Positive emotions through their broadening effects, trigger upward spirals of well being. "Upward spirals" are the conceptual opposite of the common notion of "downward spirals" of depression. Positive emotion, here, removes the tunnel vision, allowing the individual to see more possibilities. Hence, they can cope better and be resilient.
Researches indicated that individuals with resilience had the positive feelings, such as gratitude and optimism, as they could find goodness in the people who were helping, even in the midst of terrible miseries.
About Me
- Dr.K.R.Santhosh, Ph.D.
- Bangalore, Karnataka, India
- Specialized in Positive Psychology
Wednesday, August 19, 2015
THE UNDOING HYPOTHESIS
Positive emotions have the potential to undo hanging on negative emotions. Undoing effect occurs both at the cognitive level as well as at the psychological level.
In an experiment done by Frederickson et al (2000), among a sample of US participants, after exposing to an anticipated fear evoking situation, it was identified that watching positive emotion videos had been more effective in reducing the previously enhanced cardiovascular responses faster than watching negative emotion videos and neutral videos.
In an experiment done by Frederickson et al (2000), among a sample of US participants, after exposing to an anticipated fear evoking situation, it was identified that watching positive emotion videos had been more effective in reducing the previously enhanced cardiovascular responses faster than watching negative emotion videos and neutral videos.
Thursday, August 6, 2015
The Broaden and Build Theory of Positive Emotions - 1
Positive emotions are important in people's lives. However, we generally have the habbit of giving more importance to the negative emotions.
Positive emotions are not just signals of the absence of negative emotions. They are the force within us that could help us even during the demands that challange survival.
The theory is a multifaceted model of positive emotions. The facets shall be presented as five hypotheses
1. Broaden hypothesis
2. Build hypothesis
3. Undoing hypothesis
4. Resilience hypothesis
5. Flourish hypothesis
(Please visit www.ncbi.nlm.nih.gov/pmc/articles/PMC3156609)
Broaden hypothesis
Positive emotions broaden momentary thought-action repertoirs. This broadening will wider range of thoughts and actions one is likely to pursue. Hence, individuals who feel positive emotions will be able to see more possibilities. Negative emotions will narrow momentary thought action repertoirs. Individuals with negative emotions are similar to those who have tunnel vision. Range of possibilities will get narrowed. Body will be prepared to take specific action - be ready to fight or flight - for the immediate survival. Such an evolutionary instinct need not have a long term objective. Broadening effect can also act in evolutionary perspective in life threatening circumstances. It can lead to long term survival possibilities.
In a study conducted by Fredrickson & Brangan (2005), a sample of five groups of subjects were exposed to different affects using video-shows. One group was shown the video of penguins playing to induce joy. The second group was exposed to various nature scenes to induce contentment. The third group was exposed to a video, in which a gang of men taunted an Amish family. The fourth group was exposed to video of mountain climbers who is hanging precariously from the edge of mountain, in order to elicit fear. The last group was shown a screen saver, of coloured sticks piling up on one another, as a neutral stimulus. After viewing the video clips, the participants completed a series of global local processing task. The task included a standard figure and two comparison figures. Viewing the standard figure, the participants have to decide which of the two comparison figures was most like the standard figure. The global response option represented more broadened thinking. Participants in positive emotions (those who were exposed to video of penguins playing and to nature scenes) chose the global options more often in comparison with neutral or negative emotion condition.
In another study after these movie clips, participants were asked to list the powerful emotions they felt, right at the moment. For the purpose, a hand out, with 20 blank lines with the statement, "I would like to -----" were given to all the participants. After that, the number of sentences completed was tallied. The more the sentences completed, the broader will be the thought actions repertoirs. Particiipants in positive emotions filled more number of blanks when compared to the participants who were exposed negative affect eliciting and neutral movies.
Build hypothesis
When the momentary thought action repertoirs are broadened, a variety of personal resources are built up.
1. Physical resources such as co-ordination, cardiovascular health and muscle strength
2. Social resources such as friendship, social skills and support
3. Intellectual resources such as knowledge and problems solving
4. Psychological resources such as creativity, optimism and resilience.
Positive emotions may be transient, but the personal resources gained out of these positive motions are lasting. For instance when children play, they typically experiences positive emotions such as joy, happiness and contentment. Play can also lead to acquisition of physical strength. Socila bonds with the play-mates will get strengthened. Children will learn and follow the rules of game and team work. All these resources will be lasting even after the experience of positive emotions. Later in life, these resources can be called upong during another stressful situation.
Studies indicate that securely attached children are more resourseful, flexible and perseverent when it comes to problem solving in comparison to their insecurely attached peers. Securely attached adults also show superior intellectual resources. the are more curious and open to new information. People learn faster and demonstrate improvements in intellectual performance when in a positive emotional state in comparison to neutral or negative emotional states. According to Boulton and Smith (1992), Juvenile play of many mammals has been linked with specific survival maneuvers they utilize later. For instance, rats those were deprived of the ability to engage in play as juveniles were slower to learn a complex motor task in comparison to rats that were not play deprived.
Positive emotions are not just signals of the absence of negative emotions. They are the force within us that could help us even during the demands that challange survival.
The theory is a multifaceted model of positive emotions. The facets shall be presented as five hypotheses
1. Broaden hypothesis
2. Build hypothesis
3. Undoing hypothesis
4. Resilience hypothesis
5. Flourish hypothesis
(Please visit www.ncbi.nlm.nih.gov/pmc/articles/PMC3156609)
Broaden hypothesis
Positive emotions broaden momentary thought-action repertoirs. This broadening will wider range of thoughts and actions one is likely to pursue. Hence, individuals who feel positive emotions will be able to see more possibilities. Negative emotions will narrow momentary thought action repertoirs. Individuals with negative emotions are similar to those who have tunnel vision. Range of possibilities will get narrowed. Body will be prepared to take specific action - be ready to fight or flight - for the immediate survival. Such an evolutionary instinct need not have a long term objective. Broadening effect can also act in evolutionary perspective in life threatening circumstances. It can lead to long term survival possibilities.
In a study conducted by Fredrickson & Brangan (2005), a sample of five groups of subjects were exposed to different affects using video-shows. One group was shown the video of penguins playing to induce joy. The second group was exposed to various nature scenes to induce contentment. The third group was exposed to a video, in which a gang of men taunted an Amish family. The fourth group was exposed to video of mountain climbers who is hanging precariously from the edge of mountain, in order to elicit fear. The last group was shown a screen saver, of coloured sticks piling up on one another, as a neutral stimulus. After viewing the video clips, the participants completed a series of global local processing task. The task included a standard figure and two comparison figures. Viewing the standard figure, the participants have to decide which of the two comparison figures was most like the standard figure. The global response option represented more broadened thinking. Participants in positive emotions (those who were exposed to video of penguins playing and to nature scenes) chose the global options more often in comparison with neutral or negative emotion condition.
In another study after these movie clips, participants were asked to list the powerful emotions they felt, right at the moment. For the purpose, a hand out, with 20 blank lines with the statement, "I would like to -----" were given to all the participants. After that, the number of sentences completed was tallied. The more the sentences completed, the broader will be the thought actions repertoirs. Particiipants in positive emotions filled more number of blanks when compared to the participants who were exposed negative affect eliciting and neutral movies.
Build hypothesis
When the momentary thought action repertoirs are broadened, a variety of personal resources are built up.
1. Physical resources such as co-ordination, cardiovascular health and muscle strength
2. Social resources such as friendship, social skills and support
3. Intellectual resources such as knowledge and problems solving
4. Psychological resources such as creativity, optimism and resilience.
Positive emotions may be transient, but the personal resources gained out of these positive motions are lasting. For instance when children play, they typically experiences positive emotions such as joy, happiness and contentment. Play can also lead to acquisition of physical strength. Socila bonds with the play-mates will get strengthened. Children will learn and follow the rules of game and team work. All these resources will be lasting even after the experience of positive emotions. Later in life, these resources can be called upong during another stressful situation.
Studies indicate that securely attached children are more resourseful, flexible and perseverent when it comes to problem solving in comparison to their insecurely attached peers. Securely attached adults also show superior intellectual resources. the are more curious and open to new information. People learn faster and demonstrate improvements in intellectual performance when in a positive emotional state in comparison to neutral or negative emotional states. According to Boulton and Smith (1992), Juvenile play of many mammals has been linked with specific survival maneuvers they utilize later. For instance, rats those were deprived of the ability to engage in play as juveniles were slower to learn a complex motor task in comparison to rats that were not play deprived.
Wednesday, July 29, 2015
Core Positive psychology Theories: Strengths Theory
People, in general, seem to work off the unwritten rule - "Let's fix what is wrong and let the strengths take care of themselves". By doing this, they are overlooking what is right, and focusing on what is wrong. According to Clifton & Nelson (1996) this happens because of several errors, in thinking and logic, to which generally all may fall victims.
Error 1: Fixing or correcting weakness will result in making a person or organization stronger
This error prevails in the thoughts of employers, teachers, parents and leaders. It seems that we have become stereotyped with this error. Fixing the weakness will only help to overcome the weakness. It has no capability to enhance the strength of the organization or the person.
Error 2: There is no need to foster strengths as they will take care of themselves and develop naturally
Strengths has to be fostered through appreciations and proper reinforcements.
Error 3: Strengths and weaknesses are opposites.
They are not opposite entities. For instance, ability to sing may be a strength of a person. But inability to sing a song cannot be considered as a weakness.
Error 4: Any one can be successful at anything if they are willing to work hard
We can try hard on something we wish to do, but long term success can only be determined by the basic talent we have to do that something.
Error 1: Fixing or correcting weakness will result in making a person or organization stronger
This error prevails in the thoughts of employers, teachers, parents and leaders. It seems that we have become stereotyped with this error. Fixing the weakness will only help to overcome the weakness. It has no capability to enhance the strength of the organization or the person.
Error 2: There is no need to foster strengths as they will take care of themselves and develop naturally
Strengths has to be fostered through appreciations and proper reinforcements.
Error 3: Strengths and weaknesses are opposites.
They are not opposite entities. For instance, ability to sing may be a strength of a person. But inability to sing a song cannot be considered as a weakness.
Error 4: Any one can be successful at anything if they are willing to work hard
We can try hard on something we wish to do, but long term success can only be determined by the basic talent we have to do that something.
Tuesday, July 28, 2015
Sunday, July 26, 2015
POSITIVE PSYCHOLOGY: WHEN DID THE SHIFT OCCUR?
It is in 1998, Martin Seligman reminded the Psychologists about the two major objectives Psychology had in its origin, among which one is celeberated and the other is forgotten.
1. Focus on curing mental illness
2. Making the lives of the people more productive and fulfilling, and identifying and nurturing talent.
After the world war II, the second objective was ignored. One of the main reasons for this ignorance may be our general tendency to concentrate on the problem. Secondly, research fundings are more affiliated to those who concentrated on the problem. As a result therapists adopted a disease model.
Taking this reminder granted, a large group of psychologists and researchers started focusing on the second point.
The time is right for the study of positive mental health since psychologists' understanding of mental illness and of human survival under conditions of adversity is thorough, where as our knowledge of what makes life meaningful and how people flourish under more benign conditions laking (Seligman and Csikszentmihalyi, 2000)
In 2008, first issue of Journal of Positive Psychology was published.
1. Focus on curing mental illness
2. Making the lives of the people more productive and fulfilling, and identifying and nurturing talent.
After the world war II, the second objective was ignored. One of the main reasons for this ignorance may be our general tendency to concentrate on the problem. Secondly, research fundings are more affiliated to those who concentrated on the problem. As a result therapists adopted a disease model.
Taking this reminder granted, a large group of psychologists and researchers started focusing on the second point.
The time is right for the study of positive mental health since psychologists' understanding of mental illness and of human survival under conditions of adversity is thorough, where as our knowledge of what makes life meaningful and how people flourish under more benign conditions laking (Seligman and Csikszentmihalyi, 2000)
In 2008, first issue of Journal of Positive Psychology was published.
Monday, September 16, 2013
Affective Forcasting and Impact Bias
Predicting how life changes will affect our happiness. People are not very good at anticipating the actual impact of life events. The study of people's predictions about the emotional effects of future life events is called affective forecasting. People consistently overestimate the impact of both positive and negative events. To evaluate the accuracy of an affective forecast, an individual's predictions about the emotional impact of specific events are compared to the real life reactions of people who actually experience those events. Predicted impact typically exaggerates both the intensity and duration of people's actual emotional reactions. This exaggeration in the strength and duration of anticipated emotional reactions is called the impact bias (Baumgardner and Crothers, 2009).
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