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Practicing Learned Optimism
by Jessica Koehler Ph.D.
Optimism is more than just a positive mindset—it’s a life-changing approach to overcoming challenges and thriving in the face of adversity.
While optimism may seem like a natural trait for some, it can also be developed, a concept pioneered by psychologist Martin Seligman in his groundbreaking theory of learned optimism. Seligman’s research into optimism, along with his more recent work on the PERMA model, offers a roadmap to flourishing in all aspects of life.
The Power of Learned Optimism
Seligman, often regarded as the father of positive psychology, introduced the idea of learned helplessness in the 1970s after discovering that individuals can become conditioned to believe that they have no control over their circumstances. Later, Seligman pivoted from helplessness to focus on the opposite—learned optimism, the idea that people can train themselves to adopt a more positive, constructive mindset.
Learned optimism, as Seligman explains, is a skill. It involves recognizing and challenging negative thought patterns, then replacing them with more realistic and optimistic perspectives. Individuals who practice learned optimism are less likely to suffer from depression, experience better physical health, and are more resilient in the face of life’s difficulties. Optimism, therefore, isn’t just about seeing the glass as half full—it’s about intentionally rethinking how we interpret and respond to the world around us.
The ABC Model: Changing How We Think
At the core of learned optimism is Seligman’s ABC model, first introduced by psychologist Albert Ellis in the 1950s:
B: Belief (the interpretation we form about the adversity)
C: Consequence (the emotional reaction we experience based on our belief)
For instance, let’s imagine a student who fails an important exam. An individual with a pessimistic mindset (learned helplessness) might think, "I’m not smart enough to succeed," leading to feelings of despair and withdrawal from academic efforts. In contrast, someone practicing learned optimism might acknowledge the difficulty of the exam but focus on what they can control, such as studying more effectively or seeking help from a tutor.
The beauty of learned optimism is that it teaches us to challenge our immediate beliefs and question their validity. Are we catastrophizing? Are we assuming failure is inevitable? Seligman’s research shows that when we interrupt these negative thought patterns and replace them with more constructive interpretations, we can shift the trajectory of our emotional response.
In a famous experiment, Seligman found that optimistic salespeople outperformed their pessimistic counterparts, not because they were better at selling but because they bounced back more quickly from rejection. This resilience—the ability to persist and adapt in the face of setbacks—is the hallmark of learned optimism (Seligman & Schulman, 1986).
Tying Learned Optimism to the PERMA Model
In recent years, Seligman expanded his research on learned optimism into a broader framework for well-being, known as the PERMA model. This model highlights that flourishing in life goes beyond simply cultivating optimism—it requires fostering well-being across several interconnected dimensions:
- Positive emotions: Optimism is key to enhancing positive emotions by reshaping how we view setbacks. Instead of focusing on failure or negativity, learned optimists emphasize what they can control and the potential for positive outcomes, allowing them to maintain a hopeful outlook.
- Engagement: Learned optimism nurtures engagement by encouraging persistence and dedication, even when faced with obstacles. This mindset helps individuals stay connected to their goals and passions, increasing their overall satisfaction and involvement in life’s activities.
- Relationships: Optimism positively influences interpersonal relationships. Optimists are generally more supportive and empathetic, and less critical of others, which fosters stronger, healthier social connections and a sense of belonging.
- Meaning: Optimistic people are more likely to view challenges as growth opportunities or steps toward contributing to something greater than themselves, finding meaning even in adversity.
- Accomplishment: Optimistic individuals are more inclined to set ambitious goals, push through difficulties, and take proactive steps toward achievement, believing that their efforts will ultimately pay off.
The Science Behind Optimism and Well-Being
Research supports the idea that learned optimism and the components of the PERMA model contribute to overall well-being. A study published in Trends in Cognitive Sciences found that optimism is associated with better health outcomes. Optimists tend to engage in healthier behaviors, such as exercising regularly and eating nutritious diets, which may explain their better physical health (Carver & Scheier, 2014).
Another study published in Psychological Science explored how optimism impacts aging. The researchers found that individuals with a positive outlook on aging lived longer and had better health outcomes than those with a more pessimistic view. This suggests that optimism may shape not only our mental well-being but also our physical health across the lifespan (Levy et al., 2002).
Research published in Pratiques Psychologiques highlights the role of optimism in buffering against depression. The study found that individuals who practiced optimistic thinking were less likely to develop depressive symptoms over time, suggesting that optimism can act as a protective factor against mental health challenges (Forgeard & Seligman, 2012).
The Road to Learned Optimism: How to Cultivate It
So, how can we begin to practice learned optimism and incorporate the PERMA model into our lives?
Here are a few practical strategies:
- Challenge negative thoughts: When you face adversity, pause and ask yourself whether your initial belief is realistic. Are you assuming the worst? Try to reframe the situation in a more balanced, optimistic light.
- Focus on what you can control: Optimism doesn’t mean ignoring difficulties. Instead, it means focusing on the aspects of a situation that are within your control.
- Practice gratitude: Regularly practicing gratitude—whether by keeping a journal or simply reflecting on things you’re thankful for—can help shift your focus toward optimism.
- Nurture relationships: Strong social connections are crucial to well-being. Spend time with people who lift you up, and be intentional about offering support to others.
- Set meaningful goals: Accomplishment is deeply tied to optimism. Set small, achievable goals that move you toward larger aspirations.
Why Optimism Matters
Research on learned optimism reveals that optimism isn’t just an inherent trait—it’s a skill that can be developed and strengthened over time.
By intentionally practicing optimism, we can shape a life characterized by greater resilience, well-being, and success.
Optimism empowers us to focus on solutions, adapt to adversity, and maintain a hopeful outlook even in difficult times.
Author: Jessica Koehler, Ph.D., is an Associate Faculty Member in the University of Arizona Global Campus Psychology Department.
This article was originally published in Psychology Today https://www.psychologytoday.com/us/blog/beyond-school-walls/202409/practicing-learned-optimism
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References
Carver, C. S., & Scheier, M. F. (2014). Dispositional optimism. Trends in Cognitive Sciences, 18(6), 293–299. https://doi.org/10.1016/j.tics.2014.02.003
Forgeard, M. J. C., & Seligman, M. E. P. (2012). Seeing the glass half full: A review of the causes and consequences of optimism. Pratiques Psychologiques, 18(2), 107–120. https://doi.org/10.1016/j.prps.2012.02.002
Levy, B. R., Slade, M. D., Kunkel, S. R., & Kasl, S. V. (2002). Longevity increased by positive self-perceptions of aging. Journal of Personality and Social Psychology, 83(2), 261–270. https://doi.org/10.1037/0022-3514.83.2.261
Seligman, M. E. P., & Schulman, P. (1986). Explanatory style as a predictor of productivity and quitting among life insurance sales agents. Journal of Personality and Social Psychology, 50(4), 832–838. https://doi.org/10.1037/0022-3514.50.4.83
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