(eds.) On The Nature of Prejudice.

Strümpfer, D. J. W. (2005). Standing on the shoulders of giants: Notes on early positive psychology. , (1), 21–45. PSYCHOLOGICAL SOCIETY OF SOUTH AFRICA. Retrieved from Psychofortology is an alternative designation for positive psychology, and fortology (Latin fortis = strong) an antonym for pathology. The strengths paradigm has ancient origins. In this article brief reviews are presented of contributions made during the first eight decades of the twentieth century by mainly psychologists and psychiatrists. Among the most outstanding were James, Jung, Allport, Murray, Rogers, Frankl, Maslow, Csikszentmihalyi and Antonovsky; in all, some 40 forerunners are mentioned. By way of integration, their concepts are classified in terms of J. M. Digman's (1997) higher order personality factors α (socialisation process) and β (personal growth), as well as spirituality/religiousness. A preponderance of the personal growth category was noticeable, particularly from the late 1950s until the early 1970s. The relative neglect of socialisation and interdependencies deserves to be remedied in fortological theory and research.

Allport, G. W. (1954). The nature of prejudice. Reading, MA: Addison Wesley.

Nota, L., Soresi, S., Ferrari, L., & Wehmeyer, M. L. (2010). A multivariate analysis of the self–determination of adolescents. , (2), 245–266. doi: 10.1007/s10902–010–9191–0. Self–determination is a general psychological construct within the organizing structure of theories of human agentic behavior. People who are self–determined act volitionally to serve as the causal agent in their lives. To provide a fuller understanding of the self–determination of adolescents, this study collected data on self–determination, quality of life, self–efficacy, and assertiveness for more than 1,400 Italian adolescents. We conducted a series of Multivariate Analyses of Variance to examine the relationships among, differences between, and associations with self–determination, including any differences as a function of age and gender as well as differences in quality of life, self–efficacy, and assertiveness as a function of level of self–determination. We also examined which quality of life factors were associated with enhanced self–determination and self–efficacy. Findings support the importance of self–determination to quality of life and enhanced self–efficacy.


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Allport (1954) states that contact between groups improves intergroup relations

Fredrickson, B. L. (2000). Cultivating positive emotions to optimize health and well–being. , (1). doi:10.1037//1522–3736.3.1.31a. This article develops the hypothesis that intervention strategies that cultivate positive emotions are particularly suited for preventing and treating problems rooted in negative emotions, such as anxiety, depression, aggression, and stress related health problems. Fredrickson's (1998) broaden–and–build model of positive emotions provides the foundation for this application. According to this model, the form and function of positive and negative emotions are distinct and complementary. Negative emotions (e.g., fear, anger, and sadness) narrow an individual's momentary thought–action repertoire toward specific actions that served the ancestral function of promoting survival. By contrast, positive emotions (e.g., joy, interest, and contentment) broaden an individual's momentary thought–action repertoire, which in turn can build that individual's enduring personal resources, resources that also served the ancestral function of promoting survival. One implication of the broaden–and–build model is that positive emotions have an undoing effect on negative emotions. By broadening the momentary thought–action repertoire, positive emotions loosen the hold that negative emotions gain on an individual's mind and body by undoing the narrowed psychological and physiological preparation for specific action. Indeed, empirical studies have shown that contentment and joy speed recovery from the cardiovascular aftereffects of negative emotions (Fredrickson & Levenson, 1998). Stepping off from these ideas and findings, a range of intervention and coping strategies are reviewed, including relaxation therapies, behavioral therapies aimed at increasing rates of pleasant activities, cognitive therapies aimed at teaching optimism, and coping strategies marked by finding positive meaning. These strategies optimize health and well–being to the extent that they cultivate positive emotions. Cultivated positive emotions not only counteract negative emotions, but also broaden individuals' habitual modes of thinking and build their personal resources for coping.


features specified by the contact Hypothesis (Allport, 1954; ..

Despite the limitations of these studies, however, they provide guidelines that can help educators improve intergroup relations in the nation's classrooms and schools. In a study conducted by Litcher and Johnson (1969), white second grade children developed more positive racial attitudes after using multi-ethnic readers. However, when Litcher et al. (1973) replicated this study using photographs instead of readers, the children's racial attitudes were not significantly changed. The investigators suggested that the shorter length of the latter study (1 month versus 4) and the different racial compositions of the two communities in which the studies were conducted could help explain why there were no significant effects on the children's racial attitudes in the second study. (The community in which the second study was conducted had a much higher percentage of African American residents than did the community in which the first was conducted.)

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Research indicates that curriculum interventions such as plays, folk dances, music, and role playing can also have positive effects on the ethnic and racial attitudes of students. Four plays about African Americans, Chinese Americans, Jews, and Puerto Ricans increased racial acceptance and cultural knowledge among fourth, fifth, and sixth graders in the New York City schools (Gimmestad and DeChiara, 1982). McGregor (1993) used meta-analysis to integrate findings of 26 studies and examine the effects of role playing and antiracist teaching on reducing prejudice in students. He concluded that role playing and antiracist teaching "significantly reduce racial prejudice, and do not differ from each other in their effectiveness" (p. 215).

“The Contact Hypothesis” and Attitudes Toward Same …

"The second pillar of the science is the investigation of positive individual characteristics: the strengths and the virtues. If we want to get the public, U.S. Congress, and the medical profession thinking about how to assess positive lives, then we need to move away from the DSM model (American Psychiatric Association, 1994). We need an alternative that is essentially the opposite of the DSM. In other words, we need a sensible classification of the strengths" (Seligman, 2003, p. xvi).