelligence
• Enhancing emotional intelligence in schools
• Enhancing emotional intelligence in the workplace
• Enhancing your own emotional intelligence
• ‘Hot intelligences’: emotional, personal, and social intelligence
• Controversies
• Summary
• Key terms
• Personal development questions
• Essay questions
• Research question
• Web resources
• Further reading
• Self-development books
• Reference works
• 6 Giftedness, creativity, and wisdom
• Learning objectives
• Giftedness
• Definitions of giftedness
• Renzulli’s three-ring model of giftedness
• Giftedness and multiple intelligences
• Sternberg’s wisdom, intelligence, creativity, synthesized (WICS) model
• Research findings on gifted children
• Early gifted performance
• Genetic and environmental origins of giftedness
• Family backgrounds of gifted children
• Psychological adjustment of gifted children
• Neurobiology of giftedness
• Childhood giftedness and adult creativity
• Creativity
• Csíkszentmihályi’s systems model of creativity
• Cultures that facilitate creativity
• Domains that facilitate creativity
• Societies that facilitate creativity
• Fields that facilitate creativity
• Family life that facilitates creativity
• Personal characteristics that facilitate creativity
• Sternberg and Lubart’s investment theory
• Creative products, people, processes, and environments
• Creative products
• Creative people
• Divergent thinking and creativity
• Intelligence and creativity
• Personality and creativity
• Psychopathology and creativity
• Motivation and creativity
• Genetics of creativity
• Creative processes
• Cognition and creativity
• Emotions and creativity
• Neurobiological processes and creativity
• Creative environments
• Families and creativity
• Work teams and creativity
• Culture and creativity
• Creativity training
• Wisdom
• Implicit and explicit theories of wisdom
• Definition of wisdom
• Neurobiology of wisdom
• Assessment of wisdom
• Wisdom and personality
• Trust versus mistrust
• Autonomy versus shame and doubt
• Initiative versus guilt
• Industry versus inferiority
• Identity versus role confusion
• Intimacy versus isolation
• Productivity versus stagnation
• Integrity versus despair
• Cognitive, reflective, and affective personality characteristics
• Self-transcendence
• Wisdom and cognitive development
• Sensorimotor stage
• Pre-operational stage
• Concrete operational stage
• Formal operational stage
• Dialectal operational stage
• Wisdom as expert knowledge
• Wisdom as balance
• Growth mindset and grit
• Growth mindset
• Grit
• Implications
• Giftedness
• Creativity
• Wisdom
• Growth mindset
• Grit
• Controversies
• Summary
• Key terms
• Personal development questions
• Essay questions
• Research question
• Web resources
• Giftedness
• Creativity
• Wisdom
• Growth mindset and grit
• Further reading
• Self-help book on giftedness
• Self-help books on creativity
• Self-help book on wisdom and rational thinking
• Self-help books on concentration and studying
• Self-help books on growth mindset and grit
• Reference works
• 7 Positive self
• Learning objectives
• Self
• Self as object and agent
• Self-esteem
• Measures of self-esteem
• Development of self-esteem
• Defensive self-esteem
• Improving self-esteem
• Self-efficacy
• Measurement of self-efficacy
• Outcomes of self-efficacy
• Interventions to enhance self-efficacy
• Locus of control, general self-efficacy, desirability of control, sense of coherence, and hardiness
• Defence mechanisms
• Adaptive defences
• Correlates of adaptive defences
• Development of adaptive defences
• Assessing defences
• Defence Mechanism Rating Scales
• Defence Style Questionnaire
• Response Evaluation Measure
• Defence Mechanisms Profile
• Coping strategies
• Assessing coping
• Specific coping strategies
• Problem-solving
• Social support
• Religious and spiritual coping
• Catharsis
• Crying
• Positive reinterpretation
• Benefit finding
• Meaning in life
• Post-traumatic growth
• Self-forgiveness
• Humour
• Self-soothing routines
• Physical exercise
• Implications
• Controversies
• Summary
• Key terms
• Personal development questions
• Essay questions
• Research questions
• Web resources
• Further reading
• Self-help books
• Reference works
• 8 Positive relationships
• Learning objectives
• Relationships
• Social support
• Love 2.0
• Co-operation
• Attachment
• Secure attachment
• Insecure attachment
• Avoidant attachment
• Anxious attachment
• Disorganised or avoidant-fearful attachment
• Attachment assessment
• Correlates of secure attachment
• Determinants of secure attachment
• Neurobiology of attachment
• Interventions for insecure attachment
• Empathy, altruism, kindness, and volunteering
• Empathy
• Altruism
• Random acts of kindness
• Volunteering
• Meaning in life
• Capitalisation
• Forgiveness
• Other non-aggressive responses to transgressions
• Assessment and correlates of forgiveness
• Neurobiology of forgiveness
• Benefits and barriers to forgiveness
• Decisional and emotional forgiveness
• Forgiveness interventions
• Couple relationships
• Assessment of relationship satisfaction
• Relationship satisfaction over the lifespan
• Correlates of relationship satisfaction
• Sexual satisfaction
• Theories of love
• Behavioural systems theory of love
• Neurobiological theory of love
• Sternberg’s duplex theory of love
• Gottman’s sound relationship house theory
• Relationship education
• Positive psychology interventions for couples
• Parent–child relationships
• Authoritative parenting
• Parent–child quality time
• Accommodating to the child’s temperament
• Prosocial and problem behaviour
• Problem-solving and negotiation skills
• From authoritative parenting to positive psychology parenting
• Sleeping with parents
• Mastery games
• Limit saying ‘no’
• Preventing sibling rivalry
• Positive bedtime mindset
• Positive goal setting
• Signature strengths
• Parents as role models
• Controversies
• Positive parenting
• Is relationship satisfaction better conceptualised as two dimensions rather than one?
• Is skills training necessary for couples to improve their relationships?
• Summary
• Key terms
• Personal development questions
• Essay questions
• Research questions
• Web resources
• Relationships in general
• Couple relationships
• Parent–child relationships
• Further reading
• Self-help books on relationships in general
• Self-help books on couple relationships
• Self-help books on parent–child relationships
• Reference works
• 9 Positive psychology interventions
• Learning objectives
• Definition and effectiveness of PPIs
• Positive psychotherapy
• Fordyce’s Happiness Programme
• Fava’s wellbeing therapy
• Frisch’s Quality of Life Therapy
• Person-centred approaches
• Post-traumatic growth therapy
• Solution-focused therapy
• Positive family and couple therapy
• Strengths-based interventions for severe psychological problems
• Voyages to Wellbeing
• The strengths model
• The good lives model
• Positive psychology in schools
• Positive psychology in organisations
• Final thoughts
• Summary
• Key terms
• Personal development questions
• Essay questions
• Research questions
• Web resources
• Further reading
• Self-help
• Clinical practice
• Schools
• Organisations
• Reference works
• Afterword
• References
• Index