1

Optimism and subjective well-being among adolescents in Metro Manila

By
Sr. Sheela Menachery

CHAPTER I
THE PROBLEM AND A REVIEW OF RELATED LITERATURE
Optimism is the belief that things will turn out well. It is the expectation that good things will
come your way and that you have the ability to control the direction of your life. There are plenty
of common phrases that capture the essence of optimism: "seeing the glass as half full," "making
lemonade out of lemons," "every cloud has a silver lining." Each of these phrases captures the
belief that optimism can transform a negative situation into something positive, and that
optimism helps guide people to look for meaning in times of hardship. Although optimism and
pessimism often refer to how people think about the future, they also refer to how people think
about the past; specifically, the causes of the good and bad events in their lives. When something
bad happenslike having a fight with someone you love, or losing your job, or getting a bad
grade on a testoptimistic thinkers believe that what caused the problem can be changed, and
they believe that problems in one area of their lives won't necessarily lead to problems in all
areas. Pessimistic thinkers, in contrast, believe that they are the sole cause of their problems, that
those problems are going to last forever, and that they are going to seep into every aspect of their
lives. ( Reivich,2010)
Theoretical Back ground
Optimism is defined as the cognitive disposition to expect favorable outcomes (Scheier &
Carver, 1985). A substantial body of research has linked optimism to effective coping and to
positive mental and physical health outcomes (e.g., Scheier, Carver, & Bridges, 2001; Taylor,
Kemeny, Reed, Bower, & Gruenewald, 2000).
In the second half of the twentieth century, there is, an increasingly large body of psychological
research related to optimism and mental health began to move away from this negative
perspective, instead focusing on the positive impact of optimism for well-being in many different
aspects of life from mental and physical health to job satisfaction and emotional balance.
Psychologists began to argue that people are naturally inclined to think about life in a positive
way, regardless of the objective evidence that might suggest otherwise. This, they suggested, was
essentially a good thing because it motivated us to achieve positive outcomes. We continue to
think positively, for example, about the idea of marriage, despite the increasing rate of divorce.
Similarly, people generally underplay the likelihood of contracting particular diseases despite the
statistical probability of this occurring. In a seminal study of attitudes among smokers conducted
by the psychologist Neil Weinstein, for example, participants regularly considered themselves
less likely than the average smoker to contract lung cancer, in spite of evidence to the contrary
(Weinstein, 2005)
This positive outlook on optimism remains popular among psychologists today, although most
also recognize that optimism can be experienced in varying degrees, not all of which are
beneficial to ones mental well-being.(SIRC,2009) For example, happy people report higher selfesteem and greater optimism (e.g., Lucas, Diener, & Suh, 1996; Lyubomirsky & Lepper, 1999;
Lyubomirsky, Tkach, & DiMatteo, 2006; Tarlow & Haaga, 1996), The concepts of optimism and
pessimism concern peoples expectations for the future. These concepts have ties to centuries of

3
folk wisdom and also to a class of psychological theories of motivation, called expectancy-value
theories. Such theories suggest a logical basis for some of the ways in which optimism and
pessimism influence peoples behavior and emotions. Expectancy-value models begin with the
idea that behavior is aimed at attaining desired goals (Carver & Scheier, 1998).
Optimism Is a Way of thinking
One of the most important points about optimism is that optimism is a style of thinking, not a
permanent part of your character. People can learn to change their style of thinking just like they
can change the style of clothing they wear. This point is critical. People can learn to think
optimistically. Children can learn to think optimistically. Pessimistic thinking can be replaced
with optimistic thinking. And the reason this matters is that optimism is a significant determinant
of mental health, academic and work success, physical health, and overall happiness.
(Reivich,2010)
Optimism Enhancing Activities
Writing : Writing exercise in away enables ones optimistic muscles into activation. Thinking
about a bright future is not so natural for everyone. You can acquire it only through time and
training. William Faulkner once said I never know what I think about something until I read
what I have written on it when you write about your future it may bring an inspiration about
your goals. Thus keeping a journal may improve your optimism .(Lyubomirsky,2008)
Adolescents and Optimism
During this critical time of self-awareness and growth, children need to
exercise optimism and confidence so that they can handle the common
challenges of growing up. Parents, teachers, older siblings, relatives and
other significant adults must assist children in developing an
optimistic approach to life that can empower them to reach their goals and
achieve the highest level of personal satisfaction. Positive peer pressure can
lead to the development of an optimist
attitude; however, pessimistic peers can cause children to view the world in
a negative light.
Therefore, it is critical that young people exercise care in selecting friends
that have a positive influence on their lives. This awkward period of physical
and emotional development should be approached with an optimistic and
confident attitude. As young adults begin to experience the world with less
direct adult guidance, it is critical that they be equipped with the skills
necessary to cope with the daily pressures of adolescence. A positive and
confident self-awareness can enable teens to face the difficult decisions and
circumstances that are common during this stage of development. Teens
facing challenging times may tend to become hopeless and frustrated. Adults
need to realize that maintaining a positive and optimistic attitude is an ongoing process

4
and that teens may need continued guidance in their journey through
adolescence.( Thomason, 2000)
Growing up in an increasingly complex world means young people need the resources and skills
to positively and successfully navigate their way through life. It is suggested that one of the best
ways we can equip children to be resilient and thrive is to teach them how to view any situation
or incident in an optimistic way. This approach does not mean that negative or troubling events
are trivialized into a falsely rosy picture. Instead, the ability to be optimistic allows a person to
look beyond the immediacy of a negative experience and learn from it, so as to deal with it more
effectively should that situation rise again. Through promoting optimism, the strengths and
resilience of children are fostered in a way that translates into every other aspect of their lives,
maximizing their sense of achievement and well-being. A significant amount of research on
optimism has been carried out in recent years, with optimism defined as a set of expectations
about the future that is markedly positive and hopeful. Psychologists now understand that
optimism forms a critical part of both mental and physical well-being. Both children and adults
with an optimistic outlook experience better health, and are much more likely to bounce back
from adversity, including chronic illness or bereavement. ( Marslew 2010)
Academic Optimism of Schools Driving Force for Student Achievement
Our conception of academic optimism includes both cognitive and affective (emotional)
dimensions and adds a behavioral element. Collective efficacy is a group belief or expectation; it
is cognitive. Faculty trust in parents and students is an affective response. Academic emphasis is
the push for particular behaviors in the school workplace (Hoy et al., 2006). Hoy and his
colleagues concluded that "collective efficacy reflects the thoughts and beliefs of the group;
faculty trust adds an affective dimen-sion, and academic emphasis captures the behavioral
enactment of efficacy and trust" Academic optimism paints a rich picture of human agency that
explains collective behavior in terms of cognitive, affective, and behav-ioral dimensions. The
relationships among the three major dimensions of academic optimism can be seen as a triadic
set of interactions with each element functionally dependent on the others. Faculty trust in
parents and students encourages a sense of collective efficacy, and collective efficacy reinforces
and enhances trust. Similarly, when the faculty trusts parents, teachers can insist on higher
academic standards with confidence that they will not be undermined by parents, and high
academic standards in turn reinforce faculty trust. Finally, when the faculty believes it has the
capability to organize and execute actions that will have positive effects on student achievement,
academic achievement is emphasized, and academic emphasis in turn reinforces a strong sense of
collective efficacy. In summary, all of the elements of academic optimism have transactional
relationships with each other and interact to create a culture of academic optimism in schools.
(Hoy 2006)
Subjective Well-being and Optimism
In terms of mental well-being, individuals with an optimistic outlook are much more likely to
view negative events as temporary, their own actions as highly effective, and tend to have more
friends. They are more likely to experience greater success in academic, athletic, occupational
and political fields, and, as a consequence, are much less likely to ever suffer depression or
anxiety in their lives. The single most exciting finding of all this research, however, is that

5
optimism can be taught. It is malleable and flexible, and since it promotes problem solving, it
allows the individual to respond in different, open-minded ways as the situation dictates.
It is important to note, however, that young people's optimism tends to decline with age. This
significant trend has been documented in several research studies and seems directly proportional
to the onset of depression in early adolescence.This is why fostering the optimism of children in
a systematic way is so critical - This optimism does not have to decline, it can be maintained in a
viable, adaptive way, so long as children are taught how to draw on the skills of optimism in a
conscious way. Promoting and teaching optimism in this way provides children and adolescents
with a set of "thinking tools" that allows them to navigate life in a more productive, happier,
even healthier, way. The skills of optimism promote children's ability to master tasks, be
confident in their own actions, view their setbacks as opportunities for growth, and interact with
their parent, family, and peers in an active, resourceful way. ( Marslew 2010)
Program Rationale
The rationale for this program is that the program developer is aware that optimism is an
important aspect of Subjective well being that needs to be enhanced. Optimism and positive
thinking enhances subjective well being. When individuals are optimistic about the future they
are able to achieve lifelong goals and optimistic thinking enhances happiness which prompts to
engage in active and effective coping. Our objectives are to help the adolescents to learn and to
recognize the choices they have in adopting optimism as a choice of their life and to acquire
some of the skills of optimism that will enhance their Subjective Well Being.
Psychologists have recently emphasized the need for promoting adolescent well-being, beyond
the existing focus on symptom reduction. Mitigating pathology is important, but its absence is
different from mental health (Keyes, 2007). The traditional approach identifying and fixing
weaknesses may be limited in fostering the good life (Sheldon & King, 2001). Therefore, this
study would like to consider complementing existing practices by identifying and augmenting
strengths, like optimism to promote the Happiness of the adolescents. Boosting ones optimism
and subjective well being is an important process towards healthy functioning of the adolescents.
Objectives
To design a program focused on optimism and so to help the students to develop an
optimistic outlook about life which would lead to subjective well being
CHAPTER II
METHOD
This chapter describes the procedures and the elements involved in
conducting the study
Including Program Rationale, participants, instruments, data gathering, and data
analysis.
Participants
The participants to this Program are the high school students of Carlos L. Albert High
School. The numbers of students will be 50 However, this seminar is a very good tool for all

6
the adolescents because they can check their subjective well being and optimism and they can
know more about themselves and it will help them to improve their optimism which may lead to
the increase of their subjective well Being.
Instruments
I will administer SWL questionnaire to the adolescents in order to measure their
Subjective well being.
Hypothesis

Optimism may increase SWB of Adolescents.

Research Problem
Does optimism increase subjective well being among the adolescence in Metro Manila?
Is there a connection between subjective wellbeing and optimism
PROGRAM OVERVIEW:
Opening Ceremony Prayer Power Point
Session I
Orientation and Introduction
1. Activity
Administering the SWLS
2. Activity I
Wish You Health and Happiness
Specific objectives.
To make the members get to know each other.
To help the members to create an optimist group
Time. 10 minutes
Goals.
To encourage group to have an optimistic out look
To get to know each other
I Wish You Health and Happiness
Taking elements of the Buddhist Eightfold Path include "right thinking" and "right speech." By
thinking and saying positive thoughts about self and to others, you gradually can create
optimism not only in the other person, but also in yourself. In the terms of cognitive behavior
therapy, one is restructuring cognitions. A Buddhist might add that "What goes around comes
around.

Instructions to participants
Now I would like each participant to get up and while shaking the hands of all the people in the
room and looking them in the eye, say, as earnestly as possible, "I wish you health and happiness
you also introduce yourself and tell something specific that you like about yourself and Once you
finish, we all say together, "I wish you health and happiness.
Discussion points
1. What did you feel when others wished you well?
2. How did you feel when you had to speak good about yourself?
Lecture
Lecture on optimism and subjective well Being
PPT on Optimism
Discussion: What is optimism?
Your only television will be in the repair shop for the next three weeks.
Discuss some optimistic reactions to this situation
3. Activity
Optimism Hat (Encouraging others optimism)
Kindly take a piece of paper, write your name , in bold on one side , on the other side you
should write on the paper your optimistic personal wish about future that you would like to attain
in the future. After you complete writing put it in to the hat. Now I would like each participant to
pick up someone elses wish, read the wish, and write a supportive response on the same paper.
For example I am sure you can achieve this . And hand it over to the person for whom it
belongs. Later record in your journal what did you feel when you got the affirmation of others
about your optimistic wish.

4. Activity
Dream Bag
I would Like you write down something you would like to achieve in your life on This slip of
paper. use another slip to write down something you would like to achieve in your life in the
next few weeks. Write in another slip one or more affirmations about yourself that will set the
stage for the realization of this goal after you complete this make a tag for the Bag, My dream
Bag. Every day as you rise up pick one slip from your dream bag and read what you have
written.
5. Optimistic Creed

8
Learn the first tenet of the OPTIMIST CREED. Consciously think about it for 30 seconds at
least three times a day for one week. Think about it especially when you are entering a different
physical space or greeting a different person. Repeat this exercise for every tenet.
Now I would like you to Practice this The Optimist Creed
The Optimist Creed
Promise Yourself -To be so strong that nothing can disturb your peace of mind.
To talk health, happiness and prosperity to every person you meet.
To make all your friends feel that there is something in them.
To look at the sunny side of everything and make your optimism come true.
To think only of the best, to work only for the best and to expect only the best.
To be just as enthusiastic about the success of others as you are about your own.
To forget the mistakes of the past and press on to the greater achievements of the future.
To wear a cheerful countenance at all times and give every living creature you meet a smile.
To give so much to the improvement of yourself that you have no time to criticize others.
To be too large for worry, too noble for anger, too strong for fear, and too happy to permit the
presence of trouble. (OPTIMIST INTERNATIONAL)
6. Your Optimism Vision Mission Statement
Have look at the Optimism Vision Mission Statement and Complete by writing in the space
provided: a) Your vision about how can you become an optimist. b) Mission how are you going
to achieve it. Let it be an optimistic wish. Share it with the group. As each one share their
Vision Mission Statement the group responds, You can achieve this Vision Mission Statement

At the end of the day write in your journal what Progress you made towards your vision mission
statement.
Keep a Journal
Make note in your journal how much you succeeded in your activities like dream bag and
optimistic vision mission statement Practice this for a week.
Second session

10

Activity
Sharing the effectiveness of the Program
Evaluation on Subjective Well Being administering the SWLS again and see the difference in the
score.

References
Weinstein, N D, Marcus, S, & Moser, R. (2005) Smokers' unrealistic optimism about their risk,
Tobacco Control, 14(1), 55-5
Scheier, M. F., Carver, C. S., & Bridges, M. W. (2001). Optimism, pessimism, and psychological
well-being. In E. C. Chang (Ed.), Optimism and pessimism: Implications for theory, research,
and practice (pp. 189216). Washington, DC: American Psychological Association.
Thomason,Deborah J. Thomason, Ed.D., Extension Family & Youth
Development Specialist Brenda J. Thames, Ed.D., CFCS, Extension Program
Development Specialist Family relationships
Scheier, M. F., & Carver, C. S. (1985). Optimism, coping, and health: Assessment and
implications of generalized outcome expectancies.Health Psychology, 4, 219247.
http://EzineArticles.com/?expert=Ken_Marslew Optimism - The Key to a Successful Life
Reivich, J,R.(2010) Optimism: A Key Ingredient to Happiness Communiqu
38, (7 )
Retrieved on August 11, 2010, retrieved from
http://www.nasponline.org/publications/cq/pdf/V38N7_Optimism_A_Key_to_Happiness.pdf
Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95, (3), 542-575.
Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national
index. American Psychologist, 55, (1), 34-43.
Carver, C.S., & Scheier, M.F. (2002a). Optimism. In C.R. Snyder & S.J. Lopez (Eds.),
Handbook of positive psychology (pp. 231243). Oxford: University Press.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: the broadenand-build theory of positive emotions. American Psychologist, 56, 218e226.
Lyubomirsky, S., King, L. A., & Diener, E. (2005). The benefits of frequent positive affect.
Psychological Bulletin, 131, 803e855.

11

Lucas, R. E., Diener, E., & Suh, E. M. (1996). Discriminant validity of well-being measures.
Journal of Personality and Social Psychology, 71, 616-628
Carver, C. S., & Scheier, M. F. (1998). On the self-regulation of behavior. New York:
Cambridge University Press