Positive psychology has become extremely popular and has helped contribute to an increased focus on improving well-being across society (for example, in schools and the workplace)
Diener and Seligman (2002) found that 'very happy' students had stronger romantic and other social relationships and were more sociable than the less happy groups
Olsson et al (2012) found that children who had wider social networks and engaged in more social activities such as playing sports were happier as adults
Kashdan et al (2017) found that when individuals showed a greater appreciation of their partner's character strengths, this was associated with positive outcomes of the relationship, such as greater commitment and support for each other's goals
An approach to well-being that aims to increase life satisfaction and happiness by helping individuals identify and work towards fulfilling their life goals
A self-report questionnaire which covers 16 areas of life and assesses the importance the individual gives to each area as well as their current satisfaction
The final part of the model recognises that satisfaction in areas of life which might not be of key focus can also have an impact on areas seen as more important
1. The model is used as a structure for the therapist/coach to work with the client to develop problem solving strategies
2. The 'S' part of the model (standards) means the individual could be guided to set more realistic goals
3. For the 'O' aspect of the model (overall satisfaction), they could look at ways of increasing satisfaction in other areas to boost overall happiness
Quality of life therapy is supported by research evidence, although this is often done on individuals without specific psychiatric conditions, therefore it may be less effective in these cases