Chapter 1: The Role of Perceived Competence in the Lives of Children with Adhd, Emotional and Behavioral Disorder, Learning Disability, and Developmental Disability: A Positive Psychology Perspective

The past decade has witnessed a new wave of psychological theory and research emphasizing positive psychology and the need to focus on positive ways for individuals to get the most from life (e.g., Martin, 2016; Seligman & Csikszentmihalyi, 2000). Positive psychology is an overarching term referring to the study of positive traits, adaptive emotions, and enabling contexts (Seligman & Csikszentmihalyi, 2000; Seligman, Steen, Park, & Peterson, 2005). Positive psychology seeks to offer guidance and intervention to promote positive beliefs, emotions, and behaviors (Seligman et al., 2005). According to Peterson (2006; see also Peterson & Seligman, 2004), positive psychology is primarily focused on positive psychological attributes such as interests, talents, virtues, and character strengths; positive experiences such as flow and happiness; positive institutions such as families and schools; and, positive relationships among individuals. Positive emotions are theorized to have the potential to broaden individuals’ cognitive-behavioral repertoire (Fredrickson, 2001; Fredrickson & Joiner, 2002). As a result, individuals are able to build strong and healthy personal resources that positively impact their academic and personal well-being (Bandura, 1997, 1999, 2001; Diener, Sandwik, & Pavot, 1991.