Table of Contents |
| Preface | 1 |
| Part 1: A New Positive Psychology | 3 |
ch. 1 | What Is Well-Being? | 5 |
| The Birth of a New Theory | 9 |
| The Original Theory: Authentic Happiness | 11 |
| From Authentic Happiness Theory to Well-Being Theory | 13 |
| Well-Being Theory | 14 |
| The Elements of Well-Being | 16 |
| Kindness Exercise | 21 |
| Flourishing as the Goal of Positive Psychology | 26 |
ch. 2 | Creating Your Happiness: Positive Psychology Exercises That Work | 30 |
| The Gratitude Visit | 30 |
| Can Well-Being Be Changed? | 31 |
| What-Went-Well Exercise | 33 |
| Positive Psychology Interventions and Cases | 35 |
| Signature Strengths Exercise | 38 |
| Positive Psychotherapy | 40 |
ch. 3 | The Dirty Little Secret of Drugs and Therapy | 45 |
| Cure Versus Symptom Relief | 46 |
| The 65 Percent Barrier | 47 |
| Active, Constructive Responding | 48 |
| Dealing with Negative Emotions | 51 |
| A New Approach to Cure | 53 |
| Applied Psychology Versus Basic Psychology: Problems Versus Puzzles | 55 |
| Wittgenstein, Popper, and Penn | 56 |
ch. 4 | Teaching Well-Being: The Magic of MAPP | 63 |
| The First MAPP | 64 |
| Ingredients of Applied Positive Psychology | 66 |
| Intellectually Challenging Applicable Content | 66 |
| Personal and Professional Transformation | 70 |
| Transformations | 71 |
| Called to Positive Psychology | 75 |
ch. 5 | Positive Education: Teaching Well-Being to Young People | 78 |
| Should Well-Being Be Taught in School? | 79 |
| The Penn Resiliency Program: A Way to Teach Well-Being in School | 81 |
| Three-Good-Things Exercise | 84 |
| Using Signature Strengths in New Ways | 84 |
| The Geelong Grammar School Project | 85 |
| Teaching Positive Education | 89 |
| Embedding Positive Education | 90 |
| Living Positive Education | 92 |
| Positive Computing | 93 |
| A New Measure of Prosperity | 96 |
| Part 2: The Ways To Flourish | 99 |
ch. 6 | GRIT, Character, and Achievement: A New Theory of Intelligence | 101 |
| Success and Intelligence | 102 |
| Positive Character | 103 |
| Drawn by the Future, Not Driven by the Past | 104 |
| What Intelligence Is | 106 |
| Speed | 106 |
| The Virtue of Slowness | 110 |
| Executive Function | 112 |
| Rate of Learning: The First Derivative of Speed | 113 |
| Self-Control and GRIT | 115 |
| GRIT Versus Self-Discipline | 118 |
| High Human Accomplishment | 119 |
| GRIT's Benefits | 122 |
| Building the Elements of Success | 124 |
ch. 7 | Army Strong: Comprehensive Soldier Fitness | 126 |
| A Psychologically Fit Army | 126 |
| Global Assessment Tool (GAT) | 129 |
| Online Courses | 137 |
| Emotional Fitness Module | 139 |
| Family Fitness Module | 142 |
| Social Fitness Module | 143 |
| Spiritual Fitness Module | 149 |
ch. 8 | Turning Trauma into Growth | 152 |
| Post-Traumatic Stress Disorder | 152 |
| Post-Traumatic Growth | 159 |
| Post-Traumatic Growth Course | 161 |
| Post-Traumatic Growth Inventory | 161 |
| Master Resilience Training | 163 |
| Building Mental Toughness | 167 |
| The Hot Seat: Fighting Catastrophic Thoughts in Real Time | 169 |
| Hunt the Good Stuff | 171 |
| Character Strengths | 171 |
| Building Strong Relationships | 173 |
| The Rollout | 177 |
ch. 9 | Positive Physical Health: The Biology of Optimism | 182 |
| Turning Medicine on Its Head | 182 |
| Origins of Learned Helplessness Theory | 184 |
| Cardiovascular Disease (CVD) | 190 |
| Infectious Illness | 194 |
| Cancer and All-Cause Mortality | 200 |
| Is Well-Being Causal, and How Might It Protect? | 204 |
| Positive Health | 208 |
| Army Database: A National Treasure | 211 |
| Cardiovascular Health Assets | 213 |
| Exercise as a Health Asset ' | 214 |
ch. 10 | The Politics and Economics of Well-Being | 221 |
| Beyond Money | 221 |
| The Divergence Between GDP and Well-Being | 222 |
| The Financial Downturn | 228 |
| Ethics Versus Values | 228 |
| Optimism and Economics | 232 |
| Reflexive and Nonreflexive Reality | 234 |
| PERMA 51 | 237 |
| Appendix: Signature Strengths Test | 243 |
| Thanks and Acknowledgments | 267 |
| Notes | 271 |
| Index | 321 |