Feb 072010
 

Source: “Authentic Happiness,” Martin E. P. Seligman, Ph.D., Chapter 6

Satisfying Life Experiences

The most satisfying life experiences tend to be those involving self-respect, accomplishment and social relatedness. They notably did not include exercising power influence or acquiring material or physical gratification. Cultures that emphasize community responsibility are less likely to identify self-directed activities as producing happiness. The classic elements of the “American Dream” have a dark side: “materialism is toxic for happiness. ”

Self assessment exercise.

  1. In most ways my life is close to my ideal.
  2. The conditions of my life are excellent.
  3. I am satisfied with my life.
  4. So far I have gotten the important things I want in life.
  5. If I could live my life over, I would change almost nothing.
Flow

Flow, total involvement in a challenge, is an altered state of consciousness that produces genuine satisfaction with experiences. It is very enjoyable to be fully absorbed and engaged in such an activity. It does not arise from passivity but from active engagement with life. The specific activity is not so important as the way in which it is performed.

Interpreting life events

“Most people are about as happy as they make up their minds to be.” Abraham Lincoln

One’s interpretation of an event may differ from person to person. While some remain chronically unhappy others are capable of seeing a silver lining in the events of their lives.

Maximization and Regret

Orientation poured goals may be characterized as satisfying or maximizing. A satisfier is content to meet expectations. A maximizer tries to achieve the best result in every situation; they plan were carefully, set higher standards, but may suffer negative emotions when the results do not satisfy their expectations. They are more prone to experiencing regret, unfavorable comparison to others, and reduced life satisfaction. Maximizers also strive to keep their options open, often been less satisfied with the outcome.

Savoring

Contemporary life often promotes feelings of urgency and the desire to multi task. Conversely, the ability to slow down and savor experience adds richness, vividness, and satisfaction to life. Slowing down to “smell the roses” increases happiness.

Gratitude

Gratitude extends appreciation for positive outcomes from oneself to a wide range of other contributors. This also increases intrinsic self-esteem and perception of social support. People expressing gratitude avoid taking life events for granted; they are less prone to negative emotions, are more empathetic, and less focused on materialistic goals. They feel happier and present themselves to others as happier.

Dec 032009
 

Source: Integral Institute – Scholars

Beth J. Jowdy is currently an Assistant Professor in the Sport Management Department at Southern New Hampshire University in Manchester, New Hampshire. Her areas of academic concentration include experiential learning, reflection, and Integral Theory with a special interest in grassroots event management.

Source: Southern New Hampshire University

Sheehan, Elizabeth

Jowdy_Beth

Dr. Sheehan teaches both undergraduate and graduate courses. Her courses include: Introduction to Sport Management, Governance and Management of Sport Organizations, Sport Event Sponsorship, Sport Event Marketing & Management, Leadership and Sport Event Management. Specialty areas: experiential learning, reflection, integral theory, leadership and organizational development, and grassroots sport event management.

 

 

 

  The use of experiential activities and reflection as methods to enhance social and emotional learning is commonly accepted in higher education. It is believed that through experience-based courses students deepen and possibly alter presently held assumptions when classroom experiences allow students to practice skills and reflect on behaviors that simulate "real-world" situations. However, how is it that experience-based courses develop the emotional competencies necessary for students to effectively manage themselves and others in the workplace and in life? This study examines the impact of a sport event management course on students’ emotional competency. Specifically, this study answers the question: Can a semester-long experience-based course increase students’ emotional competency when students are not introduced to emotional intelligence theory. The book is addressed to faculty and academic administrators in higher education. Since a popular misconception associated with experiential learning is that the outcomes are subjective and difficult to measure, the results of this study will also be of interest to individuals involved with any form of experiential education.