Positive psychology progress: empirical validation of interventions.

By Martin E. P. Seligman, Tracy A. Steen, Nansook Park, Christopher Peterson. American Psychologist, 2005

5,562 citations recorded by the source corpus.

Subfields: Applied Psychology, Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/13985a5a82325696829bd7b198b6ff8f2599cd63

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Citations in the corpus

Positive education: positive psychology and classroom interventions (2009, neutral): “, 2005), they engender more life satisfaction (Peterson, Park, & Seligman, 2005; Seligman et al., 2005), and they promote learning, particularly creative learning (Fredrickson, 1998).”
Positive Psychology: The Science at the Heart of Coaching. (2006, methodology): “The Authentic Happiness Coaching model evolved directly from the research described above; many studies are continually in progress (Seligman et al., 2005).”
Preferences for positive psychology exercises (2010, background): “In a previous study of positive psychology exercises, the gratitude visit exercise showed the largest positive change on happiness and depressive symptoms out of a set of five exercises (Seligman et al. 2005).”
Strength-Based Positive Interventions: Further Evidence for Their Potential in Enhancing Well-Being and Alleviating Depression (2013, methodology): “Although Seligman et al. (2005) reported that participants who continued practicing exercises beyond the instructed time period benefited most from the interventions (i.e., larger gain in happiness and larger decrease in depressive symptoms), this study has not yet been replicated.”
Strengths Gym: The impact of a character strengths-based intervention on the life satisfaction and well-being of adolescents (2011, background): “Moreover, strengths can be clearly cultivated and strengthened through regular activity and application in life (e.g., Seligman et al., 2005).”
Resilience, Leadership and Work Engagement: The Mediating Role of Positive Affect (2017, background): “Recently, positive psychology has become an emerging and prevailing area of psychological research (Peterson 2006; Seligman and Csikszentmihalyi 2000).”
Teacher wellbeing: Its effects on teaching practice and student learning (2019, background): “Research shows that when individuals consciously choose to focus on what is going well for them, or the good things in their lives or at work, they become significantly happier and more optimistic (Achor, 2011; Seligman et al., 2005).”
Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning (2011, result): “These observations concur with theories in positive psychology (Fredrickson, 2002; Seligman et al., 2005) describing how “positive emotions have a complementary effect: They broaden people’s momentary thought-action repertoires, widening the array of the thoughts and actions that come to mind” (Fred”
Positive psychology at work: A conceptual review, state-of-practice assessment, and a look ahead (2013, background): “…managers can enhance gratitude in their subordinates simply by explicating what is appreciated – thereby also enhancing subjective well-being (Seligman et al., 2005) – and describing what organizational benefits it had, in line with the task significance and meaningfulness components of…”
Pursuing Pleasure or Virtue: The Differential and Overlapping Well-Being Benefits of Hedonic and Eudaimonic Motives (2010, background): “Seligman et al. (2005) conducted a 1-week intervention comparing several eudaimonic activities (e.g., writing down three of one’s blessing’s every day, visiting someone to express gratitude, using a personal strength in a new way each day) with a placebo activity (writing about early memories each ”
Positive Psychology and Positive Education: Old Wine in New Bottles? (2012, background): “For instance, several research groups have explored the effects of asking people to stop and reflect on those things for which they are most grateful (see, eg, Emmons & McCullough, 2003; Seligman, Steen, Park, & Peterson, 2005 ).”
Effects of a Strengths Intervention on General and Work-Related Well-Being: The Mediating Role of Positive Affect (2017, background): “The third element of strengths interventions, strengths use, is meant to encourage individuals to use their most prominent strengths more often or in new ways (Seligman et al. 2005).”
The Promise of Sustainable Happiness (2009, background): “Although additional happiness exercises have been examined in Web-based interventions (e.g., applying personal strengths or thinking positively; Seligman et al., 2005), the investigation of specific intervention strategies in a controlled laboratory setting is critical, as it allows the testing of t”