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We think positive psychology is relevant in today’s society because it has helped many people, especially those of school age. For example, a mindfulness project was set up in schools in 2007. It’s now being taught in 12 countries, a 9 week course, used to improve well-being & concentration , whilst reducing stress & anxiety.A major benefit is that people who practice mindfulness are proven to have higher ethical/moral standards which will therefore create a more honest society. As mindfulness focuses on an individual’s strengths rather than on their mental health, it is appropriate for many different people.

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Leisure activities that increase flow are often prohibited due to lack of leisure time or financial costs

Difficult to assess the impact that movements such as ‘Action for Happiness’ has on UK society

To conduct objective research all variables would need to be controlled - eg. It may be tat wealthier people are attracted to movements and therefore beneficial outcomes may be due to their wealth rather than the programme itself.

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Difficult to prove a cause and effect relationship between happiness and health. - does happiness cause health or health cause happiness?

Positive psychology could be a significant influence in peoples health but there is difficulty in conducting research that draws clear conclusions

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Research proves that the idea ‘choose a job you love and you’ll never work a day in your life’ isn’t a new idea.

We must question whether positive psychology in the workplace has really offered us anything more than empirical support for an already known idea.

Work may make you happy but other aspects of work , eg having money, don’t appear to be relevant

Diener et al (1993) - found a modest correlation of +0.12 between income and happiness

In poorer societies, money is more important and work may be important for money rather than happiness. - only the developed world may have the luxury of seeking happiness through work

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Spence and Short (2007) - research does exist but tend to be based on small-scale/short-term interventions. Bringing ideas/technology into schools shouldn’t happen until larger research has been carried out

Seligman et al (2009) - admitted that further research in needed to ensure that programmes are ‘effective with students from a variety of socio-economic and cultural backgrounds’

Adding it to the curriculum means that other courses have to be dropped. Schools have limited budgets and curricular demands - can’t add positive psychology techniques without losing a different subject

Financial Times (2007)- means that society may end up paying more for students to leave school with fewer achievements

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Kubzansky and Thurston’s (2007)- followed more than 6000 men and women aged 25 to 74 for 20 years. Found that participants with high emotional vitality (a sense of hopefulness, enthusiasm and the ability to face life’s stresses with emotional balance) had a reduced fish of coronary heart disease.

Medical professionals might treat patients with advice on how to be happy

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Csikszentmihayli and LeFerve (1989)- by being more conscious of and more active in their use of leisure time, people increase their experience of flow and the quality of their lives

Many online projects aim to make U.K. society better.

Action for happiness- ‘a movement for posicitive social change. We’re bringing together people from all walks of life who want to play a part in creating a happier societ for everyone.’ - offered support for people with mental health but majority of site is about how to make life happier.

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Csikszentmihalyi and LeFerve (1989) - most people experience ‘flow’ situations 3x as much at work than during leisure because work environments offer more opportunities for positive experiences. THe also said if workers admitted that work can be more enjoyable that their leaisure time, the may work more effectively and improve the quality of their own lives.

Michale Csikszentmihalyi - showed that work can be a major source of our happiness. Using flow theory, he stated that we are happiest when we are involved in a challenge/learning new things because by increasing our skills/capabilities we are also increasing our self esteem.

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Seligman et al (2009) - propose that a positive psychology curriculum can improve valued skills, students well being and behaviour and engagement in learning/achieving.

Gillham et al (1995) - students on the Penn Resiliency Program showed reduced symptoms of depression compared to a control group. At 24 months after the program, 22% of PRP participants showed symptoms of depression compared to 44% of the control group.

Seligman et al (2009)- randomly assigned 347 15 year olds to a positive psychology curriculum or not. Found that PPC students had better social skills.

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Psychology is relevant - Green
Psychology isn’t relevant - Red

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Ethical, Social and Economic Implications

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Ethical, Social and Economic Implications

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Evidence of high costs to the economy due to unhappiness and stress. Staff sickness and presteenidm are estimated to cost the Uk economy £26 billion per year (Foresight Mental Capitala and wellbeing project 2008)

Oswald et al (2009) - happy workers were 12% more productive, suggesting a link between happiness and productivity

Happiness may seem to be expensive but in the long run it may produce savings - Boorman Review (2009) estimated the NHS could save £555 million with healthier work environments.