Positive psychology might sound new to so many that are not familiar with the developments in psychology. However, this field of psychology has been in existence for so long as humanistic psychology. It deals with the study of elements that make life valuable, and worth living. It keenly focuses on positive aspects of human life at various levels ranging from biological, relational, personal, institutional, and cultural aspects of human life. In other words, this particular branch of psychology is interested in fathoming the factors that are the building blocks to the wellbeing of human beings (Seligman, 2014). Many fields within clinical realms have widely applied the concept of positive psychology in treating patients that have behavioral problems. Secondly, mental disorders experts and psychiatrists have employed positive psychology as a means of helping them to treat patients. In the broader context of psychology, it has proven to be of high essence to most of the patients. Positive psychology should be incorporated into educational and clinical psychology practices.
Evidence 1
For a very extended period, clinical interventions have made attempts in solving some complicated cases. Though they have managed to address and explain some of the problems brought to them by patients, they can look to positive psychology as a remedy to their practice. Under some circumstances, it only takes a matter of looking into the wellbeing of the patients for them to get well. Basing on the principles of positive psychology, patients sometimes just to get to understand themselves well and find the ultimate source of happiness that will lead to their well-being. Some of the treatment solely lies within individual abilities and only takes a little of guidance and change of perceptions into how they handle situations.
Positive psychological interventions by Acacia Parks and Kristin Layous gives a complete shift of paradigm in dealing with individuals with psychopathological related problems. There is a need for practitioners to address the individual’s abilities and the right side of their lives rather than concentrating on the weakness and the wrong side of the problems. By so doing, an individual can find the strength that will ultimately lead to finding a remedy to their problems. (Park, Seligman, Rashid, 2006). One of the essential tenets of positive psychology intervention is to further happiness to reduce mental distress that makes individuals only to focus on their adverse situations and feel pity for themselves. Instead, it advocates for individuals to engross themselves in activities that promote happiness by looking at themselves positively (Layous, 2016). In the same vein, positive psychology would give an alternative approach in the field of clinical psychology for patients to have a remedy that is readily available to them under the guidance of the caregivers. Furthermore, it will change ways that have been traditionally used sometimes without bearing fruits.
Evidence 2
A lot of criticism has been brought forth by different critics that are questioning the implementation of positive psychology into schools. However, this policy gives a blueprint for learners to be able to understand themselves well and contribute positively to their academic performance. If the teachers a the apt offer guidance on how to implement the approach of positive psychology, then it is going to be fruitful and help the learners a lot in realizing their academic and personal potentials.
Contextual Positive Psychology: policy recommendation for implementing positive psychology into schools by Joseph Ciarrocchi et al. gives a blueprint for incorporating positive psychology into schools leaning programs, however there many obstacles that stand on the way of fully implementing positive psychology. One of the problems is that primarily focuses so much on the side an individual forgetting the real issues lies on the negative side and tendencies of an individual. It will therefore not be an apt approach to the learners for it not realistic in addressing the real problems by focusing on the right side (Peterson, 2009). Similarly, content-focused interventions are precarious experiential attachments. If so much focus is on the individual he or she may not relate to other for the self will automatically supersede the feelings of other by only focusing on one’s self.
Though many critics are opposing implementation of positive psychology into schools, there are many remedies for solving the problem raised by the critics before implementing the program into schools. In the same vein, several recommendations would come in handy in the implementation process. One of them is to create contexts aiming to offer learners a choice of making decisions on what is valuable. Secondly, assist young people to fathom their meaning with language (Joseph, 2016). Thirdly, it will help the young people to realize their outer and inner experiences to value their current choice and context.
There are many advantages of implementing positive psychology into schools that will help learners realize their full potential and help them improve their performance in academics. Similarly, it will help the learners with low self-esteem to appreciate themselves and have better future expectations.
Evidence 3
Cardiorespiratory complications have been a leading cause of death in so many patients suffering from the disease, several factors attributable to the condition that can be reduced by the use of positive psychology practice to the patients.
In the source, is flourishing well for the heart? The relationship between positive psychological characteristics and cardiorespiratory health, the researchers conducted several researchers to see the whether positive psychology indeed help reduce the cardiopulmonary complications. Unlike other studies held previously on men, this particular one included both men and women. The primary objective was on three principles. One was an analysis of many positive psychology elements such as respiratory parameters, cardiovascular parameters such as arterial stiffness (Adam, 2015). The variable include was observable in both men and women with the complications and those without in relations to positive psychological traits. The findings were such amazing, individual wellness and satisfaction in life directly related to reduced arterial pressure. Similarly, persons with high optimism connect to lower blood pressure. All the findings of the study prove beyond reasonable doubt that positive psychology contributes to the better functioning of the cardiorespiratory system of the body. If this particular research, it empirical proved that indeed positive psychology is a panacea to cardiopulmonary complications. It is therefore imperative for its incorporation in the field of clinical psychology to curb the cardiovascular and respiratory disease.
Counter Arguments
Many opponents of positive psychology have in equal proportions express their concerns about the ability of positive psychology offering a remedy to arresting some of the situations that are in the realm of psychology. In the first place, according to the early source proponents have not yet affirmed if indeed positive psychology can be entirely approached in treating the patients with psychopathological disorders. It will create as high illusion whereby individual so much focusing on their positive behavior and selves might not address the real problems that they are facing. It similarly makes the patients escape from reality that they are in suffering and ultimately create themselves a comfort zone that is precarious. In fact, in psychopathological disorders relates to distortion of truth, therefore, using the approach to handle patients with will only make matters worse instead of helping. Similarly where one patient might find this approach another may not see it fit. Therefore all clinicians and psychiatrists cannot solely liaise with this approach to handle every other case that is brought to them.
Apart from the arguments against positive psychology intervention, contextual positive psychology implementation into the schools have been met with critics saying that it will make learners have poor relations with each. The learners will have most of the time thinking of improving themselves, consequently creating a self-centered individual that do not care about others. Using the context focused has been termed by critics as a deadly thing for it decontextualizes the learners not to focus on their interaction with the environment. It further sidelines the negative traits of the learners that are important if addressed to avoid resurfacing of such harmful elements. Learners are posed to more dangers when they are left to feel that they are have everything right for them not to focus on improving their current context. It is some utopian realm for the learners that will now languish in their present problems by using positive psychology in finding a solution to whatever situation that they might be facing.
From source ( evidence) three, there have emerged several arguments of the correlation between the cardiorespiratory diseases and positive psychology. It may be empirically proven that positive psychology leads to lower tendencies of contracting such complications. However, it does not apply to situations where such difficulties emanate from internal bodily functions. There are many instances where individuals develop such disease from a different source other than those attributable to personal life. In such circumstance then it will not be imperative to use positive psychology in researchers or even try to establish a relationship between cardiorespiratory and the positive psychology.
Conclusion
In this paper, it was argued that positive psychology should integrate into educational and clinical psychological practices. One of the most fundamental element of human existence in fathoming a purpose for their life. Positive psychology is at the forefront of helping individuals with realizing their meaning of existence and make them change their mindsets about the challenges that they are facing. Since one of the factors that tenets are eudemonia which means good life (Seligman, 2009). Good life relates to wellbeing and proper functioning of a human being at all various levels. In this paper, three particular aspects of psychology prove beyond reasonable doubts the significance of integrating positive psychology in educational and clinical psychology.
In general, this paper has illustrated how the integration of positive psychology would impact these specific fields of psychology. Despite the extensive criticisms of positive psychology, this paper has interrogated the essence of having positive psychological into the respective areas to improve practices and handling of patients that have problems.
Summary of the paper
In this paper, there is sufficient explanation to illustrate the role and significance that so far positive psychology has played in various fields of psychology. Just right from the time proponents of positive psychology started implementing practices that are related to it, this has alluded to the several instances and programs that have been fruitful. Though in the course of implementation of such programs many critics have come out strongly to oppose positive psychology, there are many benefits associated with positive psychology that outweighs the disadvantage as this paper has illustrated.
In the first place, from the source used in this paper to corroborate the thesis statement, in the field of education positive psychology has inevitably impacted the life of learners that are suffering from challenges of low self-esteem making them gain a better understanding of themselves regardless of the circumstances that they are facing. Similarly, it has helped the teachers to help guide such students in learning to appreciate who they are instead of looking down upon themselves. Furthermore, this paper has illustrated the need for implementing positive psychology into classrooms (Joseph, 2016).
Regarding the field of clinical psychology, this paper has explained how there will be a tremendous change and improvement in the practice if positive psychology is integrated into clinical psychology as a method of treatment. To shed more light on the matter, research from the sources used in this paper have empirical proof that practicing positive psychology reduces cardiorespiratory diseases. Individuals with apt mental health are likely to live a life free from high blood pressure and cardiovascular-related disease. It all boils down to the practice of positive psychology that advocates for the pursuit of happiness by all human beings.
References
Adam, B. (2015). Is flourishing well for the heart? Relationships between positive psychological characteristics and cardiorespiratory Health. Anales de psicología, 55-56.
Joseph, A. e. (2016, October 10). Contextual Positive Psychology: Policy Recommendations for Implementing Positive Psychology into Schools. Retrieved from Frontiers in Psychology: http:www.frontiersin.org
Layous, A. (2016, March 5). Positive Psychological Interventions. Handbook of Clinical psychology: Applications and Methods, pp. 439- 446.
Peterson. (2009, January 5). Reclaiming Children and Youth. Positive Psychology, pp. 3–7.
Seligman. (2009). Authentic Happiness. New York: Free Press.
Seligman. (2014, July 2). An introduction. Positive psychology, pp. 279-298.
