Cultivating Optimism in Childhood and Adolescence

By J. Gillham, K. Reivich. 2004

198 citations recorded by the source corpus.

Subfields: Applied Psychology, Clinical Psychology, Pediatrics, Perinatology and Child Health

View Paper: https://www.semanticscholar.org/paper/47cf03ccb1c10a693accef5a099bd726155bc3c7

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In Applied Psychology

In Clinical Psychology

In Pediatrics, Perinatology and Child Health

Citations in the corpus

Links Between Parents’ and Children’s Levels of Gratitude, Life Satisfaction, and Hope (2013, background): “Gillham and Reivich (2004) argue that there are three key predictors of 42 optimism in youth: genetics, level of positive/negative affect, and parenting.”
Emotional Awareness: On the Importance of Including Emotional Aspects in Education for Sustainable Development (ESD) (2013, unknown): “When it comes to positive reappraisal, educators can learn from psychological research about ways to promote flexible thinking and hope at a micro-level (e.g., see Cunningham et al., 2002; Gillham and Reivich, 2004).”
Suicide Prevention Programs in the Schools: A Review and Public Health Perspective (2009, background): “…and hopelessness are highly associated with suicidal behavior, promoting hope and optimism (Gillham, Hamilton, Freres, Patton, & Gallop, 2006; Gillham & Reivich, 2004) and other positive emotions (Fredrickson & Joiner, 2002) and cognitions (Wingate et al., 2006) in children and youth could…”
Defining the ‘positive’ in positive psychology: Part I. A descriptive analysis (2016, background): “…and the processes could be negative (for example, trying to help reduce anxiety in healthy people by means of the ABC model of resilience [Gillham & Reivich, 2004]), or the target population and the processes could be negative (for example, trying to help cultivate gratitude in clinical…”
Regulating worry, promoting hope: How do children, adolescents, and young adults cope with climate change? (2012, background): “Here, teachers can be inspired by psychological research about skills that promote flexible thinking, well-being, and optimism at a micro-level among young people (see for instance Cunningham et al., 2002; Gillham & Reivich, 2004).”
Positive psychology interventions: a meta-analysis of randomized controlled studies (2013, unknown): “Sixth, the study of positive education is an emerging field in positive psychology [94-98] but school-based interventions were excluded from our metaanalysis due to the strict application of the inclusion criteria (only studies with randomization at individual level were included).”