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60 Cards in this Set
- Front
- Back
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Define positive psychology |
Scientific and applied approach to discovering and promoting strengths, virtues and positive functioning.
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Know differences in values from collectivistic & individualisticcultures |
Competition,independence, best for me, accomplishments. Bestfor my community, sacrifice, peace and harmony, everybody getting along. 7/wU@ |
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Concrete level |
Most visible and tangible level of culture &includes the most surface-level dimensions such as clothes, music, food, games,etc. Provide the focus for multicultural “festivals” or “celebrations |
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Behavioral level |
Clarifies how we define our social roles, thelanguage we speak, and our approaches to non-verbal communication. Reflects ourvalues. Language, gender roles, family structure, political affiliation, andother items that situation us organizationally in society |
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Symbolic Level |
Includes our values and beliefs. Abstract, butmost often the key how individuals define themselves. Value systems, customs,spirituality, religion, world view, beliefs, mores, etc |
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Ch 2 – know constructs related to happiness across cultures |
When you say, my culture is not better than yours, it is saying my definition of happiness/ love is not better than yours. Research should keep an open mind/unbiased viewpoint. |
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Understand construct equivalence & cross-cultural comparison |
Construct (subjective well-being) might not mean the same across cultures. If constructs mean something different, we might be comparing apples to oranges. Different cultures think of happiness differently. It is important to make sure participants think of the constructs the same across cultures |
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Emic |
Starts with the perspectives of the people in the culture of interest and the researcher puts aside prior theories or frameworks and lets the data “speak” to allow themes and patterns to emerge. Appreciation of cultural specifics, respects and local viewpoints |
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Etic |
Starts with theories, perspectives, and conceptsfrom outside the culture being studied then takes that framework and sees if itapplies to the culture being studied. Allows for comparison across cultures,and for development of general, cross-cultural concepts |
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Define Forgiveness |
The process of replacing negative emotions towards a person who hurt you (anger, hate) with positive, other-oriented emotions (empathy, compassion). This definition is mainly individualistic. Focuses on what happens ‘inside’ the person who was hurt & the benefits for self (emotional peace & well-being). Not necessarily a bad thing just needs to be careful when applying this definition to other cultures. In collectivistic cultures, the two main differences: their motivation to forgive was based on maintaining social harmony & forgiving was more often focused on decisional forgiveness rather than emotional forgiveness. |
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9. Define Cultural Humility (3 major components) |
1. Critically examine yourself (what biases do I have?) 2. Build mutual partnerships & respect (no one is an expert on culture)3. Become a life-long learner that’s open to new information |
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Know the “don’t eat the marshmallow” study & what the key to success was. |
Marshmallow Study: telling kids that if they wait to eat the marshmallow for 15 minutes they will get a second one. Key to success = delayed gratification and discipline. |
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Know what most resiliencyresearchers look for & be able to define this outcome |
Most researchers focus on external adaptation ??Outcomes: Academic achievement, staying in school, graduating, conduct, peer acceptance, involvement in age – appropriate activities |
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13. Define positive adaptation |
Success at meeting developmental tasks which are age – related standards of behavior. - Toddlers: Walk, talk, obey parents - Children: learn at school, get along with other children, follow rules of the classroom, home, and community. - Older children: graduate high school, gain economic independence, abide by the law, have friends/romantic relationships, contribute to society. |
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Know what entails aging well as well as myth busting views of aging |
Population is getting older: longer life expectancy, fastest growing segment of population is 85+. lef���#q��
(Cont) |
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Sick |
Most adults 65+ are healthy, brighter future for older adults, nature is forgiving |
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Cognitively deficient |
Cognitive abilities do slow down with age (reaction time, processing speed), “use it or lose it”, older individuals can still learn new things & positivity goes up with time (positivity effect) |
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Isolated |
Social networks remain relatively stable in size throughout lifespan, network losses do happen via death, relocation and retirement, but most older adults form new relationships to replace lost ones. |
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Drain on societal resources
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Older adults vary in regard to health, financial security, and willingness to accept public support, senior citizen benefits depend in part on social status and past work experience, favoring high income earners w/ a continuous work history (e.g., white, middle-class males), raise retirement age because some people may need more time to work/may enjoy it, health of older adults is an important factor (how much they are able to move around)
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Depressed |
Clinical depression less prevalent in older adults than younger, have improved coping skills through life experience, some problems of old age are unsolvable (death of spouse, decline in health status), shift from changing the situation to managing emotional reactions / acceptance.
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Risk factors |
premature birth, divorce, motherhood in unwed teens, parental illness or psychopathology, poverty, homelessness, trauma of war or natural disasters. |
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Protective factors (within the child) |
Good cognitive abilities (problem solving & attentional skills), easy temperament in infancy, adaptable personality later in development, positive self-perceptions, self-efficacy, faith and a sense of meaning, a positive outlook on life, talents valued by self and society, good sense of humor, general appeal or attractiveness to others |
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Protective factors (within the family) |
Close relationships with caregiving adults, authoritative parenting (high on warmth, structure/monitoring, and expectations), positive family climate with low discord between parents, organized home environment, postsecondary education of parents, parents involved in child’s education, socioeconomic advantages. |
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Protective factors (Within the community) |
Effective schools, ties to prosocial organizations (schools, clubs, scouting, etc.), good neighborhoods, high levels of public safety, good emergency social services, good public health and health care available. |
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Protective factors (Other relationships) |
Close relationships to competent, prosocial and supportive adults, connections to prosocial and rule-abiding peers.
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16. Know strategies for promoting resilience |
- Risk Focused Strategies aim to reduce the exposure of children to hazardous experiences. - Asset-Focused Strategies aim to increase the amount, access, and quality of resources children need. |
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17. Know the activity restriction model of depression in older adults & what factors lead to activity restriction. |
Activity restriction model: inability to continue normal activities (self-care, chores, shopping, visiting friends, hobbies, etc.), often follows stressful life events like a debilitating illness, major life stressors lead to poorer mental health because they disrupt normal activities. Factors: Financial resources, personality factors (e.g., coping strategies, help-seeking, acceptance), social support resources. |
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18. Know components for subjective well-being (3) |
A person’s cognitive and affective evaluations on his/her life. 1. Experiencing pleasant emotions 2. Low levels of negative emotions3. High life satisfaction |
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19. Know the relationship between positive & negative emotions |
Somewhat independent and have different correlates. Reducing negative emotion doesn’t necessarily improve positive emotion. |
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20. Know the different theories for subjective well-being |
cont |
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Need theories |
Reduction of tensions (elimination of pain and satisfaction of biological and psychological needs) leads to happiness |
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Goals Theories |
Moving toward an ideal state or a valued standard leads to SWB. Discrepancies between “actual self and “ideal self” / “ought self” leads to low SWB |
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Process or Activity Theories |
People are the happiest when they are engaged in interesting activities that match their level of skill |
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Genetic and Personality Disposition Theories: |
Argue that SWB is pretty stable, biologically determined “set point |
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Know3 things people are more likely to do when experiencing positive emotions |
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2 qualities/characteristics that consistently emerge in research on happy young adults |
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1. Knowwhat a person’s subjective well-being is based (on 2 things)
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Thoughts/emotions |
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24. Know links of personality & subjective well-being |
Big 5: Extraversion, neuroticism, agreeableness, conscientiousness, openness to experience.Extraversion is positively related to SWB, Neuroticism is negatively related to SWB. |
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25. Know demographics linked to subjective well-being |
Income is positively related to SWB, but the effect is small. A Smaller difference at higher income levels. (chart) Gender is pretty similar, but women reported both higher levels of a positive and negative affect than men. |
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1. Knowpositive affect’s relationship to actions & thinking |
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27. Links to enhancing positive affect (slides) |
More related to action than thought. Socializing and interpersonal behavior, exercise and physical activity, strive after goals, get enough sleep. |
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28. Define the broaden & build model |
Positive emotions: Broaden people’s momentary thought-action repertoires, build their enduring personal resources. Positive emotions – broaden – build – transform Negative emotions: Narrow a person’s momentary thought-action repertoires, call to mind an urge to act in a specific way. |
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29. Know 2 main categories of coping |
Emotion/problem focus |
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30. Define momentary & global reports of feelings |
Momentary: Snapshot, quick data report. Examine reports of moods, pleasures, pains and satisfactions recorded through experience sampling method.Global: Insight into how people make global judgments about their lives. Multiple data reports |
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31. Brain structure important for processing emotion |
Amygdala |
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32. Define positive reappraisal |
Reframing the negative event with something positive, giving me a challenge I can grow from. |
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33. Know the importance of cultural norms in making the most of emotional experiences |
USA/individualistic/collectivistic/etc. |
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34. Define emotion-focused coping |
Attempts to regulate emotions surrounding the stressful encounter. Not changing environment, changing reactions to it. |
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35. Define emotional intelligence & know the different components (use, understand, perceive, etc) |
Emotional Intelligence: the ability to perceive, appraise and express emotion accurately and adaptively (social skills) |
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Access Emotions |
Ability to access and/or generate feelings when they facilitate cognitive activities and adaptive action
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Regulate Emotions |
Ability to be open to pleasant and unpleasant feelings, monitor and reflect on emotions, engage, prolong or detach from an emotional stare, manage emotions in oneself and in others |
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Understanding Emotions |
Ability to understand relationships among various emotions, perceive the causes and consequences of emotions, understand the complex feelings, emotional blends and contradictory states, understand transitions among emotions. (secondary emotions) |
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Using Emotions |
Ability to redirect and prioritize thinking on the basis of associated feelings, generate emotions to facilitate judgment and memory, capitalize on mood changes to appreciate multiple points of view, use emotional states to facilitate problem solving and creativity
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36. Effective ways to manage emotions (slides) |
Physical exercise, listening to music, social interaction, cognitive self-management (e.g., giving oneself a “pep talk”), pleasant distractions (e.g., errands, hobbies, fun activities, shopping, reading, writing). *Expenditure of energy, relaxation, stress management, cognitive effort |
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37. Counter-productive ways to manage emotions (slides) |
Direct tension reduction (e.g., drugs, alcohol, sex), spending time alone, avoiding the person or thing that caused a bad mood |
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38. Expressive writing research findings & social dynamic theory’s explanation |
Research shows that writing or talking about trauma/difficulties is helpful. Immediate effects were not positive, but long-term effects were linked with better health. |
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Social Dynamic Theory |
Putting our experience into a narrative allows us to have a story that is understandable and able to be communicated. Secrets encourage obsessive preoccupation and rumination about the event. A person who doesn’t share his or her story can become more isolated. Sharing our stories allows our support system to know how we’re doing and let them help us.
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Inferiority Model |
Early paradigm. Differences in functioning due to biologic differences. “Natural inferiority” argument. Biologic explanations for racial/ethic differences not supported by human genetic research
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Deficit |
Differences due to environmental mechanisms rather than biology. Focus on prejudice- caused stress that made it difficult for racial/ethic minorities to excel. Still casted minority group members as inferior. Did not address complexity of individual differences
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Cultural Pluralism |
Recognize importance of culture. Cultural experiences contribute to healthy functioning and provide unique strengths. More balanced view of culture. More in line with our view of positive psych.
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