Preface |
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1 | (2) |
Part 1: A New Positive Psychology |
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3 | (96) |
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Chapter 1 What Is Well-Being? |
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5 | (25) |
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The Birth of a New Theory |
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9 | (2) |
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The Original Theory: Authentic Happiness |
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11 | (2) |
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From Authentic Happiness Theory to Well-Being Theory |
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13 | (1) |
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14 | (2) |
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The Elements of Well-Being |
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16 | (10) |
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21 | (5) |
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Flourishing as the Goal of Positive Psychology |
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26 | (4) |
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Chapter 2 Creating Your Happiness: Positive Psychology Exercises That Work |
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30 | (15) |
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30 | (1) |
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Can Well-Being Be Changed? |
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31 | (2) |
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33 | (2) |
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Positive Psychology Interventions and Cases |
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35 | (3) |
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Signature Strengths Exercise |
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38 | (2) |
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40 | (5) |
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Chapter 3 The Dirty Little Secret of Drugs and Therapy |
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45 | (18) |
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Cure Versus Symptom Relief |
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46 | (1) |
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47 | (1) |
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Active, Constructive Responding |
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48 | (3) |
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Dealing with Negative Emotions |
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51 | (2) |
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53 | (2) |
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Applied Psychology Versus Basic Psychology: Problems Versus Puzzles |
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55 | (1) |
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Wittgenstein, Popper, and Penn |
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56 | (7) |
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Chapter 4 Teaching Well-Being: The Magic of MAPP |
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63 | (15) |
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64 | (2) |
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Ingredients of Applied Positive Psychology |
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66 | (5) |
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Intellectually Challenging Applicable Content |
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66 | (4) |
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Personal and Professional Transformation |
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70 | (1) |
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71 | (4) |
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Called to Positive Psychology |
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75 | (3) |
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Chapter 5 Positive Education: Teaching Well-Being to Young People |
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78 | (21) |
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Should Well-Being Be Taught in School? |
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79 | (6) |
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The Penn Resiliency Program: A Way to Teach Well-Being in School |
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81 | (4) |
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Three-Good-Things Exercise |
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84 | (1) |
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Using Signature Strengths in New Ways |
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84 | (1) |
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The Geelong Grammar School Project |
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85 | (8) |
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Teaching Positive Education |
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89 | (1) |
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Embedding Positive Education |
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90 | (2) |
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Living Positive Education |
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92 | (1) |
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93 | (3) |
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A New Measure of Prosperity |
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96 | (3) |
Part 2: The Ways To Flourish |
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99 | (144) |
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Chapter 6 GRIT, Character, and Achievement: A New Theory of Intelligence |
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101 | (25) |
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102 | (1) |
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103 | (3) |
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Drawn by the Future, Not Driven by the Past |
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104 | (2) |
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106 | (18) |
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106 | (4) |
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110 | (5) |
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112 | (1) |
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Rate of Learning: The First Derivative of Speed |
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113 | (2) |
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115 | (3) |
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GRIT Versus Self-Discipline |
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118 | (4) |
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High Human Accomplishment |
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119 | (3) |
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122 | (2) |
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Building the Elements of Success |
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124 | (2) |
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Chapter 7 Army Strong: Comprehensive Soldier Fitness |
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126 | (26) |
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A Psychologically Fit Army |
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126 | (3) |
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Global Assessment Tool (GAT) |
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129 | (8) |
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137 | (15) |
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139 | (3) |
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142 | (1) |
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143 | (6) |
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149 | (3) |
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Chapter 8 Turning Trauma into Growth |
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152 | (30) |
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Post-Traumatic Stress Disorder |
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152 | (7) |
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159 | (2) |
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Post-Traumatic Growth Course |
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161 | (2) |
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Post-Traumatic Growth Inventory |
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161 | (2) |
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Master Resilience Training |
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163 | (14) |
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Building Mental Toughness |
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167 | (2) |
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The Hot Seat: Fighting Catastrophic Thoughts in Real Time |
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169 | (2) |
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171 | (1) |
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171 | (2) |
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Building Strong Relationships |
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173 | (4) |
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177 | (5) |
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Chapter 9 Positive Physical Health: The Biology of Optimism |
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182 | (39) |
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Turning Medicine on Its Head |
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182 | (2) |
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Origins of Learned Helplessness Theory |
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184 | (6) |
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Cardiovascular Disease (CVD) |
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190 | (4) |
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194 | (6) |
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Cancer and All-Cause Mortality |
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200 | (4) |
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Is Well-Being Causal, and How Might It Protect? |
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204 | (4) |
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208 | (5) |
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Army Database: A National Treasure |
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211 | (2) |
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Cardiovascular Health Assets |
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213 | (1) |
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Exercise as a Health Asset ' |
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214 | (7) |
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Chapter 10 The Politics and Economics of Well-Being |
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221 | (22) |
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221 | (1) |
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The Divergence Between GDP and Well-Being |
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222 | (6) |
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228 | (9) |
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228 | (4) |
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232 | (2) |
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Reflexive and Nonreflexive Reality |
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234 | (3) |
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237 | (6) |
Appendix: Signature Strengths Test |
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243 | (24) |
Thanks and Acknowledgments |
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267 | (4) |
Notes |
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271 | (50) |
Index |
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321 | |