Preferences And Well Being

Preferences are often thought to be relevant for well-being: respecting preferences, or satisfying them, contributes in some way to making people's lives go well for them. A crucial assumption that accompanies this conviction is that there is a normative standard that allows us to discriminate between preferences that do, and those that do not, contribute to well-being. The papers collected in this volume, written by moral philosophers and philosophers of economics, explore a number of central issues concerning the formulation of such a normative standard. They examine what a defensible account of how preferences should be formed for them to contribute to well-being should look like; whether preferences are subject to requirements of rationality and what reasons we have to prefer certain things over others; and what the significance is, if any, of preferences that are arational or not conducive to well-being.

This volume deals with strategies aimed at increasing psychological well-being in both clinical and non-clinical settings, with a special focus on the impact of cross-cultural influences on these processes. Consisting of two parts, the book first examines clinical interventions for increasing well-being and positive functioning in adult populations. It looks at cultural differences in the experience of psychological well-being, presents an analysis of the concept of psychological well-being and discusses various interventions, including Well-Being Therapy and Cognitive Behavioral Therapy. Other concepts discussed are post-traumatic growth, wisdom and motivation. The second part of the book deals with psychological interventions in childhood and adolescence and has a strong emphasis on educational settings. It provides an overview of the main evidence-based psychotherapies for affective disorders in youths, and looks at the importance and impact of positive education, resilience, and hope. The book presents models for intervention and discusses several therapies in detail.

The authors explain why subjective indicators of well-being are needed, showing how these can offer useful input and giving examples of policy uses of well-being measures. They also describe the validity of the subjective well-being measures as well as potential problems, then delve into objections to their use for policy purposes.

This book focuses on well-being at school in association with positive peer relationships and bullying. Taking an integrative and community-based approach, the book outlines the significance of student-school relationships for well-being and emphasizes the importance of school and classroom climate for promoting well-being. Embedded in research and theory, the book reflects the belief that all of our dealings with children and young people in whatever role, whether as parent or teacher or in some other capacity, are bounded by theory, either implicit or explicit. The book highlights the role of partnerships and linkages in addressing school-based well-being and anti-bullying programs. It pays special attention to the barriers and facilitators that schools must address in engaging with external agencies to deliver strong evidence-based initiatives. The international concern with school bullying is given particular consideration in relation to its impact on the well-being of all involved. A feature of the text is the focus given to the implementation of programs into the busy and complex world of schools and classrooms recognizing that the effectiveness and impact of any school-based program is strongly related to the quality of its implementation. The text reflects a commitment of the authors to a broad-based systemic view of development, taking into account family, school, community and culture as influential factors. The text incorporates a number of pedagogical features e.g. classroom based activities and discussion starters, reflections on points raised in the text, and case studies. This book is of special interest to teachers, school counselors, educational psychologists and mental health professionals working in school settings.

Since the earliest days of philosophy, thinkers have debated the meaning of the term happiness and the nature of the good life. But it is only in recent years that the study of happiness—or “hedonics”—has developed into a formal field of inquiry, cutting across a broad range of disciplines and offering insights into a variety of crucial questions of law and public policy. Law and Happinessbrings together the best and most influential thinkers in the field to explore the question of what makes up happiness—and what factors can be demonstrated to increase or decrease it. Martha Nussbaum offers an account of the way that hedonics can productively be applied to psychology, Cass R. Sunstein considers the unexpected relationship between happiness and health problems, Matthew Adler and Eric A. Posner view hedonics through the lens of cost-benefit analysis, David A. Weisbach considers the relationship between happiness and taxation, and Mark A. Cohen examines the role crime—and fear of crime—can play in people’s assessment of their happiness, and much more. The result is a kaleidoscopic overview of this increasingly prominent field, offering surprising new perspectives and incisive analyses that will have profound implications on public policy.

This book explores the steady decline in the status of the individual in recent years and addresses common misunderstandings about the concept of individuality. Drawing from psychology, neuroscience, technology, economics, philosophy, politics, and law, White explains how and why the individual has been devalued in the eyes of scholars, government leaders, and the public. He notes that developments in science have led to doubts about our cognitive competence, while assumptions made in the humanities have led to questions about our moral competence. In this book, White goes on to argue that both of these views are mistaken and that they stem from overly simplistic ideas about how individuals make choices, however imperfectly, in their interests, which are multifaceted and complex. In response, he proposes a new way to look at individuals that preserves their essential autonomy while emphasizing their responsibility to others, inspired by the moral philosophy of Immanuel Kant and the legal and political philosophy reflected in the Bill of Rights to the U.S. Constitution. This book explains how individuality combines both rights and responsibilities, reconciles the popular yet false dichotomy between individual and society, and provides the basis for a humane and respectful civil society and government. This book is part of White's trilogy on the individual and society, which includes The Manipulation of Choice and The Illusion of Well-Being.

Offers a sustained defense of the claim that the basic social minimum should be characterized in terms of human welfare.

The philosophy of the social sciences considers the underlying explanatory powers of the social (or human) sciences, such as history, economics, anthropology, politics, and sociology. The type of questions covered includes the methodological (the nature of observations, laws, theories, and explanations) to the ontological — whether or not these sciences can explain human nature in a way consistent with common-sense beliefs. This Handbook is a major, comprehensive look at the key ideas in the field, is guided by several principles. The first is that the philosophy of social science should be closely connected to, and informed by, developments in the sciences themselves. The second is that the volume should appeal to practicing social scientists as well as philosophers, with the contributors being both drawn from both ranks, and speaking to ongoing controversial issues in the field. Finally, the volume promotes connections across the social sciences, with greater internal discussion and interaction across disciplinary boundaries.