Путь к процветанию. Новое понимание счастья и благополучия

{8} Позитивный настрой – это больший объем внимания: B. L. Fredrickson and C. Branigan. Positive Emotions Broaden the Scope of Attention and Thought-Action Repertoires. Cognition & Emotion 19 (2005): 313–32; A. Bolte, T. Goschke, and J. Kuhl. Emotion and Intuition: Effects of Positive and Negative Mood on Implicit Judgments of Semantic Coherence. Psychological Science 14 (2003): 416–21; G. Rowe, J. B. Hirsh, A. K. Anderson, and E. E. Smith. Positive Affect Increases the Breadth of Attentional Selection. Proceedings of the National Academy of Sciences of the United States of America 104 (2007): 383–88.

{9} активизация творческого [мышления]: A. M. Isen, K. A. Daubman, and G. P. Nowicki. Positive Affect Facilitates Creative Problem-Solving. Journal of Personality and Social Psychology 52 (1987): 1122–31; C. A. Estrada, A. M. Isen, and M. J. Young. Positive Affect Improves Creative Problem Solving and Influences Reported Source of Practice Satisfaction in Physicians. Motivation and Emotion 18 (1994): 285–99.

[активизация] целостного мышления: A. M. Isen, A. S. Rosenzweig, and M. J. Young. The Influence of Positive Affect on Clinical Problem Solving. Medical Decision Making 11 (1991): 221–27; J. Kuhl. Emotion, Cognition, and Motivation: II. The Functional Significance of Emotions in Perception, Memory, Problem-Solving, and Overt Action. Sprache and Kognition 2 (1983): 228–53; J. Kuhl. A Functional-Design Approach to Motivation and Self-Regulation: The Dynamics of Personality Systems Interactions. In Handbook of Self-Regulation, eds. M. Boekaerts, P. R. Pintrich, and M. Zeidner (San Diego: Academic Press, 2000), pp. 111–69.

{10} негативный, напротив, означает меньший объем внимания: A. Bolte, T. Goschke, and J. Kuhl. Emotion and Intuition: Effects of Positive and Negative Mood on Implicit Judgments of Semantic Coherence. Psychological Science 14 (2003): 416–21.

{11} Общий метаанализ: S. M. Brunwasser and J. E. Gillham. A Meta-Analytic Review of the Penn Resiliency Programme (paper presented at the Society for Prevention Research, San Francisco, CA, May 2008).

{12} во время первых испытаний PRP зафиксировано уменьшение симптомов умеренной и тяжелой депрессии в два раза на протяжении двух лет после окончания программы: J. E. Gillham, K. J. Reivich, L. H. Jaycox, and M. E. P. Seligman. Prevention of Depressive Symptoms in Schoolchildren: Two-Year Follow-Up. Psychological Science 6 (1995): 343–51.

{13} В медицинских учреждениях PRP предотвращала депрессивные и тревожные расстройства: J. E. Gillham, J. Hamilton, D. R. Freres, K. Patton, and R. Gallop. Preventing Depression Among Early Adolescents in the Primary Care Setting: A Randomized Controlled Study of the Penn Resiliency Program. Journal of Abnormal Child Psychology 34 (2006): 203–19.

{14} улучшения, по отзывам родителей подростков, в течение трех лет после окончания программы: J. J. Cutuli. Preventing Externalizing Symptoms and Related Features in Adolescence (unpublished honors thesis, University of Pennsylvania, 2004); J. J. Cutuli, T. M. Chaplin, J. E. Gillham, K. J. Reivich, and M. E. P. Seligman. Preventing co-occurring depression symptoms in adolescents with conduct problems: The Penn Resiliency Program, New York Academy of Sciences 1094 (2006): 282–86.

{15} Программа одинаково эффективна для детей различной расовой/этнической принадлежности: S. M. Brunwasser and J. E. Gillham. A Meta-Analytic Review of the Penn Resiliency Programme (доклад представлен на заседании Общества профилактических исследований в Сан-Франциско, штат Калифорния, в мае 2008 года).

{16} Эффективность PRP значительно варьируется: J. E. Gillham, S. M. Brunwasser, and D. R. Freres. Preventing Depression Early in Adolescence: The Penn Resiliency Program. In Handbook of Depression in Children and Adolescents, eds. J. R. Z. Abela and B. L. Hankin (New York: Guilford Press, 2007), pp. 309–32.

{17} Принципиально важно тщательное соблюдение рекомендаций: J. E. Gillham, J. Hamilton, D. R. Freres, K. Patton, and R. Gallop. Preventing Depression Among Early Adolescents in the Primary Care Setting: A Randomized Controlled Study of the Penn Resiliency Program. Journal of Abnormal Child Psychology 34 (2006): 203–19.