Місце поняття «особистісне благополуччя» в системі категорій позитивної психології

The association between socio-cultural factors and well-being among young adult Middle Eastern migrants in Australia

The aim of this study was to investigate the effectiveness of mindfulness education on emotional, psychological, and social well-being of 12th grade students in Tehran. The research method was quasi-experimental with pretest-posttest design and control group. The statistical population of the study included all 12th grade students of the 12th district of Tehran in the academic year of 2018 to 2019. 60 students who gained low scores in three dimensions of Subjective Well-Being Questionnaire of Keyes and Magyar-Moe (2003) were selected through random sampling method. The participants were assigned into 2 experimental and control groups. The experimental groups received a Mindfulness protocol in 8 sessions during 2 hours. After completion of the sessions, all the participants were re-evaluated. Data were analyzed through multivariate analysis of covariance. The findings showed that in the emotional well-being aspect, with the components of positive emotional affection (P < 0.025, F = 17/80) and negative emotions (P <0.025, F = 5/41), in the psychological well-being, with the components self-esteem (P < 0.008, F = 25.26), life goal (P < 0.008, F = 38.19), environmental domination (P <0.008, F=82.82), relationships with others (P < 0.008, F = 19.12), as well as personal development (P < 0.008, F = 87.38), and in the social well-being aspect, admission and acceptability (P <0.01, F =18.09) and realism (P <0.01, F = 11.30), there was a significant difference between the experimental and control groups and it can be concluded that the mindfulness education affects the improvement of psychological, social and emotional well-being components in the students.

Introduction. This study addresses the need to further contextualize research on well-being (e.g., Kjell, 2011) in terms of cross-cultural aspects of personality traits among adolescents and by examining two different conceptualizations of well-being: subjective well-being (i.e., life satisfaction, positive and negative affect) and psychological well-being (i.e., positive relations with others, environmental mastery, self-acceptance, autonomy, personal growth, and life purpose).Methods. Iranian (N = 122, mean age 15.23 years) and Swedish (N = 109, mean age 16.69 years) adolescents were asked to fill out a Big Five personality test, as well as questionnaires assessing subjective well-being and psychological well-being.Results. Swedes reported higher subjective and psychological well-being, while Iranians reported higher degree of Agreeableness, Openness and Conscientiousness. Neuroticism and Extraversion did not differ between cultures. Neuroticism was related to well-being within both cultures. Openness was related to well-being only among Iranians, and Extraversion only among Swedes. A mediation analysis within the Swedish sample, the only sample meeting statistical criteria for mediation analysis to be conducted, demonstrated that psychological well-being mediated the relationship between Neuroticism and subjective well-being as well as between Extraversion and subjective well-being.Conclusions. Certain personality traits, such as Extraversion, Openness, and Conscientiousness, relate differently to well-being measures across cultures. Meanwhile, Neuroticism seems to relate similarly across cultures at least with regard to subjective well-being. Furthermore, the results give an indication on how psychological well-being might mediate the relationship between certain personality traits and subjective well-being. Overall, the complexity of the results illustrates the need for more research whilst supporting the importance of contextualizing well-being research.

&lt;p&gt;&lt;strong&gt;Context and Relevance.&lt;/strong&gt; This article considers one possible correlate of well-being, the cognitive illusion of age. A number of studies have shown the correlation of cognitive illusions of age with either subjective well-being or psychological well-being, studying it in samples with significant age variation. &lt;strong&gt;Objective.&lt;/strong&gt; To identify the correlation of the cognitive illusion of age with both subjective and psychological well-being of individuals in adolescence and to establish the variables mediating this correlation. &lt;strong&gt;Hypotheses. &lt;/strong&gt;Indicators of subjective and psychological well-being are hypothesized to be significantly higher in adolescents with a negative cognitive illusion of age compared to those with a positive cognitive illusion. Sex and employment are hypothesized to mediate the relationship between the cognitive illusion of age and both subjective and psychological well-being. &lt;strong&gt;Methods and Materials. &lt;/strong&gt;The sample consisted of 96 students (M = 19,27, SD = 0,814, where 48% were young men) aged between 18 and 21 years. The following methods were used: &amp;ldquo;Age-of-me&amp;rdquo; (B. Barak); &amp;ldquo;Life Satisfaction Scale&amp;rdquo; (E. Diener); &amp;ldquo;Positive and Negative Affect Schedule&amp;rdquo; (D. Watson, L. Clark, A. Tellegen); &amp;ldquo;Ryff's Scales of Psychological Well-being&amp;rdquo;. &lt;strong&gt;Results.&lt;/strong&gt; The study found that subjective age overestimation (negative cognitive illusion of age), as opposed to positive cognitive illusion, is correlated with higher indicators of psychological and subjective well-being of a person in adolescence. The hypothesis that sex and employment mediate the correlation between the cognitive illusion of age and well-being was tested. It was found that regardless of sex and work experience, negative cognitive illusion was directly related to higher measures of well-being in young adulthood. &lt;strong&gt;Conclusions. &lt;/strong&gt;The results suggest that the negative cognitive illusion of age may contribute to higher levels of both psychological and subjective well-being in adolescence.&lt;/p&gt;

The article analyzes the research of the category of «happiness»; in particular, psychological characteristics and indicators of a happy life, determines common and different features between such concepts as «happiness», «subjective well-being» and «cheerfulness».The psychologists propose a model of subjective well-being, which consists of the following main interconnected components: recurrent positive emotions; negative emotions as an affective component of well-being that are rare; cognitive assessment or «global judgment» of life satisfaction.Joy is the emotional side of happiness, and pleasure is the cognitive side of happiness. The happiness factors are simultaneously sources, conditions and areas of satisfaction with life, and at times personal characteristics of a person.In order to feel happiness, it is necessary to observe two ways of self-regulation of its motivation for the world: a personal increase in the significance of people and an increase in their own capabilities.Along with the term «happiness» other terms are used as well, such as «subjective well-being» and «cheerfulness». «Subjective well-being» consists of psychological, physical and social well-being. Although they have similarities, such terms are not identical and quite independent. Happiness is a sharp and intense sensation; from the point of view of expression other terms are weaker. The most transitory is a feeling of happiness. The longer is the psychological well-being, the longer is the pleasure of life.The authors analyze the psychological, physical and social components of subjective well-being, and the article also defines the external (objective) and internal (subjective) factors of happiness. They distinguish between external (health, income, work, social status, education, age, gender, religion, leisure), internal (neuroticism, extraversion, joy, love) and subjective (assessment of the subject in accordance with his life settings) determinants of happiness. Human happiness lies precisely in a peculiar combination of these factors.

Introduction: According to a recent study in India, perinatal mortality and morbidity score is high and high-risk is one of the most leading cause. All the antenatal women should be assessed for the risk factors like maternal age, reproductive history, the previous still birth, neonatal deaths, congenital anomalies, grand multiparty, anaemia, previous preterm, preeclampsia, previous caesarean, Rh-isoimmunisation, ABO incompatibility, medical diseases like diabetes, renal diseases, pulmonary diseases, family history of diabetes, hypertension and congenital malformations. Aim: The present study aimed to determine the biopsychosocial wellbeing and find out relation between biological, psychological and social wellbeing of high-risk pregnant women. Material and Methods: This study utilized a survey approach with a descriptive study design and was conducted in selected private hospitals in Udupi district, Karnataka. A total of 303 women with high-risk pregnancy after 28 weeks of gestation, attending Obstetrics and Gynaecology OPDs and who were admitted in the antenatal wards, were selected by using non- probability purposive sampling technique. Descriptive (Frequency and percentage) and Inferential statistics (Spearman’s ρ) was used to analyse the data. Result: The prevalence of low biological wellbeing was found to be 161 (53.1%), low psychological wellbeing 148 (48.8%), high psychological wellbeing, low social wellbeing 172(56.76%) among 303 high-risk pregnant women more than 28 weeks of gestation. There was statistically significant relationship between biological and psychological wellbeing (Spearman ρ=0.56, p=< 0.000): biological and social wellbeing (Spearman’s ρ=0.245, p=<0.000); social and psychological wellbeing (Spearman ρ=0.391, p=<0.000). Conclusion: The present study concluded that majority of high-risk pregnant women had low bio-psychosocial wellbeing and had significant relation in between biological, psychological and social wellbeing which may help health care workers to contribute a need-based quality care and help to improve the outcome of pregnancy. How to cite this article:Bera T, D’Souza SRB, Karkada S. Biopsychosocial Wellbeing of High-Risk Pregnant Women: A Descriptive Study. Int J Nurs Midwif Res 2019; 6(4): 39-43. DOI: https://doi.org/10.24321/2455.9318.201931

The present thesis explores psychological well-being (PWB), practice and context within a professional football academy. The thesis also focuses on the processes of action research as a catalyst for practice-change in the academy environment, towards a culture of well-being. During the initial stages, pre-reconnaissance discussions took place with key academy practitioners to explore practitioner perceptions of well-being and coaching practice within context. The thesis is divided into two distinct phases; the reconnaissance phase, and the action phase. The reconnaissance phase encouraged the researcher to 'live the experience' alongside the research participants. Therefore emersion into the field of an academy football environment was required on a daily basis. The action research from reconnaissance-to-practice provided a detailed account of day-to-day events and on-going lived experiences of players and practitioners within the academy football environment. Consequently, qualitative data collection took place regularly in order to monitor and capture the personal experiences of academy players and practitioners, to follow individual threads of inquiry. Also field notes, player focus groups, informal interviews and formal taped interviews provided sufficient data for triangulation to occur. This multi-method approach enabled the researcher to take advantage of the rich variety of sources upon which were available (Tomlinson, 1983). The data collection protocol investigated how practitioners engaged in culturally specific practice within the academy. The action phase introduced collaborative practitioner meetings as part of the action research process to address practice that could later be linked specifically to psychological well-being (PWB) dimensions. The overall aim of the collaborative practitioner meetings was to drive debate and change, based on the notion that well-being can be related to everyday practice. Although there was similarity in how the meetings were described, the primary analysis differed, in particular the first two collaborative practitioner meetings underwent thorough content analysis from both an inductive (cultural and situational) and deductive (concept-oriented) stance. The reality of the research reflected the unpredictable process and dilemmas that may occur within the processes of action research and practice-change. The research provided detailed insight into the culture of football and the perceptions and experiences of full-time academy players, practitioners and the researcher's own reflections on the research journey, with regards to psychological well-being (PWB). Within the processes of action research, the practical utility of theory and the personal- contextual dynamic of a practice-change process within a youth football setting were considered and discussed. The research encouraged notions of emancipation within a participatory and collaborative process. Key Words: Psychological well-being (PWB), subjective well-being (SWB), action research, context and practice.

This paper reports on findings of a research study that sought to investigate the relationship between classroom environment and candidate teachers’ social and psychological wellbeing. Dimensions of psychological and social well-being models include constructs such as personal growth, positive relations with others, and social contribution. Such constructs have impacts on teachers’ creating a positive classroom environment, which is a predictor of students’ academic achievement. Therefore, this study aims at exploring whether and how psychological and social well-being shape candidate teachers’ perceptions of positive classroom environment. To address the focus of this study, the data were collected from 157 senior students at the English Language Teaching department through three questionnaires. The questionnaires measured mainly three variables: Participants’ perceptions of positive classroom environment and their psychological and social well-being. The relationships between these variables were tested through Structural Equation Model (SEM) using AMOS (22.0). The results of the study revealed some significant relationships between some of the dimensions only, which may indicate that the participant pre-service teachers are expected to promote positive classroom environment in some aspects, but not all. Regarding this, the study provides valuable suggestions to be included in teacher development programs.

• Human-centered computing → Personalization → HCI design and evaluation methods → User models.

Positive Psychology is a recent branch of psychology the purpose of which was summed up in 2000 by Martin Seligman and Mihaly Csikszentmihalyi as psychology of positive human functioning .The goal of Positive Psychology is to achieve a scientific understanding and effective intervention to build thriving in individuals, families and communities. What's right about instead of what's wrong with motivate the psychologists to learn how to build the qualities that may help individuals and communities not just to endure and survive but also to flourish.Psychologists are trying to help people to actualize their potentialities of becoming happy and satisfied within the range of possibilities available in their respective cultures. Positive Psychologists have proposed the revolutionary ideas of focusing on human strengths and virtues in place of emotional problems and mental illnesses to improve our well being. This seems entirely in line with the objectives of World Health Organization which states that:Health is a state of complete physical, mental and social well being and not merely the absence of disease or infirmity (WHO, 1946).Positive Psychologists have taken this objective seriously and have attempted to define the positive experiences, attitudes and emotions that can give us greater well being and happiness. Enhancing the life of enjoyment (pleasant life), creating the life of engagement (good life) and promoting the life of affiliation (meaningful life) are the goals of Positive Psychologists.But when we look at these objectives in the context of our Indian heritage, certain questions arise in our minds and we find some important things missing.Firstly Positive psychology promises to achieve immediate results quickly by applying simple scientific facts to emotional problems and principles of human nature (nurturing human strengths and savoring positive experiences). Can we get instant solution to those problems whose seeds are buried deep inside our level of consciousness? If yes, then it will not be sustainable and only be for a short period of time.Secondly As mentioned earlier according to Positive Psychologists, the highest human good is happiness but it is highly questionable in the light of the complexity of existence. Can we relieve ourselves from the worries, anxieties and tensions of our daily hurried living by the skills of emotional well being? Or it may add another dimension of obligation when being happy or achieving mastery over ones emotional life becomes a new duty and modem standard.Thirdly Positive psychology focuses more on the positive aspect of human nature and considers that Psychology is not just the study of pathology, weakness, and damage; it is also the study of strengths and virtues. Treatment is not just fixing what is broken; it is nurturing what is best. But focusing either on positive or negative side of human life will be half of the entire story. Positive Psychologists and therapists argue that they are simply trying to rebalance the negative thoughts and habits with positive ones. The question here arises that do we want our thoughts and habits to get interfered with in this manner? Will it not leave certain things unsettled and disconcerting? Does it not give an idea of social and emotional engineering? Human being is the combination of strengths and weaknesses. Life is not all rainbows and joy. While positive things are what humans tend to focus on, negative things are still a part of the order of life and nature. Sometimes negative emotions and experiences may be more urgent and therefore override positive ones. This would make evolutionary sense. Since negative emotions often reflect immediate problems or objective dangers, they should be powerful enough to force us to stop, increase vigilance, reflect on our behavior, and change our actions if necessary.Fourthly In Positive psychology happiness, satisfaction and wellbeing is possible without following the hard earned path of self realization. …

In this article, we analyze the relationship between positive psychology and peace psychology. We discuss how positive emotions, engagement, meaning, personal well-being, and resilience may impact peace at different levels, ranging from the personal and interpersonal to community, national, and global peace. First, we argue that an individual's positive experiences, personal well-being, and personal resilience, as defined in current positive psychology, may in fact contribute to personal and interpersonal peace but can also entail detrimental consequences for other individuals, communities, and nations. Second, we describe how peace psychology contains traces of positive psychology, especially with its focus on the pursuit of social justice. Third, reviewing and extending the concept of community resilience, we outline directions for further conceptual and empirical work in positive psychology inspired by peace psychology. Such work would do well to transcend positive psychology's current bias toward individualism and nationalism and to conceptualize well-being and resilience at the level of the "global community." This extended "positive peace psychology" perspective would have important implications for our understanding of how to overcome oppression and work toward global peace.

Coping with stress in relation to chronic illness remains a central issue in health psychology. Ulcerative colitis (UC) and Crohn’s disease (CD) are two forms of chronic intestinal malfunction known collectively as inflammatory bowel disease (IBD). Recent estimates indicate that more than 80,000 individuals are affected by IBD in Australia and 1,500,000 in North America. Its prevalence is increasing, particularly in industrialized nations and the disease appears to affect females and males equally. Since Lazarus’ pioneering work on coping strategies, psychologists have been interested in how people adapt to chronic health issues, and in turn, how their coping efforts affect psychological wellbeing. Many recent reports have suggested that personal characteristics including personality dispositions and coping strategies affect adjustment to illness in general and IBD in particular. The majority of studies reviewed by the researcher are nonetheless of questionable design, lack a theoretical framework, and fail to incorporate matched comparison groups. The present dissertation is unique in several ways. Specifically, predictions for the current study were based on a logically deduced theoretical framework and included a pool of common, psychometrically validated measures of both positively and negatively worded questionnaires. All major hypotheses generated from the model were systematically tested using groups balanced for IBD type, severity of illness, age, sex and, importantly, a comparison group. Objective: To construct a cohesive framework which investigates how individuals deal with stress, what personality and coping measures influence their wellbeing and whether these factors differ between individuals with or without chronic illness, specifically IBD. It was predicted that IBD volunteers, compared to non-IBD volunteers would exhibit lower scores on the measures of wellbeing. Personality and coping-control mechanisms were also expected to differ between the comparison groups. It was predicted that personal dispositions would provide a stronger influence on wellbeing, compared to the more transitory coping-control measures. Coping-control mechanisms were also assessed as to whether they would significantly contribute to wellbeing, over and above the personality domains. Method: This cross-sectional investigation systematically compared the responses of a group of IBD outpatients (n=95) to a matched non-IBD ethesis-submission.doc May 2009; reviewed December 2011; updated November 2012 3 group (n=87) on a battery of self-report questionnaires tapping measures of personality, coping and wellbeing. Participants were assigned to one of eight groups according to whether they were representative of the following comparison subgroups: illness (IBD vs. non-IBD), type of illness (UC vs. CD), severity of illness (severe vs. mild) and sex (female vs. male). Results: As predicted, IBD participants, compared to non-IBD participants, scored significantly lower on all wellbeing measures; that is, increased general health complaints, perceived stress and depression. The comparison groups were indistinguishable on the majority of measures pertaining to personality and coping-control mechanisms. Regression analyses identified that negative affect (NA) was the strongest personality predictor; and perceived control of internal states (PCOIS) was the best coping- control predictor of wellbeing. As expected, personal dispositions were stronger predictors of wellbeing than the group of coping-control mechanisms. Hierarchical multiple regression analyses illustrated that coping-control mechanisms only negligibly added to the prediction of wellbeing beyond that accounted for by the personal disposition measures. Conclusion: Results failed to provide evidence of an IBD-prone personality as the measures of personal dispositions and coping-control mechanisms were essentially the same for the IBD and non-IBD comparison groups. Although the IBD group, compared to the non-IBD group, scored significantly lower on the selected wellbeing measures, it is emphasized that neither group scored low enough to warrant classification within the clinical range. It was demonstrated that coping-control mechanisms play an important role in influencing wellbeing, but the innate and stable nature of personality dispositions override these more transient influences. The thesis concludes with the argument that between-group designs are not very helpful in identifying differences in predicting psychological wellbeing between the “well” and the “sick”. This method evaluates group trends, but but in doing so failed to identify individual differences. It is suggested that idiographic or n=1 studies, in combination with between-group designs, would prove a more fruitful method of understanding relations between chronic illness and wellbeing.

Non-attachment in Buddhism has been conceptually proposed to have an impact on personal well-being. Nevertheless, there has been limited empirical studies investigating how non-attachment influences health, and in particular, its effect on eudaimonic well-being. Our key research questions were: Do demographics influence non-attachment and psychological well-being? And, to what extent can non-attachment and demographics affect psychological well-being? To investigate these, developed the following aims: (1) to compare non-attachment and psychological well-being in people with different Buddhist status and types of practice (indicated by the types of groups they practiced with, the extent to which they took refuge in The Three Jewels, and the frequency with which they practiced the Dharma); (2) to examine the relationship between non-attachment in Buddhism and psychological well-being, including the related components of psychological well-being. Participants were 472 Buddhists from five sanghas in Vietnam. Data was collected from January to April, 2016. Each participant was given a battery of measures comprised of: The Non-Attachment Scale (Sahdra, Shaver, Brown, 2010), The Ryff Psychological Well-being scale (Ryff, 1989), and a demographic questionnaire. Results revealed a significant positive correlation between non-attachment and psychological well-being (r = .60). Those who practiced with a Sangha, took refuge in the Three Jewels, and practiced Dharma daily, had higher non-attachment than those who did not. Non-attachment contributed 35.8% to psychological well-being. In particular, participants with greater religious commitment, mindfulness, and meditation practice, found it easier to be detached from the outer world, to find happiness, and perceived greater psychological well-being.

Mindful learning is widely known to improve learning outcomes, yet its association with students’ well-being remains unexplored. This study aimed to investigate the impact of mindful learning on subjective well-being (SWB) and psychological well-being (PWB) in postgraduate students, using survey questionnaires and a randomized experimental design. In Study 1, correlation and regression analyses based on 236 postgraduate students revealed significant positive associations among mindful learning, SWB, and PWB. In Study 2, 54 students were randomly assigned to three groups: the experimental (which received Mindful Learning Coaching), active-, and blank control groups. The results from repeated-measures ANOVA showed that coaching significantly improved students’ mindful learning. The participants’ SWB and PWB significantly decreased in both the active- and blank control groups, whilst their SWB and PWB tended to increase in the experimental group. In conclusion, mindful learning, SWB, and PWB are significantly correlated, while the enhancement of mindful learning may be a protective factor in students’ well-being.

The basic concepts of positive psychology are considered. Their informative communication with optimism phenomenon is analyzed. Disclosure of an entity of optimism, its structure and the functional role can help more deep understanding of positive aspects of human life. Key words: positive psychology, optimism, personal theory of reality, subjective wellbeing, positive personal features, wisdom, health, happy old age, happiness, self-determination of the condition of a Flow, positive emotions.