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Purpose and meaning in career development is a rapidly growing, crossdisciplinary area of research and practice in which counseling and vocational psychology aligns with positive psychology to yield promising applications to career counseling. We provide a brief overview of theory related to purpose and meaning in work, then review six specific areas of application: strengths, positive emotions and flow, gratitude, work hope, job crafting, and perceiving and living a calling. The links of these applications to theory and research are emphasized, and recommendations are offered for how counseling and vocational psychologists might leverage these applications in their work with clients engaged in the career development process.

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From ancient times to the current digital era, the arts and humanities have been a significant part of human experience. They have played important roles in education, leisure, and work for people across diverse backgrounds and cultures, present in their lives from the cradle to the grave. This ubiquity of the arts and humanities in human life has also made them a topic of interest for psychologists. For more than a century, psychologists have conducted theoretical and empirical research on the psychological processes of engaging with art (Tinio & Smith, 2017). More recently, there has also been a call for a humanities approach to psychology that investigates human subjectivity (Teo, 2017). Furthermore, several divisions of the American Psychological Association such as the Society for the Psychology of Aesthetics, Creativity and the Arts (Division 10); the Society for Theoretical and Philosophical Psychology (Division 24); the Society for the Psychology of Religion and Spirituality (Division 36) along with their accompanying peer-reviewed journals are devoted to the promotion of scholarship in this area. This indicates that both the arts and the humanities have substantive psychological significance in our lives. Despite this interest in the psychology of the arts and the humanities, however, our field lacks an integrative understanding of what it means to engage with the arts and humanities. Although psychological research has been undertaken on various forms of arts and humanities such as music, visual arts, literature, film, dance, and theater (Reiter-Palmon & Tinio, 2018; Smith & Tinio, 2014), this work is not grounded in a robust conceptualization of arts and humanities engagement as a whole. One of the core challenges to scientific progress in this area is the lack of a common language and an integrative conceptual framework that can be used across disciplines (Stickley et al., 2017). To better understand the psychological effects of engaging with the arts and humanities, we must first begin with a systematic and integrative approach to its conceptualization and operationalization (Tay, Pawelski, & Keith, 2018). Many scholars and organizations in the arts and humanities (e.g.

The COVID-19 pandemic continues to pose an unprecedented challenge for the world as people strive to cope with this significant threat to their well-being. This intensive longitudinal study of the first 94 days of the COVID-19 outbreak in South Korea (Phase 1: initial outbreak, Phase 2: intense social distancing) examined individuals’ changes in well-being, in relation to their use of coping strategies and fear of infection. A sample of 10,464 South Koreans participated in surveys during Phase 1 and Phase 2, resulting in 35,846 observations. Multilevel growth models revealed a decrease in well-being while different coping strategies moderated the individual rate of change in well-being. Although preventive measures were associated with a greater decrease in well-being, cognitive appraisal and behavioral strategies predicted stable well-being during the pandemic. Coping strategies further mediated the association between fear of infection and deterioration of well-being.