Positive psychology and adolescent mental health: false promise or true breakthrough?

Adolescence, Summer, 2004 by Thomas M. Kelley

Proponents of the creative cognitive approach (e.g., Smith, Ward, & Finke, 1995), for example, have begun to view creativity as a mental phenomenon that results from the application of ordinary cognitive processes. Relevant as well, is the recent empirical demonstration of intuitive information processing as a regular manifestation of what cognitive researchers call the cognitive unconscious (e.g., Bowers, Farvolden, & Mermigis, 1995; Schooler & Melcher, 1995). Simonton (2000) summarizes how current cognitive research on insightful problem-solving, creative cognition, and expertise acquisition concur: "The optimal functioning embodied by these abilities entails ordinary cognitive processes ... enhanced creative thought is accessible to almost anyone ... it is a startling testimony to the adaptive powers of the human being that some of the most adverse childhoods can give birth to the most creative adulthoods" (pp. 152-153).

Taylor et al. (2000) discuss the implications of cognitive adaptation theory and the relationship of positive (e.g., optimistic) beliefs to disease progression and physical health. They conclude that positive psychological beliefs (e.g., meaning, control, optimism) and positive feelings (e.g., hopefulness) act as resources that likely preserve mental health during traumatic times and protect physical health as well. They point to much existing research that suggests that stressful life events (e.g., a life-threatening illness) provoke positive psychological changes like an enhanced sense of purpose, meaning, and appreciation for the value of life. They suggest that positive psychology must determine why some people respond to traumatic events with despair, depression, and purposelessness, and others with resilience and a new sense of purpose. The logic of HR principles appears to resolve these questions. First, some people have genuine changes of heart during life-threatening times because their personal minds quiet down dramatically, and deep wisdom kicks in. This explains, for example, why after 9/11 many youth had profound changes of heart leading to lives with new meaning and purpose. Fortunately, it does not take a tragedy to produce life-changing revelations; it takes thinking in sync with the principles behind HR. By so doing, well-being naturally bubbles up along with common sense, enhanced purpose and meaning, trauma insulation, and the mind-body harmony essential for optimal healing and physical health.

The True Purpose of Feelings and Emotions

The following from Goleman's (1992) popular book, Emotional Intelligence, illustrate what HR views as misunderstandings in his model: (1) "As we all know from experience, when it comes to shaping our decisions and our actions, feelings count every bit as much if not more than thought" (p. 4); (2) " ... as Aristotle saw, the problem is not with emotionality, but with the appropriateness of emotion and its expression. The question is, how can we bring intelligence to our emotions ... and civility to our streets and caring to our communal life?" (p. vii); (3) " ... I can foresee a day when education will routinely include inculcating essential human competency such as ... self-awareness, self-control, empathy, and the art of listening, resolving conflicts, and cooperation" (p. vii).