Flourish: a visionary new understanding of happiness and well-being

“Scholars have found that consumers’ physical and mental wellbeing can promote personal health [2] [3] [4], consumer loyalty [5] [6], word of mouth [7] and so on.”

“…and So 2013, p. 837); Seligman refers to Ban arrangement of positive emotion, engagement, meaning, positive relationships and accomplishment^ (Seligman 2011, pp. 16ff.); and finally, for Keyes (2002) it is the presence of high levels of emotional well-being, psychological well-being, and…”

“Character strengths result in more positive emotions, engagement, meaning, accomplishment, and better relationships (Seligman, 2011) and contribute to subjective well-being, mental and physical health and life satisfaction (Peterson and Seligman, 2004; Peterson and Park, 2011; Douglass and Duffy,…”

“In experimental studies, increased learner engagement has been shown to be connected with ‘improved…curiosity, love of learning, and creativity’ (Seligman, 2011: 85).”

“In 2011 Seligman presented PERMA which stands for positive feelings, engagement, (positive) relationships, meaning and accomplishments (Seligman 2011).”

“For example, some working terminologies for emotional well-being have included terms such as flourishing, subjective well-being, and psychological well-being each of which may or may not include mental health as part of its definition (Diener et al., 1985; Ryff and Keyes, 1995; Seligman, 2012).”

“Flourishing (conceptualized by Seligman, 2011; operationalized in the PERMA-Pro fi ler by Butler & Kern, 2016) has not been explored, and has indirect conceptual links to variables in the nomological network (Fig.”

“Given the prominence of education and educational contexts in shaping students’ psychological well-being and social spheres, knowledge of emotions and social competencies has gained a surge of attention [2,3,4,5].”

“For example, Seligman (2011) proposed the PERMA model to describe wellbeing, which is the acronym for positive emotion, engagement, relationships, meaning, and accomplishment.”

“…to Character Strengths (Peterson and Seligman, 2004), the theory of well-being (PERMA Model: Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment; Seligman, 2011), and the Five Ways to Well-being: Connect, Be Active, Take Notice, Keep Learning, and Give (Aked et al., 2008).”

“Seligman’s PERMA model consists of five elements of happiness: positive emotions, engagement, relationships, meaning, and accomplishment [41].”

“In the PERMAmodel of wellbeing (Seligman 2011), two of the five key pillars are a”

“Soon after Frederickson introduced her theory of positive emotions, Seligman (2002a) introduced his model of “authentic happiness” which later was modified into his PERMA model of human flourishing Seligman (2012).”

“By contrast, well-being refers to a more enduring level of positive experience that goes above and beyond momentary experiences of happiness (Seligman, 2011).”

“Viewed through the lens of SDT, strengths-based approaches may, for example, enable children to: feel competent by identifying what they do well and what they learn quickly (Seligman, 2012); experience autonomy by providing opportunities to name and act on their own strengths (Brownlee, Rawana & McArthur, 2012) making…”

“This focus on knowledge expands our understanding of what wellness means for Anishinaabe young adults: that it includes seeking and sharing knowledge, not just having social support/good relationships, as emphasized in previous research (Peterson, 2006; Seligman, 2012; Vaillant, 2003).”

“For the formal curriculum, the PERMA elements (Seligman et al., 2009, Seligman, 2011) and character strengths (Peterson & Seligman, 2004) were infused in the moral education, life education and different academic subjects.”

“The dividing line between the two subdisciplines of psychology was clearly drawn when Seligman and Csikszentmihalyi (2000) extolled the alleged scientific advantages of positive psychology over humanistic psychology in their founding manifesto published in the American Psychologist, as follows:”

“…1990s, studies of child1 well-being have moved beyond the use of a single overall indicator to a more multifaceted understanding, based on life course, childcentered and rights-based theories (Ben-Arieh et al. 2014; Pollard and Lee 2003; Ryan et al. 2008; Ryff 1989; Seligman 2011; Waterman 1993).”

“…Peterson & Seligman, 2004; Seligman, 2015) that character strengths can be used daily, in mundane situations at work, and that such use would pave the way to individuals’ flourishing by increasing their satisfaction, sense of fulfillment, and functioning (Peterson & Seligman, 2004; Seligman, 2012).”

“In this sense, the “strengths” that individuals need in order to transcend normal happiness are what Seligman (2011) identifies as “the skills of enjoying positive emotion” (p. 182).”

“In summary, based on the positive psychology theory [139], the social cognitive theory [140], the transactional model of stress and coping [141] and the cognitive-behavioral model of pathological internet use [142,143], the purpose of the present study was to test the mediation effects of social…”

“Seligman (2011) put forward a multi-componential model of wellbeing for realizing a happy life by combining hedonic and eudemonic perspectives.”

“…indicators of general distress (Watson & Pennebaker, 1989; Watson et al., 1988a) and positive affect is one of the most relevant constructs for measuring subjective well-being, which can also help manage distress (Diener, 1984; Fredrickson, 2001; Fre - drickson & Cohn, 2008; Seligman, 2011).”

“Seligman (2011) proposed the PERMA model, a renewed and expanded version of his previous model of multidimensional well-being (Seligman, 2002).”

“Positive Psychology holds that ‘flourishing is the goal of education’ [15]. and The Church of England (CofE) states that ‘education is . . . at its heart, about human flourishing’ [16].”

“Known as the PERMAH model [17], it includes content to encourage positive emotions, engagement, relationships, meaning, accomplishment, and health.”

“Intervention strategies based on the theoretical framework of Lent’s Social Cognitive Career Theory (Lent, 2004) would contribute toward explaining how students develop these satisfaction judgments. For example, Lent (2004) reports that in self-efficacy beliefs about one’s ability to perform well, having positive outc…”

“Seligman (2011) mentions a multidimensional structure and states that psychological well-being includes positive emotions, attachment, positive relations, meaning, and accomplishment.”

“In another example, Seligman (2011) introduced a model of human well-being from the discipline of positive psychology that claimed to be universally applicable.”

“To flourish, an individual must have such core features as positive emotions, engagement, meaning, achievement, and positive relationships (Huppert & So, 2013; Seligman, 2013).”

“This refers to the Relationship element of the PERMA well-being model (Seligman, 2011), which is about the creation of positive connections with others.”

“Well-being Theory of Seligman (2011) advocates that flourishing arises from five well-being pillars-Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment, hence PERMA.”

“…nine IGD criteria comprise (i) preoccupation with 1 Positive gaming effects have been supported to address aspects of the Bpositive emotion,^ Bengagement,^ Brelationships,^ Bmeaning and purpose,^ and Baccomplishment^ (PERMA) theoretical model (Carras et al. 2018; Jones et al. 2014; Seligman 2011).”

“The first is the Linguistic Inquiry and Word Count (LIWC) dictionary(15) [10] with 64 categories, and the second is the PERMA(16) dictionary [11]”

“The role of relationships in well-being is expanding with Seligman’s (Seligman & Boggs, 2011) PERMA concept, which adds relationships and achievement to pleasure, engagement, and meaning in a model of happiness (Seligman, 2002).”

“Combining the psychological well-being implicit in the concept of flourishing (Keyes & Haidt, 2003; Seligman, 2011) with Bean and Eaton’s (2000) model of student retention, the conceptual framework of thriving used in this study comprises key areas that contribute to student success and persistence.”

“Even though there is much consensus among researchers regarding the outcomes of happiness, there is still much debate on how these outcomes should be achieved, as well as on the content and methodology of happiness interventions (Biswas-Diener, Kashdan, & King, 2009; Kashdan, Biswas-Diener, & King, 2008; Seligman, 201…”

“In contrast to psychology’s traditional focus on pathology, positive psychology is concerned with individual, organizational, community, and societal experiences of well-being, contentment, satisfaction, flow, happiness, hope, and optimism (e.g., Csikszentmihalyi, 1990; Fredrickson, 2001; Peterson, 2006; Seligman, 201…”

“…on the need for organisations to cope with growing complexities and new challenges such as managing meaningfulness (Wrzesniewski, 2003), work-related well-being (Wrzesniewski & Tosti, 2005; Wrzesniewski, Dutton & Debebe, 2003) and their organisational environment (Mayer, 2008; Seligman, 2011).”

“Visualizations were generated using the Flourish tool Field (Seligman, 2011).”

“With the current study design and analysis, we can only explore the participants’ experiences with positive aspects of ADHD and give a thematic structure of these experiences.”

“Further, Seligman [22] suggested the PERMA model as a simplified version of the broader concept of well-being, including both hedonic and eudaimonic aspects.”

“They illustrated that positive emotions, such as “happiness,” “joy,” and “satisfaction,” which are all indicators of one’s psychological well-being, prompt individuals to put more effort into doing activities that they are in charge of (Seligman, 2011).”

“According to Seligman (2011), the purpose of the well-being theory was “to increase flourishing by increasing positive emotions, engagement, meaning, positive relationships and accomplishment” (p. 12).”

“Otherwise, teachers with low levels of happiness tend to be more exposed to job emotional capture (Seligman, 2011).”

“According to the PERMA model (Seligman, 2011), well-being involves positive emotion, engagement, positive relationships, meaning, and accomplishment.”

“Finally, positive psychology is described by Seligman (2011), founder of this field in the 1990s, as the study of what others have variously termed the “essential capacities,” “virtues,” or “classical sources of strength” that enable personal and communal thriving.”

“Notably, participants conceptualized wellbeing as multi-dimensional in nature, aligning with many contemporary models of wellbeing (Disabato et al., 2020; Huppert and So, 2013; Keyes, 2002; Rusk and Waters, 2015; Ryff, 1989a; Seligman, 2011).”

“Extending future studies to multidimensional approaches, such as the mental health continuum (Keyes 2002), the PERMAmodel (Seligman 2011), or a comprehensive approach to thriving (Su et al.”

“We assumed that there are two main mechanisms through which screen logs and communication information can affect well-being: (1) light from the screen can disrupt circadian rhythms and therefore sleep [14], and (2) the amount of social support in a person’s life is strongly linked to resilience to depression [15], [16…”

““Well-being” has received increased attention internationally in recent years, with many debates over its definition and measurement (Forgeard, Jayawickreme, Kern, & Seligman, 2011).”

“PERMA Model (Seligman, 2011): The PERMA model is a scale to measure positivity and well–being in humans (Seligman, 2011).”

“Seligman (2011) and Jayawickreme, Forgeard, and Seligman (2012) conceptualise positive emotion as the regulation of both positive and negative emotion in order to maximise positive emotional experience; engagement as the setting of and striving toward goals that allow one to be challenged by, to be…”

“The self-monitoring activities participants were encouraged to engage in both during and after the intervention seemed to reinforce this sociallyoriented third route to well-being (Seligman, 2011).”

“For an influential account of positive psychology and its shift from a clinical discourse focused on pathology and deficit to one based on asset, see Martin Seligman, most recently Seligman (2011).”

“Well-being has been found to have a significant relationship with positive mental health and overall success in life [1, 7], and many desired academic and social outcomes, such as increased educational and occupational success, and improved physical health, are associated with well-being [3, 5, 8].”

“…relationship at work, which normally are not easy to be nurtured particularly at the workplace, however, important to their meaning making in life and fl ourishing wellbeing (Mans fi eld et al., 2016; Seligman, 2011), especially teachers' work-related wellbeing (Price & McCallum, 2015).”

“This is contrary to what has been found in the positive psychology literature that suggests positive social relationships are one of the core building blocks for profound fulfillment in life (Seligman, 2011).”

“As put forward by Seligman (2011), enjoying the learning process is a key factor in promoting student-related outcomes such as academic engagement and motivation.”

“Positive psychologists defined eudaimonic well-being as a means of flourishing, self-actualization, fully functioning, and/or spiritual growth (Ryan & Deci, 2008; Seligman, 2011).”

“Therefore, it is not surprising that universities are implementing interventions to help students either (a) find a balance between their study demands/resources or (b) develop the internal personal resources needed to offset university life’s impact on their well-being and academic performance (Seligman, 2012).”

“…of studies and meta-analyses showed that PP programs can result in improvement in social and emotional skills, attitudes toward the self and others, emotional distress, and academic performance (Ciarrochi, et al., 2016; Durlak et al., 2011; Synder and Lopez, 2009; Seligman, 2011; Waters, 2011).”

“Covariates were chosen due to their previous reported impact on need fulfillment and/or well-being (Bucher, Neubauer, Voss, & Oetzbach, 2018; Diener & Suh, 2000; Dwan & Ownsworth, 2017; Neubauer & Voss, 2016; Seligman, 2011; Stevenson & Wolfers, 2009).”

“They embark on showing how Gardner's integrative motive and the PERMA (Positive Emotion, Engagement, Relationships, Meaning, Accomplishments) framework developed by Seligman are interrelated (Seligman, 2011).”

“Recently, the therapeutic focus has shifted from repairing damage (i.e., achieving remission of symptoms) to the promotion of flourishing and positive mental health (Santos et al., 2013; Seligman, 2013; Slade, 2010).”

“In fact, meaning is an integral component of Seligman’s (2012) multidimensional PERMA wellbeing model.”

“In terms of the affective aspect of well-being, the overall wellbeing consisted of five factors: positive emotion, engagement, relationship, meaning, and accomplishment (PERMA) (Seligman, 2011).”

“These three approaches (Nussbaum, 2011; Ryff & Keyes, 1995; Ryff & Singer, 2006; Seligman, 2011) take adults as their focus, but – through in-depth qualitative investigation – have been found to extend in many ways to children as well, with autonomy and self-efficacy playing a central role for all individuals regardle…”

“GLM aligns with the objective of positive psychology, which is the pursuit of increasing well-being and one’s ability to flourish (Seligman, 2011).”

“Today, the nature of problems is very heterogeneous, including not only abstract but also social problems like helping other people to reach a consensus [26].”

“…and find life more rewarding (Daubenmier et al. 2006) & feel they become better persons socially (Paffenbarger and Olsen 1996) In a way it is a partly new self-actualization and identity, which can be deeply meaningful (Ornish 2008; Seligman 2012) and which they prefer over their previous position.”

“Seligman, founder of the Positive Psychology movement, defines meaning or purpose as ‘belong-ing to, or serving, something greater than ourselves’ (Seligman, 2012).”