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Practice of Learned Optimism

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on March 27, 2011 at 9:17:42 pm
 

 

We invite you to participate as a researcher for finding and adding resources on transformational change.   This is a dynamic tool for you to add information you find to your HS 301 individual group's wiki as you do research for class projects (click on the "Sidebar" located on the right in the "View" mode--select the appropriate Class Wiki).  We encourage you to share not only titles (for example, the citation of a journal article, a book, a blog, or title of a digital media stream), but also the places you found the resources and the search strategies you found useful, as we have in the links below. Students will post to the topic areas on the sidebar located on the right.

 

Required Assignment Materials:

 

Measuring the Immeasurable: The Scientific Case for Spirituality. (2008). Boulder, CO: Sounds True Publishers.  Read the following:

Segerstrom, S. C.  Doing Optimism: Optimists, Pessimists, and Their Potential for Change, pp. 101-119.

Hanson, R.  Seven Facts About the Brain that Incline the Mind to Joy, pp. 269-286.

 

Tennen, H. & Affleck, G. (1987). The Costs and Benefits of Optimistic Explanations and Dispositional Optismism. Journal of Personality, 55 (2).

cost benefit optimism article peer reviewed.pdf

 

Learned Optimism Test Adapted from Learned Optimism by Seligman, M.( Retrieved March 10, 2009).  http://www.stanford.edu/class/msande271/onlinetools/LearnedOpt.html 

 

HardTalk with Dr. Martin Seligman (December 19, 2007).  Watch this video posted to:  http://www.youtube.com/watch?v=eRdqR6d-wCU 

 

Supplementary Resource Materials:

 

Articles:

 

Peer Reviewed: 

 

 Kelley, T. M. (2004). Positive Psychology and Adolescent Mental Health: False Promise or True Breakthrough?,  Adolescence, 39 (154), 257-278.

Abstract: The emerging field of positive psychology has pledged to improve the mental health of American adolescents. Yet, without a principle-based conceptual foundation to guide its study of optimal youth functioning, positive psychology will ultimately fail to keep its promise. This paper suggests that the principles of Mind, Thought and Consciousness can provide positive psychology with a clearer understanding of optimal psychological functioning, serve as a unifying conceptual framework to guide its proposed mission, and lead to a true breakthrough in adolescent mental health. It first describes how the logic of these principles accounts for all subjective human experience. It then demonstrates how optimal mental health is generated, and how it can be maintained irrespective of present or past circumstances. Finally, it discusses how several contemporary models of positive psychology (i.e., Csikszentmihalyi's flow. Seligman's learned optimism, Goleman's emotional intelligence, and Buss's evolutionary perspective) can be simplified and clarified using the logic of the above three principles.

 

Snyder, C. R. (2002). Hope Theory: Rainbows in the Mind. Psychological Inquiry, 13 (4), 249-276.

Abstract. Hope is defined as the perceived capability to derive pathways to desired goals, and motivate oneself via agency thinking to use those pathways. The adult and child hope scales that are derived from hope theory are described. Hope theory is compared to theories of learned optimism, optimism, self-efficacy, and self-esteem. Higher hope consistently is related to better outcomes in academics, athletics, physical health, psychological adjustment, and psychotherapy. Processes that lessen hope in children and adults are reviewed. Using the hope theory definition, no evidence is found for “false” hope. Future research is encouraged in regard to accurately enhancing hope in medical feedback and helping people to pursue those goals for which they are best suited

 

Books:

 

Seligman, M. (1998). Learned Optimism: How to Change Your Mind and Your Life. New York: Pocket Books. 

 

Media:

 

Adventures of an Incurable Optimist - Michael J Fox.  (May 9, 2009)    http://www.youtube.com/watch?v=May5B0melb4

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