This qualitative investigation addresses the notion of using the film The Matrix (Silver, & Wachowski, Wachowski, 1999) as a fortigenic tool. Fortigenesis is a process of developing strengths. Within the relatively new field of positive psychology (PP) the premise is that character strengths and virtues can be fostered to lead a better life with positive goals and richer meaning. This positive outlook has several links with existentialism. As such PP and existentialism were used as theoretical points of departure in this reading of the film. For this new field to grow, positive psychologists embrace the idea of using many foci. Hence many looking-glasses or lenses were used in this reading: these are PP, existentialism, philosophy, Christianity and fairy-tales. As a result, several PP notions such as self-efficacy, love, hope, courage, open-mindedness, creativity and faith and two existential themes, freedom of choice and will to meaning, were read into this motion picture. Thus conceptually, The Matrix is specifically explored as a filmic container. Its application as a fortigenic tool is highlighted through the use of Broaden-and-Build theory to validate and solidify constructs. Broaden-and-build theory is founded on the idea that positive emotions lead to a broadening of cognition (e.g. new and creative ways of thinking), which in turn allows for a broader repertoire of positive actions that people can consider. Lastly, conclusions are discussed, one being that more research about the positive in psychology is necessary. / Dissertation (MA)--University of Pretoria, 2014. / tm2015 / Psychology / MA / Unrestricted

Orientador: Gisele Maria Schwartz / Resumo: Muitos estudos já têm utilizado a tecnologia referente a filmes como forma de auxiliar em tratamentos, como os da cinematerapia, tendo em vista seu impacto em diversos aspectos da área terapêutica. Entretanto, pouco se conhece sobre a potencialidade desse recurso como expressão combinada de uma rede de atributos, os quais podem desencadear inúmeros estímulos audiovisuais, tendo como base o referencial da Psicologia Positiva, podendo impactar nas funções cognitivas e nos estados de humor em idosos. Este estudo, de natureza qualiquantitativa, tem como objetivo investigar o efeito de sessões de mídias cinematográficas nos estados de humor e em algumas funções cognitivas, relacionadas à memória, à atenção e à percepção, de idosos saudáveis e com sintomas depressivos. O estudo alia pesquisas bibliográfica e exploratória. A pesquisa exploratória foi desenvolvida por meio da aplicação bifásica, sendo antes do início da exibição do filme (pré-filme) e após o término do mesmo (pósfilme), de três instrumentos para a coleta de dados: Questionário com entrevista estruturada de caracterização da amostra contendo 1 pergunta (pré-filme) e 4 perguntas (pós-filme), Lista de Estados de Ânimo Reduzida e Ilustrada (LEA-RI) (VOLP, 2000) e a Geriatric Depression Scale (GDS)-versão abreviada de 15 itens (ALMEIDA; ALMEIDA, 1999). A amostra de conveniência foi constituída por 216 idosos, com idade igual ou superior a 60 anos, de ambos os sexos, residentes em Rio Claro-SP. Foram utilizados quatro film... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Many studies have already used the technology related to films as an auxiliary way of treatments, such as the ones of the cinema therapy due to its effectiveness in several therapeutic aspects. However, little is known about the potentiality of this resource as a combined expression in a network of attributes, which may trigger innumerable audiovisual stimuli, based on the Positive Psychology reference and, may impact the efficiency of cognitive functions and mood states in seniors. The present quali-quantitative study aims to investigate the effect of cinematographic media sessions in the mood state and cognitive performance related to memory and attention in healthy elderly with depressive symptoms. The study will combine bibliographic and exploratory research, which will be developed through biphasic technique, before the beginning of the film (pre-test) and after the end of the film (post-test). Three instruments for data collection will be used: Structured interview questionnaire, The Reduced and Illustrated States List (LEA-RI) (VOLP, 2000) and, the Geriatric Depression Scale (GDS), abbreviated version of 15 items (ALMEIDA; ALMEIDA, 1999). The convenience sample consisted of 216 elderly people, aged 60 years or over, of both genders, residing in Rio Claro-SP. Four films were used, from the genre’s biography and drama, selected from the studies of Positive Psychology. The data collected were analyzed in two ways: qualitatively, using the Content Analysis technique, from ... (Complete abstract click electronic access below) / Doutor

Students in accelerated curricula tend to have greater stress when compared to students in general education (Suldo, Shaunessy, & Hardesty, 2008). It is important for stakeholders to be able to help these students reach their goals and attain happiness. One potential method to help these students is to attend to their character strengths. People who effectively utilize their character strengths have achieved numerous positive outcomes including greater levels of well-being, self-esteem, and positive affect (Proctor, Malby, & Linley, 2011; Quinlan, Swain, Cameron, & Vella-Brodrick, 2014; Wood, Linley, Maltby, Kashan, & Hurling, 2011). Unfortunately, there is a lack of research on students’ strengths, and there is no research looking specifically at the strengths of students in accelerated curricula. This study addressed this gap in the literature by examining the character strengths of students in accelerated curricula. Participants included 253 ninth-grade students in accelerated curricula, specifically enrolled in Advanced Placement (AP) classes or a pre-International Baccalaureate (IB) Diploma program. A mixed-method design was utilized. For the quantitative part of the study, the researcher looked at the most frequent self-identified character strengths of all the participants and examined if the endorsed strengths differed for subgroups of students based on ethnicity, academic program, academic risk, or emotional risk. The most prevalent strength was humor, followed by love, creativity, kindness and curiosity. More Asian students identified with love of learning compared to students from other ethnic groups, and more White students identified with social intelligence. Across program, more AP students identified with creativity and fairness, and more IB students identified with self-regulation and kindness. In regard to risk status, more students without academic risk identified with persistence/perseverance. More students without emotional risk identified with creativity, persistence/perseverance, leadership, and teamwork, whereas more students with emotional risk identified with love, hope, and humor. For the qualitative part of the study, the researcher examined a subset of 121 participants who participated in a selective intervention because they were identified as demonstrating early signs of academic or emotional risk. The researcher examined how these students described their behaviors and actions in a way that illustrated their strengths. The qualitative analyses revealed three main themes: Manifestation, Importance, and Origination. This thesis can assist educators understand how high-achieving students describe and view their character strengths as meaningful. The rich descriptions of each character strength can be useful for educators in targeting character strengths in students and creating strengths-based interventions to increase students’ happiness and overall flourishing, according to the PERMA framework (which is made up of positive emotions, engagement, relationships, meaning, and accomplishment). Further research should be conducted on why strengths differ between AP and IB students, as those findings may have implications for those who participate and ultimately succeed in these rigorous programs.

Syftet med studien är att belysa vikten av att studera välbefinnande i projektarbete och bidra till bättre förståelse för vad som påverkar projektmedlemmars välbefinnande på arbetet. Detta undersöktes genom en kvalitativ studie där tio semistrukturerade intervjuer genomfördes av projektmedlemmar från olika branscher och organisationer. Genom tematisk analys resulterade studien i tre teman: Mitt jobb är viktigt, Jag behövs! och Vi går framåt som beskriver faktorer som är viktiga för projektmedlemmars välbefinnande i projektarbete. Studiens analys kan kopplas till PERMA, sexfaktormodellen för psykologisk välbefinnande, subjektivt välbefinnande, Self-determination theory och KASAM. Vidare diskuteras vikten av välbefinnande i projektarbete, studiens begränsningar och förslag på vidare forskning inom projektledning. / The purpose of the study is to highlight the importance of studying well-being in projects and contribute to a better understanding of what affects project members' well-being at work. This was investigated through a qualitative approach where ten semi structured interviews were conducted on project members from different branches and organizations. Thematic analysis was conducted and resulted in three themes: My job is important, I am needed! and We are moving forward, which describe factors that are important for project member’s well-being in project work. The analysis of the study connects to PERMA, the Six-factor model of psychological well-being, subjective well-being, Self-determination theory and sense of coherence. Furthermore, are the importance of well-being in project work discussed, the limitations of the study and suggestions for future studies in project management.

Sexual minorities experience mental and physical health disparities in comparison to heterosexual individuals due to minority stress (Branstrom et al., 2016; Kerridge et al., 2017; Meyer, 2003). Positive psychology interventions have improved mental and physical health (Antoine et al., 2018; Lambert D'raven et al., 2015), and therefore these interventions have potential to address health disparities. The current study tested an identity-specific intervention (n = 30) to a general positive psychology intervention (n = 30) and a control group (n = 30) among sexual minorities. This built on a recent pilot study which tested the efficacy of an identity-specific intervention designed for sexual minorities and showed significant improvements in depressive and anxiety symptoms. Thus, I hypothesized that individuals in intervention conditions would have better mental health, physical health, and substance use outcomes than the control group. Additionally, outcomes of the identity-specific condition were compared to those of the general positive psychology intervention. Participants included 91 sexual minority adults that completed three surveys (baseline, one week after the intervention, one month follow-up) including outcomes measures (depressive symptoms, anxiety symptoms, problematic drinking, problems associated with drug use, well-being, and self-rated health), potential covariates (anticipated stigma, internalized stigma, concealment) and manipulation checks (self-compassion, forgiveness, optimism, coping using humor, social support seeking). Fifty-three participants completed interventions featuring five intervention tasks eliciting self-compassion, optimism, forgiveness, humor, and social support seeking. Analyses included descriptive statistics, bivariate correlations, and multilevel modeling. Compared to the control condition, results showed significantly greater improvements in well-being (b = .40, p = .013), self-rated health (b = -.42, p = .006), and problems associated with drug use (b = -.97, p = .004) among participants in the intervention conditions. No significant differences emerged for depressive symptoms, anxiety symptoms, or problematic drinking. Limitations include lack of power for analyses examining extended follow-up and comparing intervention types, as well as a number of history effects. Despite these limitations, the current study has potential to improve health outcomes and aid clinical practices. More research on positive psychology interventions with sexual minorities is needed.

Driving under the influence (DUI) of alcohol and other drugs puts communities' and individuals' safety at tremendous risk. The excessive use of alcohol, illicit drugs, and/or some prescribed medications causes cognitive impairment and the physical incapability of operating a vehicle. The court system penalizes drunken driving behaviors by placing DUI offenders in a variety of mandated interventions to minimize the risk of reoffense. The purpose of this phenomenological study was to explore DUI offenders' positive experiences and perceptions derived from DUI programs and how they impacted well-being and commitment to positive change using Seligman's well-being theory as a conceptual framework. In-depth, face-to-face interviews were conducted with a purposeful sample of 11 DUI offenders participating in court-mandated treatment in a northern U.S. state. The interviews were manually transcribed and then coded for themes using a typology classification system based on key terms, word repetitions, and metaphors. The findings highlighted positive consequences and outcomes resulted from DUI arrest including resilience, engagement in treatment, and well-being. The findings of this study could be useful because addiction professionals might incorporate concepts related to positive psychology into the addiction treatment. The issues described by the participants may be used to enrich the quality of existing DUI interventions with the promotion of positive factors supporting health, thus shifting existing negative focus on disease, weakness, and damage into positive interventions based on strengths and virtues.

Quilting is a self-chosen leisure activity for millions of women in the United States. Previous research on quilting suggested that quilting is influenced by the emotional state of the quilter. However, the emotional experiences generated during quilting have not been fully explored. The purpose of this qualitative narrative study was to explore quilters' perceptions of what quilting as a leisure activity does to enhance their well-being and increase flourishing. Positive psychology well-being theory was the theoretical foundation for the study. Semistructured interviews with 12 adult women who quilt as a leisure activity were the basis of the narrative inquiry. Data were recorded through in-person and telephone interviews that were transcribed and analyzed using thematic analysis to develop overarching themes. Findings revealed that quilting contributed to participants' well-being and built flourishing through three primary avenues: creativity, relationships, and positive emotion. Quilting provided an opportunity for creative expression and growth as artists. Quilt-making activity was centered around relationships with other quilters and with the larger community, and quilting was linked with positive emotion as participants experienced great joy in their quilting activities. This study has implications for increasing well-being and building flourishing in women through the adoption of quilting as a leisure activity.

Research has been accumulating on the positive outcomes that people may experience following trauma. However, scholarly literature is deficient in the area of investigating the association among centrality of event (CE), posttraumatic growth (PTG), and health behaviors of women with histories of sexual trauma. The purpose of this quantitative cross-sectional study was to (a) determine the extent of the relationship between CE and PTG, (b) explore the relationship between PTG and health behaviors (i.e., drug, alcohol, and tobacco use, and physical activity), and (c) to determine whether general self-efficacy (SE) mediated these relationships. The theoretical frameworks used to inform this study were the theories of PTG and SE. A sample of 123 women with histories of sexual violence completed the Posttraumatic Growth Inventory, the Centrality of Events Scale-SF, the New General Self-Efficacy Scale, the Drug Abuse Screening Test-10, and health behavior questions from the Behavioral Risk Factor Surveillance System. The majority of participants reported that their experiences were highly central. Simple regression analysis indicated a marginal relationship between CE and PTG as well as a significant relationship between PTG and SE. PTG was not directly related to the health behaviors in this study. However, a bootstrap mediation analysis indicated that SE significantly mediated the relationship between PTG and physical activity. This study contributes to positive social change by helping women understand how their cognitions influence their SE and behaviors. Likewise, this study can inform practitioners on developing interventions through a lens of positive psychology to promote beneficial health behaviors.

The characteristic of hope, and the construct of well-being, both as topics of investigation, have incited scientific interest and inquiry in the university student population. However, not much enthusiasm is evident in the international student population. Furthermore, there is a dearth of literature on the subject matter in the South African context. This qualitative study aims to investigate the role of hope in well-being by focusing on the experiences of international students living at the University of Pretoria residences. An interpretative phenomenological analysis, utilised as the study's methodology, focused on the lived worlds of the participants and endeavoured to capture rich understandings of their experiences. The study is rooted in a positive psychological framework and its propositions. Purposive sampling was used to identify and select participants, and three international students participated in the study. Semi-structured interviews were conducted to obtain their narrative accounts. Their transcripts were analysed following the guidelines specified within the interpretative phenomenological analysis. As a product of this analysis method, the study results were presented as descriptive, connected themes. The themes, as emerged, were adjustment to university; experiences of marginalisation, violence, and discrimination in residences and lectures; optimising well-being and thriving at the University of Pretoria; and subjective experiences of hope as contributing to well-being. The research found that international students resort to their various innate strengths and environmental resources of support to help them thrive at their host university during adversity in adjusting to a foreign university. Hope further contributed to this aspect and optimised their well-being while living at the university residence. This empowered them to attain their academic goals. / Mini Dissertation (MA (Counselling Psychology))--University of Pretoria, 2021. / Psychology / MA (Counselling Psychology) / Unrestricted

Aging has long been associated with a (i) systematic bias in both attention and in memory towards positive stimuli compared with negative, and (ii) a gradual increase in self-reported positive affect and decrease in negative affect in daily life. The findings are considered to be paradoxical, because as people get older, the neural mechanisms responsible for cognitive functioning undergo gradual decline in structure and function. This dissertation aims to break down the mechanisms of aging that allow for the age-related changes in emotion to prevail in the midst of other ongoing aging processes. Here, I present three papers that address age-related changes in emotional experience. Study 1 showed that age predicted feeling more positive and less negative when faced with a pandemic that disproportionality impacted older adults. Study 2 showed that while younger adults are better than older adults at regulating negative images, all participants rely on similar brain regions for accomplishing the same regulatory goals. Study 3 showed that when given the explicit goal to up or down-regulate positivity, older adults do not have an advantage over younger adults. One way to explain these results is that there are age-related distinctions between the way participants behave in lab-based studies and when they are observed in daily life, which account for inconsistencies between my three studies.