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responses such as catastrophic thinking and avoidance behaviours, to facilitate adjustment to chronic pain. There is growing evidence that instead of exclusively focusing on reducing these negative aspects, interventions designed to build and cultivate positive resources may also be of benefit to these patients [ 54 ]. Both positive emotions and optimism have been related to better adjustment to the adversity of living with chronic pain [ 55 , 56 ] and may therefore constitute important targets of intervention. With the rise of the positive psychology movement, relatively

Positive Psychology and Student Affairs Practice: A Framework of Possibility Peter C. Mather, Ohio University With its focus on building human strengths, scholarship from the field of positive psychology can be an asset in actualizing student affairs’ human development and learning goals. This article synthesizes findings from positive psychology, illustrating specific ways in which practitioners can benefit from this emerging area of scholarship. The author offers both philosophical considerations and practical guidance for incorporating positive psychology

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 Interrogating “Hope” – The Pastoral Theology of Hope and Positive Psychology1 Simon S. M. Kwan Hope is not the conviction that something will turn out well but the certainty that something makes sense, regardless of how it turns out. Vaclav Havel Hope does not always expect something definite. Rudolf Bultmann Some decades ago, there was a dearth of research on hope in both the fields of psychology and pastoral psychology. Paul W. Pruyser

225 13 Positive L2 Self: Linking Positive Psychology with L2 Motivation J. Lake This paper gives a brief introduction to the emerging field of positive psy­ chology and its potential for contribution toward a second language (L2) self­system. Helgesen (2006) has called for English as a Foreign Language (EFL) teachers to use positive psychology as an opportunity to introduce humanistic language learning. However, few if any studies have examined how positive psychology relates to second language motivation. The study in this chapter empirically

147 6 Positive Psychology Exercises Build Social Capital for Language Learners: Preliminary Evidence Tammy Gregersen, Peter D. MacIntyre and Margarita Meza In the seminal article on positive psychology, Seligman and Csikszentmihalyi (2000) identify three pillars for the field: positive character traits, positive emotions and positive institutions. Each of these pillars can be central to the field of SLA, where there is strong potential to integrate previous lines of research with emerging positive psychology principles, concepts and actions (MacIntyre

305 13 Happiness in ESL/EFL: Bringing Positive Psychology to the Classroom Marc Helgesen Just over a decade after the positive psychology movement was launched, Seligman (2011) released Flourish, a book that presented a new model for positive psychology, PERMA. The acronym stands for the elements of positive psychology: Positive emotion, Engagement, positive Relationships, Meaning and Accomplishment. One can think of PERMA as ‘Happiness 2.0’ or, more accurately, ‘Well-being 2.0’ since it looks at happiness as one part of a larger, more complete picture

344 15 Why and How to Use Positive Psychology Activities in the Second Language Classroom Candy Fresacher Introduction In the second or foreign language classroom, a variety of themes or topics are used in order to teach the language and provide opportunities for students to practice it. In this chapter, I suggest that positive psychology (PP) activities could be used as content topics for language learning with the additional benefits of teaching PP strategies, which can also help students with other aspects of their education and lives, such as reducing

177 10 Anxious Language Learners Can Change Their Minds: Ideas and Strategies from Traditional Psychology and Positive Psychology Rebecca L. Oxford Dare to live (‘Vivere’, Trovato et al., 2007) Introduction Most learners with language anxiety would be puzzled or even shocked by the concept ‘Leap, and the net will appear’ (Cameron, 1992: 66) for language learning. For them, there is no social safety net. In fact, they actively distrust social situations in which they are expected to interact or perform in front of others in the target language because

In this issue of the Scandinavian Journal of Pain Ida Katrina Flink and her colleagues report a short series ( n = 4) of single case experiments testing the potential impact of a positive psychology intervention for people with chronic pain on self-report measures of affect and catastrophizing [ 1 ]. The study is notable for several reasons. First, it is among the first to apply positive psychology techniques to chronic pain. Most current psychological methods are guided by the ubiquitous cognitive-behavioural strategy that focuses on ‘negative’ thinking and