Positive psychology, as a distinctive paradigm, focuses on the remedy of pathologies and, by contrast, the promotion of positive experiences and conditions in life (e.g., encouraging a state of flourishing). Positive psychology, in its simplistic form, may provide evidence and insightful understanding into the proactivity of human agency (Seligman, 1999; Seligman and Csíkszentmihályi, 2000). Drawing from this emphasis, we have developed the theory of optimization, which attempts to explain the achievement of optimal functioning in life (e.g., optimal cognitive functioning: academic performance). By the same token, in the course of our research development into the theory of optimization, we have also delved into a comparable theoretical orientation, namely: the multifaceted nature of mindfulness, consisting of three interrelated components – the psychological component of mindfulness, the philosophical component of mindfulness, and the spiritual component of mindfulness. This conceptualization of mindfulness is rather unique for its incorporation of both Western and Eastern knowledge, philosophical viewpoints, and epistemologies into one holistic framework.
This course is based on the reading-based online article, Advancing the Study of Positive Psychology created by Huy P. Phan, PhD et al. in 2020.
Publication Date
Frontier Psychology 11:1602
Course Material Authors
Course Material Authors authored the material only, and were not involved in creating this CE course. They are identified here for your own evaluation of the relevancy of the material this course is based on.
Huy P. Phan, PhD (Educational Psychology)
Dr. Phan is a Professor in the School of Education at the University of New England. Huy’s research interests and areas of expertise relate to cognition, motivation, and the proactivity of human behavior. He recently published a book with Oxford University Press, titled Teaching, Learning and Psychology (Phan & Ngu, 2019), which consolidates and reflects his previous and current research inquiries into the study of cognition, motivational processes, and psychosocial factors of human behavior and development. Many of his research projects, published in high-tier journals, involved quantitative data drawn from different sociocultural settings, and involved the use of complex causal modelling techniques (e.g., latent growth modelling).
Bing H. Ngu, PhD (Education)
Dr. Bing H. Ngu teaches both undergraduate and postgraduate pre-service Mathematics Education units at the University of New England. Her research interests and expertise include cognition and instruction-based on cognitive load theory, analogical learning, effective and ineffective instructional designs for mathematics learning, and human optimisation. She has published multiple articles in peer reviewed journals as well as book chapters.
Allison Brown holds a BS degree in Criminal Justice with a Psychology focus and a Master’s degree in Social Work from Loyola University Chicago. She is a Licensed Clinical Social Worker who currently works at a Long-Term Insurance company bringing clinical experience to claim processes. Additionally, she developed and continues to lead the Continuing Education Program for Social Workers and Nurses and often leads complex process improvement projects Prior to this, her primary focus was in mental health and worked in both the outpatient and inpatient settings providing support to adults with mental illness.
Recommended For
Counselors, marriage and family therapists, psychologists and social workers. This course is appropriate for all levels of knowledge.
Course Objectives:
After taking this course, you should be able to:
Describe the three distinct components of the recently developed model of mindfulness presented in this article.
Identify the rationale as to how aspects of the proposed model of mindfulness (e.g., reaching a state of enlightenment) could act to facilitate and optimize a person’s state of functioning.
Discuss the complex issue of methodology used for the study.
Availability
This course is available starting Mar 17th, 2022 and expires Jan 4th, 2030
Disclosure to Learners
Disclosure of Relevant Financial Relationships
CE Learning Systems adheres to the ACCME's Standards for Integrity and Independence in Accredited
Continuing Medical Education. Any individuals in a position to control the content of a CE activity –
including faculty, planners, reviewers, or others ― are required to disclose all relevant financial
relationships with ineligible entities (formerly known as commercial interests).
The following relevant financial relationships have been disclosed by this activity's planners, faculty, and
the reviewer:
Planners and Reviewers
The planners of this activity have reported that they have no relevant financial relationships.
Material Authors
Any relevant financial disclosures for course material authors can be found in the article.
Course Creator
Allison Brown, LCSW 149014591 – No relevant financial relationships.
Commercial support
There is no commercial support for this distance-learning course.
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