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Some conclusions
Published in Nigel Crisp, Turning the World Upside Down Again, 2022
Human flourishing and living well are dependent on our health as individuals and the health of our communities, societies and planet. In each area, it is about balances between, for example, independence and interdependence, or between sustainable growth and planetary sustainability. Health and care systems and health and care professionals have an important part to play in achieving this.
Cry and response
Published in Anthony Korner, Communicative Exchange, Psychotherapy and the Resonant Self, 2020
Feeling gives a sense of the situation we are in. It is also accompanied by a need for expression. Human communication took another step as language became symbolic, coming to represent more than just the immediate situation. As it developed, language must have done so in concert with feeling. Humans have an evolutionary investment in language and communication involving emotional investment renewed in each life where our sense of who we are and who we become is so intimately tied up with how we communicate both to ourselves and others. Born immature, we are shaped by the communicative environment. It provides pathways for the growth of relationships and skill acquisition. Human flourishing occurs through the relationships and communication that give our lives meaning. On the other hand, traumatic experience disrupts our ongoing sense of existence and bodily functioning. Trauma requires healing. For psychotherapy, a compassionate exchange of feeling through conversation is the vehicle for personal growth, healing and recovery.
Building Storey/ies
Published in Ann Petermans, Rebecca Cain, Design for Wellbeing, 2019
Ruth Stevens, Pieter M.A. Desmet
This chapter presents the development of a scenario-based game that supports architectural designers in their efforts to design for human flourishing. In positive psychology, human flourishing is generally defined as fulfilling one’s psychological needs in a way that one can become the best person one can be (Ryan & Deci, 2001; Keyes, 2005; Ryff & Singer, 2008). Design for human flourishing (DfHF) has been operationalised as design that supports people in engaging in meaningful activities, that is, activities that fulfil their psychological needs and stimulate them to use and cultivate their personal talents (Desmet & Pohlmeyer, 2013). Correspondingly, in the domain of architecture, DfHF involves the design of spatial environments that support the end-users in undertaking meaningful activities. Stevens (2018) developed a systematic approach to architectural DfHF, see Figure 10.1. The fundamental of this approach is a so-called enriched programme that explicates what kind of meaningful activities are leading in the design process. This enriched programme is based on an understanding of the target group’s psychological needs and gives direction to the development of the physical, material reality of architectural elements. An enriched programme is developed with ‘programmatic writing’ and activity that creatively designs social stories in a spatial environment.
Does variability across three universities in the implementation of a college course on human flourishing affect student outcomes?
Published in Journal of American College Health, 2023
Karen Kurotsuchi Inkelas, Blake A. Colaianne, Matthew J. Hirshberg, Mark T. Greenberg, Richard J. Davidson, John D. Dunne, David Germano, Robert W. Roeser
One option for addressing the twin challenges of students’ mental health needs and their needs for more holistic forms of education is through the introduction of general education, for-credit courses that focus on the concept of human flourishing. Several conceptualizations of human flourishing appear in the psychological literature,8,9 but the term broadly refers to promoting a positive perspective on life that includes elements such as resiliency in the face of adversity, supportive relationships, and a life of meaning and purpose. Recently, offerings to support student flourishing have become popular in many forms in higher education, such as co- or extra-curricular mindfulness workshops, yoga or meditation recreational classes, or academic skills and/or resilience coaching.10,11 However, these offerings are optional, and as such, many college students will never engage with them.
Goals of chaplaincy care: a scoping review of Dutch literature
Published in Journal of Health Care Chaplaincy, 2023
Anja Visser, Annelieke Damen, Carmen Schuhmann
Often, authors related several of the six goals to each other. For example, quite a number of authors suggested that worldview vitality and plausibility are important for processing life events (Ajouaou, 2019; Kortekaas, 2019; Smedema, 2017; Smeets & Morice-Calkhoven, 2014; Smit, 2015; Ubels, 2018), and that telling and retelling of a life story facilitated both goals (Eringa, 2014; Körver in Körver, 2014; Smedema, 2017; Vos in van Iersel et al., 2014). Some authors also seemed to suggest that worldview vitality and plausibility are (reciprocally) associated with spiritual growth and human flourishing (Ajouaou, 2019; Dutch Association of Spiritual Caregivers, 2015; Duyndam & Frank, 2019; Jorna, 2014; Molenaar, 2018; van den Bosch, 2014). Human flourishing, in turn, seemed related to the relational affirmation (Duyndam & Frank, 2019; Jorna, 2014; Kamp, 2017; Molenaar, 2018; Van Iersel in van Iersel et al., 2014). The whole process might culminate in feelings of well-being (Braakhuis, Korver, & Walton, 2019; Dutch Association of Spiritual Caregivers, 2015; Schok in van Iersel et al., 2014; Smeets & Morice-Calkhoven, 2014; Smit, 2015, 2019; Zock, 2019). Very few authors, however, thoroughly examined and explained these associations, pointing to a need for more thorough theory-building in chaplaincy. Exceptions, including Smit (2015), Schuhmann and Damen (2018b), and to a lesser degree Kortekaas (2019) and Van Iersel (van Iersel et al., 2014), gave more thorough accounts of the nature and associations of these goals, drawing mainly from sources in psychology and philosophy.
Rehabilitation culture and its impact on technology: unpacking practical conditions for ultrabilitation
Published in Disability and Rehabilitation, 2020
An alternative framework, the International Classification of Functioning, Disability and Health (ICF), is widely used in rehabilitation practice, especially “in the area of medical, social and occupational rehabilitation.” Unlike the medical model of disability, it “conceptualizes disability not solely as a problem that resides in the individual but as a health experience that occurs in a context” [24]. This model considers not only physical conditions and limitations, but also environmental and personal factors, such as interpersonal relationships, community life, accomplishments in major life areas, and other things we believe could contribute to human flourishing as defined by Buetow et al. [1]: “a process and outcome of persons feeling good (hedonic well-being) in developing and using their human capabilities but also striving to sustain a life of meaning and purpose within their best possible range of functioning.” To the extent the ICF is used, it demonstrates at least a partial shift in rehabilitation attitudes away from the medical model, even if the word flourishing is never explicitly used (as pointed out by Buetow et al. [1]) [25].