Dear Colleagues, It is both my privilege and pleasure to welcome you to the Second International Conference on Positive Psychology in the Czech Republic, organized jointly by the Department of Psychology, Faculty of Arts, Masaryk University and by the Czech Positive Psychology Centre, held from May 22 to May 24, 2013 in Brno. The main objective and purpose of this international meeting with the presence of first-rate scholars from Positive Psychology science, research and practice is, above all, to give an opportunity for enriching and sharing our knowledge and experience. In addition, there is also a scope for inspiration and fruitful views exchange. The conference will also enhance further international and interdisciplinary collaboration. Those involved in the basic and applied research in the field of Positive Psychology as well as those who would like to share their experience with the application of Positive Psychology in practice are most welcome to present their oral or poster presentations. Students and those interested in passive participation are cordially welcome as well. At the international CPPC 2013 conference, you will have a unique opportunity to benefit from attending the invited lectures delivered by international scholars and experts from the field of Positive Psychology, as well as from attending lectures delivered in the conference s various thematic sessions. A poster section, as well as pre-conference workshops, will be a part of the conference program, too. Varied international participation is given by representation of foreign participants coming from 26 countries of the world. The subtitle of the CPPC 2013 conference is Giving Hope Giving Future. Positive Psychology is a promising approach, emphasizing the importance of positive aspects of human existence, and it has come up with valuable scholarly theories on their causes and contexts, as well as their conditions and consequences. In practice, Positive Psychology offers specific implications for the future by encouraging hopeful thinking, cultivation of character strengths and virtues, suggesting interventions of positive psychotherapy aiming to greater life satisfaction and happiness, developing positive education and, last but not least, dealing with issues on meaningfulness and spirituality. It is hope, that in the time of distress, uncertainty, personal, social, and economic crisis, builds for us a meaningful bridge to a better future. Hope, that shows direction, suggests a way and strengthen our belief in attaining the meaningful goals, can therefore become a vital buffer protecting us against negativity, resignation and despair. It is hope, that can become a key to optimal functioning of an individual and society. Dear Conference participants, let me wish you a pleasant, inspiring and enriching stay in Brno. Alena Slezackova, CPPC 2013 Chair III
Vážené a milé kolegyně, vážení a milí kolegové, je mi ctí a potěšením přivítat Vás na 2. mezinárodní konferenci pozitivní psychologie v ČR, kterou pořádá Psychologický ústav Filozofické fakulty Masarykovy univerzity a Centrum pozitivní psychologie v ČR ve dnech 22. až 24.5. 2013 v Brně. Smyslem a účelem tohoto mezinárodního setkání za účasti špičkových odborníků z oblasti vědy, výzkumu a praxe pozitivní psychologie, je především nabídnout příležitost pro vzájemné obohacování a sdílení poznatků a zkušeností, prostor pro inspiraci a výměnu názorů a také pro podporu mezinárodní a mezioborové spolupráce. K aktivní účasti přijali pozvání ti, kteří se věnují základnímu a aplikovanému výzkumu v oblasti pozitivní psychologie, i ti, kteří se rádi podělí o svoje zkušenosti s uplatněním pozitivního přístupu v praxi. Vítáme také studenty a pasivní účastníky konference. Vědecký program mezinárodní konference CPPC 2013 zahrnuje zvané přednášky tuzemských odborníků a významných zahraničních představitelů pozitivní psychologie, běžné přednášky v paralelních tématických sekcích, posterovou sekci i předkonferenční workshopy. Pestrá mezinárodní účast je dána zastoupením zahraničních účastníků z 26 zemí světa. Podtitul konference CPPC 2013 zní "Dávat naději dávat budoucnost". Pozitivní psychologie je nadějným přístupem, který vyzdvihuje význam pozitivních aspektů lidské existence a přináší cenné vědecké poznatky o jejich příčinách a souvislostech, podmínkách i důsledcích. V praxi pak nabízí konkrétní přesah do budoucnosti v podpoře nadějného myšlení, v kultivaci silných stránek charakteru, v intervencích pozitivní psychoterapie směřujících k větší životní spokojenosti a štěstí, v rozvoji pozitivní edukace a v neposlední řadě v otázkách smysluplnosti a spirituality. Je to právě naděje, která v časech nepřízně, nejistoty, osobních, společenských a ekonomických krizí nabízí smysluplné přemostění k lepší budoucnosti. Naděje, která ukazuje směr, naznačuje cestu a posiluje víru v dosažení smysluplných cílů, se tak může stát důležitým obranným faktorem proti negativitě, rezignaci a beznaději a užitečným klíčem k optimálnímu prospívání jednotlivce i společnosti. Vážení účastníci CPPC 2013, přeji Vám příjemný, inspirativní a obohacující pobyt v Brně. Alena Slezáčková za Vědecký výbor CPPC 2013 IV
Contents / Obsah Invited Speakers / Zvaní přednášející...3 Session 1A / Sekce 1A Positive Psychology at Work and Organizations Pozitivní psychologie v práci a organizaci...13 Session 1B / Sekce 1B Positive Relationships Pozitivní vztahy...17 Session 2A / Sekce 2A Assessment of Well-Being and Positive Functioning Měření osobní pohody a pozitivního fungování...21 Session 2B / Sekce 2B Positive Interventions and Fostering Strengths Pozitivní intervence a podpora silných stránek...25 Session 2C / Sekce 2C Character and spirituality Charakter a spiritualita...28 Session 3A / Sekce 3A Positive Education Pozitivní vzdělávání...34 Session 3B / Sekce 3B Happiness, Well-Being & Emotional Intelligence Štěstí, pohoda a emoční inteligence...39 Session 3C / Sekce 3C Life Challenges and Growth Životní výzvy a seberozvoj...43 Session 4A / Sekce 4A Positive Approach in Schools Pozitivní přístup ve výchově a vzdělávání...51 Session 4B / Sekce 4B Quality of Life and Flourishing Kvalita života a optimální prospívání...57 Poster Session I. / Posterová sekce I...64 Poster Session II. / Posterová sekce II...78 Author Index...93 1
INVITED SPEAKERS / ZVANÍ PŘEDNÁŠEJÍCÍ The Role of Passion in Positive Psychology Robert Vallerand Laboratoire de Recherche sur le Comportement Social Département de Psychologie Université du Québec à Montréal Canada vallerand.bob@gmail.com In positive psychology, much is said about the role of positive emotions, flow, and well-being in leading a happy life. However, much less is said regarding how to experience these positive psychological outcomes. In this talk, I show that having a passion for a meaningful activity represents one way to experience these adaptive outcomes. Passion is defined as a strong inclination or desire for a self-defining activity that we love, value, and spend a considerable amount of time in (Vallerand, 2010; Vallerand et al., 2003). Two types of passion are proposed: a harmonious and an obsessive passion. Obsessive passion is involved when people feel that they can t help themselves and have to surrender to their desire to engage in the passionate activity. It is as if the activity controlled the person. On the other hand, harmonious passion refers to a strong inclination for the activity that nevertheless remains under the person s control. The person can choose when to and when not to engage in the activity, thus preventing conflict from arising between the passionate activity and other life activities. In this talk, I review research that shows that Harmonious Passion positively contributes to emotional, psychological, physical and relational well-being, as well as optimal performance. Although Obsessive Passion may at times positively contribute to some of these elements, its overall effects are less positive and at times, even negative. Implications for the role of passion in positive psychology are proposed. Key words: passion, well-being, optimal performance Positive Psychology and the Challenge of Diversity Antonella Delle Fave University of Milano Italy antonella.dellefave@unimi.it The investigation of well-being is a complex task, due to the variety of perspectives adopted by researchers, professionals, and lay people in the definition and interpretation of this term. Nevertheless well-being is a universal concern, shared by individuals and communities living in different historical and cultural contexts, as well as under different circumstances. This diversification requires greater attention to the contexts in which well-being studies are conducted, and to the cultural nuances that characterize conceptualizations and strategies to achieve well-being in each community. The issue of diversity has been only marginally addressed in the first decade of positive psychology 3
development. Models and studies are still prominently grounded into a Western, individualistic, and pragmatist outlook. The limitations of this perspective will be exemplified through a brief analysis of well-being conceptualizations and evaluations in the domain of health and across cultures. Key words: well-being, health, cultures Positive Psychology: Evidence-based Self-help for Depression Miriam Akhtar Positive Psychology Consultant, Trainer, Coach & Author Bristol United Kingdom miriam@positivepsychologytraining.co.uk Positive psychology is known as the science of well-being with a mission to increase the tonnage of happiness on the planet but what does it have to offer the leading threat to mental health depression? This talk will explore how positive psychology interventions that is treatment methods or intentional activities aimed at cultivating positive feelings, positive behaviors, or positive cognitions (Sin & Lyubomirsky, 2009) can be used to recover as well as raise well-being. Positive psychology interventions differ from talking therapies by focusing on developing well-being rather than exploring pain and difficulty. This approach of building on positives (the sunny side of life) has also been found to reduce negatives (the shadow side). Sin & Lyubomirsky s 2009 meta-analysis showed that positive interventions are efficacious both in enhancing happiness & well-being and alleviating depression. Low positivity is one of the symptoms of depression. I will describe how positive psychology interventions such as savouring, gratitude, using your strengths and practising optimistic thinking build positivity and resilience, showing how positive psychology can be used as evidence-based self-help for mild-to-moderate cases of depression. Key words: positive psychology interventions, depression, well-being Současný stav psychologického studia štěstí a spokojenosti Present State of the Psychological Studies of Happiness and Subjective Satisfaction Jaro Křivohlavý Emeritní profesor, Univerzita Karlova, Praha Czech Republic j.krivohlavy@volny.cz Zážitky štěstí a jevů jemu blízkých - stavu psychického blaha, životní spokojenosti - jsou v posledních 20 letech předmětem velice intenzivního empirického studia. Je to možno vidět i v tom, že se v tomto rámci zrodilo několik diagnostických metod - 4
PANAS, SWLS, PERMA a relativně nových postupů studia (např. metody Experience Sampling). Mnoho pozornosti je věnováno horizontálnímu pojetí štěstí, tj. jevu blízkému klasickému hedonickému pojetí štěstí. Velké množství studií se přitom zabývá faktory, které tento stav štěstí kladně či negativně ovlivňují jde např. např. o vztahy mezi lidmi, vliv manželství, rodiny, práce, rekreace, věku, množství peněz a osobnosti. Soudobé psychologické studie si však stále více začínají všímat i vertikálního pojetí štěstí, které bere ohled na kvalitu zážitku štěstí, na cíle, snahy a smysluplnost angažovanosti daného člověka viz pojetí autentického štěstí, flourish, flow aj. Vytváří se tak podstatně širší pojetí, bližší klasickému filosofickému pojmu štěstí. Tímto krokem směrem k vertikálnějšímu pojetí štěstí vnáší pozitivní psychologie do našeho pojetí perspektivu naděje. Klíčová slova: štěstí, pohoda, spokojenost se životem, metoda PANAS, SWLS, PERMA, flow, flourish The affective states called happiness, life satistfaction, subjective or psychological well-being etc., are the topic of an enormous number of psychological studies in the last 20 years around the world. The emergence of diagnostic methods like PANAS, SWLS, PERMA, or the Experience Sampling Method are examples of this activity. Enormous amount of attention is directed to the horizontal conception of happinesss the sensory or hedonic variety of satisfaction. The positive and negative influence of interpersonal relations, marital or family status, age, work, free time activities, the amount of money available, and personality, are systematically studied. Contemporary psychological studies pay in the last decades more attention to the vertical concept of happiness, which relates to the aims, targets and meaningfulness of the activities and quality of the happiness experience see e.g. the concept of authentic happiness, flow, flourish, etc. The classic philosophical concept of happines of the nonhedonic variety is targeted in this way. These studies of the vertical or qualitative concept of happiness offer a promising perspective and bring hope for the future. Key words: happiness, well-being, satisfaction with life, PANAS, SWLS, PERMA, flow, flourish What Is Optimism and Does It Have an Impact on Our Life? Charles Martin-Krumm University of Western Brittany, CREAD Research Labatory, France charles.martin-krumm@wanadoo.fr Optimism is what Christopher Peterson called a Velcro Construct. Everything sticks to it for reasons that are not always obvious (2006, p. 119). But what is exactly optimism? An illusion? Is there only one way to define it? What kind of effect does it have? Which processes is it involved in? Answering these questions will be the main target of this keynote. 5
Optimism as a psychological construct will be defined according to two ways: a direct one and an indirect one. In the first conception, we will argue that Carver and Scheier s dispositional optimism theoretical framework explains different kinds of effects on cognitive, affective or behavioural variables. Nevertheless, we will show that optimism is more complex than only a kind of optimism/pessimism continuum. The second conception of optimism, which is linked to the explanatory styles, will be presented. Some direct links will be explained in the fields of school, sports, workplace or health. Some indirect links have been indentified thanks to experimental or longitudinal designs. Some studies in the school context have highlighted how explanatory styles may be involved in processes, which predict rebound faculties after failure, or motivation. These elements are in accordance with the theoretical framework. Does it mean that it is as simple as it looks like? Again, optimism according to the explanatory styles may reflect a more complex psychological construct than only an optimism/pessimism continuum as mentioned for dispositional optimism. Some previous studies have demonstrated that some persons showed high levels in both, optimism and pessimism, what is quite surprising according to these theoretical frameworks. This may explain why everything sticks to optimism. Maybe the reason is a definition which has to be more relevant, and which enables the expression of the human complexity. Experimental designs meant to test the effect of four profiles instead of two, in success and failure feedback conditions, should give more information to explain the effects of the styles on cognitive, affective, physiological, or behavioural variables, and how it may have an impact on our life. Key words: optimism, pessimism, explanatory style, cognitive style Jsme připraveni na pozitivní formulace při psaní psychologického nálezu? Are We Ready for Positive Formulations in Writing of Psychological Report? Marek Preiss Psychiatrické centrum Praha, Czech Republic preiss@pcp.lf3.cuni.cz Autor popisuje způsoby psaní psychologických klinických nálezů na psychiatrických odděleních. Zvažuje míru a význam negativních a pozitivních informací v těchto nálezech. Navrhuje, jak formulovat závěry psychologického vyšetření pozitivněji a více ve prospěch seberozvoje pacienta. Klíčová slova: negativní a pozitivní formulace, psychologické vyšetření, psychiatrie The author describes variants of formulations of psychological and clinical reports at psychiatric wards. He considers the amount and meaning of negative and positive formulations in these reports. He presents suggestions how to reformulate results of psychological assessment more positively and more appropriately for self-development of the patients. Key words: negative and positive formulation, psychological report, psychiatry 6
Spiritualita jako klíč k výchově Spirituality as a Key to Education Pavel Říčan Emeritní badatel Psychologického ústavu AVČR a učitel Univerzity Karlovy v Praze Czech Republic ricanpsych@seznam.cz Spiritualita se v psychologii chápe jako vysoká svébytná hodnota a její studium je proto legitimní součástí pozitivní psychologie. Psychologicky definovaný pojem spirituality má svůj původ v protestu amerických hippies šedesátých let, kteří vyjadřovali zklamání církevním náboženstvím své doby. Tento protest byl jedním z projevů hluboké proměny celé společensko-kulturní atmosféry Západu. Charakteristické heslo (špatně přeložitelné) znělo: I AM NOT RELIGIOUS BUT I AM SPIRITUAL. Došlo k polarizaci pojmové dvojice spiritualita versus náboženství. Náboženství se začalo chápat jako něco zastaralého, rigidního, svazujícího, jako nauka, instituce, morálka v kontrastu se spiritualitou, která se jeví jako něco nového, spontánního, svobodného, individuální prožitek, kosmické vhledy, blažená extáze. Pargamentovo racionální řešení ponechat pojmu náboženství původní obsah, a spiritualitu chápat jako prožitkové jádro náboženství narazilo na ideologicky motivovaný odpor. Elkinsova formulace humanistické spirituality vyjadřuje ideální tradici Západu. Jak upozorňuje Halík, jiní autoři akcentují orientální inspiraci a v chápání spirituality ožívá také idealizovaný paganismus. V současné multikulturní Evropě se snaží poskytovat spiritualitu mnoho náboženských i nenáboženských pospolitostí. Jednou ze základních praktických otázek je, jak tuto hodnotu zprostředkovávat dětem od malička, zvláště v rodinné výchově. Jednou ze základních složek spirituální výchovy je etická/morální výchova zacílená k tomu, aby se ideál dobra, krásně vyjádřený např. skautským slibem, stal radostně prožívaným ústředním motivem mladého člověka. Druhou složkou spirituální výchovy je kulturní výchova, jejímž cílem je, aby se dětský smysl pro hudbu prohloubil a zjemnil až ve schopnost cítit, že se skrze ni zjevuje něco posvátného, že koncertní síň může být svého druhu chrámem, podobně jako výstavní síň nebo divadlo kultivující smysl pro katarzi. Také filosofická výchova začíná od raného dětství, když děti učíme mít radost z náhledu, že věci mohou být zcela jiné, než se jeví na první pohled, nebo když je vedeme k respektu vůči tajemství. Klíčová slova: spiritualita, náboženství, výchova, etika. In psychology, spirituality is understood as a precious, distinctive value and its study may be considered a legitimate part of positive psychology. Psychologically defined concept of spirituality has its origin in the protest of the American hippies of the Golden Sixties, who expressed their disappointment by the church religion of their time. This protest was one of the manifestations of a deep transformation of the whole socio-cultural atmosphere of the West. A characteristic motto was: I AM NOT RELIGIOUS BUT I AM SPIRITUAL. A polarization occurred between the concepts of spirituality and religion. Religion became understood as something out of date, rigid, binding, as teaching, institution and morality in contrast to spirituality, which appears as something new, spontaneous, free, as individual experience, cosmic insights, blissful ecstasy. Pargament proposed a rational solution to leave to the concept of spirituality its original content, 7
and to conceive spirituality as the experiential core of religion. He met, however, with an ideologically motivated opposition. David Elkins s formulation of the humanistic spirituality expresses the mainstream tradition of the values of the West. As Halík points out, other authors accentuate Oriental inspiration, and also a revival of idealized paganism may be observed. In the contemporary multicultural Europe, many religious as well as non-religious groups try to offer spirituality. One of the key practical issues is how to convey this supreme value to children from the earliest age on, especially by means of the family spiritual education. One of the basic components of spiritual education is the ethical/moral education with the aim that the ideal of the Good, well expressed for example in the Scout promise may become a central motive of the young girl/boy, experienced with pleasure. Another component, or carrier, of spiritual education is cultural education. Its goal is that children s sense of music gradually deepens and grows more and more delicate, up to the ability to feel that something sacred is being revealed; to feel that the concert hall may become a cathedral, similarly as the art exhibition hall or the theater cultivating the sense of catharsis. Also, philosophical education begins from early childhood, when we teach children to take pleasure in the insight that things may be quite different than they seem at the first glance, when we lead them to respect the mystery, etc. Key words: spirituality, religion, education, ethics. Zürich Studies in Positive Psychology Willibald Ruch Department of Psychology, University of Zürich Switzerland w.ruch@psychologie.uzh.ch Positive Psychology emerged as a name for a research field within psychology 15 years ago but is based on older traditions and research programs within psychology. The talk will give an overview of research conducted in W. Ruch's laboratory which is related to positive emotions, the assessment of character strengths and verification of the model, selected strengths (like humor and appreciation of excellence and beauty), positive interventions and character training, and application of positive psychology in schools and the workplace. Key words: positive emotions, character strengths, application of positive psychology 8
Pozitivní aspekty stáří humor u seniorů Positive Aspects of Old Age: Humor in Elderly People Jiří Mareš Univerzita Karlova v Praze, Lékařská fakulta v Hradci Králové Czech Republic Mares@lfhk.cuni.cz Životní etapa označovaná jako stáří, je tradičně chápána jako období, kdy se většina důležitých funkcí člověka zhoršuje. Pozitivní psychologie obrátila pozornost odborné i laické veřejnosti k těm stránkám osobnosti, které se ve stáří mohou zlepšovat, činit život bohatším. Připomeňme např. vděčnost, rozvážnost, moudrost, realistické sebepojetí, životní spokojenost, spirituálnost, hledání smyslu života, předávání kulturního dědictví. Specifickou pozitivní stránkou osobnosti některých seniorů je humor. Empirické výzkumy toho, jak funguje humor u starých lidí, jsou zatím vzácné. Přehledový referát shrne dosavadní poznatky o vlivu humoru na kvalitu života, o jeho různých funkcích, determinantách, o diagnostických nástrojích a cílených intervencích, které se se snaží humor u seniorů rozvíjet. Speciální část referátu přiblíží užití humoru ve zdravotnické péči o seniory a vliv humoru na jejich léčení. Klíčová slova: humor, senioři, kvality života, diagnostika, intervence, zdravotní péče Old age in human beings is traditionally viewed as the stage of life when most important functions are on decline. Positive psychology, however, has turned both scientific and public attention to those aspects of personality which could actually improve with old age and make life a more fulfilling experience. Some of these include gratitude, prudence, wisdom, realistic self-concept, satisfaction with life, spirituality, search for meaning in life, and passing on cultural heritage. One distinctive positive trait found in many old people is humor. At the moment, empirical studies devoted to the question of how humor works in old people are scarce. The contribution summarizes existing knowledge regarding the impact of humor on quality of life, functions and determinants of humor, as well as assessment issues and intervention options focusing on the enhancement of humor in elderly people. One part of the paper is devoted especially to the employment of humor in senior health care and the effects of humor on the curing process. Key words: humor, old people, quality of life, assessment, intervention, health care 9
The Happy Classrooms Program: Positive Psychology Enters the Classrooms Ricardo Arguís Rey Silvia Hernández Paniello SATI Team. Zaragoza Spain rarguis@hotmail.com The Happy Classrooms Program is a recent pioneering project launched in Spain, aimed at promoting the application of Positive Psychology in the field of Education (Positive Education). It is designed for students of Preschool, Primary and Secondary Schools (children and youth aged 3 to 18 years old). The two axes of the program are mindfulness and the education of character strengths (Peterson & Seligman, 2004). The goal of the program is twofold: to enhance the personal and social development of students, and to promote happiness in students, teachers and families alike. This program is situated within the framework of the Key Competences underlying the current European educational systems. Specifically, it allows teachers to work on the three most transversal Competences: autonomy and personal initiative, social and civic competence, and competence of learning to learn. It can be developed in all areas of the school curriculum, as well as in tutorial action and values education. This project is the result of five years of work by a team of counsellors and teachers linked to the Teachers' Centre Juan de Lanuza in Zaragoza (Spain). The authors - SATI Team - have grounded the program on the most recent contributions of Positive Psychology, and offer general proposals as well as more than 300 hands-on activities for students. The program was first published on the Internet in October 2010, and the second edition has been released in November 2012. Nowadays, it has achieved widespread and international recognition by the scientific community and education professionals. It has been presented at many forums and events, such as the Second World Congress on Positive Psychology (Philadelphia, USA, July 2011), and the First National Congress on Positive Psychology (El Escorial, Madrid, March 2012). It has been included as a reference manual in university training programs, master s degrees and doctorates, by various Spanish and foreign universities. In addition, there are currently several ongoing investigations to validate experimentally the effectiveness of this program, whose results we hope to know soon. And last but definitely not least, there is a growing number of schools around the world which are applying this program with students aged 3 to 18. For now, the program is only available in Spanish, but in next few months an English translation will come out. Its distribution is gratuitous and completely free. The authors allow its diffusion and reproduction, but always with non-commercial purposes and quoting the original source. It can be downloaded from the following website: http://catedu.es/psicologiapositiva Key words: Happy Classrooms, positive education, positive psychology in schools 10
Témata pozitivní psychologie ve výuce budoucích lékařů Issues of Positive Psychology in Education of Future Physicians Květoslav Šipr Lékařská fakulta Univerzity Palackého v Olomouci Czech Republic sipr@bioetika.cz Pozitivní psychologie by snad mohla být chápána jako metoda práce, než považována za samostatný obor. V pozitivní psychologii se pozornost soustředí především na kladné aspekty života: radost, naději, podporu dobře fungujících interpersonálních vztahů, pohodu a štěstí (Slezáčková, 2012). Na začátku třetího tisíciletí definoval Martin Seligman pozitivní psychologii jako vědu, která se zabývá pozitivními emocemi, příjemnými životními zážitky, opravdovým štěstím, pozitivními a silnými charakterovými rysy a dobře fungujícími společenskými vztahy (Seligman, 2002, 2004). Někteří vědci ovšem již dlouho předtím zdůrazňovali potřebu optimismu a kladného přístupu k životu, u nás například psychologové Zdeněk Matějček a Libor Míček. Je třeba připustit, že v lékařství došlo k obdobnému procesu dokonce dříve než v psychologii, pozitivní pohled na zdraví se zdůrazňuje již od poloviny minulého století. Vymezit pojem zdraví je přirozeně obtížnější než určit rysy jednotlivých nemocí. Poprvé byla obecně platná definice zdraví přijata jako součást konstituce Světové zdravotnické organizace 22. června 1946 v New Yorku na závěr mezinárodní konference o zdraví: Zdraví je stav úplné tělesné, duševní a sociální pohody, nikoli jen nepřítomnost nemoci nebo vady. Tato definice nebyla nikdy změněna a je dosud obecně uznávána, i když je třeba přiznat, že jde o vymezení spíše deklarativního charakteru a že nezahrnuje vysvětlení pojmu pohoda. Po několik desetiletí je v naprosté většině klinických oborů podpora zdraví chápána jako nejdůležitější úkol. Pozitivní pohled na zdraví je samozřejmě také součástí výchovy budoucích lékařů, i když je v různých oborech chápán rozdílně. Obecně se dnes uznává, že nejdůležitějším úkolem lékaře není léčit nemoci, ale podporovat zdraví. V preventivním lékařství, ve veřejném zdravotnictví a v pracovním lékařství se ochrana zdraví považuje za hlavní cíl výchovy. Medicína a psychologie mají mnoho společných zájmů. Nepřekvapuje, že psychologie je jedním z předmětů vyučovaných na lékařských fakultách a že se na druhé straně určitá znalost zdravovědy vyžaduje od studentů psychologie. Studenti medicíny si dnes stěžují na nedostatečnou přípravu pro kontakt s nemocnými (Procjuk, Košťálová, Kovář, 2008) a zkušení lékaři poukazují na žalostně nízký počet klinických psychologů (Mihál, 2004). Slovo pohoda (well-being) je klíčovým pojmem v medicíně i v psychologii, a zejména v pozitivní psychologii. Dalo by se tedy očekávat, že se budeme setkávat s mnoha publikacemi věnovanými problémům, které jsou společné pozitivní psychologii a medicíně. Tento předpoklad se bohužel nepodařilo potvrdit. Klíčová slova: pozitivní psychologie, lékařství, zdraví, pohoda Positive psychology should be considered rather a method of work than a selfcontained discipline. Positive psychology focuses attention on the positive aspects of life: joy, hope, support of well-functioning interpersonal relations, well-being and happiness (Slezáčková, 2012). At the beginning of the third millennium, Martin Seligman defined 11
positive psychology as a science concerned with positive emotions, pleasant life experience, authentic happiness, good and strong character traits and well-functioning communities (Seligman, 2002, 2004). Of course, there were scholars who emphasised optimism and life appreciation long time before him, including Czech psychologists Zdeněk Matějček and Libor Míček. It may be admitted that a similar process as in psychology occured in medicine, at an even earlier time. A positive view of health has been promoted since the middle of the last century. It is rather easy to characterise the features of particular diseases, but it is difficult to define health. A comprehensive definition of health was given for the first time in the WHO Constitution accepted at the end of the International Health Conference in New York, 22 June 1946: Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. This definition has never been changed and it has been acknowledged up to the present time even if it is too declarative and does not cover an explanation of the term well-being. A majority of clinical branches has been accepting health support as their most important task for several decades already. Health, when understood positively, is naturally a part of the education of future physicians although different courses address it at different levels. Today, it is generally acknowledged that the main task of the physician is to support health, not to cure diseases. Health protection is considered to be the main educational aim at least in some subjects, such as preventive medicine, community medicine and occupational medicine. Medicine and psychology have many joint interests. No wonder that psychology is one of the subjects taught at faculties of medicine and that knowledge of some health science topics is required from students of psychology. Students of medicine today often complain about insufficient training in interaction with patients (Procjuk, Košťálová, Kovář, 2008) and experienced physicians alert to the pitifully low number of clinical psychologists (Mihál, 2004). The word well-being is a central term not only in medicine but also in psychology, especially in positive psychology. The emergence of a high number of publications devoted to the problems connecting positive psychology with medicine could have been expected. Unfortunately, such an assumption was not confirmed. Key words: positive psychology, well-being, medicine, health 12
SESSION 1A / SEKCE 1A POSITIVE PSYCHOLOGY AT WORK AND ORGANIZATIONS POZITIVNÍ PSYCHOLOGIE V PRÁCI A ORGANIZACI The Positive Is the Best Friend of the Negative Günter Lueger Solution Management Center Vienna Austria lueger@solutionmanagement.at The Better is the Enemy of the Good is a very well known saying of the philosopher Voltaire. Consequently the good is the enemy of the worse and so on, a very pessimistic/combative view in the (management) world. In this presentation it will be shown that this very often used quote of Voltaire is in no way helpful for developing resources. The relationship between Positive and Negative can be seen in a completely different and positive way. Both (Positive and Negative) are best friends and - even more - can only exist together as better and worse (concept of Dualisms). It is a co-evolution and both sides need mutual appreciation and tolerance. Examples and practical implications of re-constructing and using the relationship of Positive and Negative in a constructive way will be demonstrated in the field of management (performance management, motivation of employees) as well as schools/universities (feedback, evaluation of students). Key words: positive management, organisations, optimism at work, hope in difficult situations Resilience, Self-Efficiacy and Wisdom Correlates in Latvian Bussiness Leaders Sample Guna Svence Vineta Grivza Riga teacher Training and Education Management Academy Latvia gunasvence@rpiva.lv The aim of this study is to investigate relationship between positive psychology resources resilience, general self-efficacy and wisom dimensions cognitive, reflective and affective at different levels in business leaders, and to investigate the difference between two groups of leaders those with high general self-efficacy and those with low general self-efficacy. The study was carried out based on theories of psychological resources. Today s business environment of rapid changes challenges not only leaders knowledge, skills and abilities, but also self-conceptualizations of their leadership capabilities and psychological resources. Resources not only buffer against the potentially harmful stress effects of the demands of working life, but may promote development and 13
optimal performance, which is necessary for leaders to be able to meet increasing demands of their role. 83 respondents (57 women, 26 men) participated in the study different levels of business leaders from various industries: banking, finance, accounting, information technology, telecommunications, etc. Three-Dimensional Wisdom Scale (3D-WS, Ardelt, 2003), The Brief Resilience Scale (Smith, 2008) and The General Self- Efficacy Scale (Schwarzer & Jerusalem, 1995) were used in the study. Spearman s correlation analysis and univariate analysis of variance with Scheffe post-hoc test was used to test relationships, while differences were tested using Mann-Whitney test. Key words: resilience, self-efficacy, wisdom, leaders Positive Organizations: Measuring and Enhancing the Positive Interaction Styles of Day Program Staff Working with Adults with Intellectual and Developmental Disabilities Lori Ann Dotson Leah Vanono Director of IABA-North Institute for Applied Behavior Analysis California, USA ldotson@iaba.com Positive interactions in social relationships between staff and individuals with Intellectual and Developmental Disabilities (IDD) is an emerging area of research. An operationalized definition of Positive Interaction is required in order to support monitoring and implementation of Positive Behavior Support in services. To this end, a pilot study was conducted on the measurement and evaluation of a positive interactions observational tool and interactive intervention workshop, at a day program service in California with three staff and fourteen clients participating in a multiple baseline withinparticipants experimental design study. Preliminary results indicated good reliability of the Positive Interactions Checklist and social validity of the Positive Interactions Intervention Workshop. Recommendations include systematic staff monitoring and development of a minimum standards framework around social interaction between frontline staff and individuals with intellectual disabilities and behavior that challenges services. Key words: positive organizations, adults with intellectual and developmental disabilities and complex needs, quality of life 14
How Democratic Workplace Affects Employees? Psychological Analysis of the Mechanisms Investigated in the Largest Democratic Workplace in the World Mondragón Corporate Cooperative in Basque Country Aleksandra Blawat Jagiellonian University Poland olablawat@gmail.com The aim of the presentation is to share the experience of applied positive organizational psychology gained while conducting the qualitative research on the implicit theories of work among members of Mondragón Corporate Cooperative (MCC) in Basque Country in Spain. MCC is the biggest world cooperative, and a star example to be followed by other organizations trying to introduce democratic practices to their workplace. In Mondragón Group around 130 companies are owned by almost 40 000 employees members of the cooperative. They have a real influence on crucial organizational decisions which are made by the Governing Board, an organ chosen by all members, due to the golden rule one member, one vote. Employees have access to all information, including the salaries, which are distributed in a way that implies the maximum proportion between the highest wage and the lowest wage as 6:1. Organizational hierarchy is very flat and the benefits the organization is gaining are divided by all members of the cooperative. All those organizational characteristics of the workplace stemming form cooperative model of the organization have an enormous effect on employees attitudes, motivation, behavior and understanding of their work. Conducting research in such a workplace was fruitful in observations of many positive psychological mechanisms developed in such work environment. In the presentation I will try to address the following issues: how the ownership of the company and financial participation may affect employees, what work means for members of such a democratic workplace, what possible positive and negative psychological repercussion may result from shared reasonability followed by participation in decision making. The above topic will be approached from the perspective of positive organizational scholarship the strongest trend in organizational studies, anchored in the idea of positive psychology. Key words: employee participation, cooperative, organizational psychology 15
Job, Career or Calling? Relationship Between Work Orientations, Basic Psychological Needs and Well-Being of Elementary School Teachers Majda Rijavec Lana Jurčec Dubravka Miljković Faculty of Teacher Education, Zagreb Croatia majda@iep.hr There is evidence that most people see their work as either a job (focus on financial rewards and necessity rather than pleasure or fulfillment), a career (focus on advancement), or a calling (focus on enjoyment of fulfilling, socially useful work). The aim of the study was to assess the relationship between work orientations, basic psychological needs and well-being of elementary school teachers. Three questionnaires were administered to 150 elementary school teachers: modified University of Pennsylvania Work Life Questionnaire (Wrzesniewski et al.,1997, measuring job, career or calling orientation towards work), modified Basic Psychological Needs Scale (Ilardi i sur, 1993) and Life Satisfaction Scale (Diener et al., 1985). Work satisfaction was measured by one item. Basic psychological needs scale was divided into two subscales: fulfilment and unfulfilment of needs. The teachers scored highest on calling orientation, followed by career and job orientation. It was hypothesized that calling as work orientation would be positively related to life and work satisfaction, and that this relationship would be mediated by fulfilment of basic psychological needs. On the other hand, job and career orientation would be negatively related to work and life satisfaction and that this relationship would be mediated by unfulfilment of basic psychological needs. Career orientation was related neither to satisfaction of basic psychological needs nor to life or work satisfaction and was excluded from further analysis. To test the relationship between the job and calling orientation, basic psychological needs and life and work satisfaction, path analysis was performed. The hypothesized model seemed to fit the data reasonably well. There was positive relationship between calling orientation and work and life satisfaction that was fully mediated by fulfilment of psychological needs for life satisfaction, and partially for work satisfaction. Negative relationship between job orientation and life and work satisfaction was fully mediated by unfulfilment of basic psychological needs. Key words: work orientations, basic psychological needs, life satisfaction work satisfaction. 16