The Observer Effect: More Than Just Physics

Quantum mechanics introduced us to the startling reality that observation itself influences the behavior of subatomic particles. The famous double-slit experiment demonstrated that electrons behave differently when observed versus unobserved—a phenomenon that has puzzled physicists for decades. This “observer effect” suggests that consciousness itself may play a role in shaping physical reality, at least at the quantum level.

Positive psychology, meanwhile, emphasizes how our focus and attention shape our experience. When we direct our attention toward positive aspects of life—gratitude, strengths, opportunities—our subjective experience transforms. The parallel is striking: in both domains, the act of conscious attention appears to have transformative power.

Dr. Ellen Langer’s groundbreaking work on mindfulness demonstrates how heightened awareness can improve physical health outcomes, cognitive performance, and longevity. These findings suggest that, like the observer in quantum experiments, our conscious attention may influence physical processes in ways traditional science struggles to explain.

Quantum Entanglement and Human Connection

Another quantum phenomenon with psychological parallels is entanglement—where particles become connected such that the state of one instantly influences the other, regardless of distance. Einstein famously called this “spooky action at a distance.”

In human psychology, we see something remarkably similar in how we connect with others. Research by social psychologist James Coan shows that holding the hand of a loved one literally reduces pain perception and calms neural activity during stress. The concept of “limbic resonance,” where two people’s nervous systems synchronize during empathetic connection, mirrors quantum entanglement’s mysterious connectedness.

Barbara Fredrickson’s “broaden-and-build” theory of positive emotions suggests that positive states create an upward spiral effect, expanding our awareness and building resources that benefit others in our social network. Like entangled particles, positive emotional states appear to “infect” those around us, creating systems of influence that transcend simple cause-and-effect relationships.

Superposition and Psychological Flexibility

In quantum physics, particles exist in a state of superposition—simultaneously occupying multiple states until measured. This counterintuitive reality challenges our classical understanding of defined states and binary outcomes.

Psychological flexibility—a cornerstone of positive psychology approaches like Acceptance and Commitment Therapy—embraces a similar paradigm. The most resilient individuals maintain a kind of psychological superposition, holding multiple perspectives simultaneously and adapting their responses based on context rather than rigid rules.

Research by Todd Kashdan suggests that psychological flexibility strongly predicts wellbeing and life satisfaction. Those who can hold contradictory emotions simultaneously (such as grief and gratitude) and shift perspectives based on situational demands demonstrate greater resilience to life’s challenges.

The Quantum Zeno Effect and the Power of Attention

The quantum Zeno effect describes how a particle’s decay can be inhibited by measuring it frequently enough—essentially “freezing” its state through observation. This strange phenomenon suggests that consistent attention can stabilize quantum states.

In psychology, we see a parallel in how consistent attention to positive states can “stabilize” them in our experience. Mihaly Csikszentmihalyi’s research on “flow” states demonstrates how focused attention creates a self-reinforcing cycle of engagement and satisfaction. Similarly, mindfulness practices train us to sustain attention on present-moment experience, effectively “freezing” our awareness in a state of acceptance and curiosity.

Rick Hanson’s work on “taking in the good” leverages this principle, showing how intentionally focusing on positive experiences for extended periods literally rewires neural pathways, creating lasting changes in brain structure and emotional tendencies.

Uncertainty Principles in Science and Selfhood

Heisenberg’s uncertainty principle states that we cannot simultaneously know a particle’s position and momentum with perfect precision—the more precisely we measure one, the more uncertain the other becomes.

Similarly, in psychology, we find that rigid self-concepts often limit our growth and adaptability. Those with fixed mindsets (as described by Carol Dweck) struggle when faced with challenges that contradict their self-image. Conversely, those embracing an uncertain, evolving sense of self—what Buddhism calls “anatta” or “no-self”—often demonstrate greater psychological flexibility and resilience.

Recent research in developmental psychology suggests that embracing uncertainty about oneself and one’s future may actually enhance creativity and problem-solving abilities. When we hold our identities lightly, we remain open to possibilities that rigid self-concepts might exclude.

Practical Applications: Quantum-Inspired Positivity

How might these parallels inform practical approaches to wellbeing? Several emerging practices bridge these domains:

1. Quantum Mindfulness: Practices that cultivate awareness of the observer effect in daily life, noticing how attention itself shapes experience.

2. Entanglement Meditation: Techniques focusing on interconnection and how emotional states ripple through social networks, cultivating compassion and social responsibility.

3. Superposition Thinking: Cognitive flexibility exercises that train the ability to hold multiple perspectives simultaneously, enhancing creative problem-solving and emotional resilience.

4. Uncertainty Training: Practices that build comfort with ambiguity and the unknown, reducing anxiety about the future and enhancing adaptation to change.

Conclusion: A Convergent Future

While we must be careful not to overstate the connections between quantum physics and psychology, the parallels offer fascinating avenues for future research and intervention development. As quantum computing advances our understanding of consciousness and as positive psychology refines its measurement of subjective experience, we may discover that these fields are more deeply connected than we currently realize.

The most exciting possibility is that positive psychology practices may someday be understood not merely as subjective interventions but as processes that influence physical reality through quantum mechanisms we are only beginning to understand. As physicist John Wheeler proposed with his “participatory universe” concept, consciousness itself may be fundamental to reality—not an emergent property but a primary force shaping our world.

In this convergent future, the ancient wisdom that our thoughts create our reality may find unexpected support in the most advanced physics of our time. The boundary between mind and matter, between observer and observed, continues to blur—revealing a universe more interconnected and responsive to consciousness than we ever imagined.

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Paul became a beacon for those searching for purpose, bringing together research and personal insight. From his meaningful work on Meaning-Centered Therapy to his generous mentorship of students and colleagues, Paul helped countless people see their potential, find hope in hardship, and understand that true well-being is so much more than just feeling good.

Those who knew him were touched by his warmth and humour.  Even during his battles with his own health, he remained a tireless source of support and positivity for others, embodying the very resilience he taught. Paul had a unique gift for making everyone feel seen and heard, always ready with a word of encouragement or a fresh perspective on life’s mysteries.

Paul’s influence will live on in the countless lives he touched. His teachings, his kindness, and his unwavering belief in the power of meaning will forever remain in our hearts. He lived a life filled with meaning,  purpose and joy and encouraged us all to do the same.

‘We Are The Positive Psychology People’

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What if everyone was born a hero? What if it’s just a matter of tapping into that potential? According to Joseph Campbell (1949), we are all heroes of our own stories.

In Joseph Campbell’s book, ‘The Hero with a Thousand Faces,’ he explores the concept of heroism beyond individual acts of bravery. This pattern, known as ‘the hero’s journey,’ follows a specific path that ordinary people take when they are called to embark on a challenging and unfamiliar adventure. Along this journey, they face trials, tests, and challenges that ultimately transform them. Finally, the hero returns to their original world, now as a changed and heroic individual (Campbell, 1949). Campbell described the function of the journey as necessary, designed to ‘wake you up’ (p. 12). This hero’s journey consists of three stages: departure, initiation, and return

Stages of the Hero

As the hero begins their journey, they are immersed in a familiar, ordinary world. Everything is normal, and nothing unusual has happened. It is the ‘pre-period’, before traumatic events, illnesses or injuries, for example, occur.

Departure: This stage represents the beginning of the journey. It begins with a certain event or situation that serves as a ‘call to adventure’. The call ‘signifies that destiny has summoned the hero and transferred their spiritual centre of gravity from within the pale of his society to a zone unknown’ (Campbell, 1968, p. 58). It is possible for the traveller to initially refuse the call due to a fear of potential dangers, involving leaving their comfort zone, embracing new challenges and venturing into the unknown. This phase often includes an initial struggle, doubts or obstacles to overcome. When the call to adventure arises, it presents an opportunity for individuals for personal growth and transformation (Campbell, 1968).

Initiation: In this phase, the hero encounters a series of challenges, trials, and victories that provide valuable opportunities for growth, learning, and self-discovery. Each obstacle faced serves as a steppingstone towards the hero’s transformation and personal development. This stage often culminates in a final and formidable challenge that symbolises a metaphorical death or rebirth. Through this transformative experience, the hero emerges with enhanced strength, wisdom, and knowledge, ready to embrace their heroic role with a renewed sense of purpose.

Return: The final stage of the hero’s journey involves returning transformed to their ordinary world. The individual integrates the lessons learned and experiences gained throughout the journey and applies them to their daily life. According to Campbell (1949), the hero who has undergone transformation possesses an elixir that holds the power to restore the world. This elixir represents their increased wisdom and strength. It becomes a source of inspiration for others. By imparting their wisdom and offering guidance, these transformed heroes become catalysts for growth and transformation in others.

Discussion

The transformation and return of the traveller on a hero’s journey parallel the idea of post-traumatic growth (PTG), a phenomenon where individuals may experience positive outcomes from trauma (Tedeschi & Calhoun, 1996). Exploring the theoretical link between the hero’s journey and PTG offers an intriguing parallel, but how do they compare?

The psychology of PTG and the metaphor of the hero’s journey suggest that despite the disruptive nature of trauma in our lives, we can embark on a new narrative and redefine our identity (Horowitz, 2018). Both the hero’s journey and PTG share a common focus on personal transformation and growth in the face of adversity. Both frameworks advocate for a shift in perspective. This shift allows individuals to tap into their inner strengths (Calhoun & Tedeschi, 2006), embark on a journey of self-discovery (Lindstrom et al., 2013) and develop new qualities and abilities (Malhotra, 2016).

In the hero’s journey, the traveller undergoes various trials, confronts their fears and ultimately emerges transformed, often with newfound wisdom and personal growth. Similarly, PTG proposes that individuals can experience positive changes in the domains ‘personal strength,’ ‘new possibilities,’ ‘relating to others,’ ‘appreciation of life,’ and ‘spiritual change’ following trauma (Tedeschi & Calhoun, 1996). In alignment with Campbell’s concept of the ‘Master of Two Worlds,’ PTG doesn’t aim to erase past experiences and trauma but rather acknowledges their repercussions, placing emphasis on the strength derived from them. As per Campbell (1949), the hero retains the skills acquired through adversity, integrating them into their ‘ordinary world.’ Consequently, upon the hero’s return, one is likely to undergo personal strength, explore new possibilities, foster improved relationships with others, cultivate an enhanced appreciation of life, and undergo spiritual change.

The combination of these frameworks offers a powerful perspective on the potential for PTG and reinvention following traumatic experiences, providing trauma survivors with a sense of direction and progress within their recovery process. As therapist Estelle Frankel (2003) highlights, ‘Knowing we are on a journey that has distinct stages, and being able to ‘name’ these stages, helps us place our personal experience within a larger context’ (p. 77). This insight can empower individuals to consciously incorporate the stories and wisdom of others into their healing process, providing comfort, inspiration, and encouragement as they navigate the challenges of trauma recovery.

Nonetheless, the hero’s journey fails to adequately highlight, for example, ongoing challenges, feelings of hurt, negative emotions, and moments of doubt that individuals can still experience even after they have returned to the ordinary world. The process of recovering from trauma is not a linear path (Schmelzer, 2018); instead, it resembles more of a spiral, where the ‘return’ stage is merely a temporary pause before starting the cycle again from the ‘departure’ stage with a newfound perspective.

Conclusion

Throughout history, heroic stories have provided us with valuable wisdom and inspired us to grow and find courage in our own lives (Allison & Goethals, 2016). For some trauma survivors, their experiences mirror the trials and triumphs of these heroes and affirm the profound connection between myth and the human experience. As a society, we have the opportunity to reshape their narrative through the lens of resilience and strength, helping survivors realise that they are the true heroes of their own healing journey. By reframing their experiences, we provide a powerful framework for survivors to navigate their recovery with a sense of empowerment and hope (Williams, 2019).

About the Author: Sandra Gut is a 2023 MAPP graduate from Buckinghamshire New University, currently working in the field of Cosmetic Science. She is passionate about character strengths, resilience, and post-traumatic growth. She advocates healing and personal growth, enjoys adventures around the world, and maintains a healthy lifestyle in the gym.

References

Allison, S. T., & Goethals, G. R. (2016). Hero worship: The elevation of the human spirit. Journal for the Theory of Social Behaviour, 46(2), 187–210. https://doi.org/10.1111/jtsb.12094

Calhoun L. G. & Tedeschi R. G. (2006). Handbook of posttraumatic growth: research and practice. Lawrence Erlbaum Associates.

Campbell, J. (1949/1968). The hero with a thousand faces. Princeton, NJ: Bollingen Foundation.

Frankel, Estelle. “Life as Sacred Narrative.” Tikkun 2003: 77. Literature Resource Center. Print.

Horowitz M. (2018). Redefining Identity after Trauma or Loss. Psychodynamic psychiatry, 46(1), 135–144. https://doi.org/10.1521/pdps.2018.46.1.135

Lindstrom, C. M., Cann, A., Calhoun, L. G., & Tedeschi, R. G. (2013). The relationship of core belief challenge, rumination, disclosure, and socio-cultural elements to posttraumatic growth. Psychological Trauma, 5(1), 50-55.

Malhotra, M., & Chebiyan, S. (2016). Posttraumatic Growth: Positive Changes Following Adversity – An Overview. International journal of psychology and behavioral sciences, 6, 109-118.

Schmelzer, G. L. (2018). Journey through trauma: A trail guide to the 5-phase cycle of healing repeated trauma. Penguin.

Tedeschi, R. G., & Calhoun, L. G. (1996). The Posttraumatic Growth Inventory: Measuring the positive legacy of trauma. Journal of Traumatic Stress, 9(3), 455– 472. https://doi.org/10.1002/jts.2490090305

Williams, C. (2019). The Hero’s Journey: A mudmap for change. Journal of Humanistic Psychology, 59(4), 522–539. https://doi.org/10.1177/0022167817705499

‘We Are The Positive Psychology People’

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For this blog post I want to deviate away from focusing on the individual to reflect on what it might mean to apply a positive psychology intervention at the community-level. As a researcher and practitioner embedded in third wave positive psychology I’m moving towards asking questions about the impact interventions have on whole communities and not just the individual. This post will cover individual and community-level interventions by sharing what these are, and considering whether third wave positive psychology should care about positive communities and not just the individual.

Individual and community-level interventions

When Marty Seligman first started talking about positive psychology over twenty years ago he included positive communities. Currently positive psychology is said to be in its ‘third wave’ meaning it is now concerned with systemic and environmental factors. Yet for the most part we are still focused on the individual. At an individual-level a positive psychology intervention (PPI) aims to promote positive life experiences, such as flourishing, in the individual. Definitions differ but overall the individual is invited to experience such interventions as gratitude, strengths development, resilience growth, compassion, and meaning. Often the end game is to improve psychological or subjective wellbeing.

Some of these PPIs are likely to have a knock-on effect towards the people that surround the individual, and this ‘pay-it-forward’ outcome is an implicit expectation for PPI application. Yet recent criticism points out that PPIs are often undertaken by privileged members of the population, with little regard to whether a PPI might actually harm or disadvantage other people less fortunate. A personal vex of mine is the extensive use of young college students as participants in studies! So much of our empirical data is based on how these often privileged individuals react. If we instead think about the real balance of people within our communities we can instead work with ‘real’ people for whom we can have the biggest impact.

Community-level interventions are less often discussed and developed. They have been described as targeting civic virtue and institutions, such as collective responsibility and altruism in specific locations and services. These types of PPIs may be found in education, organisations, healthcare, or the local community itself, and aim to benefit the group and not just the individual. It inevitably involves political and economic outcomes when applying a PPI.

What would constitute a community-level intervention?

Many of the current PPIs still target individuals but as part of a group, such as in an organisation where a team of employees may spend time developing their collective strengths or undertake compassion-focused mindfulness activities. Very few of these types of interventions have an objective of improving the wellbeing of the whole group. In fact, often as a practitioner I see PPIs being used with a view to helping people cope with the dysfunction of the group.  Very rarely do they address social conditions and fairness.

Positive education may be one place where positive psychology can start thinking beyond the individual by explicitly considering disadvantages in society, and actively discussing how PPIs might actually harm some populations. We need to discuss the power differentials between different groups and not assume that everyone will benefit from gratitude when some people have no voice in society. We could develop educational resources which explicitly recognise that there are disadvantages in society and our communities, not take a ‘neutral’ position, and look for ways to support all corners of society to be an active participant.

Part of this could be to work with whole communities to determine the community strengths and to shape the local area by highlighting the strengths that have been identified. Of course, taking a second wave and third wave approach means we also look at the barriers and toxicity in the community and ensure that the strengths work reduces the impact of these factors.

Another area to influence is public policy. How many of us read policy documents about wellbeing and vulnerable social groups, and ask what the big issues are facing our communities right now? What we could do is speak to the policy makers and think about how PPIs might help address some of the issues being faced. Even if you do not talk to policy-makers, is it possible to think about how a PPI might be scaled up to become a community-level intervention by working with community organisations to deliver courses and host workshops?

Why should positive psychology care about positive communities?

If we are to truly embrace diversity, social inclusivity, and do what I know we all want to do; make a real difference, then thinking about how our work and our PPIs are affecting not just the people we are working with but affecting (negatively) other people, is the first step towards a third-wave applied positive psychology and the beginning of a journey into developing community-level interventions.

Further reading

Davey, R. C.et al. (2011). The impact and process of a community-led intervention on reducing environmental inequalities related to physical activity and healthy eating- a pilot study. BNC Public Health, 11:697

Hillier-Brown, F.C. et al. (2014). A systematic review of the effectiveness of individual, community, and societal-level interventions at reducing socio-economic inequalities in obesity among adults. International Journal of Obesity, 38, 1483-1490

Montiel, C. et al. (2021). Fostering positive communities: A scoping review of community-level positive psychology interventions. Frontiers in Psychology

Proctor, C. (Ed.) (2017). Positive psychology interventions in practice. Springer

Ryff, C. D. (2022). Positive psychology: looking back and looking forward. Frontiers in Psychology

Worth, P. (Ed.) (2022). Positive psychology across the lifespan: An existential perspective. Routledge

Read more about Lisa Jones and her other articles here

‘We Are The Positive Psychology People’

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I am not a neuropsychologist. However, as a clinical and coaching psychologist, I share a number of insights with clients on the way the evolved brain can impact wellbeing. These can be extremely helpful in normalising the challenges we face in everyday life, understanding how problems with mental health can arise and providing routes to address them. In this blog I highlight the key issues as I see them, noting that neuroscience is really complex, we don’t have the full picture yet and what is presented here is a huge simplification intended to be helpful but “held lightly”. I draw on the work of Paul Gilbert (2014), Ryan and Deci (2000) and Acceptance and Commitment Therapy.

The legacy of evolution

As humans evolved, a number of characteristics became embedded in the way our brain and body worked because these made it more likely that the individual would survive and reproduce. These characteristics were relevant to the context of man in a hunter-gatherer, survival based world. They persist as part of our biological inheritance because change at this level takes a long time to happen so there is a significant lag. Indeed our context in modern society changes so fast I wonder if our biology will ever catch up! The point is that some of the design adaptations of the human brain and body don’t work as well in the 21st century as the environment they were developed to work in. Plus some of our “newer” human abilities such as verbal behaviour and higher level cognitive functioning can interact with the older programming in ways which can have potentially problematic effects. These are the four main issues and I relate the first three particularly to self-determination theory which suggests that our basic psychological needs involve autonomy, competence and relatedness (Ryan & Deci 2000, See my previous blog, January 2019).

Threat

Our brain is a “don’t get killed machine” (Harris 2008). Fundamentally we are programmed to put survival ahead of other priorities, which makes sense in an evolutionary context. When we perceive threat the body responds by preparing us to fight, flee or freeze by activating particular nervous system pathways and hormones. The freeze response occurs in extreme circumstances where it is judged neither fighting nor running will work and playing dead is the best option.

However, the brain doesn’t distinguish between social and physical threats, so in modern society threats can be perceived everywhere, all the time and they don’t always have an end point (get eaten or escape). The evolutionary threat response was designed to be a disaster only red button but can become an ongoing alarm that never stops. This has negative implications for the effect on our physiology which manifests in the long term effects of stress related diseases. Also running away is an appropriate response to physical threat but our thoughts and emotions go with us so trying to run away from them (through avoidance) doesn’t really work. There are two key potential issues which are especially  pertinent in relation to wellbeing:

• Bad is more important than good (the negativity bias): We notice, attend to and respond to threat signals more than information that things are going well. This is fine if you are being chased by a sabre-toothed tiger but not so helpful if the “threat” is a social one such as your colleague getting a better phone than you. You still experience the increased adrenaline, cortisol and other physiological changes you would need to run for your life, although no physical running is required. Our programming also tends to make us laser focus on the perceived bad thing that has happened and we can then fail to notice good things such as a compliment from our boss. We can try to counteract this issue by keeping challenges in perspective and noticing the good things in our lives.
• Short term is more important than long term: Evolutionarily speaking, if you stand on that poisonous snake today, it doesn’t matter if you drop the bucket you need for fetching water tomorrow. We are programmed to give more weight to short term consequences than long term ones, especially in relation to threat signals. Again, great if you are running away from a black mamba but not so adaptive if you’re drinking a bottle of wine to escape feeling miserable and not considering that you will have a hangover tomorrow and probably feel even more miserable having beaten yourself up for drinking too much. We can address this by learning skills to manage emotions and developing healthy problem solving skills.

This threat oriented bias, in my view, relates to the underlying fundamental psychological need for autonomy and control (Ryan & Deci 2000). We need to feel we have freedom to protect ourselves, therefore it is very easy for anything which undermines our sense of autonomy and control, even if it is not related to physical survival, to feel like a threat triggering our biological responses in an unhelpful way.

Drive

An evolutionary need, secondary to avoiding threat, is the drive to get the resources we need to survive such as food, water and shelter. An impact of this is that our brains have become programmed to be very goal driven and oriented to strive for the next target. It’s not enough to get food for today, we also need to think about it again tomorrow. As a result once we achieve a target we adapt very quickly to the changed state which allows us to re-initiate the drive to move onto the next priority.

The basic psychological need of competence relates to this. We need to feel we have good enough skills to get the resources we need to survive, thus anything which undermines our feeling of competence can be perceived as a threat to wellbeing. Again, this programming works well enough in a society where the drivers are around basic necessities. In a world where we are exposed through advertising and social media to endless “wants” which are purported to improve our life but may be unachievable, our driven nature can lead to dissatisfaction rather than life enhancement.

In addition, our evolutionary beneficial ability to rapidly adapt to a changed situation does us no favours in a complex social world. Even if we get something we have been aiming for such as a new car or a promotion, we quickly adapt to this and are on to the next goal. This leads to what is known as the hedonic treadmill where we constantly need to keep running and getting / achieving new things to maintain our level of happiness and satisfaction. We can address this by being mindful of our goals and making sure they are in line with our values (rather than what we think we should be/do/ have). We can also be aware of this tendency, slow down and celebrate our success through savouring rather than discounting our achievements in the rush to the next thing.

Connection

At the next level of abstraction, we are programmed for social connection. In evolutionary terms being rejected by the tribe and being alone vastly reduces your chance of survival and reproduction. Thus we have become hardwired to favour emotions, behaviours, cognitions and physiological responses that promote connection. This underlies the basic psychological need of relatedness (Ryan & Deci 2000). We want to be part of the in-group and anything which presents a threat to this triggers our physiological stress responses. This might work quite well if you are trying to integrate into one community and need to understand how to fit in and access resources, protection and a mate. How much more complicated is it when you are part of so many different social groups all with different expectations? The opportunities for social comparison and not aligning with particular group rules in our modern connected world are boundless and consequently so are the opportunities to perceive social pain which is equivalent to physical pain and threat. We can counter this by understanding and connecting to our values, developing a coherent sense of self and learning to manage our engagement with different types of groups in line with this.

Verbal behaviour and cognitive processing

The human ability to think, communicate, co-operate, learn, plan, predict and problem solve has given us a huge advantage in not only surviving but thriving and mastering our environment. This does have some potential downsides which can impact wellbeing. Firstly, we operate on autopilot a lot more than we might think. The amount of data we have to process is huge. We would not be able to be fully aware of it all so many processes operate below the level of consciousness. We need to be aware that these influence our decisions, beliefs and interactions.

Our brain has developed shortcuts which help us handle the information processing load, this coupled with our verbal/ symbolic abilities can lead to bias. Human language implicitly includes meaning making which relates to context and also infers relationships between objects. Both of these factors can cause problems with our mental shorthand. For example sales of Corona beer went down during the CoronaVirus pandemic due (probably) to unconscious linking of Corona equals bad across context. Whilst we need these mental techniques, they can promote thinking errors and biases which can impact how we interact with others and the world in a way that can be detrimental to our own or others wellbeing.

Our underlying assumptions about the world derived from our learning history and these cognitive quirks can lead to sometimes unconscious self descriptions, judgements and rules. These can be helpful in many situations but may cause problems if applied too rigidly. For example “ If I work hard I will be rewarded financially. Financial rewards allow me to support my family. Providing for my family makes me and them happy. My family is not happy (which activates threat, drive and connection responses) so I need to work harder”. So the person works longer hours and does not explore other options about the family unhappiness such as spending little time together. As the family becomes more unhappy it is easier to spend more time away from home to avoid the difficult emotions there and wellbeing deteriorates.

Many of our culturally influenced assumptions such as “I should be happy, if I’m not happy there’s something wrong with me and I should be able to control my thoughts and feelings” combined with our threat response to avoid danger (difficult feelings and lack of control) can predispose us to struggle with our wellbeing.

We can address this by fostering mindfulness to help us be aware of the messages our mind and body are giving us in a non judgemental way. We can also become aware of our personal learning histories, narratives and bias through self reflection which increases the chance we can spot these and not allow them to hijack our decision making in an unhelpful way. Most of all we can acknowledge that being human is difficult and our underlying neuropsychology doesn’t always help us. Consequently we need to treat ourselves with compassion as we try and learn to operate effectively in a world we weren’t really designed for.

Conclusion

All of us have to deal with the issues outlined above and I hope this has been helpful in highlighting what to look out for. The good news is that our brain can learn new ways of responding, even into old age, that can help counteract these patterns and help us move towards a more fulfilling life.

References

Gilbert, P. (2014). The origins and nature of compassion focused therapy. The British Journal of Clinical Psychology, 53(1), 6–41

Harris, R. (2008).  The happiness trap. Robinson

Ryan, R.M. & Deci, E.L. (2000). Self-Determination Theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68-78.

Read more about Sarah Monk and her other articles HERE

‘We Are The Positive Psychology People’

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In this blog I look at the role of control in our wellbeing and talk about my model of the things we can control with a practical example of how this might be used to support mental health.

Is control good for us?

Most of us like to feel in control. It helps us feel safe and ordered. Ryan and Deci (2000) highlight autonomy as a key psychological need (along with competence and relatedness, see my previous blog on Self Determination Theory for more detail). The fulfilment of this need for autonomy is associated with good mental health and improved motivation, whereas when it is blocked, motivation and wellbeing decrease. Autonomy involves the idea that we are in control of our actions, we are free from pressure from others and we have the ability to make our own choices. When we have this sense of this control, we feel authentic which boosts eudaimonic wellbeing. Many types of psychopathology stem from people seeking control in maladaptive ways when it is blocked in important areas of their lives. Obsessive Compulsive Disorder (OCD) and eating disorders can be extreme examples of this.

How much control do we really have?

So a sense of autonomy is good for us. But how realistic is this in everyday life? Often external circumstances can’t easily be changed and we certainly can’t control other people’s attitudes and behaviour, although we can sometimes influence them by how we act.

Actually even our own thoughts, feelings and bodily sensations are also not as much under our control as we might like to think. For example, if I tell you not to think of a white bear, what pops into your head? A white bear! Likewise we can’t just erase specific memories because we want to, or make ourselves feel a certain way about people or things just because we feel we should (telling someone to calm down hardly ever works!). Trying to hang on to control of thoughts, feelings and situations too rigidly or unrealistically can lead to us feeling stressed and struggling with or avoiding the associated difficult emotions. In Acceptance and Commitment Therapy (ACT) this is known as “The control agenda” and is a key element of many mental health problems. (See my previous blog on ACT).

Unfortunately, Western culture in particular presents an image of autonomy as linked to achievement and success. We tend to feel we should be in control of things and that this is a, or even the only, route to happiness. In fact research shows we overestimate our ability to control outcomes for ourselves and this holds across culture and gender even though the way in which we exercise control may vary. For example, in collectivist cultures people have more optimism about positive outcomes through cooperative Vs individualistic action. This pattern also tends to be found for women vs men across cultures but in all cases people are still subject to what is known as the “the control illusion” (Yamaguchi et al.2005). That is, believing we have more influence over positive outcomes than we actually do. This optimistic bias could be seen as helpful in an evolutionary sense, it stops us giving up when things are hard and thus maximises our chances of survival with the opposite stance of pessimism and helplessness being associated with depression or anxious avoidance (which can be adaptive in certain circumstances but often isn’t).

However, if we believe we should be able to impact outcomes more than we actually can, inappropriate expectations could lead to frustration and disappointment. If these difficult emotions are not managed correctly we could again be on the road to mental ill health.

As is often the way in psychology, it’s all about balance. So understanding what we can and can’t control and knowing when to persist and when and how to “learn and let go” is key.

What can we control?

If you search on any web browser you can find extensive lists of the things you can and can’t control. Psychological advice suggests you focus on the things you can control. In my experience, what you can control boils down to the following five things. Everything else can at best only be influenced.

Having failed to find a suitable acronym, I call this the 2 I, 3A model and as ACT practitioners can see it is firmly rooted in the core ACT processes of psychological flexibility.

What we can control is:

• Intention: Knowing what really matters to us (our values) and how we want to treat ourselves, others and the world is something we are free to decide. Setting your intention for the particular context you find yourself in by asking “What is the most important thing to me in this situation?” is within your control. How things actually work out may not be, but your intention is your own.
• Attention: Where we focus our attention makes a huge difference to how we feel and function. When we become too future focused we can become anxious about uncertain outcomes. When we focus too much on past problems we can become mired in regret. The balance between unhelpful rumination and carefully thinking through a problem can be quite small. However, monitoring how much of our time and attention we are prepared to give to an issue and when it is healthy to switch to focus on something else is within our control. In addition, the choice to engage our attention with things we know that nurture us is also free to all. The form this takes will be different for everyone (perhaps walking in nature, chatting to a friend, reading a book, playing football, listening to music, appreciating your cup of coffee etc)
• Interpretation: How we choose to frame what happens to us can really impact our experience. For example, “did my friend really ignore me or were they just distracted and didn’t see me?”. How you interpret the situation is a choice, sometimes even irrespective of “the truth” if that exists. This leads to another “I” question, “Is there another more helpful way of looking at this?” This links to perspective in terms of time, place and person (see more in my blog on perspective).
• Acceptance: Being willing to allow the difficult emotions that come with things not going our way and to be present rather than falling into “the control agenda” of experiential avoidance is within our control (links back to attention). Life is inevitably hard at times and acknowledging and making room for suffering rather than denying it is a choice. Our ability to manage painful emotions is something we can learn and seek support with. When we can’t control outcomes we can manage our feelings in a realistic and kind way.
• Action: Our body can take action even if we are not feeling at our best or struggling with difficult thoughts or emotions. Even if you are angry with someone you care about you can still choose to act lovingly towards them. Acting in line with our true values is not only something we can choose to do, it supports our wellbeing when we do it.

An example

To try and help illustrate how this might be helpful, here’s an example from my own life. I recently went on holiday to France with my family. The weather was not great and certainly not as warm as usual. I found myself starting to get stuck ruminating on this and feel really annoyed and resentful that “my one holiday a year was being ruined”. I was struggling to control something that can’t be controlled, the weather. So I looked at what I could control.

First of all I acknowledged this futile struggle and the impact it was having on me (attention). Checking the weather forecast 10 times a day and being annoyed when it hadn’t changed was just making me feel worse. I worked on accepting and allowing the feelings of frustration and disappointment to be there in my body rather than fighting them. I looked at my interpretation of the situation and the unhelpful thoughts that went with this. What did having a good holiday actually mean? Sure sitting in the sun could be part of that (and I was rigidly holding onto this expectation despite reality) but it wasn’t all that being on holiday meant to me. Holiday for me is also about rest, reading, connecting with my family, enjoying food and being in a beautiful, peaceful place surrounded by nature. I also considered that as half of Europe was struggling with serious fires my issues were pretty minor. So I set my  intention to engage in what really mattered to me in this situation. I could still spend time with my family talking, playing games, going for days out, watching movies etc rather than focusing on obsessing about the weather. I could still swim which I love doing (even though it wasn’t really hot enough to sit and dry off afterwards). I could still enjoy the quiet and beauty of my surroundings, sit in the hammock and watch the birds (while wearing a jumper). I could still read all the wonderful books I’d brought with me rather than scrolling through social media (just because I was inside where there was Wifi).

So I turned all these intentions into action and carried them out. It was not always easy to act on my intentions, my disgruntled thoughts and emotions hijacked me at times. This process is not a magic wand; it requires mindful attention and constant revisiting the mental processes until you break out of your unhelpful cycle. Would it have been nice if the weather was better? Yes. Was my holiday ruined? No it wasn’t, I still had a lovely time by focusing on and engaging in the things I could control and letting go of those unhelpful expectations that were getting me stuck.

Conclusion

I hope this small example helps you understand more about how the idea of control can help and hinder our mental health and what we can do to address this.

References

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68

Yamaguchi, S., Gelfand, M., Ohashi, M. M., & Zemba, Y. (2005). The cultural psychology of control: Illusions of personal versus collective control in the United States and Japan. Journal of Cross-Cultural Psychology, 36(6), 750-761.

Read more about Sarah Monk and her other articles HERE

‘We Are The Positive Psychology People’

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An applied science

PP has always been an applied science aimed at providing evidence-based practical approaches to help improve wellbeing for individuals, organisations and societies. Perhaps the most well-known application is through Positive Psychology Interventions (PPIs). These are “self-help” type packages aimed at individuals without mental illness which; “enhance well-being through pathways consistent with positive psychology theory” (Carr et al. 2023 p1). This includes key PPIs such as promoting gratitude in various forms, using your strengths, pursuing intrinsically motivated goals and cultivating savouring, mindfulness, optimism, kindness and forgiveness to name a selection! There is an inevitable debate about exactly which interventions should be included in this definition and the veracity of the evidence base (Boiler et al. 2013, Carr et al, 2021, Carr et al. 2023, White et al. 2019). However, there appears to be some consensus that many PPIs show evidence of having a small to medium positive effect on well-being indicators and a reduction in markers of mental ill health and stress and that these improvements are maintained over time (Carr et al. 2023).

What is not really clear is; who is most helped, by which interventions, under what conditions and context, and through what mechanisms. We know that “person-activity fit” or finding the right intervention for the individual and addressing internal and external barriers to implementation, is important. We also know that sustaining the effects of interventions through novelty, variation, appropriate use of habit formation, reinforcement and connection to values is vital. These factors are rarely addressed as part of a standard PPI and I believe this is where coaching can help (Sheldon & Lyubomirsky 2021). Research indicates Positive Psychology Coaching has benefits over PPIs alone (Grant & Atad 2022). The ability to personalise interventions and test out their impact objectively within the context of a coaching relationship may be a key factor here. More research is needed in this area.

Positive Psychology Coaching (PPC)

So what is coaching and specifically what is PPC and how is it different from other types of coaching? Let’s start with coaching. This has many different forms. Early views of coaching were of the “expert” coach providing the impetus and knowledge to draw the coachee to excellence of performance and achievement. This was focused around acquiring skills often in line with external standards. This approach may still be seen in some sporting and business coaching arenas. However, coaching has evolved to reflect a process where the coach is a facilitator to the coachee’s agenda of growth, self-development, insight and optimal functioning. The coach needs expertise in the processes of change rather than domain-specific knowledge. Coaching is aimed at helping people who are feeling and functioning OK to do better and flourish. This is the key difference from therapy or counselling approaches which are aimed at helping those in distress or with mental illness reduce symptoms and function better. The parallels with PP are clear, PP aims to redress the focus in psychology on clinical psychopathology and understand what helps “normal” people to flourish. Coaching focuses on improving wellbeing and functioning for healthy people while therapeutic approaches require an understanding of mental illness and target alleviation of symptoms and suffering. It has been argued that coaching and PP are natural partners (Green & Palmer 2019).

As both a coach and a therapist, I would argue that good therapy also includes the intention to help people flourish, rather than simply reduce distress (see my blog on Acceptance and Commitment Therapy, May 2022). There is much debate about what exactly constitutes PPC (Biswas-Deiner, 2020, van Zyl et al. 2020) and its overlap Vs distinction from “coaching as usual” and therapeutic approaches (Giraldez-Hayes 2021, Grant & Palmer 2015). Van Zyl et al. (2020) define PP Coaching as: “ A short to medium-term professional, collaborative relationship between a client and coach, aimed at the identification, utilization, optimization, and development of personal strengths and resources in order to enhance positive states, traits and behaviors. Utilizing Socratic goal setting and positive psychological evidence-based approaches to facilitate personal growth, optimal functioning, enhanced wellbeing, and the actualization of people’s potential.” (p793)

Three levels in PP Coaching

“Coaching as usual” may be rooted in, for example, education, sport, human resources, executive development and coaches from these backgrounds may have no formal psychology training. PPC like “Coaching Psychology” is informed by a psychological understanding of human behaviour, cognitions, emotions, motivation and development. In PPC there is a specific emphasis on PP research and theory with outcomes and processes focused on cultivating wellbeing, flourishing and optimal functioning. A PP Coach operates at three levels (Sims 2018).

The “way of being” of the coach. The most fundamental level of PPC is grounded in the principle that “the first intervention is ourselves” (Worth 2017). This reflects the Rogerian stance of warmth, acceptance and genuineness and a belief in the coachee’s ability to self-actualise, which is a common foundation to many types of coaching or therapy. PPC requires a commitment to the ongoing development of professionalism, ethical and evidence-based practice and personal learning through reflective practice and supervision. You are not just “doing coaching” you need to “be” a PP coach. A collaborative, trusting relationship between coach and coachee is seen as a key vehicle for progress and the coach’s ability to openly examine their own biases and “practise what they preach” in terms of using the models, techniques and tools they espouse in their own lives, is necessary to achieve this level of authenticity. PP and PPC are not spectator sports, I would not ask a client to try out an intervention or technique I had not already tried and reflected on myself.

PP Coaching Models, frameworks, skills and models. This is a mid-level of abstraction in terms of using key understanding from psychology and PP research. It involves the application of knowledge including models of emotions, hope, self-determination, resilience, motivation and flourishing within process frameworks such as an appreciative coaching model (Liston-Smith 2008) or psychological flexibility (ACT) etc. Using related skills including; active listening, affirming, reflecting, Socratic questioning, goal setting, feedback, mindfulness and compassion, the task of the coach is to apply this knowledge flexibly and appropriately, to support desired change depending on the needs of the client and a psychological formulation of their internal and external context and aspirations.

PP and coaching assessments and measures, tools and PPIs. This is the “toolbox” of measures such as strength and wellbeing assessments, techniques such as using strengths cards, values discovery exercises, goal setting, storyboarding and validated PPIs such as “a beautiful day” or random acts of kindness interventions which can be tailored to the individual coachee.

These layers build on one another. The models and concepts you draw on at the middle level inform the assessments, tools and interventions you use. However, both of these rely on the fundamental ability of the coach to be present with the coachee in an affirming (although sometimes challenging) relationship of authentic mutual respect and collaboration with the core focus being the coachee’s agenda. At training events, coaches are keen to learn new assessments, tools and interventions. However, without the underlying levels of “understanding” and “being” these are open to misuse.

What is unique about PPC?

One might argue there is nothing particularly unique about PPC. The three levels detailed above are likely to be recognised by coaches coming from different traditions. PPC does not neglect difficult emotions and challenges, after all these are the things that bring coachee’s to seek support. However, PPC has a fundamental basis in identifying the positive core of individuals and using this as a foundation to helping people seek solutions to move them towards their dream of being the best they truly and authentically want to be. The focus is building positive futures rather than addressing weaknesses and problems per se. Understanding the coachee’s strengths, core values, and ideal future precedes realistically building pathways and agency towards progress (although the refinement is iterative). In PPC you can expect the spotlight to be on when you have been at your best, what is working well, what really energises you, your deepest needs and values and your most outrageous and aspirational dreams. Understanding this authentic core is the bedrock to fostering flourishing and can be overlooked in traditional deficit or goal-focused coaching. Insight, personal growth and meaning are fostered as part of this process rather than a focus on goal achievement. Without consideration of authentic values, it is possible to strive to complete goals which don’t then bring you the results you wanted at a deeper level.

Who and when might PPC help?

PPC can help anyone without a significant mental health problem. Research indicates PPIs can also be helpful for clinical populations but they need to be applied individually, deliberately and carefully in this context and most coaches do not have the mental health training to support this. PPC is particularly suitable for clients who feel stuck with a recurring issue which is getting in the way of their wellbeing or functioning. This could be around relationships, health, work, education, personal growth/ spirituality, financial and physical environment or the ability to enjoy life and feel good. Sometimes this need occurs around a life transition (such as children leaving home) or can present in times of stagnation (passed over for a promotion again). If you’ve tried generic self-help interventions and you can’t find one that works or that you can stick to, or the approach helps but the effects don’t last, then individualised support through PPC may be for you. Likewise, If you’re not sure who you are, what matters or what you want and feel unable to move forward, PPC might be a good option.

Conclusion

I believe the individualised application of PP models, measures and techniques in response to a formulation of the coachee’s strengths, needs, dreams, barriers and context, framed within a collaborative and supportive coaching relationship, can facilitate meaningful and constructive change, in valued life domains, for people in all walks of life.

References

Biswas-Diener, R. (2020). The practice of positive psychology coaching. The Journal of Positive Psychology, 15(5), 701-704.

Bolier, L., Haverman, M., Westerhof, G. J., Riper, H., Smit, F., & Bohlmeijer, E. (2013). Positive psychology interventions: A meta-analysis of randomized controlled studies. BMC Public Health, 13(1), 119. https://doi.org/10.1186/1471-2458-13-119

Carr, A., Cullen, K., Keeney, C., Canning, C., Mooney, O.,Chinseallaigh, E., & O’Dowd, A. (2021). Effectiveness of posi-tive psychology interventions: A systematic review and meta-analysis. Journal of Positive Psychology, 16(6), 749–769. https://doi.org/10.1080/17439760.2020.1818807

Carr, A., Finneran, L., Boyd, C., Shirey, C., Canning, C., Stafford, O., Lyons, J., Cullen, K., Prendergast, C., Corbett, C., Drumm, C. & Burke, T. (2023): The evidence-base for positive psychology interventions: a mega-analysis of meta-analyses, The Journal of Positive Psychology, DOI: 10.1080/17439760.2023.2168564

Giraldez-Hayes, A. (2021). Different domains or grey areas? Setting boundaries between coaching and therapy: A thematic analysis. The Coaching Psychologist, 17(2), 18-29.

Anthony M Grant & Ofer I Atad (2022) Coaching psychology interventions vs. positive psychology interventions: The measurable benefits of a coaching relationship, The Journal of Positive Psychology, 17:4, 532-544, DOI: 10.1080/17439760.2021.1871944

Grant, A. & Palmer, S. (2015). Integrating positive psychology and coaching psychology into counselling psychology. Counselling Psychology Review, 30(3), 22-25.

Green, S. & Palmer, S. (2019) Positive Psychology Coaching in practice. Routledge Liston-Smith, J. (2008). Appreciative inquiry and solution-focused coaching:Applications of positive psychology in the practice of coaching. The Coaching Psychologist, 4(2), 102-105.

Sheldon, K. & Lyubomirsky, S. (2021). Revisiting the Sustainable Happiness Model and Pie Chart: Can Happiness Be Successfully Pursued? The Journal of Positive Psychology, 16 (2), 145–154 https://doi.org/10.1080/17439760.2019.1689421

Sims, C. M. (2018). Embracing the ‘Bad’ along with the ‘Good’ as Part of a Positive Psychology Coaching Dialogue. Proceedings of the 9th European Conference of Positive Psychology

Van Zyl L.E., Roll L.C., Stander M.W. and Richter S. (2020) Positive Psychological Coaching Definitions and Models: A Systematic Literature Review. Front. Psychol. 11:793. doi: 10.3389/fpsyg.2020.00793

White, C.A., Uttl B., Holder, M.D. (2019) Meta-analyses of positive psychology interventions: The effects are much smaller than previously reported. PLoS ONE 14(5): e0216588. https://doi.org/10.1371/journal.pone.0216588

Worth, P. (2017) Positive Psychology Interventions: The First Intervention Is Our Self. In: Positive Psychology Interventions in Practice. Springer, pp. 1-12.

Read more about Sarah Monk and her other articles HERE

‘We Are The Positive Psychology People’

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Whilst most degree courses teach the theory of the subject, positive psychology is different in that students are encouraged to explore topics by applying them to their daily lives. This provides them with a unique insight into what the theory looks like in practical terms when applied in the real world in their own personal circumstances. It could be called learning from the inside out.

Positive psychology is based upon evidence-based interventions which have been shown to work well for most of the people most of the time, and MAP students have ample opportunity to try them on for size. From the outset, they are able to develop new practical skills and knowledge that can improve their own lives at home, at work and in their relationships.

Positive psychology topics include the science of hope, resilience, happiness, well-being, mindset, flourishing, positive emotions, gratitude, and the journey of change, amongst others, and also includes applied research skills and positive psychology and practice.

More universities around the world are adding this degree course to their syllabus, although there are still only a handful of MAPP courses available. However, the provision of online learning makes the programme accessible to students worldwide. Applications can be accepted from people without a first degree if they have relevant work or life experience.

One of these universities, Buckinghamshire New University UK, introduced the MAPP programme in 2012. An Introduction to Positive Psychology online course run by Dr Piers Worth, who created the original course, and Lesley Lyle, one of the first MAPP graduates, allows individuals to gain an overview of the course, as well as entitling students to get a full 10% reduction off the total MAPP fees if they then enrol on the full course.

‘We Are The Positive Psychology People’

Podcast Version

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In 2006, Jo experienced a serious motorway accident that caused her to suffer a brain injury. Several operations saved her life but unfortunately, she lost her eyesight. Becoming blind was a traumatic event especially as prior to the accident she had enjoyed drawing and painting. After a long and slow recovery process, she was unable to drive or work and was forced to move from her rural location to Glasgow city where she could more easily access public transport and other services. To begin with, she was homeless, but she received a lot of support from The Big Issue organisation and became one of The Big Issue magazine vendors.

Some years later Jo experimented by creating large murals on the walls of her flat and found it enjoyable to be reacquainted with her artistic skills. She soon ran out of wall space and then bought some good-quality wax crayons and started to draw on paper. Despite being totally blind in one eye, with only a misty blur in the other, Jo found that by using bold colours and big designs she could make out the shapes and she has been creating pictures daily ever since.

After seeing some of her work in a local print shop Jo was contacted by a manager from the charity Home-Start who invited Jo to visit and talk about her art.  This marked the beginning of an important relationship. Jo received a lot of support from the charity and in return she has helped them by designing a volunteer thank you card and Christmas card to be sold to raise funds for them. Nowadays, Jo regularly sells her art and a large percentage of her earnings are donated to Home-Start and other charities that support homelessness. One of her drawings that she donated to Captain Tom Moore on his 100^th birthday was reproduced as a greeting card with profits going to NHS funds. Jo’s home is packed with her art, which is in excess of 8,000 original drawings!

The most striking thing about Jo is her infectious laugh, her positive outlook on life and her ability to accept and regard whatever life brings her as ‘interesting’.

You can see some of Jo’s art on her Facebook page.

Audio Version

And below is an interview she did for BBC Scotland

‘We Are The Positive Psychology People’

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