This chapter synthesizes the research from positive psychology on fulfilled individuals and thriving communities with the research from higher education on student success and institutional effectiveness, in order to build a bridge from one discipline to the other. Principles from positive psychology are applied in practical ways to the daily work of faculty, staff, and administrators in four key areas: (a) teaching and learning, (b) academic advising, (c) student leadership development, and (d) promoting students' psycho logical well-being. Self-determination theory and the talent development approach are synthesized into practical applications for the teaching and learning process with an emphasis on engaged learning and strengths-based education. Specific strategies for academic advisors are outlined in order to increase the likelihood of engaged learners persisting to graduation. Authentic leadership principles are applied to student leadership development programs, with an emphasis on emotional intelligence, mindfulness, the importance of a growth mind-set, and strengths-based approaches to leadership development. Finally, positive psychology principles are applied to counseling and psychotherapy services, preventive outreach, and consultation services to the broader campus community in order to build students' psychological well-being.

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Univariate and multivariate analyses were used to investigate intrinsic and contextual sources of coping variability among 90 patients with chronic pain. Pain coping strategies were assessed by the subscales of the Coping Strategies Questionnaire. Intrinsic variables included demographic characteristics and dispositional optimism. Contextual variables included pain-related variables and pain control appraisals. In univariate analyses, ethnicity was a statistically significant intrinsic source of variability for the praying and hoping coping subscale; however, comparisons between pairs of ethnic groups were not statistically significant. A multivariate perspective of the data found three independent and salient patterns of correlation between the intrinsic and contextual variables and coping subscales. These patterns of correlation accounted for 96% of the total variance and were conceptualized as optimistic active coping, educated rational coping, and optimistic restricted coping. The findings raise the prospect that there are intrinsic and contextual explanations of coping variability for patients with chronic pain.

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