Unit 01 & 02 – Positive Psychology

Western and Eastern Views on Positive Psychology

-Historical and Philosophical Traditions

The basic tenets of three influential Western traditions: (1) Athenian, (2) Judeo-Christian, and
(3) Islam, as well as four influential Eastern disciplines:
(1) Confucianism, (2) Taoism (these two traditions are generally associated with China), (3)
Buddhism (associated with Japan), and (4) Hinduism (rooted in traditions of Southeast
Asia). Within Western and Eastern historical contexts, the concept of the “good life” has
existed for centuries. While Western cultures emphasize optimal functioning as it occurs
intrapsychically, Eastern cultures hold that an optimal life experience is a spiritual
journey involving others, resulting in transcendence and enlightenment.
Western Influences: Athenian, Judeo-Christian, and Islamic Traditions
1.Athenian Views
Both Plato and Aristotle focused heavily on the discussion of virtue and human strength in
their teachings in Ancient Greece. Aristotle, after expanding on Plato’s ideas regarding
virtue, detailed 11 moral virtues: courage, moderation, generosity, munificence (this relates
to money spending at an appropriate level), magnificence (described as “greatness of soul”),
even temper, friendliness, truthfulness, wit (describing an ability to laugh and have fun at an
appropriate level), justice, and friendship (Solomon, 2006). In addition to these moral
virtues, Aristotle described intellectual virtues (mainly associated with ideas regarding
wisdom) and believed that “strength of character, as inculcated by the political community,
would lead to enduring human excellence”. Aristotle and Plato also emphasized the influence
the political community, termed polis, has on the development and maintenance of these
virtues (Euben, Wallach, & Ober, 1994; Solomon, 2006).
2. Judeo-Christianity

In thinking about virtue in general, the religious teachings of Judaism and Christianity often
come directly to mind. The Bible contains discussions of virtues in many
chapters and verses. In the Old Testament, the virtues of faith, hope, and charity are
highlighted and encouraged and were later discussed as part of the “Seven Heavenly
Virtues” by Thomas Aquinas (Williams & Houck,1982). According to historians, Aquinas
lists these virtues as fortitude (courage), justice, temperance, wisdom (these four are often
called the cardinal virtues; Peterson & Seligman, 2004), faith, hope, and charity (Williams &
Houck, 1982)
Other mentions are made of various gifts and strengths throughout the New Testament. For
example, the Book of Romans describes the “gifts” that are valued by God and includes
strengths such as leadership, faith, mercy, love, joy, hope,
patience, hospitality, and others.
3. 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).
Eastern Influences: Confucianism, Taoism, Buddhism, and Hinduism. 1.
Confucianism
Confucius, or the Sage, as he is sometimes called, held that leadership and education are
central to morality.

The attainment of virtue is at the core of Confucian teachings. The five virtues deemed
central to living a moral existence are jen (humanity, the virtue most exalted by Confucius
and said to encompass the other four virtues); yi (duty to treat others well); li (etiquette and
sensitivity for others’ feelings); zhi (wisdom), and xin
(truthfulness). Confucian followers must strive to make wise decisions based on these
five virtues; this continual striving leads the Confucian follower to
enlightenment or the good life.

2. Taoism

Ancient Taoist beliefs are difficult to discuss with Western audiences partly because of the
untranslatable nature of some key concepts in the tradition of Taoism. Lao-Tzu (the creator of
the Taoist tradition) states in his works that his followers must live according to the Tao
(pronounced “dow” and roughly translated as “the Way”) Achieving naturalness and
spontaneity in life is the most important goal in Taoist philosophy. Thus, the virtues of
humanity, justice, temperance, and propriety must be practiced by the virtuous individual
without effort (Cheng,2000). One who has achieved transcendence within this philosophy
does not have to think about optimal
functioning but behaves virtuously naturally.

3. Buddhism

In Buddhist philosophy, Nirvana is a state in which the self is freed from desire for anything
(Schumann,1974). It should be noted that both premortal and post-mortal nirvana states are
proposed as possible for the individual. More specifically, the premortal nirvana may be
likened to the idea of the ultimate good life in this philosophy. Postmortal nirvana may be
similar to the Christian idea of heaven.
Buddhists
speak of the Brahma Viharas, those virtues that are above all others in importance,
described by Peterson and Seligman as “universal virtues” (2004,). These virtues include
love (Maitri), compassion (karuna), joy (mudita), and equanimity (upeksa)
(Sangharakshita, 1991). The paths to achieving these virtues within Buddhism require
humans to divorce themselves from the human emotion of desire to put an end to suffering.
4. Hinduism

The main teachings of the Hindu tradition emphasize the interconnectedness of all things.
The idea of a harmonious union among all individuals is woven throughout
the teachings of Hinduism, which refer to a “single, unifying principle underlying all of
Earth”.
Individuals are encouraged to be good to others as well as to improve themselves; the
Upanishads state, “A man turns into something good by good action and
something bad by bad action” (Stevenson & Haberman, 1998,). “Good action” is also
encouraged in the sense that, if one does not reach ultimate self-knowledge in one’s life and
thus does have to return to Earth via reincarnation after death, the previous life’s good
actions correlate directly with better placement in the world in the subsequent life (Stevenson
& Haberman, 1998). This process is known as karma.
The good life in the Hindu tradition, therefore, encompasses individuals who are continually
achieving knowledge and continually working toward good actions (Dahlsgaard, Peterson, &
Seligman, 2005; Peterson & Seligman, 2004; Stevenson & Haberman, 1998).
Reference :
Positive psychology 3rd edition ,by
Shane J. Lopez
C.R. Snyder

Jennifer Teramoto Pedrotti

 The Broaden and Build Theory of Positive Emotions

The broaden and build a theory of positive emotions given by Fredrickson,1998;

Fredrickson,2004 and key components of Third Wave psychotherapies such as mindfulness,
acceptance, and commitment to valued action. This theory proposes that positive emotions
broaden our mindsets and build our long-term resources, leading to an upward spiral of well-
being. Positive emotions inspire us to explore, learn, connect, and enhance our ability to
thrive.

Broaden effect of positive emotions :

 Expanded Thinking: positive emotions widen our attention and allow us to see the big
picture, generating more creative solutions.
 Openness to Experiences: we become more curious and receptive to new ideas and
perspectives when experiencing positive emotions.
 Stronger Relationships: positive emotions foster social connection, empathy, and
cooperation, strengthening our interpersonal bonds.
Build effect of positive emotions :
 Resilience: positive emotions help us bounce back from adversity and develop the
resources to cope with challenges.
 Physical Health: positive emotions have been linked to improved cardiovascular
health, reduced inflammation, and better immune function.
 Psychological Growth: positive emotions nurture our personal
strengths, skills, and psychological resources over time.

Emotional Systems Can Spiral Upward or Downward :

Emotions are emergent, dynamic systems energized by the reciprocal causal links between
the cognitive, behavioral, and somatic mechanisms through which emotions are instantiated.
Upward spirals can be distinguished from downward spirals in the ways they influence
behavior. Whereas downward spirals lead to excessive self-focused attention and rigid,
stereotyped defensive behavior ( i.e., pulling away from what matters most) upward spirals
lead to greater openness to others and spontaneous or novel exploratory behaviors ( i.e., a
push toward what matters most).
Empirical Evidence

 Experimental Studies: research has shown that inducing positive emotions leads to
broadened attention, more creative thinking, and increased social engagement.
 Longitudinal Research: experiencing positive emotions over time predicts the
development of personal resources, such as resilience and life satisfaction.
 Cross-Cultural Findings: the broadening and building effects of positive emotions
have been demonstrated in diverse cultures, suggesting universal benefits.
Implications:
The broaden and build theory highlights the importance of cultivating positive emotions not
only for immediate well-being but also for long-term personal development. By
 fostering environments that elicit positive emotions, individuals, and communities can build
resilience and thrive over time.
Future Directions:
Ongoing research aims to explore the neural mechanisms underlying the broaden and build
effects, as well as the long- term impacts of positive emotions on physical and mental health.
Conclusion:
The broaden and build theory demonstrates the transformative power of positive emotions,
which can lead to greater well-being and personal growth. Incorporating positive emotions
into our lives is a powerful way to enhance resilience and flourish.
Reference:

 Mindfulness, acceptance, and positive psychology by Todd B. Kashdan and Joseph

Ciarrochi.
 1 MSc Psychology Anushka Kanihal

POSITIVE PSYCHOLOGY
SOCIO-EMOTIONAL SELECTIVITY (SST)

Socio-emotional selectivity theory was given by Laura Carstensen et al in the

year 1999. It states that perceptions of time left in life, or future time perspective,
provide insights to how individuals will be motivated to position their future goals,
including the information and experiences they will seek to achieve these goals.

Individuals who view their futures as limited will be hedonically motivated to select
for positive experiences rather than seeking novel, unknown experiences while
relying on closer social circles of confidants. Contrastingly, those who perceive their
futures as more expansive will seek out novelty at the potential compromise of
immediate emotional experiences with the aim of achieving future-oriented goals,
seeking new information, and forging new relationships.

The perception of an individual's future time horizon is theorized to be strongly

associated with age, as older adults more typically see their futures as being limited
while young adults more often envision their time horizons as expansive. According
to SST, motivations associated with limited future time perspectives will lead older
adults to select pleasant social experiences and prioritize emotion regulation
strategies to increase and maintain emotional well-being. This goal might be achieved
by selectively attending to the positive emotional content in a given context more so
than the negative aspects of the environment.

Similarly, older adults with a more limited future time perspective might remember
positive experiences more frequently than negative ones, which is hypothesized to
coincide with older adults' desires to increase emotional well-being. These age-related
preferences in attention and memory for processing positive rather than negative
material are commonly referred to as age-related “positivity effects” (Carstensen and
Mikels, 2005).

The shifts in perspective in different lifespans:

Early Adulthood

Individuals tend to focus on expanding their social networks and exploring different
options, prioritizing goals related to career, exploration, and learning.

Midlife

Individuals begin to prioritize maintaining established relationships and pursuing

goals that are meaningful and fulfilling.

Late Adulthood
 1 MSc Psychology Anushka Kanihal

Individuals often prioritize close relationships and emotional well-being, focusing on

maximizing positive experiences and minimizing negative ones.

Motivational Shifts Across the Lifespan:

SST highlights the changing priorities and motivations that occur across the lifespan,
demonstrating the dynamic nature of social engagement.

Early Adulthood

Motivated to acquire knowledge and expand social networks.

 Exploration
 Novelty
 Career Development

Midlife

Motivated to maintain existing relationships and achieve personal goals.

 Emotional Fulfillment
 Goal Achievement
 Family and Community

Late Adulthood

Motivated to prioritize emotional well-being and close relationships.

 Emotional Support
 Positive Experiences
 Meaningful Connections

Prioritizing Emotional Goals:

SST suggests that individuals, particularly in later life, place a greater emphasis on
emotional goals and seek out relationships that provide emotional support and
satisfaction.

Seeking Emotional Comfort

Individuals may choose to spend more time with those who provide a sense of
security and emotional well-being.
 1 MSc Psychology Anushka Kanihal

Maintaining Emotional Balance

They may prioritize relationships that foster positive emotions and minimize those
that generate stress or conflict.

Focusing on Quality over Quantity

They may choose to spend time with a smaller number of close friends and family
members who bring joy and meaning to their lives.

Implications for Social Relationships

The theory provides insights into how individuals navigate their social networks
throughout their lives, emphasizing the importance of close, emotionally supportive
relationships.

Reduced Social Circles

Individuals may prioritize a smaller group of close friends and family, focusing on the
quality of relationships over quantity.

Increased Emotional Intimacy

They may seek deeper emotional connections and spend more time with those who
provide emotional support and comfort.

Greater Appreciation for Existing Relationships

They may value their long-standing relationships and appreciate the emotional
support and stability they provide.

Socio-Emotional Selectivity and Well-Being:

Studies have shown that SST can play a role in maintaining emotional well-being
throughout the lifespan, particularly as individuals navigate the challenges of aging.

Higher levels of Reduced loneliness and

Increased well-being
life satisfaction isolation
Improved coping Enhanced sense of purpose and
Greater emotional stability mechanisms meaning
 1 MSc Psychology Anushka Kanihal

Limitations of the theory:

 Overemphasis on Age-Related Changes: SST may not account for individual

differences and situational factors that influence social goals and behaviors.

 Cultural Variations: SST may not fully address cultural differences in social
goals and behaviors across the lifespan.

 Inconsistent Empirical Support: Not all empirical findings consistently support

SST’s predictions regarding the prioritization of emotional goals in older adults.

 Neglect of Negative Emotions: SST may overlook the importance of processing

and managing negative emotions in older adults.

 Simplistic View of Aging: The theory's idea that younger people focus on
learning and older people focus on emotional satisfaction might be too simple and
not capture the full range of what motivates people at different ages.

 Impact of Modern Technology: SST may not fully capture the influence of digital
communication and social media on social goals and behaviors.

 Potential for Stereotyping: Applying SST too rigidly can lead to stereotypes
about aging, such as assuming all older adults are primarily interested in
emotional satisfaction.

References:

Socio Emotional Selectivity theory. Emotion and Cognition. Jacob W. Gurera, Derek
M. Isaacowitz, in Progress in Brain Research, 2019.

Carstensen, L. L. (1992). "Social and emotional patterns in adulthood: Support for

socioemotional selectivity theory." Psychology and Aging, 7(3), 331-338.
Carstensen LL. Socioemotional Selectivity Theory: The Role of Perceived Endings in
Human Motivation. Gerontologist. 2021 Nov 15;61(8):1188-1196. doi:
10.1093/geront/gnab116. PMID: 34718558; PMCID: PMC8599276.
Emotional Storytelling in Positive Psychology

What is Emotional Storytelling?

Emotional storytelling refers to the process of sharing personal narratives that involve
significant emotional experiences. This storytelling method aims to help individuals
articulate and process emotions, enhance self-understanding, and foster connections with
others. It is a tool used in positive psychology to promote well-being, resilience, and
emotional intelligence.

Neuroscience Behind Emotional Storytelling

The neuroscience of emotional storytelling involves understanding how the brain processes
and integrates emotions and narratives:

a. Limbic System: This system, including the amygdala and hippocampus, plays a
critical role in emotion regulation and memory formation. The amygdala processes
emotional reactions, while the hippocampus is involved in the formation and
retrieval of memories.

b. Prefrontal Cortex: This area is associated with higher cognitive functions like
decision-making, problem-solving, and regulating emotions. During storytelling,
the prefrontal cortex helps organise and interpret experiences, giving them
coherent meaning.

c. Mirror Neurons: These neurons are thought to be involved in empathy and

understanding others' emotions. When someone shares an emotional story, listeners
may experience similar feelings due to the activation of mirror neurons.

d. Oxytocin: Often called the "love hormone," oxytocin is released during social
bonding and storytelling, promoting feelings of trust and empathy.

Components of Emotional Storytelling

a. Personal Experience: The core of emotional storytelling is a personal experience,

often involving a significant emotional event or series of events.

b. Emotional Expression: This involves expressing the emotions experienced during the
event. It's not just about recounting what happened but also how it felt.

c. Narrative Structure: A coherent structure with a beginning, middle, and end helps
make the story more engaging and understandable. This structure typically includes:
i. Setting: The context or background of the story.
ii. Characters: Key individuals involved in the story.
iii. Conflict: The challenge or emotional struggle faced.
iv.Resolution: How the conflict was addressed or resolved.
 d. Reflection and Insight: Reflecting on the experience and drawing insights or lessons
learned. This reflection can lead to greater self-awareness and personal growth.

Benefits of Emotional Storytelling

a. Emotional Catharsis: Sharing emotional experiences can provide relief and reduce
emotional distress.

b. Enhanced Self-Understanding: Reflecting on experiences helps individuals

understand their emotions, motivations, and behaviours better.

c. Improved Emotional Regulation: By articulating emotions, individuals can learn

to manage them more effectively.

d. Strengthened Relationships: Sharing personal stories fosters empathy and deeper

connections with others.

e. Resilience and Growth: Revisiting challenging experiences can build resilience and
encourage personal growth.

f. Enhanced Well-being: Engaging in emotional storytelling is associated with increased

happiness and life satisfaction.

Applications of Emotional Storytelling

a. Therapeutic Settings: In therapy, emotional storytelling helps clients process trauma,

grief, and other emotional challenges.

b. Educational Settings: Teachers and educators can use storytelling to help students
understand complex emotional and social issues.

c. Workplace: Leaders and team members can use storytelling to communicate values,
build team cohesion, and resolve conflicts.

d. Personal Development: Individuals can use journaling or personal storytelling

to explore and understand their emotions and experiences.

Examples of Emotional Storytelling

a. Therapeutic Journaling: Writing about personal experiences and emotions in a

structured manner.

b. Support Groups: Sharing personal stories in a safe, supportive group setting, such as
in grief counseling or addiction recovery.

c. Public Speaking: Sharing personal narratives to inspire, educate, or connect with an

audience, often seen in TED Talks or motivational speeches.
 d. Cultural Storytelling: Using traditional or cultural narratives to convey emotional
experiences and communal values.

Conclusion

Emotional storytelling is a powerful tool in positive psychology, offering numerous benefits for
emotional well-being, self-understanding, and social connection. By understanding the
neuroscience behind it and effectively employing its components, individuals can harness the
power of storytelling for personal and collective growth.
Positive Psychology (Presenter: Raksha A Aithal)

Title: Gender Differences in Happiness: A Positive Psychology Perspective

Introduction
Positive psychology, a branch of psychology that focuses on the positive aspects of human life,
has shed light on various factors that contribute to well-being and happiness. Among these,
gender has been identified as a significant variable that influences the experience and expression
of happiness. This document explores gender differences in happiness from the perspective of
positive psychology, highlighting the strengths, virtues, and positive experiences that contribute
to the well-being of both men and women.

Gender Differences in Happiness: A Positive Psychology Lens

Positive psychology emphasizes the importance of understanding happiness not just as the
absence of negative emotions, but as the presence of positive emotions, engagement, and
meaning in life. From this perspective, gender differences in happiness can be seen as variations
in the ways men and women draw upon their strengths and virtues to achieve well-being.

Strengths and Virtues

Positive psychology research suggests that men and women may differ in the ways they utilize
their strengths and virtues to enhance their happiness. For example, women often score higher in
interpersonal strengths such as kindness, love, and social intelligence, which can contribute to
their happiness through fulfilling relationships (Peterson & Seligman, 2004). Men, on the other
hand, may find happiness through strengths such as bravery and perseverance, which can lead to
a sense of accomplishment and mastery (Nielsen et al., 2013).

Positive Emotions
The experience and expression of positive emotions also vary by gender. Women are generally
more adept at expressing a wide range of emotions, which can lead to greater emotional
intelligence and the ability to savor positive experiences (Kashdan et al., 2015). Men, while often
socialized to suppress emotional expression, may find happiness through activities that promote
flow experiences, such as sports or hobbies that require skill and concentration
(Csikszentmihalyi, 1990).

Life Satisfaction and Meaning

Life satisfaction and the pursuit of meaning are central to the positive psychology approach to
happiness. Research indicates that men and women may differ in the sources from which they
derive life satisfaction. Women often report higher levels of life satisfaction when they are
engaged
in meaningful relationships and community involvement (Pinquart, 2017). Men, in
contrast, may find life satisfaction and meaning through their achievements in work and
career (Määttä et al., 2012).

Conclusion
From the perspective of positive psychology, gender differences in happiness are not just
about variations in emotional experiences but also about the different ways men and
women engage with their strengths, virtues, and the world around them. By understanding
these differences, we can appreciate the unique pathways to happiness that both genders
navigate and work toward creating environments that support the well-being of all
individuals.

References
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.

Kashdan, T. B., Feldman Barrett, L., & McKnight, P. E. (2015). Unpacking emotion
differentiation: Transforming unpleasant experience by perceiving distinctions in
negativity. Current Directions in Psychological Science, 24(1), 10-16.

Määttä, K., Stattin, H., & Nurmi, J.-E. (2012). Achievement strategies during adolescence
as predictors of adult educational and occupational career: A person-centered approach.
Learning and Individual Differences, 22(1), 109-120.

Nielsen, K. M., Knardahl, S., & Tyssen, R. (2013). Personality as a risk factor for the
development of mental health problems: A systematic review and meta-analysis.
International Journal of Environmental Research and Public Health, 10(12), 6590-6613.

Petersen, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook
and classification. Oxford University Press.

Pinquart, M. (2017). Associations of parenting dimensions and styles with externalizing

problems of children and adolescents: An updated meta-analysis. Developmental
Psychology, 53(5), 873- 932.

Indira Gandhi National Open University. (n.d.). Unit-4. Retrieved July 31, 2024, from
https://egyankosh.ac.in/bitstream/123456789/86645/1/Unit-4.pdf