BUILDING RESILIENCE: CLINICAL APPLICATIONS OF POSITIVE PSYCHOLOGY. Shannon Worton, PsyD Albizu University

Transcription

1 BUILDING RESILIENCE: CLINICAL APPLICATIONS OF POSITIVE PSYCHOLOGY Shannon Worton, PsyD Albizu University

2 What do you want for your clients?

3 What is positive psychology? What is resilience?

4 Positive Psychology A central tenet of positive psychology is to recognize the importance of complementary, alternative perspectives on the human experience that depathologize individuals experiences, believes, and actions while helping them focus on their strength. --Seligman & Csikszentmihalyi, 2000, in Lytle et al. 2014

5 Positive Psychology Helps us examine how people respond to, and bounce back from, trauma, adversity, and tragedy How do people cope during times of stress? How do positive emotions help us cope during times of stress? (Dominguez, Bobele, Coppock, & Pena, 2015)

6 Positive Psychology When faced with adversity, many tend to develop a problem-focused viewpoint This inhibits one s full cognitive potential Exposure to positive emotions broadens ones full potential and allows for greater creativity and problem solving Positive meaning also helps develop resilience (Dominguez, Bobele, Coppock, & Pena, 2015)

7 Example of Positive Meaning Parenthood Typically, levels of happiness decrease during parenthood. But People find meaning in providing unconditional love for children, writes Dr. Brooks, who is now president of the American Enterprise Institute. Paradoxically, your happiness is raised by the very fact that you are willing to have your happiness lowered through years of dirty diapers, tantrums and backtalk. Willingness to accept unhappiness from children is a source of happiness. (Tierney, 2011)

8 Assessing Happiness How do we assess happiness or flourishing?

9 Assessing Happiness How do we assess happiness or flourishing? One critical flaw in previous methods: Most individuals rate their level of life-satisfaction based on how they are feeling in the moment This is a better indicator of cheerfulness in the moment rather than overall life satisfaction Better measurements ask about: Mood Relationship with others And connection to something worth while (ties into accomplishments) (Tierney, 2011)

10 Implications for BPS How would you assess wellbeing, happiness, and life-satisfaction with your clients? Practice!

11 Assessing Happiness Seligman also began to notice that happiness is not always the motivating factor behind people s behaviors People will do the same thing over and over (stay on the swim team) for the sole purpose of accomplishing something, even if it provides them with no happiness If we just wanted positive emotions, our species would have died out a long time ago. -- Martin Seligman (Tierney, 2011)

12 Happiness Happiness can come from earning success Set goals, and monitor progress toward goals Creates a sense of accomplishment Also gives a feeling of control over ones life (Tierney, 2011)

13 Positive Psychology My view of positive psychology is that it describes rather than prescribes what human beings do, he says. I don t want to mess with people s values. I m not saying it s a good or a bad thing to want to win for its own sake. I m just describing what lots of people do. One s job as a therapist is not to change what people value, but given what they value, to make them better at it. -- Martin Seligman (Tierney, 2011)

14 THEORY OF WELL-BEING

15 What is Well-being? ( Slides from: Wasson, T., & Worton, S. (2013). Emotional wellness 101.)

16 PERMA Positive Emotions Why? Physical health, relationships, work, school, inspiration. How? What activities make you feel good? Be intentional. WWW: What Went Well? (3 things) ( Slides from: Wasson, T., & Worton, S. (2013). Emotional wellness 101.)

17 Activity Three Good Things

18 PERMA Engagement Why? Momentum, focus, fulfill potential How? Cultivate personal strengths and values, mindfulness Use highest strengths in performing tasks especially ones you don t like ( Slides from: Wasson, T., & Worton, S. (2013). Emotional wellness 101.)

19 Activity Achieving flow Mihaly Czikszentmihalyi: Flow, the Secret to Happiness

20 PERMA (Positive) Relationships Why? Share positive experiences, supportive network, selfconfidence How? Maintain balance, listen and share, make an effort ( Slides from: Wasson, T., & Worton, S. (2013). Emotional wellness 101.)

21 Activity Communication Brene Brown: Vulnerability

22 PERMA Meaning doing what matters, belonging to and serving something bigger than one s self. Why? Personal integrity, self-confidence, self-satisfaction How? 1. Identify values (personal, social, religious, spiritual, etc.). 2. Connect with others around these values. 3. Deepen/increase involvement in meaningful activities. ( Slides from: Wasson, T., & Worton, S. (2013). Emotional wellness 101.)

23 Gratitude Visit Close your eyes. Call up the face of someone still alive who years ago did something or said something that changed your life for the better. Someone who you never properly thanked; someone you could meet face-to-face next week. Got a face? (Seligman, 2011, p. 30)

24 Gratitude Visit Your task is to write a letter of gratitude to his individual and deliver it in person. The letter should be concrete and about three hundred words: be specific about what she did for you and how it affected you life. Let her know what you are doing now, and mention how you often remember what she did. Make it sing! (Seligman, 2011, p. 30)

25 PERMA Achievement True: It s more about the journey than the destination. But attaining your goals is important too! Why? Anticipation, hope for future, confidence, motivating, inspiring, resilience How? Set attainable goals, cultivate your strengths, acknowledge sub-goals achieved along the way ( Slides from: Wasson, T., & Worton, S. (2013). Emotional wellness 101.)

26 Activity Why are you becoming a psychologists?

27 ADDITIONAL THEORY OF WELL-BEING

28 Three Pillar Model Positive Subjective Experience Character Strengths Positive Social Institutions

29 Activity: Signature Strengths VIA Signature Strengths Survey

30 ADDITIONAL CONSIDERATIONS

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32 Clinical Applications (Seligman, 2011, p ) Session 1: The absence or lack of positive resources (positive emotions, character strengths, and meaning) can cause and maintain depression and can create an empty life. Homework: The client writes a one-page (roughly three hundred words) positive introduction, in which she tells a concrete story showing her at her best and illustrating how she used her highest character strengths. Session 2: The client identifies his character strengths from the positive introduction and discusses situations in which these character strengths have helped him previously. Homework: The client completes the IA questionnaire online to identify his character strengths.

33 Clinical Applications (Seligman, 2011, p ) Session 3: We focus on specific situations in which character strengths may facilitate cultivation of pleasure, engagement, and meaning. Homework (starting now and continuing through the entire course of therapy): The client starts a blessings journal, in which she writes, every night, three good things (big or small) that happened that day. Session 4: We discuss the roles of good and bad memories in maintaining depression. Holding on to anger and bitterness maintains depression and undermines well-being. Homework: The client writes about feelings of anger and bitterness and how they feed his depression. Session 5: We introduce forgiveness as a powerful tool that can transform feelings of anger and bitterness into neutrality, or even, for some, into positive emotions. Homework: The client writes a forgiveness letter describing a transgression and related emotions and pledges to give the transgressor (only if appropriate but doe not deliver the letter).

34 Clinical Applications (Seligman, 2011, p ) Session 6: gratitude is discussed as in during thankfulness. Homework: The client writes a gratitude letter to someone she never properly thanked is urged to deliver it in person. Session 7: We review the importance of cultivating positive emotions through writing in the blessings journal and the use of character strengths. Session 8: We discuss the fact that "satisficers" ("this is good enough") have better well-being then "maximizers" ("I must find the perfect wife, dishwasher, or vacation spot"). Satisficing is encouraged over maximizing. Homework: The client reviews ways to increase satisficing and devises a personal satisficing plan. Session 9: We discuss optimism and hope, using explanatory style: the optimistic style is to see bad events as temporary, changeable, and local. Homework: The client thinks of three doors that closed on her. What doors opened?

35 Clinical Applications (Seligman, 2011, p ) Session 10: The client is invited to recognize character strength of significant other(s). Homework: We coach the client to respond actively and constructively to positive events reported by others, and the client arrange a date that celebrates his character strengths and those of his significant other(s). Session 11: We discuss how to recognize the character strengths of family members and where the client's own character strengths originated. Homework: The client asks family members to take the VIA questionnaire online and then draws a tree that includes the character strengths of all members of the family.

36 Clinical Applications (Seligman, 2011, p ) Session 12: Savoring is introduced as a technique to increase intensity and duration of positive emotion. Homework: The client plans pleasurable activities and carries them out as planned. The client is provided with a list of specific savoring techniques. Session 13: The client has the power to give one of the greatest gift of all the gift of time. Homework: The client is to give the gift of time by doing something that requires a fair amount of time and calls on her character strengths. Session 14: We discuss the full life integrating pleasure, engagement, and meaning.

37 Penn Resiliency Program Teaching resiliency in children Can combat anxiety, depression, stress, etc. Interview: Penn Resiliency Project Review: Penn Resiliency Project

38 Online Self-Assessments

39 POSITIVE PSYCHOLOGY AND THE LGBTQ COMMUNITY

40 Three Pillars Positive Social Institutions Institutional Policies What might this look like at a university counseling center? Promote awareness on campus Academic policy Advocate for inclusive campus policies Gain awareness of state and federal laws (Lytle, Vaughan, Rodriguez, & Shmerler, 2014)

41 Three Pillars Positive Social Institutions Educational Organizations/Institutions Counseling centers can be conceptualized as a positive social institution What can psychologists and trainees within a counseling center do to promote resilience within the LGBTQ community? Be aware of own biases Include didactics on LGBTQ issues Engage in activities that promote awareness Privilege checklist Privilege walk Assessment of an refection on personal character strengths Creation of an institutional resource list (Lytle, Vaughan, Rodriguez, & Shmerler, 2014)

42 Positive Psychology Consider the environment Integrate visual displays celebrating the LGBTQ identity Rainbow flag, equality sign, art Greeting of clients Train office staff to ask for preferred names and pronouns These may be different than the individuals driver s license! This will ensure that all communication with the client (via phone, mail, etc.) is appropriate (Lytle, Vaughan, Rodriguez, & Shmerler, 2014)

43 Positive Psychology Case Conceptualization and Intake Interviews How do you gather information relevant to an individual s LGBTQ identity? Important to integrate presenting problem, as well as strengths Consider handouts providing information on character strengths, positive subjective experiences, and positive social institution that can serve as resources (Lytle, Vaughan, Rodriguez, & Shmerler, 2014)

44 Positive Psychology Assessment Considerations Consider whether the measures you are using have been normed on sexual/gender minority clients Few strength-based measures for this population available Consider measures that can initiate dialogue and conversation around meaning, hope, love, and positive emotion Coming Out Growth Scale Satisfaction with Life Scale Orientations to Happiness Questionnaire (Lytle, Vaughan, Rodriguez, & Shmerler, 2014)

45 Positive Psychology Interventions Gay Affirmative Practice (GAP) Guidelines to follow: Awareness of ethical codes Do not assume a client is heterosexual Attend to and be mindful of coming out stories, and how they may vary Gain awareness of our own heteronormative and gender normative assumptions (Appleby & Anastas, 1998 & Hunter et al., 1998 in Dominguez, Bobele, Coppock, & Pena, 2015)

46 Positive Psychology Interventions A gay affirmative approach does not require a distinct set of skills and techniques, it simply requires treating LGBTQ individuals with respect, fairness, compassion, and as having value. --Davies & Neal, 1996, 2000, in Dominguez, Bobele, Coppock, & Pena, 2015, p. 178 (Appleby & Anastas, 1998 & Hunter et al., 1998 in Dominguez, Bobele, Coppock, & Pena, 2015)

47 Positive Psychology Interventions Create positive subjective experiences in session Models that can help to do this: CBT Emotion-focused therapy Interpersonal therapy Motivational interviewing (Lytle, Vaughan, Rodriguez, & Shmerler, 2014)

48 Positive Psychology Interventions (cont.) Use character strengths in session Strengths that are particularly relevant to the LGBTQ community: Creativity Integrity Through exploration, self-acceptance, disclosure, acceptance by others Rejection of traditional labels Contact with the LGBTQ community (Lytle, Vaughan, Rodriguez, & Shmerler, 2014)

49 Positive Psychology Interventions (cont.) Use character strengths in session (cont.) Love Unconventional sources of love and support E.g., created families Citizenship Belonging to the LGBTQ community or subgroups Fairness Gratitude Gratitude visit Gratitude journal Three good things life activity Spirituality (Lytle, Vaughan, Rodriguez, & Shmerler, 2014)

50 Positive Psychology Interventions Using Strengths (cont.) Additional strengths found in the LGBTQ community: Self-definition Self-determination Perspective-taking Community building Creating family networks and communities (Pedrotti & Edwards, 2014, in Dominguez, Bobele, Coppock, & Pena, 2015)

51 References Csikszentmihalyi, M. (2008). Flow: the psychology of optimal experience. New York, NY: Harper Collins Publisher. Dominguez, D. G., Bobele, M., Coppock, J., & Pena, E. (2015). LGBTQ relationally based positive psychology: an inclusive systemic framework. Psychological Services, 12(2), doi: /a Ginsburg, K. R., & Jablow, M. M. (2015). Grove Village, IL: American Academy of Pediatrics. Lytle, M. C., Vaughan, M. D., Rodriguez, E. M., & Shmerler, D. L. (2014). Working with LGBT individuals: incorporating positive psychology into training and practice. Psychology of Sexual Orientation and Gender Diversity, 1(4), doi: / sgd Positive Psychology. The PERMA Model. Retrieved from Seligman, M. E. P. (2011). Flourish. New York, NY: Atria. Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: positive psychology and classroom interventions. Oxford Review of Education, 35(3), doi: / Tough, P. (2012). How children succeed: grit, curiosity, and the hidden power of character. New York, NY: Houghton Mifflin Harcourt Publishing Company. University of Pennsylvania. (2015). Positive psychology theory. Authentic Happiness. Retrieved from Vaughan, M. D., Miles, J., Parent, M. C., Shim Lee, H., Tilghman, J. D., & Prokhorets, S. (2014). A content alalysis of LGBTthemed positive psychology articles. Psychology of Sexual Orientation and Gender Diversity, 1(4), doi: / sgd Vaughan, M., & Rodriguez, E. M. (2014). LGBT Strengths: Incorporating positive psychology into theory, research, training, and practice. Psychology of Sexual Orientation and Gender Diversity, 1(4), doi: /sgd