Attachment--and loss.

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Modern Applied Statistics With S

Erik Eriksen is a remarkable individual. He has no college degrees yet is Professor of Human Development at Harvard University. He came to psychology via art, which explains why the reader will find him painting contexts and backgrounds rather than stating dull facts and concepts. He has been a training psychoanalyst for many years as well as a perceptive observer of cultural and social settings and their effect on growing up. This is not just a book on childhood. It is a panorama of our society. Anxiety in young children, apathy in American Indians, confusion in veterans of war, and arrogance in young Nazis are scrutinized under the psychoanalytic magnifying glass. The material is well written and devoid of technical jargon. The theme of the volume is that it is human to have a long childhood which will leave a lifelong residue of emotional immaturity in man. Primitive groups and

Childhood and Society.

This article defines the construct of self-compassion and describes the development of the Self-Compassion Scale. Self-compassion entails being kind and understanding toward oneself in instances of pain or failure rather than being harshly self-critical; perceiving one's experiences as part of the larger human experience rather than seeing them as isolating; and holding painful thoughts and feelings in mindful awareness rather than over-identifying with them. Evidence for the validity and reliability of the scale is presented in a series of studies. Results indicate that self-compassion is significantly correlated with positive mental health outcomes such as less depression and anxiety and greater life satisfaction. Evidence is also provided for the discriminant validity of the scale, including with regard to self-esteem measures.

https://self-compassion.org/wp-content/uploads/publications/empirical.article.pdf

The Development and Validation of a Scale to Measure Self-Compassion

Psychology has long been enamored of the dark side of human existence, rarely exploring a more positive view of the mind. What has psychology contributed, for example, to our understanding of the various human virtues? Regrettably, not much. The last decade, however, has witnessed a growing movement to abandon the exclusive focus on the negative. Psychologists from several subdisciplines are now asking an intriguing question: "What strengths does a person employ to deal effectively with life?" The Handbook of Positive Psychology provides a forum for a more positive view of the human condition. In its pages, readers are treated to an analysis of what the foremost experts believe to be the fundamental strengths of humankind. Both seasoned professionals and students just entering the field are eager to grasp the power and vitality of the human spirit as it faces a multitude of life challenges. The Handbook is the first systematic attempt to bring together leading scholars to give voice to the emerging field of positive psychology.

Handbook of positive psychology

Positive education is defined as education for both traditional skills and for happiness. The high prevalence worldwide of depression among young people, the small rise in life satisfaction, and the synergy between learning and positive emotion all argue that the skills for happiness should be taught in school. There is substantial evidence from well controlled studies that skills that increase resilience, positive emotion, engagement and meaning can be taught to schoolchildren. We present the story of teaching these skills to an entire school—Geelong Grammar School—in Australia, and we speculate that positive education will form the basis of a ‘new prosperity’, a politics that values both wealth and well‐being.

https://www.westernsydney.edu.au/__data/assets/pdf_file/0008/512189/Seligman_Positive_Education.pdf

Positive Education: Positive Psychology and Classroom Interventions.

The Optimistic Child

Prevention of depressive symptoms in school children

After teaching cognitive and social-problem-solving techniques designed to prevent depressive symptoms, we followed 69 fifth- and sixth-grade children at risk for depression for 2 years We compared these children with 49 children in a matched no-treatment control group The prevention group reported fewer depressive symptoms through the 2-year followup, and moderate to severe symptoms were reduced by half Surprisingly, the effects of the prevention program grew larger after the program was over We suggest that psychological immunization against depression can occur by teaching cognitive and social skills to children as they enter puberty

Prevention of Depressive Symptoms in Schoolchildren: Two-Year Follow-Up

The purpose of this review was to evaluate whether the Penn Resiliency Program (PRP), a group cognitive-behavioral intervention, is effective in targeting depressive symptoms in youths. We identified 17 controlled evaluations of PRP (N = 2,498) in which depressive symptoms had been measured via an online search of PsycInfo, Medline, ERIC, and ProQuest Dissertations and Theses and by requesting data from PRP researchers. We combined effect sizes (ESs; Glass's d), using random effects models at postintervention and two follow-up assessments (6-8 and 12 months postintervention). PRP participants reported fewer depressive symptoms at postintervention and both follow-up assessments compared with youths receiving no intervention, with ESs ranging from 0.11 to 0.21. Subgroup analyses showed that PRP's effects were significant at 1 or more follow-up assessments among studies with both targeted and universal approaches, when group leaders were research team members and community providers, among participants with both low and elevated baseline symptoms, and among boys and girls. Limited data showed no evidence that PRP is superior to active control conditions. Preliminary analyses suggested that PRP's effects on depressive disorders may be smaller than those reported in a larger meta-analysis of depression prevention programs for older adolescents and adults. We found evidence that PRP significantly reduces depressive symptoms through at least 1-year postintervention. Future PRP research should examine whether PRP's effects on depressive symptoms lead to clinically meaningful benefits for its participants, whether the program is cost-effective, whether CB skills mediate program effects, and whether PRP is effective when delivered under real-world conditions.

/pdf/a-meta-analytic-review-of-the-penn-resiliency-program-s-2yn0k6pxo1.pdf

Jane E. Gillham

Papers

Positive Education: Positive Psychology and Classroom Interventions.

The Optimistic Child

Prevention of depressive symptoms in school children

Prevention of Depressive Symptoms in Schoolchildren: Two-Year Follow-Up

A Meta-Analytic Review of the Penn Resiliency Program’s Effect on Depressive Symptoms