Utilizing Positive Psychology in Advising:

Transcription

1 Utilizing Positive Psychology in Advising: Sustaining Advisors and Uplifting Students Jeana L. Magyar-Moe, Ph.D. Associate Professor of Psychology University of Wisconsin Stevens Point

2 Presentation Goals * Introduce The Goals of Positive Psychology * Share Research Findings that Serve as the Foundation of Positive Psychology * Discuss Applications of Positive Psychology To Academic Advising

3 What Is Positive Psychology? *Scientific Study of Optimal Human Functioning *Three Main Areas of Study: *Positive Emotions (Past, Present, Future) *Positive Traits (Character Strengths, Talents, Abilities) *Positive Institutions (Families, Schools, Governments) *To Discover & Promote Factors That Allow Individuals and Communities to Thrive

4 Positive Psychology is NOT Don t Worry, Be Happy Pollyanna Thinking

5 Positive Psychologists ARE: *As concerned with strength as with weakness *As interested in building the best things in life as in repairing the worst *As concerned with making the lives of all people fulfilling as with healing pathology

6 Foundational Theory of Positive Psychology Broaden and Build Theory of Positive Emotions (Barbara Fredrickson, 2001)

7 An Experiment Video Clip Number One What is the strongest emotion you felt while viewing this film clip? Concentrate on this emotion as vividly and deeply as possible. Given this feeling, list all the things you would like to do right now. I would like to.

8 An Experiment Video Clip Number Two What is the strongest emotion you felt while viewing this film clip? Concentrate on this emotion as vividly and deeply as possible. Given this feeling, list all the things you would like to do right now. I would like to.

9 An Experiment Any Differences?

10 What Do Negative Emotions Do For Us? Negative emotions narrow options and lead to specific action urges: Anger Attack Fear Escape Disgust Expel Negative Emotion Fredrickson (2001) P O S S I B I L I T I E S

11 What Do Positive Emotions Do For Us? Positive emotions widen the array of thoughts and action urges that come to mind: Joy Play, Create, Push Limits Positive Emotion Contentment P O S S I B I L I T I E S Sit Back & Savor Life Circumstances

12 Intellectual Resources -Problem-Solving Skills -Learn New Information Physical Resources -Develop Coordination -Strength/Cardiovascular Health Social Resources -Solidify Bonds -Make New Bonds Psychological Resources -Resilience & Optimism -Sense of Identity & Goals

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14 The Broaden and Build Theory of Positive Emotions The Broaden Hypothesis Positive emotions broaden people s attention and thinking A Study to Test Broadened Thinking Video Clips to induce different emotions I would like to. (Fredrickson & Branigan, 2005)

15 Results Fear Anger Neutral Contentment Joy/Amusement Number of Action Urges

16 The Undoing Hypothesis Cannot experience positive & negative emotion at the same time Cannot have thoughts and actions both narrowed and broadened at the same time Positive Emotions Undo the Effects of Negative Emotions

17 A Study to test the Undoing Hypothesis Induce negative emotion: Speech Show video clips inducing various emotions Measure cardiovascular activity prior to speech assignment, after giving speech instructions, and then monitor activity while watching film. (Fredrickson et al., 2000)

18 Results Contentment Joy Neutral Sadness Duration of Cardiovascular Reactivity (in seconds)

19 The Flourish Hypothesis Positive affect is an active ingredient within human flourishing. How much positive affect is needed to flourish? Pos:Neg > or = to 3 to 1 Pos:Neg < 13 to 1 (Fredrickson & Losada, 2005)

20 So, What Good are Positive Emotions? Broaden attention and thinking Undo lingering negative emotions Fuel psychological resilience Build enduring personal resources Seed human flourishing **Not only for individuals, but for groups of people as well.

21 Enhancing Positive Emotions via Strengths Theory Understand and Build From Strengths while managing (vs. focusing on or repairing) weaknesses. More common approach: Let s fix what is wrong and let the strengths take care of themselves. (Clifton & Nelson, 1992)

22 Example of the Fix-It Approach Suppose your child came home with these grades, two A s, a B, a C and a low grade, such as a D or F. Which of these grades would you deem worthy of considerable conversation/the most attention? Question posed by the developer of StrengthsFinder, Don Clifton of Gallup

23 Common Fix-It Approach Grades Upon Which Parents Would Focus D's and F's 77% B's and C's 17% A's 6% 0% 20% 40% 60% 80%

24 Strengths vs. Weaknesses Which would help you be most successful in life -- knowing your weaknesses and attempting to improve your weaknesses, or knowing what your strengths are and attempting to build on your strengths? Question posed by the developer of StrengthsFinder, Don Clifton of Gallup

25 Strengths vs. Weaknesses 59% 41% Building Strengths Improving Weaknesses

26 Strengths at Work What percentage of a typical work day do you spend doing things you really like to do/that build on your strengths? More than 3/4 of the Day 17% 1/2 to 3/4 of the Day 32% Less Than 1/2 of the Day 51% 0% 10% 20% 30% 40% 50% 60%

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28 Reasons for the common fix-it approach Due to several errors in thinking: 1) Fixing or correcting a weakness will result in making a person/organization stronger. 2) There is no need to foster strengths, as they will take care of themselves and develop naturally. 3) Strengths and weaknesses are opposites. 4) People can do anything they put their minds to. (Clifton & Nelson, 1992)

29 Outcomes of the Fix-It Approach Definition of others by what they are not Definition of others by their weaknesses and deficits = negative emotions, lack of motivation, decreases in well-being and more

30 A Real Example Deciding on a college and major Parents suggested: - Stay close to home due to struggles being away at summer camps - Apply to schools that do not have real stringent requirements due to average SAT scores and a high school GPA was not a 4.0 (it was a 3.0) - Choose a major that does not require math due to struggling in that subject since the fifth grade

31 Outcomes of the Strengths Approach Definition of others by what they are Definition of others by their strengths and assets = positive emotions, increase in motivation, increased well-being and more

32 A Real Example Deciding on a college and major What if Her Parents Had Suggested: - Family is important to you so staying closer might make sense - Apply to schools that you are most interested in, as your SAT scores and GPA are right in line with where most students fall (average and above average!) - Choose a major that capitalizes upon the subjects you excelled in like English or Social Studies.

33 Strengths and School College students who learned their strengths and how to use them showed increased selfconfidence, direction, hope, and altruism. (Hodges & Clifton, 2002)

34 Strengths and School People who apply their strengths at school are more hopeful and engaged. In turn, they are more likely to attend classes, make good grades, and progress through courses and programs. (Clifton Strengths Institute)

35 Strengths and School A single session of strengths feedback can boost one s involvement in and enthusiasm for school and work. (Clifton Strengths Institute) Creating opportunities for advisees to learn and discuss their strengths will help to boost their engagement.

36 Strengths and Work People who apply their strengths at work are more engaged. In turn, they have a greater sense of purpose, are more productive, and are less likely to leave the organization. (Clifton Strengths Institute) Helping advisees to explore careers that will regularly capitalize on their strengths will help them to experience gainful employment.

37 Strengths Matter and They Can Be Measured Clifton StrengthsFinder or StrengthsQuest and Values In Action Inventory of Character Strengths

38 No Time for Measures? Positive Introductions Survey of family/friend observations Questions about what energizes him/her

39 Capitalizing on Strengths of Advisees Educate your advisees on strengths theory and the value of positive emotions. Provide a rationale for your approach

40 Capitalizing on Strengths of Advisees Learn advisees strengths profiles Look for/specifically ask about what is going well Respond to the positive experiences of your advisees with authentic excitement (active-constructive responding) Ask a meaningful question about how the student used a strength to make the most of the experience and listen actively to the answer.

41 Capitalizing on Strengths of Advisees Begin reviews of grades with a focus on classes in which the student has done best When working to manage problem areas, consider how to employ the advisee s strengths in the process

42 Capitalizing on Strengths of Advisees When discussing majors: approach what he/she is best at vs. working to avoid that with which he or she struggles Remind students of the power of naming and giving examples of their strengths during job or graduate school interviews, personal statements, etc

43 Capitalizing on Strengths of Advisees Help students to explore extra-curricular and volunteer positions that will allow them to put their strengths into action Involve others in the strengths development process: College students who are the best of the best at using their strengths the capitalizers rely on the sustained social support of family, friends, and mentors. (Bowers, 2008)

44 Capitalizing on Strengths of Advisees Look to resources such as: Clifton Strengths School: Track strengths development progress with The Strengths Self-Efficacy Scale

45 Summary Doing More of What We Do Best (Every Day) Makes Our Lives Better (Note: This applies to both advisees AND advisors!)

46 Feel-Good Student Feedback This Positive Psychology course brought out the best in me by allowing me to find my strengths and capitalize on them. I am very thankful for this class because it touched my heart the way no other college course has. Because of this class, I have never been happier in my life. For this, I am very grateful. - UWSP Student

47 The Power of Positive Psychology & Capitalizing Upon Strengths Helping Ordinary People to Do Extraordinary Things

48 Contact Information Jeana L. Magyar-Moe UWSP Psychology Department