1. POSITIVE PSYCHOLOGY: happiness, flourishing and flow in learning and in life happiness, flourishing and flow in learning and in life

2. Positive Psychology Background to Positive Psychology The importance of Happiness/Well-being Ideas and strategies to use with students (and for ourselves) Connections to other approaches used in teaching and learning 2 Jean Johnston, ILSA Annual Conference 2011

3. Positive Psychology  Martin Seligman launched Positive Psychology in 1998 when he became President of the American Psychological Association  Positive Psychology identifies and studies the factors that create well-being rather than at cures for psychological illnesses  It proposes to make people happier and more fulfilled by using and developing their strengths  It is based on scientific research that has been carried out through controlled experiments and longitudinal studies 3 Jean Johnston, ILSA Annual Conference 2011

4. The Importance of Happiness/Well-Being Why is this important to us as L/S or SEN teachers? What difficulties do our students face? What effects can this difficulties have? 4 Jean Johnston, ILSA Annual Conference 2011

5. Difficulties that Students Face  Mental Health Difficulties: 8% of students – 83,083 in number (Epsen Implementation Report: p. 72)  Adolescent ‘depressive episodes’ affect between 5-10% of young people (Buckley, Gavin and McNicholas: 2009)  Depression is now ten times as prevalent as it was in 1960 in developed countries – forty years ago, the mean age of first episode was 29.5 years- now it is 14.5 years (Seligman: 2003) 5 Jean Johnston, ILSA Annual Conference 2011

6. Mental/Emotional Health  In an analysis of well-being (using measures of emotional well- being, psychological well-being and social well-being), Keyes found that “children without mental illness are not necessarily mentally healthy” (Keyes, 2006)  Indicators for individual positive mental health currently include the following key elements:  life satisfaction  optimism/hope  self-esteem  resilience/coping  social integration  spirituality  emotional well-being Scottish Association for Mental Health (2006) 6 Jean Johnston, ILSA Annual Conference 2011

7. Negative Emotions Negative emotions such as anger, fear, disgust and so on help us to respond appropriately to our environment – their adaptive value is easy to explain and understand (B. Fredrickson, 2003) 7 Jean Johnston, ILSA Annual Conference 2011

8. Fredrickson 2003 Barbara Fredrickson (2003) developed the Broaden-and-Build Theory of positive emotions. It explained that positive emotions are important to survival. They:  broaden and build cognitive processes  expand cognition and behavioural tendencies  increase the number of potential behavioural options  Fredrickson found that the expanded cognitive flexibility that is evident during positive emotional states results in resource building that becomes useful over time. 8 Jean Johnston, ILSA Annual Conference 2011

9. Emotional Chemistry ‘The brain is a supremely flexible organ that changes its chemistry in adaptive response to what is going around it.‘ ( Nettle, 2005) Every feeling we have is a ‘neuro-chemical event’  Danger, stress and anxiety trigger the release of adrenalin and cortisol  These narrow your focus, sharpen your thinking and temporarily increase your strength to enable you to run away fast  Dopamine is the ‘motivation chemical’  Its release into the bloodstream is energising  It increases our ability to focus  Serotonin is the ‘feel good’ chemical and is calming and rewarding (MacConville 2008) 9 Jean Johnston, ILSA Annual Conference 2011

10. Emotional Chemistry(cont.)  Endorphins are small neuropeptides produced by the body  They are natural opiates (endogenous morphine)  They are released every time you laugh, relax and exercise  Each release makes more connections in the brain, creating new neural pathways  They create more bonding in the brain so they expand cognitive processes  They enable broader, more flexible, more creative thinking (MacConville 2008)  We can increase our well-being by choosing to do activities that produce endorphins  In the same way, we can also make our thinking broader and more flexible 10 Jean Johnston, ILSA Annual Conference 2011

11. Research The concepts and claims of Positive Psychology are supported by research evidence which includes:  physiological evidence  neurological evidence  psychological evidence 11 Jean Johnston, ILSA Annual Conference 2011

12. Happiness Happiness Increases positive emotions. Reduces the impact of negative emotions Nettle, Happiness: The science behind your smile (2 005) 12 Jean Johnston, ILSA Annual Conference 2011

13. What Happiness is Good For Briefly, happiness/positivity  Increases our engagement in our everyday lives  Broadens our mindset, our actions and our social resources  Enables creative and more flexible, global thinking  Improves attention, short term memory and problem- solving  Allows us to build up intellectual and psychological reserves  Undoes negative feelings  Increases resilience and tolerance Sonja Lyubomirsky: http://thesciencenetwork.org/search?topics+Human+Flourishing 13 Jean Johnston, ILSA Annual Conference 2011

14. What is Happiness? Take a minute to think about it. 14 Jean Johnston, ILSA Annual Conference 2011

15. Three Levels of Happiness Level 1 Level 2 Level 3 (Momentary feelings) (Judgements about feelings) (Quality of life) Joy Well-being Flourishing Pleasure Satisfaction Fulfilling one’s Potential  More immediate  More sensual and emotional  More reliably measurable  More absolute  More cognitive  More relative  More moral and political  Involving more cultural norms and values (Nettle, 2005) 15 Jean Johnston, ILSA Annual Conference 2011

16. Maslow’s Hierarchy of Needs Physical, sensual needs Well-being and satisfaction Fulfilling one’s potential 16 Jean Johnston, ILSA Annual Conference 2011

17. Levels of Happiness A study by Lyubomirsky (2007) has shown that our level of happiness is made up of three main components: set point: this is what we are born with – it accounts for about 50% of our level of well-being circumstances: account for about 10% of our level of well-being. Even if our circumstances change dramatically, we quite quickly return to our set point intentional behaviours: the good news is that we have a lot of influence on our own level of happiness. Our own actions/activities account for about 40% of our level of well-being (MacConville 2008) set point intentional behaviours circumstances 17 Jean Johnston, ILSA Annual Conference 2011

18. USING POSITIVE PSYCHOLOGY IN OUR TEACHING 18 Jean Johnston, ILSA Annual Conference 2011

19. Approaches that Promote Happiness and Learning The following strategies have been found to develop positive emotions that are based on the exercise of strengths– a happiness that Seligman calls ‘authentic’. 19 Jean Johnston, ILSA Annual Conference 2011

20. ‘ Practising releasing endorphins through exercise, meditation, optimistic thinking and relaxing can have huge impact on the quality of students’ lives’ Ruth MacConville (2008) An increase in happiness is generally achieved by pleasant activity training Nettles, (2005: p.151) 20 Jean Johnston, ILSA Annual Conference 2011

21. Effects of Exercise Produces serotonin and endorphins Gives feelings of self-esteem and mastery Allows ‘Time-Out from stress – potential for engagement/Flow/meditation Provides opportunities for social contact and reinforcing friendships Evidence from research: SMILES - the Standard Medical Intervention and Long-term Exercise Study (Archives of Internal Medicine 1999:159, 2349-2356) 21 Jean Johnston, ILSA Annual Conference 2011

22. Exercise Younger children do not always get opportunities for outdoor play ◦ Restrictions at home and in school As students get older, many exercise less and less, girls in particular ◦ Many students opt out because of the competitive nature of sport 22 Jean Johnston, ILSA Annual Conference 2011

23. Meditation/Reflection/ Mindfulness Half an hour’s meditation each day is essential, except when you are busy. Then a full hour is needed.  Meditation actually comprises a family of techniques that go by different names (Zen, transcendental, Vipassana etc.) and different categories (concentrative, mindfulness, contemplative)  The core ingredient that underlies them all is the cultivation of attention  An avalanche of studies has shown that meditation has multiple positive effects on a person’s happiness and positive emotions, on physiology, stress, cognitive abilities and physical health as well as on other harder-to-assess attributes, like ‘self-actualisation’ and moral maturity (Sonja Lyubomirsky, 2007: 250-251) St Francis de Sales 1567-1622 23 Jean Johnston, ILSA Annual Conference 2011

24. Relaxation 24 Jean Johnston, ILSA Annual Conference 2011 HEALTH WARNING!!! Research shows that soaps in particular leave the viewer slightly depressed

25. Optimistic Thinking  Research shows that optimists are more likely to persevere in the face of difficulty PRACTICE Identify barrier thoughts Visualize a future where everything is as you wanted it to be – you’ve tried your best, worked hard and achieved your goals. Describe in writing what you imagine. Identify long-term goals and break them into sub- goals – if barriers come into your mind, generate resolutions 25 Jean Johnston, ILSA Annual Conference 2011

26. OPTIMISM OPTIMISM Optimism is not about providing a recipe for self-deception. The world can be a horrible and cruel place, and at the same time it can be wonderful and abundant. These are both truths. There is not a halfway point – there is only choosing which truth to put in your personal foreground (Lee Ross, quoted by Sonja Lyubomirsky, 2007: 110) 26 Jean Johnston, ILSA Annual Conference 2011

27. Signature Strengths Chris Peterson and Martin Seligman devised a classification system for character strengths This classification is based on strengths that are traditionally acknowledged as representing what is best in humanity Seligman referred to these as signature strengths and described their classification as “ a classification of the sanities” They provide a counterbalance to classifications of psychological illnesses 27 Jean Johnston, ILSA Annual Conference 2011

28. Happiness Challenge  Three Good Things  Wishing Others Well  Feeling and Communicating Gratitude  Practising Mindfulness 28 Jean Johnston, ILSA Annual Conference 2011

29. Three Good Things The student keeps a daily record of three good things that have happened during the course of the day. The events may be small, but the student recalls what happened and perhaps records her/his contribution to the event.  This foregrounds positive feelings in the student’s mind 29 Jean Johnston, ILSA Annual Conference 2011

30. Writing the Self  Writing regularly about oneself is extremely effective in boosting positive emotions  The writing does not need to be about happy events  Nettle (2005) believes that it is effective because writing gives us space to be more mindful of our thoughts 30 Jean Johnston, ILSA Annual Conference 2011

31. WOW! Wishing Others Well Give opportunity for students to: share/listen to good news choose a ‘person to be kind to this week’ (needs very careful management and mature students!) write a letter to a prisoner of conscience FEELING GRATITUDE Suggest that they might: Write a letter, visit or email someone to whom you are grateful for some thing and tell him/her how you feel 31 Jean Johnston, ILSA Annual Conference 2011

32. Random Acts of Kindness Closely related to WOW and to ‘Three Good Things’ is the idea of doing one unsolicited ‘Good Deed’ for another person each day. It could be:  Clearing the table  Picking up something that someone has dropped  Holding open the door  Washing the car  Putting out the wheelie bin  Doing the shopping – or one of thousands of other small but significant acts that make other people’s lives just a little bit more pleasant 32 Jean Johnston, ILSA Annual Conference 2011

33. Mindfulness We engage all the time in ‘future-mindedness’, or what Seligman calls ‘mindlessness’ Activity In order to bring our minds into the present, a simple breathing exercise for a few moments can help to focus the mind on the present. This is done by simply sitting quietly breathing in and out, watching the breathing and thinking simply of the breathing. If the mind strays away from the breathing, observe that it has happened and just return to concentrate on the breathing This has the effect of slowing down, relaxing and opening the mind 33 Jean Johnston, ILSA Annual Conference 2011

34. Mindfulness Practise with Younger Students Ruth MacConville has some lovely suggestions for younger students:  Mind in a Jar - Fill a clean glass jar with water. Point out its clearness to the children and compare it perhaps to your mind when it is quiet a peaceful. Now put in a little bit of sand and swirl it around. Now it’s like your mind when it’s busy, full of all kinds of thoughts. Quietly watch the sand as it sinks to the bottom and your mind clears  Rain Stick – this is a tube with beads or rice inside. The children take it in turns to turn the rain stick over and listen to the beads falling. Listen to the silence when the ‘rain’ stops (MacConville, 2008) 34 Jean Johnston, ILSA Annual Conference 2011

35. Flow  Flow is a term coined by the psychologist Dr Mihaly Csikszentmihalyi, an associate of Martin Seligman  It describes a state of optimal experience and involvement in an activity during which we are performing at our best  During flow individuals are completely involved in what they are doing; our skill level matches the challenges of the task, we feel compelled to persist at what we are doing until we get it right and we lose track of time  Flow provides an important pathway to happiness as it provides the deep satisfaction of successful engagement (Ruth MacConville, 2008) 35 Jean Johnston, ILSA Annual Conference 2011

36. FLOW Csikszentmihalyi, (2002) 36 Jean Johnston, ILSA Annual Conference 2011

37. CONDITIONS FOR ‘FLOW’ COMFORT ZONE STRETCH ZONE Scaffolding may be put in place to support weaker students in achieving FLOW in their work PANIC ZONE Tal Ben-Shahar (2007) This area equates to Lev Vygotsky’s Zone of Proximal Development/Learning (Vygotsky, 1978) 37 Jean Johnston, ILSA Annual Conference 2011

38. Setting Goals  Csikszentmihalyi (1990) explains that having meaningful goals and a clear sense of purpose is essential to attaining flow  Achievement of flow may be assisted in the classroom by:  the provision of clear goals and success criteria for all tasks that are set  allowing adequate time for the students may engage with each task 38 Jean Johnston, ILSA Annual Conference 2011

39. Well-Being and ‘Flourishing’ Well-Being Theory PERMA  Positive Emotion  Engagement  Relationships  Meaning  Achievement 39 Jean Johnston, ILSA Annual Conference 2011

40. Happiness, Flourishing and Flow in Learning and in Life 40 Jean Johnston, ILSA Annual Conference 2011

41. References and Further Reading Books Csikszentmihalyi, M. Finding Flow (1997) Csikszentmihalyi, M. Flow {2 nd Edition} (2002) Frederickson, B. Positivity (2009) Lyubomirsky, S. The How of Happiness (2007) MacConville, R.,Teaching Happiness (2008) Nettle, D., Happiness: The science behind your smile (2005) Seligman, M., Authentic Happiness (2003) Seligman, M., Flourish (2011) Thich Nhat Hanh, Happiness (2009) Websites http://www.evenhappier.com/docs/broaden-and-build.pdf http://www.fredrickson.socialpsychology.org http://www.positivityratio.com http://www.bbc.co.uk/2/shared/bsp/hi/pdfs/24_01_11_happiness_challenge_final http://www.actionforhappiness.org http://www.icepe.ie ( Teaching Happiness: Positive Psychology for behaviour and learning) http://www.authentichappiness.sas.upenn.edu/questionnaires.aspx 41 Jean Johnston, ILSA Annual Conference 2011