‘Not like rose-tinted glasses… like taking a pair of dirty glasses off’: A pilot intervention using positive emotions in expressive writing.

Studies conducted in various contexts and with varied populations have found expressive writing enhances physical and psychological wellbeing. This pilot intervention study countered the predominantly quantitative evidence by adopting a qualitative methodology, exploring the experience of using positive emotions in expressive writing. Participants (n = 10), who all had previous experience in expressive writing, were asked to select one of ten positive emotion cards (PECs) each day for three days. Participants were then asked to write expressively through the ‘lens’ of their chosen emotion. Semi-structured interviews were conducted and experiences were evaluated using Thematic Analysis. The results identified two main themes that compared the experience of expressive writing both with and without the PECs. The first theme, Processing (without the PECs) contained three sub-themes: sense of relief, habitual perspective and reactive to experience. The second main theme, Progressing (with the PECs) contained three different sub-themes: sense of direction, changed perspective and interactive with experience. This study found that, for expressive writers, positive emotions may function in three ways: to relate to others or self-expand, to move past challenges cognitively or change unconstructive perspectives, and finally as a way to interactively link or ‘bridge’ from the written subject matter to constructive action, thus breaking cycles of reactive writing and rumination. Implications of the study on the practice of expressive writing and its potential as a positive psychology intervention (PPI) are discussed

Bringing back the body into positive psychology: the theory of corporeal posttraumatic growth in breast cancer survivorship

Objective: Posttraumatic growth (PTG) is the phenomenon of surpassing levels of functioning than which existed before a traumatic event occurred. The objective of this study was to assess how the body may have had an influence on the facilitation, and as an outcome, of PTG. Methods: 83 female breast cancer survivors, 5 years post cancer diagnosis, were interviewed on their long-term experience of physical ac- tivity engagement. Inductive thematic analysis was used in order to ascertain whether or not there were any serendipitous expressions of posttraumatic growth. Results: 24% (n = 20) of the study mentioned ex- periencing some form of PTG, including both generic and corporeal specific domains. Of those that re- ported PTG, 70% were from the original physical activity intervention group indicating potential links between activity participation during cancer treatment and long term PTG. Discussion: The results sup- port the theoretical viewpoint that recovery from physical illness may have a unique PTG journey in comparison to more cognitive/external sources of trauma. Conclusions: This is the first study to qualita- tively collect longitudinal data from a large and unique sample on the experience of PTG following breast cancer survivorship. Furthermore, the author has coined this new addition of a more embodied experience of PTG, the theory of ‘Corporeal Posttraumatic Growth’ and presents suggestions for future research

University Students' Constructions of 'Flourishing' in British Higher Education: An Inductive Content Analysis

The potential to flourish as a student has emerged as a topic of debate amid the current period of economic transition in British Higher Education (HE). The present study sought to explore the concept of ‘flourishing’ as it is constructed by students in British HE. An open-ended questionnaire was distributed to N=222 students across two post-1992 British HE institutions to elicit written qualitative data on their understandings of ‘flourishing’ and ‘flourishing at university’, and of their characterisations of ‘flourishing’ and ‘non-flourishing’ students. Data was content analysed using an inductive approach. Prominent categories emerging from the data sets constructed ‘flourishing’ primarily as self-actualisation (personal growth, potential realisation) and success. However, engagement (both academic and social) emerged as a significant facet of ‘flourishing at university’. The ‘flourishing student’ was characterised as academically and socially engaged, committed to learning, and oriented towards personal growth. Conversely, the ‘non-flourishing’ student emerged as having a general sense of lacking, a disengaged attitude towards academic work, and a lazy/withdrawn outlook. Results provide inductively derived support for Wellbeing Theory (Seligman, 2011) and allow generic understandings of ‘flourishing’ to be contextualised within a HE setting. Further implications of the study and suggestions for future research are discussed with regard to the findings

‘Not like rose-tinted glasses… like taking a pair of dirty glasses off’: A pilot intervention using positive emotions in expressive writing

Studies conducted in various contexts and with varied populations have foundexpressive writing enhances physical and psychological wellbeing. This pilot intervention study countered the predominantly quantitative evidence by adopting a qualitative methodology, exploring the experience of using positive emotions in expressive writing. Participants (n = 10),who all had previous experience in expressive writing, were asked to select one of ten positive emotion cards (PECs) each day for three days. Participants were then asked to write expressively through the ‘lens’ of their chosen emotion. Semi-structured interviews were conducted and experiences were evaluated using Thematic Analysis. The results identified two main themes that compared the experience of expressive writing both with and without the PECs. The first theme, Processing (without the PECs) contained three sub-themes: sense of relief, habitual perspective andreactive to experience. The second main theme, Progressing (with the PECs) contained threedifferent sub-themes: sense of direction, changed perspective and interactive with experience. This studyfound that, for expressive writers, positive emotions may function in three ways: to relate to others or self-expand, to move past challenges cognitively or change unconstructive perspectives, and finally as a way to interactively link or ‘bridge’ from the written subject matter to constructive action, thus breaking cycles of reactive writing and rumination. Implications of the study on thepractice of expressive writing and its potential as a positive psychology intervention (PPI) are discussed

The assessment needs to go hand-in-hand with the debriefing: the importance of a structured coaching debriefing in understanding and applying a positive psychology strengths assessment

Objectives: Despite extensive empirical evidence supporting the use of strengths, minimal research has beenconducted on the practical application of strengths tools. The objective of this study was to test the impactof a structured debriefing following completion of Realise2, an online strengths assessment, in relation tostrengths application (Linley, Willars & Biswas-Diener, 2010).Design: The study utilised a qualitative design. Semi-structured interviews were employed and thematicanalysis was used to identify themes representing the participant’s experience (Braun & Clarke, 2006).Method: The 20 participants were a mixture of middle and senior managers from a global travelorganisation. All participants completed the Realise2 strengths assessment and a structured debriefing witha qualified coach. Following the debriefing, each participant completed a semi-structured interview todetermine how the debriefing impacted their understanding and utilisation of the assessment findings.Results: The results show that the debriefing was associated with engendering action, enhancing selfefficacyand stimulating psychological development.Conclusions: The study found that all 20 participants benefited from having a structured debriefing aftercompleting a strengths assessment. The debriefing led to a greater understanding and utilisation of thestrengths assessment. This pairing has practical implications for those involved in strengths-based coachingand development. In addition, limitations of the study are discussed and areas for future researchsuggested

‘Find a sport and carry on’: Posttraumatic growth and achievement in British Paralympic athletes

Background: The negative aftermath of acquired disability has been studied rigorously. The research on achievement and success after an acquired disability is still in its infancy, and more research is needed on the positive psychological outcomes that may arise as a result of surviving and dealing with trauma. Objective: This study aimed to provide an in-depth account of the experience of acquired disability, engagement in elite sport and Posttraumatic Growth in Paralympic athletes. Method: Three self-selected athletes (two females, one male) from Great Britain's 2012 Paralympic team were interviewed using semi-structured techniques. The interviews were recorded, and the data was transcribed. Data were analysed using Interpretative Phenomenological Analysis (IPA). Results: The study identified that for these athletes, sport was a fundamental route to experiencing posttraumatic growth (PTG). Sport was perceived to be a platform of recovery, camaraderie, achievements and the basis for a new identity as an athlete. Furthermore, the team was seen as a resource, creating a safe environment in which to learn new skills, share practical ideas and promote a sense of equality. Additionally, the role of the body in facilitating PTG was central to these individuals’ experiences. Considerations of these findings as well as suggestions for future research are discussed

The LIFE Model: A Meta-Theoretical Conceptual Map for Applied Positive Psychology

Since its emergence in 1998, positive psychology has flourished. Among its successes is the burgeoning field of applied positive psychology (APP), involving interventions to promote wellbeing. However, the remit of APP is currently unclear. As such, we offer a meta-theoretical conceptual map delineating the terrain that APP might conceivably cover, namely, the Layered Integrated Framework Example model. The model is based on Wilber’s (J Conscious Stud 4(1):71–92, 1997) Integral Framework, which features the four main ontological ‘dimensions’ of the person. We then stratify these dimensions to produce a comprehensive conceptual map of the person, and of the potential areas of application for APP. For example, we deconstruct the collective dimensions of Wilber’s framework using the levels of Bronfenbrenner’s (Am Psychol 32(7):513–531, 1977) experimental ecology. The result is a detailed multidimensional framework which facilitates a comprehensive approach to promoting wellbeing, and which charts a way forward for APP