Relevant bibliographies by topics / Broaden and build theory of positive emotions

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Broaden and build theory of positive emotions'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Broaden and build theory of positive emotions"

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Fredrickson, Barbara L. "The broaden–and–build theory of positive emotions." Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 359, no. 1449 (September 29, 2004): 1367–77. http://dx.doi.org/10.1098/rstb.2004.1512.

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The broaden–and–build theory describes the form and function of a subset of positive emotions, including joy, interest, contentment and love. A key proposition is that these positive emotions broaden an individual's momentary thought–action repertoire: joy sparks the urge to play, interest sparks the urge to explore, contentment sparks the urge to savour and integrate, and love sparks a recurring cycle of each of these urges within safe, close relationships. The broadened mindsets arising from these positive emotions are contrasted to the narrowed mindsets sparked by many negative emotions (i.e. specific action tendencies, such as attack or flee). A second key proposition concerns the consequences of these broadened mindsets: by broadening an individual's momentary thought–action repertoire—whether through play, exploration or similar activities—positive emotions promote discovery of novel and creative actions, ideas and social bonds, which in turn build that individual's personal resources; ranging from physical and intellectual resources, to social and psychological resources. Importantly, these resources function as reserves that can be drawn on later to improve the odds of successful coping and survival. This chapter reviews the latest empirical evidence supporting the broaden–and–build theory and draws out implications the theory holds for optimizing health and well–being.
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Fredrickson, Barbara L. "The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions." American Psychologist 56, no. 3 (2001): 218–26. http://dx.doi.org/10.1037/0003-066x.56.3.218.

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Fredrickson, Barbara L., and Thomas Joiner. "Positive Emotions Trigger Upward Spirals Toward Emotional Well-Being." Psychological Science 13, no. 2 (March 2002): 172–75. http://dx.doi.org/10.1111/1467-9280.00431.

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The broaden-and-build theory of positive emotions predicts that positive emotions broaden the scopes of attention and cognition, and, by consequence, initiate upward spirals toward increasing emotional well-being. The present study assessed this prediction by testing whether positive affect and broad-minded coping reciprocally and prospectively predict one another. One hundred thirty-eight college students completed self-report measures of affect and coping at two assessment periods 5 weeks apart. As hypothesized, regression analyses showed that initial positive affect, but not negative affect, predicted improved broad-minded coping, and initial broad-minded coping predicted increased positive affect, but not reductions in negative affect. Further mediational analyses showed that positive affect and broad-minded coping serially enhanced one another. These findings provide prospective evidence to support the prediction that positive emotions initiate upward spirals toward enhanced emotional well-being. Implications for clinical practice and health promotion are discussed.
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Rahimi, Ali, and Rouhollah Askari Bigdeli. "The Broaden-and-Build Theory of Positive Emotions in Second Language Learning." Procedia - Social and Behavioral Sciences 159 (December 2014): 795–801. http://dx.doi.org/10.1016/j.sbspro.2014.12.451.

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Armenta, Christina N., Megan M. Fritz, and Sonja Lyubomirsky. "Functions of Positive Emotions: Gratitude as a Motivator of Self-Improvement and Positive Change." Emotion Review 9, no. 3 (June 15, 2017): 183–90. http://dx.doi.org/10.1177/1754073916669596.

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Positive emotions are highly valued and frequently sought. Beyond just being pleasant, however, positive emotions may also lead to long-term benefits in important domains, including work, physical health, and interpersonal relationships. Research thus far has focused on the broader functions of positive emotions. According to the broaden-and-build theory, positive emotions expand people’s thought–action repertoires and allow them to build psychological, intellectual, and social resources. New evidence suggests that positive emotions—particularly gratitude—may also play a role in motivating individuals to engage in positive behaviors leading to self-improvement. We propose and offer supportive evidence that expressing gratitude leads people to muster effort to improve themselves via increases in connectedness, elevation, humility, and specific negative states including indebtedness.
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Lin, Chih-Che. "Impact of Gratitude on Resource Development and Emotional Well-Being." Social Behavior and Personality: an international journal 43, no. 3 (April 23, 2015): 493–504. http://dx.doi.org/10.2224/sbp.2015.43.3.493.

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Using the broaden-and-build theory, I examined whether or not gratitude can build social, cognitive, physical, and psychological resources, and whether or not gratitude induces other positive emotions that trigger upward spirals toward emotional well-being. I recruited participants (N = 375 undergraduates) to complete measures of the variables of interest. The results indicated that higher levels of gratitude significantly predicted increases in social support, adaptive coping abilities, and beneficial psychological outcomes (e.g., life satisfaction), as well as decreases in avoidant coping style and detrimental physical outcomes (e.g., negative emotions). Further, I found that gratitude could induce other positive emotions which partially mediated the effects of gratitude on emotional well-being. These findings provide empirical support for the idea that gratitude is, in essence, a positive emotion beneficial for positive functioning, as well as broadening and building other positive emotions, which, in turn, result in an increase in emotional well-being.
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Fredrickson, Barbara L., and Thomas Joiner. "Reflections on Positive Emotions and Upward Spirals." Perspectives on Psychological Science 13, no. 2 (March 2018): 194–99. http://dx.doi.org/10.1177/1745691617692106.

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We reflect on our 2002 article and the impact this research report has had both within and beyond psychological science. This article was both one of the first publications to provide empirical support for hypotheses based on the broaden-and-build theory of positive emotions and a product of the genesis of positive psychology. We highlight empirical and theoretical advancements in the scientific understanding of upward spiral dynamics associated with positive emotions, with particular focus on the new upward spiral theory of lifestyle change. We conclude by encouraging deeper and more rigorous tests of the prospective and reciprocal relations associated with positive emotions. Such progress is needed to better inform translations and applications to improve people’s health and well-being.
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Liu, Chongrui, Cong Wang, Yan Liu, Xuran Liu, and Yuan Ni. "A Cross-Level Theoretical and Empirical Model of Positive Emotions, Leader Identification, and Leader–Member Exchange." Journal of Personnel Psychology 20, no. 3 (July 2021): 124–35. http://dx.doi.org/10.1027/1866-5888/a000277.

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Abstract. Although leader–member exchange (LMX) has been widely studied, knowledge about how followers influence the LMX process remains unknown. By integrating the broaden-and-build theory (BBT) with the emotion as social information (EASI) theory, we develop a follower-centric multilevel model to investigate how followers' positive emotions have an impact on LMX via the mediating role of leader identification and the moderating role of leaders' positive emotions. We conducted a survey with 319 Chinese employees from 67 teams. The results indicated that leader identification served as a mediating factor in the relationship between followers' positive emotions and LMX. The work unit leaders' positive emotions strengthened the relationship between leader identification and LMX and moderated the mediated relationship among followers' positive emotions, leader identification, and LMX. Altogether, our findings inform new knowledge in terms of how followers may influence the development of LMX. We also help to extend the BBT and the EASI theory to the leadership context.
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Nickerson, Carol. "Theory/Analysis Mismatch: Comment on Fredrickson and Joiner’s (2002) Test of the Broaden-and-build Theory of Positive Emotions." Journal of Happiness Studies 8, no. 4 (August 22, 2007): 563. http://dx.doi.org/10.1007/s10902-007-9071-4.

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Nickerson, Carol. "Theory/Analysis Mismatch: Comment on Fredrickson and Joiner’s (2002) Test of the Broaden-and-Build Theory of Positive Emotions." Journal of Happiness Studies 8, no. 4 (November 15, 2006): 537–61. http://dx.doi.org/10.1007/s10902-006-9030-5.

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Dissertations / Theses on the topic "Broaden and build theory of positive emotions"

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Azab, Carolin Edward Gergis. "THE IMPACT OF POSITIVE PSYCHOLOGICAL CAPACITIES AND POSITIVE EMOTIONS OF FRONTLINE EMPLOYEES ON CUSTOMER PERCEPTIONS OF SERVICE RECOVERY." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/659.

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There has been considerable research interest in the nature of service failure and recovery over the past few decades. In this context, the role of frontline service employees has emerged as a crucial factor in successful service recovery. Interestingly, while management and organizational behaviour literatures have looked at the favorable influence positive psychological capacities (optimism, hope, self-efficacy, and resilience) have on employee performance, this literature has not yet been used to shed light on how such capacities in frontline service employees might impact service recovery. By bringing this literature into the service recovery context, this research aims to examine how, and to what extent, these internal positive psychological capacities in frontline employees affect service recovery and complaint handling. Using emotion contagion theory, the broaden-and-build theory of positive emotions, the theory of cognitive appraisal, and justice theory, the study develops a number of hypothesized relationships, centered on the proposition that employee positive psychological capacities influence service recovery and complaint handling through both an emotional and a behavioral path. Specifically, it is posited that frontline employee positive emotions influence customer perceived interactional justice through the emotional path, while the behavioral path influences frontline employee problem solving, thus influencing customer perceived distributive and procedural justice. Data to examine these questions was collected using two studies. The first, based on a survey of service providers, investigates the influence of positive psychological capacities on positive emotions and problem solving competencies of frontline employees. The second uses an experimental design with service customers as subjects, investigating the influence of employee problem solving levels and positive emotions on customer perceptions of justice. Data analysis supports both paths with a stronger influence for the behavioural paths. The study brings new insight to service managers and service recovery.
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Dieker, Larson Erica Dawn. "A study of the contribution of variables related to companion animals on positivity." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20532.

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Doctor of Philosophy
Special Education, Counseling and Student Affairs
Fred O. Bradley
The broaden-and-build theory posits that frequently experiencing positive emotions leads to broadened awareness and functioning, and over time, built resources. These resources function as reserves during difficult times. Considering recommendations for increasing positive emotions and findings regarding human-animal interactions, it is reasonable to expect that companion animals might function in a manner to increase positive emotions. Many people have companion animals, and they are a preventative, natural intervention without associated stigmas. Therefore, knowing more about how companion animals impact their humans has practical implications for mental health professionals. The current study investigated various aspects of human-animal interactions that are conceivably related to positive emotions (human-animal bond and amount of time spent with animal) in different configurations (people with and without companion animals; people with dogs, cats, and horses), while considering potential confounds (time spent with humans in connected interactions and time spent outside). Time spent in connected interactions with other humans is the only variable that predicted positivity, and this was only in people without companion animals. This is consistent with previous findings that interacting with other people is related to positive emotions.
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Blain, Rachel Catherine. "The Role of Attentional Bias Modification in a Positive Psychology Exercise." Xavier University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1556749693757742.

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Wollin, Daniel. "Circus and Clowns: Creative approach for emotional and mental well-being : Learning from Clowns without Boarders and Circus Cirkör." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68112.

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The number of displaced people around the world today is unprecedented in world history, with a third of those displaced below the age of 18. These children often undergo traumatic experiences which can cause serious mental health issues before and during their flight as well as afterwards when resettling in a new country. In Sweden, they are offered psychological aid in order to better deal with these issues and hence recover. However, due to the cultural stigma attached to mental health problems, psychosocial aid is often ruled out by the child themselves. In addition, up to 30% of these unaccompanied children have been reported to suffer from PTSD, where merely speaking about one's issue can trigger a relapse of the trauma. There is therefore a shortage of pragmatic approaches to help tackle the challenges that these children faces. The aim of this thesis is to investigate how creative programs such as the organisation Clowns without Borders works with unaccompanied refugees and how their methods affect the wellbeing of these children. This thesis explores the effects that laughter and playing has on a child’s well-being using a qualitative field research approach. The research is a contribution to the field of development since it offers new grounds on how to work towards increasing the living standards of resettled displaced persons.
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Mills, Maura Josephine. "Rethinking the hedonic treadmill within the context of Broaden and Build theory : developing resources through positive employees." Diss., Manhattan, Kan. : Kansas State University, 2010. http://hdl.handle.net/2097/3876.

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Forsyth, Karen. "Testing the broaden-and-build theory in early adolescence : exploring associations of positive affect and problem solving coping strategies." Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/59512.

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In the context of testing the broaden-and-build theory in samples of adults, Fredrickson (1998, 2001) has hypothesized and found that frequent experiences of positive emotions broaden thoughts and behaviours, facilitating coping with stress and adversity, through building longterm psychological, physical, and social resources, which catalyze upward spirals toward future well-being. Yet, to date, scant research attention has been paid to examining the degree to which the broaden-and-build theory extends to research with children and adolescents. To address this gap, we investigated the theory with 96, 4th and 5th graders (48% female; M = 9.8 years; SD = .57) who completed a battery of measures assessing positive and negative affect and coping (Problem Solving/Self-Reliance and Seeking Social Support) at two time-points during the school year, approximately eight weeks apart. Results from regression analyses indicated that initial positive affect, but not negative affect, predicted improved broadened coping, and initial broadened coping predicted increased positive affect, but not reductions in negative affect. Further analyses indicated that increases in positive affect were mediated by broadened coping, and increases in broadened coping were mediated by positive affect. This study supports the broaden-and-build theory and provides insight into the role of positive emotions in broadening thoughts and behaviours in early adolescence and over time. Limitations and future directions are discussed with regard to the relevance of the broaden-and-build theory for research with adolescents and its educational applications.
Education, Faculty of
Graduate
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Hite, Brian. "Positive Psychological Capital, Need Satisfaction, Performance, and Well-Being in Actors and Stunt People." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1539.

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Positive psychological capital (PsyCap), a second-order construct formed from optimism, hope, resilience, and self-efficacy, has predicted the performance and psychological well-being of a variety of full-time workers, and mediators of the relationships between PsyCap and performance and psychological well-being have rarely been examined. Using self-determination theory, broaden-and-build theory, and the conceptual framework of positive psychology, this study was an exploration of (a) the relationships among PsyCap, (b) basic psychological need satisfaction (i.e., autonomy, competence, relatedness), and (c) psychological well-being and performance using a sample of 103 working actors and stunt people. A serial mediation model was proposed whereby PsyCap predicted performance through need satisfaction and psychological well-being. Statistically significant bivariate correlations were found among PsyCap, autonomy, competence, relatedness, psychological well-being, and performance. Multiple regression analyses yielded indirect effects tested for statistical significance using bias-corrected bootstrapping. Results showed a total indirect effect of PsyCap on psychological well-being through need satisfaction and a specific indirect effect of PsyCap on psychological well-being through relatedness. Results showed no total indirect effect for PsyCap on performance through need satisfaction but did show a specific indirect effect of PsyCap on performance through relatedness. No statistically significant indirect effects of autonomy, competence, and relatedness on performance through psychological well-being were found. Theoretical and practical implications for future researchers, independent workers, and organizations supporting independent workers are discussed.
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Guerrero, Razuri Javier Francisco. "Decisional-Emotional Support System for a Synthetic Agent : Influence of Emotions in Decision-Making Toward the Participation of Automata in Society." Doctoral thesis, Stockholms universitet, Institutionen för data- och systemvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-122084.

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Emotion influences our actions, and this means that emotion has subjective decision value. Emotions, properly interpreted and understood, of those affected by decisions provide feedback to actions and, as such, serve as a basis for decisions. Accordingly, "affective computing" represents a wide range of technological opportunities toward the implementation of emotions to improve human-computer interaction, which also includes insights across a range of contexts of computational sciences into how we can design computer systems to communicate and recognize the emotional states provided by humans. Today, emotional systems such as software-only agents and embodied robots seem to improve every day at managing large volumes of information, and they remain emotionally incapable to read our feelings and react according to them. From a computational viewpoint, technology has made significant steps in determining how an emotional behavior model could be built; such a model is intended to be used for the purpose of intelligent assistance and support to humans. Human emotions are engines that allow people to generate useful responses to the current situation, taking into account the emotional states of others. Recovering the emotional cues emanating from the natural behavior of humans such as facial expressions and bodily kinetics could help to develop systems that allow recognition, interpretation, processing, simulation, and basing decisions on human emotions. Currently, there is a need to create emotional systems able to develop an emotional bond with users, reacting emotionally to encountered situations with the ability to help, assisting users to make their daily life easier. Handling emotions and their influence on decisions can improve the human-machine communication with a wider vision. The present thesis strives to provide an emotional architecture applicable for an agent, based on a group of decision-making models influenced by external emotional information provided by humans, acquired through a group of classification techniques from machine learning algorithms. The system can form positive bonds with the people it encounters when proceeding according to their emotional behavior. The agent embodied in the emotional architecture will interact with a user, facilitating their adoption in application areas such as caregiving to provide emotional support to the elderly. The agent's architecture uses an adversarial structure based on an Adversarial Risk Analysis framework with a decision analytic flavor that includes models forecasting a human's behavior and their impact on the surrounding environment. The agent perceives its environment and the actions performed by an individual, which constitute the resources needed to execute the agent's decision during the interaction. The agent's decision that is carried out from the adversarial structure is also affected by the information of emotional states provided by a classifiers-ensemble system, giving rise to a "decision with emotional connotation" included in the group of affective decisions. The performance of different well-known classifiers was compared in order to select the best result and build the ensemble system, based on feature selection methods that were introduced to predict the emotion. These methods are based on facial expression, bodily gestures, and speech, with satisfactory accuracy long before the final system.

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 8: Accepted.

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WANG, HSUEH-LIEN, and 王雪蓮. "Case Study of the Solution-Focused Brief Therapy applied to Non-Suicidal Self-Injury Adolescents：The Broaden-and-Build Theory of Positive Emotions Perspectives." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/kx27da.

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碩士
國立臺北護理健康大學
生死與健康心理諮商系
104
The purpose of this study was to explore the changes of adolescents with non-suicidal self-injury through Solution-Focused Brief Therapy (SFBT). The participants of this study were two juveniles under reformatory education of one juvenile correctional facility; each received twelve SFBT sessions. Multiple-case research data collection and analysis was undertaken. Qualitative data were analyzed using the constant comparative method. Quantitative data were collected using the Difficulties in Emotion Regulation Scale and Mental Health Continuum‐Short Form before, in the middle, and after the counseling program, to evaluate the curative effects of SFBT. The findings of this study were presented below. 1.The change experiences of adolescents with non-suicidal self-injury from SFBT were empowering processes and empowered outcomes. 2.SFBT enhanced emotion regulation abilities in adolescents with non-suicidal self-injury, which could become a protective factor against non-suicidal self-injury. This included: (1) redefining their emotions and accepting them, (2) awareness of use of emotion-regulation strategies, and (3) broadening their thinking by using cognition. 3.Three contents of change experiences activated by SFBT were: (1) linking external resources that encourage positive link and relationship repair, (2) strengthening internal resources that encourage self-identity and resilience, and (3) building future visions that encourage prosocial behavior and career purpose. 4.SFBT enhanced the perceptions of well-being that provide the moderating effect of suffering. 5.SFBT in this study has the following characteristics: (1) a focus on adolescents' concerned and extract own resources, (2) the counseling relationship is based on synchronous, accompaniment, and cooperation, and (3) utilization of material arts in SFBT. Finally, based on the findings, suggestions were proposed for substantive work and future research.
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Su, Yen-Jui, and 蘇彥睿. "Effects of The Broaden-and-Build Theory of Positive Emotion Approach with Animal-Assisted Therapy on Well-being of Elderly." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/49162112676720961042.

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碩士
東吳大學
心理學系
100
This study was aimed to develop a therapeutic intervention plan based on the broaden -and-build theory of positive emotion with animal-assisted therapy that helps the elderly face aging by increasing positive emotions and thereby improving their well-being.This study was also intended to verify the various hypotheses of the broaden-and-build theory of positive emotion. The participants in the study were the senior citizens who studied at a community college in Xindian, and a quasi-experimental research design was adopted. The subjects in the experimental group (n=16) received the weekly “Broaden-and-Build Theory of Positive Emotion Approach with Animal-Assisted Therapy Group" for consecutive thirteen weeks, whereas the subjects in the control group (n=15) received Japanese language lessons. Interview was conducted to evaluate participants’ experience in the group and the measurement instruments involved: (1) Chinese Happiness Inventory; (2) Life Satisfaction Questionnaire; and (3) Positive Emotion Scale. The results indicated: (1) Whithin experimental group, the group may effectively promote the whole well-being of the elderly; (2) Between groups, the experimental group may increase the elders’ positive emotion and the self-concept of the life satisfaction. (3) From the participants’ group experience in this study, a varying degrees of evidences was found to support the hypotheses of the broaden-and-build theory of positive emotion. The intervention can trigger 28 positive emotions, broaden the scope of attention, broaden the scope of cognition, broaden the scope of action, build intellectual resources, build social resources, build physical resources, and fuel resiliency. This study is inferred that this intervention effectively increases the elders’ positive emotions, but the whole well-being of elderly may be affected by many other factors. Therefore, the study suggests that a more comprehensive intervention plan is needed in order to promote the well-being of elderly.
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Books on the topic "Broaden and build theory of positive emotions"

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Conway, Anne M., Michele M. Tugade, Lahnna I. Catalino, and Barbara L. Fredrickson. The Broaden-and-Build Theory of Positive Emotions: Form, Function, and Mechanisms. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199557257.013.0003.

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Conoley, Collie W., and Michael J. Scheel. Goal Focused Positive Psychotherapy. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190681722.001.0001.

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Goal Focused Positive Psychotherapy presents the first comprehensive positive psychology psychotherapy model that optimizes well-being and thereby diminishes psychological distress. The theory of change is the Broaden-and-Build Theory of positive emotions. The therapeutic process promotes client strengths, hope, positive emotions, and goals. The book provides the foundational premises, empirical support, theory, therapeutic techniques and interventions, a training model, case examples, and future directions. A three-year study is presented that reveals that Goal Focused Positive Psychotherapy (GFPP) was as effective as cognitive-behavioral therapy and short-term psychodynamic therapies, which fits the meta-analyses of therapy outcome studies that no bona fide psychotherapy achieves superior outcome. However, GFPP was significantly more attractive to the clients. Descriptions are provided of the Broaden-and-Build Theory, therapy goals based upon clients’ values and personal meaning (i.e., approach goals and intrinsic goals), identification and use of clients’ personal strengths (including client culture), centrality of hope and hope theory, the implicit theory of personal change or the growth mindset, and finally Self-Determination Theory. The techniques and interventions of GFPP as well as the importance of the therapist’s intentions during therapy are presented. GFPP focuses upon the client and relationship while not viewing psychotherapy as a set of potent scripted treatments that acts upon the client. Goal Focused Positive Supervision is presented as a new model that supports the supervisee’s strength-based self-definition rather than a pathological one or deficit orientation. Training that includes the experiential learning of GFPP principles is underscored.
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Book chapters on the topic "Broaden and build theory of positive emotions"

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Veenhoven, Ruut. "Ruut Veenhoven Recommends “The Broaden-and-Build Theory of Positive Emotions” by Barbara L. Fredrickson." In 21st Century Economics, 137–39. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17740-9_54.

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Kok, Bethany E., and Barbara L. Fredrickson. "Positive emotion: How positive emotions broaden and build." In Activities for teaching positive psychology: A guide for instructors., 61–63. Washington: American Psychological Association, 2013. http://dx.doi.org/10.1037/14042-010.

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Low, Michelle, Ronnel B. King, and Imelda S. Caleon. "Positive Emotions Predict Students’ Well-Being and Academic Motivation: The Broaden-and-Build Approach." In The Psychology of Asian Learners, 485–501. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-287-576-1_30.

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Isgett, Suzannah F., and Barbara L. Fredrickson. "Broaden-and-Build Theory of Positive Emotions." In International Encyclopedia of the Social & Behavioral Sciences, 864–69. Elsevier, 2015. http://dx.doi.org/10.1016/b978-0-08-097086-8.26086-8.

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Fredrickson, Barbara L. "⋆ The broaden-and-build theory of positive emotions." In The Science of Well-Being, 216–39. Oxford University Press, 2005. http://dx.doi.org/10.1093/acprof:oso/9780198567523.003.0008.

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Conoley, Collie W., and Michael J. Scheel. "Introducing Goal Focused Positive Psychotherapy." In Goal Focused Positive Psychotherapy, 1–19. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190681722.003.0001.

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This chapter provides an overview of the philosophy and foundational premises of Goal Focused Positive Psychotherapy. Goal Focused Positive Psychotherapy is described as a comprehensive psychotherapy model built primarily upon positive psychology principles to optimize well-being, which diminishes the effects of psychological distress. The theory of change is the Broaden-and-Build Theory of positive emotions. The therapeutic process promotes client strengths, hope, and positive emotions in order to assist the client in attaining goals, making growth toward goals in psychotherapy and life more enjoyable. Issues of ethics, psychological metaphor, therapeutic alliance, client context, and a case example of a client with posttraumatic stress disorder are presented.
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Vacharkulksemsuk, Tanya, and Barbara L. Fredrickson. "Looking Back and Glimpsing Forward: The Broaden-and-Build Theory of Positive Emotions as Applied to Organizations." In Advances in Positive Organizational Psychology, 45–60. Emerald Group Publishing Limited, 2013. http://dx.doi.org/10.1108/s2046-410x(2013)0000001005.

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Conoley, Collie W., and Michael J. Scheel. "The Foundational Constructs of Goal Focused Positive Psychotherapy." In Goal Focused Positive Psychotherapy, 20–40. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190681722.003.0002.

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Chapter 2 presents the theory behind Goal Focused Positive Psychotherapy (GFPP), a technique that facilitates clients’ thriving by creating a happier, meaningful life. Psychotherapy can help clients to enjoy a lifetime of well-being and growth toward their meaningful, virtuous goals through positive emotions. The Broaden-and-Build Theory of positive emotions serves as the change mechanism for GFPP. It is important to select goals for therapy based upon client values and personal meaning (approach goals and intrinsic goals). Using clients’ personal strengths (including their culture) is of central importance, as is the promotion of hope in usually demoralized clients. The implicit theory of personal change or the growth mindset includes the belief in neural or brain plasticity. Self Determination Theory sets out competence, relatedness, and autonomy as the three determinants of motivation and the fundamental psychological needs.
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Liechty, Janet M. "Promoting a Resistant Stance Toward Media Images." In Handbook of Positive Body Image and Embodiment, edited by Tracy L. Tylka and Niva Piran, 201–13. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190841874.003.0020.

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Abstract:
Mass media images both reflect and transmit sociocultural norms and stereotypes about the body, such as appearance standards;, and skills of resistance are needed to counteract adverse effects. This chapter summarizes key findings on media exposure in children and youth, effects on body image, and resistance to those effects. It also explores the role of positive body image and embodiment and the emerging role of positive emotions and rest in strengthening capacity for resilience. The construct resilience and the metaphor resistance are discussed in light of the need to replace body-objectifying cognitive schemas with new body-protective schemas, metaphors, and constructs better aligned with positive embodiment and flourishing. The broaden-and-build theory of positive emotions and objectification theory are used as frameworks to discuss connections between resistance and resilience toward harmful media images and messages, positive emotions, and positive body image and embodiment. Implications for prevention and future research are discussed.
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10

Fredrickson, Barbara L. "Positive Emotions Broaden and Build." In Advances in Experimental Social Psychology, 1–53. Elsevier, 2013. http://dx.doi.org/10.1016/b978-0-12-407236-7.00001-2.

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