Positive Psychology: A Clinical Behavior Analytic Perspective

Abstract

Psychology has focused too much on reducing symptoms of distress and ameliorating behavioral problems rather than attending to the rewarding, engaging, and good side of human life. This article offers a radical behavioral view of some of the epistemic issues relevant to the design of this new area of research, and it proposes a rapprochement between humanistic and behavior analytic psychology. Examples drawn from both humanistic and behavior analytic research are given to illustrate the utility of a deterministic view for a generative science of positive psychology and to offer an alternative conceptualization of control. The article considers how to design environments that evoke positive behavior from those within them and how to give individuals the skills to control their own behavior and circumstances in ways that will maximize their quality of life.

Beyond values clarification: Addressing client values in clinical behavior analysis

“…This is clearly at odds with CBA, which has long adhered to the constructional approach described by Goldiamond (1974), in which new client behavioral repertoires are shaped based on behaviors already present in existing repertoires (see, e.g., Hawkins, 1986). This constructional approach to behavior change highlights the congruence between the person-centered positive psychology movement and CBA (Follette, Linnerooth, & Ruckstuhl, 2001). The focus of therapy is on both the reduction of contact with aversive consequences and increasing access to positive reinforcement.…”

“…The first goal of CBA is the appropriate reduction of suffering (Follette et al, 2001). Consequently, clinical behavior analysts should target client values that contribute to unnecessary client suffering.…”

A preventative model of school consultation: Incorporating perspectives from positive psychology

“…As more of the interactions between the teacher and student are positive, the child's adaptive and acceptable behaviors increase, and the teacher provides praise and attention to the student's positive behavior. Finally, Follette et al (2001) demonstrate how adults can be encouraged to develop positive and healthy attributes such as trust and sharing and end by suggesting that the aim of both humanistic and behavior analytic psychologists is maximizing human potential rather than treating dysfunction. Resnick et al (2001) illustrate the similarities between humanistic psychology and positive psychology as well as the ways in which aspects of humanistic psychology can be used to promote a sense of positive well-being in individuals.…”

“…This is important information for consultants who want teachers to be more open-minded toward their suggestions, especially their suggestions regarding the use of behavioral interventions in the classroom. Follette, Linnerooth, and Ruckstuhl (2001) focus on ways in which consultants can design environments in order to encourage positive behaviors from those within that environment as well as the ways in which individuals can be taught the skills necessary to control their own behaviors and circumstances. They suggest that such changes will maximize the quality of life and therefore the positive psychology of individuals and suggest that determinism (the belief that behaviors can be controlled) is "the cornerstone for a science of positive human functioning" (p. 103).…”

“…They contend that behavioral principals can be used in the study of positive psychology and can actively promote positive functioning and positive experience as well as increase people's ability to exert control over their adaptive functioning and thus have an effect on their quality of life. Follette et al (2001) suggest a number of ways in which the behavior analytic perspective can be used to encourage the positive psychological development of children. Consultants can aid educators in fostering the positive development of children by creating classroom environments that influence children's behavior in positive ways and help shape the development of prosocial behavior (e.g., ignoring small tantrums and using time out as a way to shape a child's behaviors).…”