Final Program
Third World Congress on
Positive Psychology
June 27-30, 2013 Westin Bonaventure Los Angeles
Executive Committee Robert Vallerand, President Carmelo Vazquez, President Elect Dianne Vella-Brodrick, Secretary Kim Cameron, Treasurer Antonella Delle Fave, Immediate Past President Ray Fowler, Senior Advisor Martin Seligman, Senior Advisor James Pawelski, Executive Director
Table of Contents
Board of Directors
Page
Committees................................................3 Welcome Messages ....................................4 General Information ..................................6 Hotel Floor Plan ........................................7 Schedule at a Glance..................................8 Program Schedule ....................................20 Poster Session 1 .......................................36 Poster Session 2 .......................................47 Exhibitor Information..............................58 Invited Speaker Abstracts ........................62 Program Abstracts....................................65 Author Index .........................................128
Tal Ben-Shahar Ilona Boniwell David Cooperrider Mihaly Csikszentmihalyi Ed Diener Barbara Fredrickson Maria Elena Garassini Anthony Grant Nick Haslam John Helliwell Felicia Huppert Ren Jun Rose Inza-Kim Hans Henrik Knoop Marlena Kossakowska Charles Martin-Krumm Michael Lamb Richard Layard Shane Lopez
Helena Marujo Mario Mikulincer Luis Miguel Neto Jeanne Nakamura Nansook Park Kaiping Peng Willibald Ruch Kamlesh Singh Alena Slezackova Alejandro Castro Solano Philip Streit Sombat Tapanya Margarita Tarragona George Vaillant Jason Van Allen, SIPPA President Joar Vitterso Marie Wissing Philip Zimbardo
IPPA Directorate Reb Rebele, MAPP, Director of Programing and Communications Gene Terry, CAE, Administrative Director
Congress Committee Stewart Donaldson, Congress Chair
Scientific Committee Mihaly Csikszentmihalyi, Co-chair Jeanne Nakamura, Co-chair Robert Vallerand (ex officio) Marino Bonaiuto Ingrid Brdar Barbara Fredrickson Attilla Olah Nansook Park Amy Wrzesniewski
Applied Positive Psychology Committee Carol Kauffman, Chair Chip Conley Michael Crooke Lee Hwang Caroline Miller Margarita Tarragona Members of the Scientific and Applied Committees gratefully acknowledge the assistance of the following abstract reviewers: Michael Condren Lisa Miller Orin Davis Olin Eugene Myers Sonja Flessati Acacia Parks Sandra Foster Michael Rollock Karen Garman Lisa Sansom Rich Grant Karen Shue Seda Gulvas Karen Skerrett Susan Hwang Megan Thoen Matthew Jarman Carmelo Vazquez Ia Ko Shari Young Kuchenbecker
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Message from the President of IPPA Dear World Congress Delegate, The field of positive psychology is still relatively young, being in its teen years. Just like a teenager, it is changing, evolving, and moving quite rapidly. There are books, journals, conferences, and discussions taking place worldwide. Archival research reveals that the science of positive psychology has now achieved a point where it is comparable to the other sub-disciplines of psychology. And the scientifically informed applications of positive psychology are more popular and diversified than ever. This is why the World Congress on psychology is so important. It allows us to get together from all parts of the world and to take stock of where we are and where we are likely to go next… together! While the first two World Congresses were outstanding, the 3rd World Congress on Positive Psychology promises to be the best yet. It will include some of the top speakers in the field of positive psychology, some outstanding pre-conference workshops and lectures, as well as a record number of conference workshops, symposia, and oral and poster presentations. It will also include a number of special sessions that will allow us to spend time and exchange ideas and viewpoints. Time has been put aside to make sure that we do interact. After all, this is one of the defining strengths of our field: positive interactions! Organizing such a congress is a humongous task. I would like to thank Dr. Stewart Donaldson (Congress Chair), Drs. Mihaly Csikszentmihalyi and Jeanne Nakamura (Scientific Chairs), Dr. Carol Kauffman (Applied Committee Chair), and their numerous committees for the outstanding work they have done. In addition, thanks also go to Kathy Baumer and Talley Management Group, Inc. for their professional support. Without these people’s work, there would not be any 3rd World Congress, and certainly not of such a high quality. So, my dear fellow delegates, on my personal behalf and that of the IPPA Executive Committee and Board of Directors, I am delighted to invite you to fully get involved in the 3rd World Congress on Positive Psychology in beautiful Los Angeles. Let us bask together in the positivity that will be so vibrant during the next 4 days. My most heartfelt wishes for an outstanding and positive congress! Robert Vallerand President
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Message from the Congress Program Chair Seligman and Csikszentmihalyi (2000) ignited positive psychology at the turn of the century with their special issue of the American Psychologist on Happiness, Excellence, and Optimal Human Functioning. The result has been an amazing plethora of research investigations, grants, peer-reviewed articles, books, awards, conferences, and applications focused on optimal human functioning and improving human welfare and society. In addition to the rapid growth of scholarly activity, new professional societies such as the International Positive Psychology Association (IPPA), scholarly journals including the Journal of Positive Psychology, and top-tier graduate programs have been developed. A recent analysis by Rusk and Waters (2013) found more than 18,000 documents in PsycInfo® databases on positive psychology topics, including more than 2,300 published in 2011 alone. The growth of positive psychology has been remarkable. It is now time to showcase the best of positive psychology once again. IPPA is proud to sponsor the Third World Congress on Positive Psychology in Los Angeles, California, USA. An outstanding program has been organized: keynote addresses by leading positive psychology scholars and practitioners from around the world, international symposia on important topics in the field, workshops on best practices in positive psychology, conversation hours, and individual paper and poster sessions from researchers, practitioners, and students from every continent, as well as exhibitions by leading publishing houses and technological innovators. There are wonderful opportunities to participate in pre-conference research methods and applied practice workshops, and master lectures by some of the world’s leading thinkers and trainers in positive psychology. And this is a truly global gathering, offering opportunities to connect with colleagues and learn about developments in positive psychology from seemingly every corner of the globe. Organizing a conference of this magnitude requires the contributions of many and a total team effort. First, I would like to thank: IPPA President Bob Vallerand, Executive Director James Pawelski, Director of Programming and Communications Robert "Reb" Rebele, the Co-Chairs of the Scientific Committee Mihaly Csikszentmihalyi and Jeanne Nakamura, and the Chair of the Applied Committee Carol Kaufman. Special thanks to the members of the Scientific and Applied Committees, and to all of the reviewers who helped create an outstanding program. Thanks also to Kimberly Perkins (Chair of Media Relations), Michael Condren (Chair of Outreach), and Damian Vaughn (Chair of Sponsorships) for their contributions and leadership of many volunteers. A sincere thanks also goes to the Talley Management Group, Inc. (especially Kathy Baumer and Gene Terry) and Edith Ramirez from Claremont Graduate University, who helped immensely from start to finish. There are many more volunteers that deserve recognition, and they will be acknowledged during the Congress. I am grateful for and deeply appreciate the support that all of you, the attendees, have provided this year, as well! By joining IPPA, coming to the Congress, contributing to our student scholarship fund, and most importantly in doing the work you do every day, you are helping us make ever greater strides in our mission to advance the science and practice of positive psychology. I wish you much flow and happiness as you participate in as many sessions as possible during our four days together. Please take advantage of the wonderful networking opportunities and social events that will take place, such as the opening and SIPPA receptions (Thursday), graduate programs reception (Friday), and the gala evening under the stars (Saturday). Make your presence count and meet as many like-minded people as possible. IPPA’s Third World Congress on Positive Psychology promises to be the largest and most vibrant meeting of the positive psychology community yet. Welcome to the many treasures of southern California and Los Angeles! Stewart I. Donaldson Congress Chair
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Mission Statement "Positive psychology is the scientific study of what enables individuals and communities to thrive." The mission of the International Positive Psychology Association (IPPA) is to: ➢ Promote the science of positive psychology and its research-based applications ➢ Facilitate collaboration among researchers, teachers, students, and practitioners of positive psychology around the world and across academic disciplines ➢ Share the findings of positive psychology with the broadest possible audience
Congress Objectives After attending the World Congress on Positive Psychology participants should be better able to: • Understand, discuss, and critique theoretical perspectives in positive psychology. • Integrate findings from the latest basic research in positive psychology into their own ongoing or anticipated program of research or practice. • Use positive interventions effectively in personal and professional settings.
General Information Admission Congress name badges are required for access to all scientific sessions including admission to the exhibit hall and all social events. (*Admission and attendance to the off site event on Saturday evening requires separate registration and payment for all registration types.) Please note the following access per badge type: • Full Attendee Badge: All activities throughout the congress • One Day Badge: All activities on the specified day • Guest Badge: Exhibit Hall and Opening Reception excluding the Evening Under the Stars event • Press Badge: All Educational Sessions and Exhibit Hall • Exhibitor Badge: All activities throughout the congress. Please note: Exhibit Hall Only badge will not grant access to scientific sessions and social events. * Attendees not wearing a badge will be denied admission to the congress activities. Business Center The Business Center is located on the Lobby Level. Hours of operation are: Monday-Friday – 7:30 am – 7:00 pm. Closed Saturday and Sunday. Telephone number is: 213-622-2045. Certificate of Attendance A personalized certificate of attendance is available upon request at the Congress Registration Desk. Exhibits Educational and informational exhibits will be available in Pasadena Room, located one level below the Lobby, during the congress. Exhibiting company representatives will be available to answer your questions about their products and services. Please visit the exhibits and thank the representatives for their support. The complete list of exhibits can be found on pages 58-61. Exhibit Hall hours are as follows: Thursday, June 27, 2013 Friday, June 28, 2013 Saturday, June 29, 2013
6:30 pm – 9:30 pm 7:00 am – 5:30 pm 7:00 am – 5:30 pm
Insurance The Congress organizers cannot accept liability for personal injuries sustained, or for loss of, or damage to, property belonging to Congress attendees, either during or as a result of the Congress. Participants have been encouraged to purchase travel insurance prior to leaving their home country. Insurance plans typically cover accidental loss of belongings, medical costs in case of injury or illness, and other possible risks of international travel. Please check the validity and coverage of your own insurance.
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Language English is the official language of the Congress. No translation arrangements will be made. Mobile Devices As a courtesy to the speakers and your fellow attendees, please switch your mobile device(s) to silent while attending the sessions. Photography Any photography, filming, taping, recording or reproduction in any medium including via the use of tripod-based equipment of any of the programs and/or posters presented at the Third World Congress on Positive Psychology without the express written consent of the International Positive Psychology Association is strictly prohibited. Exceptions to this policy include non-flash photography and audiotape recording using hand-held equipment for strictly personal use, which are permitted if not disruptive. Poster Sessions There will be two poster sessions during the congress. Posters, located in the Pasadena Room, will be on display the full day of their assigned session however authors will only be in attendance during the times indicated below. Friday, June 28, 2013 Poster Session 1
2:30 pm – 3:30 pm
Saturday, June 29, 2013 Poster Session 2
3:15 pm – 4:15 pm
The complete list of accepted posters is located on pages 36-57. Press/Media Room Westin Bonaventure Hotel - Los Feliz Room Telephone: The Press Room will be open the following days and times: Thursday, June 27, 2013 7:30 am – 5:00 pm Friday, June 28, 2013 7:30 am – 5:00 pm Saturday, June 29, 2013 7:30 am – 5:00 pm Sunday, June 30, 2013 7:30 am – 12:00 pm Arrangements for interviews and inquiries concerning news releases and news conference should be directed to Kim Perkins (
[email protected]) or call 415-724-0065. Registration Hours Congress Registration will take place at the Registration Desk in the California Ballroom. Hours are as follows: Wednesday, June 26, 2013 3:00 pm – 8:30 pm Thursday, June 27, 2013 7:00 am – 6:00 pm Friday, June 28, 2013 7:00 am – 5:30 pm Saturday, June 29, 2013 7:00 am – 6:30 pm Sunday, June 30, 2013 7:00 am – 2:30 pm Smoking Policy Smoking is prohibited anywhere within the Hotel. Speaker Ready Room The Speaker Ready Room is located in Beaudry B of the Westin Bonaventure Hotel. Hours are as follows: Wednesday, June 26, 2013 3:00 pm – 8:30 pm Thursday, June 27, 2013 7:00 am – 6:00 pm Friday, June 28, 2013 7:00 am – 5:00 pm Saturday, June 29, 2013 7:00 am – 5:00 pm Sunday, June 30, 2013 7:00 am – 12:00 pm All presenters are asked to check into the Speaker Ready Room 24 hours in advance of their presentation. Congress Evaluation At the conclusion of the congress, you will receive an invitation to complete the evaluation. Please take the time to complete this survey as it provides very important feedback for future programming. Thank you, in advance, for completing the evaluation…your opinion and feedback matter!
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Meeting Rooms
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Positive Psychology Special Lecture Thursday, June 27, 2013 6:30 pm - 8:00 pm
California Ballroom
6:30 pm - 6:45 pm
Congress Welcome
6:45 pm - 8:00 pm
Prospection and Positive Psychology
Martin Seligman and Roy Baumeister will discuss new developments in the science of mental simulations of possible futures: teleology, free will, consciousness, and creativity.
Martin Seligman, University of Pennsylvania, Philadelphia, PA
Martin Seligman is Zellerbach Family Professor of Psychology and Director of the Positive Psychology Center at the University of Pennsylvania. He was Adelaide’s Thinker in Residence from 2012-2013 and collaborated with St Peter’s College, Adelaide. In 1996, Dr. Seligman was elected President of the American Psychological Association, by the largest vote in modern history. Since 2000, his main mission has been the promotion of the field of positive psychology. Dr Seligman is currently Zellerbach Family Professor of Psychology and Director of the Positive Psychology Center at the University of Pennsylvania. He is well known in academic and clinical circles and is a best-selling author, having written 20 books and 200 articles on motivation and personality. Among his better-known works are Flourish (2011), Authentic Happiness (2002), Learned Optimism (1991), What You Can Change and What You Can't (1993), The Optimistic Child (1995), Helplessness (1975, 1993) and Abnormal Psychology (1982, 1988, 1995, with David Rosenhan).
Dr. Baumeister is Francis Eppes Professor of Psychology at Florida State University in Tallahassee, Florida. He is a social psychologist who is known for his work on the self, social rejection, belongingness, sexuality, self-control, self-esteem, self-defeating behaviors, motivation, aggression, consciousness, and free will. He has authored 500 publications and has written, co-written, or edited almost 30 books. He earned his A.B. summa cum laude from Princeton University and his M.A. from Duke University. He returned to Princeton University with his mentor Edward E. Jones and earned his Ph.D. from the university's Department of Psychology in 1978. He then taught at Case Western Reserve University for over two decades before transferring to Florida State. He is a fellow of both the Society for Personality and Social Psychology and the Association for Psychological Science. Baumeister was named an ISI highly cited researcher in 2003. Roy Baumeister, Florida State University, Tallahassee, FL
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Schedule At A Glance
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THURSDAY PROGRAM
Schedule Thursday, June 27, 2013 7:00 am – 8:00 pm 8:00 am – 9:00 am 9:00 am – 10:30 am 9:00 am – 12:00 pm
9:00 am – 12:00 pm
FRIDAY PROGRAM
9:00 am – 12:00 pm 10:00 am – 10:30 am 10:45 am – 12:15 pm
12:00 pm – 1:30 pm 1:30 pm – 3:00 pm 1:30 pm – 4:30 pm 1:30 pm – 4:30 pm
1:30 pm – 4:30 pm
3:15 pm – 4:45 pm 6:30 pm – 6:45 pm 6:45 pm – 8:00 pm
8:00 pm – 9:30 pm 9:30 pm – 11:30 pm
Congress Registration San Diego Registration Booth Continental Breakfast Master Lecture 1 – How Hope Happens Santa Barbara Room Shane Lopez, Clifton Strengths Institute, Omaha, NE Applied Workshop 1 – Positive Psychotherapy (PPT): Application of San Gabriel BC Positive Resources of Clients – Without Dismissing Negatives Tayyab Rashid, University of Toronto, Health & Fitness Center, Toronto, Ontario, Canada Applied Workshop 2 – Coaching Healthcare Professionals: Santa Anita BC How to Make Successful Providers More Successful Karen Garman, Healthcare Education, Leadership & Performance, Inc. (HELP, Inc.), San Diego, CA Research Methods Workshop 1 – Introduction to Multilevel Modeling San Fernando Room Donald Hedeker, University of Illinois – Chicago, Chicago, IL Refreshment Break Master Lecture 2 – Human Flourishing in a Sustainable World Santa Barbara Room Donna McMillan, St. Olaf College, Northfield, MN Olin Eugene Myers, Western Washington University, Bellingham, WA Lunch (on own) Master Lecture 3 – Compassion at Work Santa Barbara Room Jane Dutton, University of Michigan, Ann Arbor, MI Applied Workshop 3 – Mindfulness-Based Strengths Practices San Gabriel BC Ryan Niemiec, VIA Institute on Character, Cincinnati, OH Applied Workshop 4 – Whole-School Well-Being: Santa Anita BC Why It Works and How to Get Started Matthew White, St. Peters College, Adelaide, AU; 2The University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia Research Methods Workshop 2 – Naturalistic Research Methods San Fernando Room Matthias Mehl, University of Arizona, Tucson, AZ Tamlin Conner, University of Otago, Dunedin, NZ Master Lecture 4 - Flourishing and the Genome Santa Barbara Room Barbara Fredrickson, University of North Carolina, Chapel Hill, NC Congress Welcome Special Lecture - Prospection and Positive Psychology California Ballroom Martin Seligman, University of Pennsylvania, Philadelphia, PA Roy Baumeister, Florida State University, Tallahassee, FL Welcome Reception Pasadena Room SIPPA Student Social Bonaventure Brewing Company
Friday, June 28, 2013 7:00 am – 6:00 pm 7:00 am – 8:00 am 8:00 am – 8:15 am 8:15 am – 9:15 am
Congress Registration San Diego Registration Booth Continental Breakfast Pasadena Room Opening Session and Remarks California Ballroom IN 1 - Invited - Positivity Resonates: How Love Creates Health Barbara Fredrickson, University of North Carolina, Chapel Hill, NC 9:15 am – 9:45 am Refreshment Break/Exhibits/Posters Pasadena Room 9:45 am – 10:45 am Concurrent Session 1 SY 1 Symposium: Examining the Peer Reviewed Science Influenced by the Sacramento Room Positive Psychology Movement Stewart Donaldson, Claremont Graduate University, Claremont, CA SY 1.1 The Development of Positive Psychology: Theory & Research Stewart Donaldson, Maren Dollwet, Claremont Graduate University, Claremont, CA SY 1.2 Examining the Scientific Methods used in Positive Psychology Matthew Galen, Claremont Graduate University, Claremont, CA SY 1.3 Diversity in Positive Psychology Research Natasha Wilder, Claremont Graduate University, Claremont, CA SY 1.4 Examining Positive Psychology Research from a Feminist Lens Meghana Rao, Claremont Graduate University, Claremont, CA Discussant: Mihaly Csikszentmihalyi 20
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FRIDAY PROGRAM
SY 2 Symposium: Happiness and Meaning across Nations: San Jose Room The Eudaimonic and Hedonic Happiness Investigation Antonella Delle Fave, University of Milano, Miilano, Italy SY 2.1 What is Happiness for You? Answers from the World Antonella Delle Fave, University of Milano, Milano, Italy SY 2.2 The Role of Relationships in Well-Being: Findings from the Eudaimonic and Hedonic Happiness Investigation (EHHI) Ulisses Araujo, University of Sao Paulo, Sao Paulo, Brazil SY 2.3 Experiencing Meaning in Life: Sources of Meaning and Meaningfulness Across Life Domains in Adulthood Ingrid Brdar, University of Rijeka, Rijeka, Croatia SY 2.4 Happiness in Life Domains and Its Relation with Life Satisfaction and Positive/Negative Emotions Maria D.R. Hernandez-Pozo, Universidad Nacional Autonoma de Mexico, Cuernavaca, Mexico SY 3 Symposium: Building a Flourishing State: The Impact of the San Francisco Room Martin Seligman Residency in South Australia Gabrielle Kelly, Government of South Australia, Adelaide, Australia SY 3.1 Building the Will for Flourishing at the Scale of a State Gabrielle Kelly, Government of South Australia, Adelaide, Australia SY 3.2 Pilot Studies for Measuring Well-Being at Scale Rachel Earl, Government of South Australia; University of Adelaide, Adelaide, Australia SY 3.3 Towards a Flourishing School Matthew White, St. Peters College, Adelaide, Australia; 2The University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia SY 3.4 Recommendations from the Seligman Residency: Opportunity for Coordinated Action in South Australia Amy Walker, University of Pennsylvania, Philadelphia, PA SY 4 Symposium: Positive Interventions in the Clinical Field: New Challenges and New Responses San Diego Room Carmelo Vazquez, Complutense University of Madrid, Madrid Spain SY 4.1 Positive Psychotherapy for Smoking Cessation: Preliminary Clinical Trials Adam Leventhal, University of Southern California, Los Angeles, CA SY 4.2 The Dynamics of Flourishing in Children Treated with an Eudaimonic Well-Being Enhancing Strategy (Cheers) Chiara Ruini, University of Bologna, Bologna, Italy SY 4.3 Happy Despite Pain: A Positive Psychology Intervention for Patients with Chronic Musculoskeletal Pain Madelon Peters, Maastricht University, Maastricht, The Netherlands SY 4.4 Does MBCT Work Against Depression by Changing Real-World Experience of Positive Emotions? A Randomised Controlled Trial Using Ecologically Valid Daily Life Assessments Marieke Wichers, Maastricht University, Maastricht, The Netherlands SY 4.5 Positive Psychology Interventions vs. Cognitive-Behavior Therapy for Clinical Depression: A Pilot Study Carmelo Vazquez, Complutense University of Madrid, Madrid Spain SY 5 Symposium: Humor and Positive Psychology Avalon Room Willibald Ruch, University of Zurich, Zurich, Switzerland SY 5.1 The Happiness Café: Serving Positive Psychology with a Smile Daniel Tomasulo, University of Pennsylvania, Philadelphia, PA SY 5.2 Benevolent and Corrective Humor: A Strength Analysis Willibald Ruch, University of Zurich, Zurich, Switzerland SY 5.3 An Overview on Current Research in Playfulness in Adults and Its Role in Positive Psychology René Proyer, University of Zurich, Zurich, Switzerland SY 5.4 Clowning and Positive Institutions Alberto Dionigi, University of Macerata, Macerata, Italy IPS 1 Positive Emotions and the Environment (Selected Oral Presentations) Emerald Bay Room IPS 1.1 Existential Concerns and Psychological Needs: A Basis for Positive Motivation toward the Natural World Donna McMillan, St. Olaf College, Northfield, MN IPS 1.2 Motivations for Eco-Restoration Volunteerism: Qualitative Approach to Uncovering Positive Psychology's Role on Pro-Environmental Behavior Stanley Asah, University of Washington, Seattle, WA IPS 1.3 Social Identity Framing Promotes Positive Emotions about Environmental Sustainability Viviane Seyranian, University of Southern California, Los Angeles, CA 21
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IPS 1.4 How Priming Memories of Transcendent Experiences Influence Pro-Environmental and Pro-Social Values and Behaviors Nora Davis, University of California – Irvine, Santa Monica, CA WK 1: Mindfulness Interventions: Experiential and Scientific Perspectives San Gabriel Room Itai Ivtzan, University of East London, London, United Kingdom WK 2: Cultivating Emotional Balance (CEB), the New Kid on the Block in Santa Anita Room Evidence-Based Mindfulness Programs Vanessa Kettering, Claremont Graduate University, Claremont, CA WK 3: Positive Identities: Exploring Our Stories through Positive Psychology and Narrative Practice Santa Barbara Room Margarita Tarragona, Universidad Iberoamericana, Mexico City, Mexico 11:00 am – 12:00 pm Concurrent Session 2 IN 2 - Invited - Positive Environment San Francisco Room Marino Bonaiuto, University of Rome, Rome, Italy SY 6 Symposium Strengths: Producing Real World Outcomes that Matter Sacramento Room Denise Quinlan, University of Otago, Dunedin, New Zealand SY 6.1 Contribution 1: Strengths: Producing Real World Outcomes that Matter Roger Tweed, Kwantlen Polytechnic University, British Columbia, Canada SY 6.2 Contribution 2: Strengths: Producing Real World Outcomes that Matter Stephen Dooley, Kwantlen Polytechnic University, Surrey, British Columbia, Canada SY 6.3 Contribution 3: Strengths: Producing Real World Outcomes that Matter Carmel Proctor, Positive Psychology Research Centre, St. Peter Port, Guernsey SY 6.4 Contribution 4: Strengths: Producing Real World Outcomes that Matter Denise Quinlan, University of Otago, Dunedin, New Zealand SY 7 Cognition and Positive Emotions: New Advancements from Basic and Applied Research San Jose Room Carmelo Vazquez, Complutense University, Madrid, Spain SY 7.1 Best Possible Self Imagery Leads to Improvements in Objective Indicators of Healthy Functioning Madelon Peters, Maastricht University, Maastricht, The Netherlands SY 7.2 Persistent Positivity: Automatic Thoughts about our Favorite People and Activities Elise Rice, University of North Carolina, Chapel Hill, NC SY 7.3 The Influence of Resilience on the Relationship between Positive Mood and Affective Flexibility Maud Grol, Ghent University, Ghent, Belgium SY 7.4 Gaze and Mood: Is Happiness Related to Eye Movements Patterns? Carmelo Vazquez, Complutense University, Madrid, Spain SY7.5 Reducing Depressive Symptoms by Increasing Patient’s Insights into Real-life Patterns of Positive Emotions: A New Clinical Application of Experience Sampling Methodology (ESM) Marieke Wichers, Maastricht University, Maastricht, The Netherlands SY 8 Cross-Cultural Psychological Capital: Having a HERO (Hope, Efficacy, Resilience, San Diego Room and Optimism) in Cross-Cultural Trigger Events Rebecca Reichard, Claremont Graduate University, Claremont, CA SY 8.1 Validation of a New Measure of Cross-Cultural Psychological Capital Maren Dollwet, DIRECTV, El Segundo, CA SY 8.2 Cross-Cultural Trigger Events: A Grounded Theory Study Michael Condren, Claremont Graduate University, Claremont, CA SY 8.3 Accelerating the Cross-Cultural Development of Leaders through Training Shawn Serrano, The Walt Disney Company, Glendale, CA SY 9 Understanding Eudaimonia: The Constituents of a Life Well-Lived Avalon Room Alan Waterman, College of New Jersey, Ewing, NJ SY 9.1 Feelings of Personal Expressiveness: A Key to Self-Understanding and Self-Realization Alan Waterman, College of New Jersey, Ewing, NJ SY 9.2 The Role of Passion in Optimal Functioning in Society: A Eudaimonic Perspective Robert Vallerand, Univerisite du Quebec a Montreal, Montreal, Canada SY 9.3 Understanding the "Inner Self". The Role of the True Self in Eudaimonia Rebecca Schlegel, Texas A&M University, College Station, TX SY 9.4 Is Meaning in Life a Flagship Indicator of Well-Being Michael Steger, Colorado State University, Ft. Collins, CO
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FRIDAY PROGRAM
IPS 2 Flow: Attitudes and Values (Selected Oral Presentations) Emerald Bay Room IPS 2.1 Flow Experience of Japanese Junior High School Students and its Effects on their Attitude toward Learning, Appreciation of Working with Others and Resilience Kiyoshi Asakawa, Hosei University, Tokyo, Japan IPS 2.2 Empirical Verification of Some Principles of the Flow Theory Attila Olah, Eotvos Lorand University Budapest, Budapest, Hungary IPS 2.3 Using the Goal Disruption Paradigm: The Differential Response of Autotelics Emily Warren, Claremont Graduate University, Claremont, CA WK 4 Words and Well-being: Health and Growing through Stories San Gabriel Room Tayyad Rashid, University of Toronto, Toronto, Ontario, Canada WK 5 Beyond Sex: What is the Role of Sexuality in Human Flourishing? Santa Anita Room Brianna Booth, Widener University, Chester, PA WK 6 Using Positive Psychology to Build Lawyer Resilience Santa Barbara Room Larry Richard, LawyerBrain LLC, Wayne, PA 12:00 pm – 1:15 pm Lunch (Complimentary Box Lunches)/Exhibits/Posters (Authors not in attendance) 12:20 pm – 1:20 pm Lunch Sessions Positive Health Lecture Award - Finding Benefit in the Experience of Chronic Disease San Francisco Room Annette Stanton, University of California - Los Angeles, Los Angeles, CA CH 2 Combining Neuroplasticity & Positive Psychology in Clinical Practice to Increase Santa Anita Room Positive Development across the Lifespan Joyce Shaffer, University of Washington, Seattle, WAPositive Health Lecture Award - Finding Benefit in the Experience of Chronic Disease DB 1 Student Data Blitz Avalon Room Chair: Orin Davis, Quality of Life Laboratory, New York, NY 1:30 pm – 2:30 pm Concurrent Session 3 IN 3 – Invited – Peak: How Great Companies Get Their Mojo from Maslow San Francisco Room Chip Conley, Joie de Vivre Hospitality, San Francisco, CA SY 10 Positive Psychology of Sustainability Sacramento Room Donna McMillan, St. Olaf College, Northfield, MN SY 10.1 Response to Corral-Verdugo Target Presentation Marino Bonaiuto, Sapienza Università di Roma, Rome, Italy SY 10.2 Response to Corral-Verdugo Target Presentation Michelle Lani Shiota, Arizona State University, Fort Collins, CO SY 10.3 Response to Corral-Verdugo Target Presentation Michael Steger, Colorado State University, Ft. Collins, CO SY 11 The Influence of the Application of Strengths on Positive Individual San Jose Room Outcomes at Work and in General Life Claudia Harzer, University of Zurich, Zurich, Switzerland SY 11.1 Work is More Fun if the Character Fits the Bill Claudia Harzer, University of Zurich, Zurich, Switzerland SY 11.2 Managing on Strengths: The Effects of Strengths-Based Management on Employee Engagement, Burn-out and Innovative Work Behaviour Marianne van Woerkom, Tilburg University, Tilburg, The Netherlands SY 11.3 Looking Forward to Tomorrow: The Buffering Effect of a Daily Hope Intervention Dina Nir, Ono Academic College, Kiryat Ono, Israel SY 11.4 Making Strengths Work! Using Positive Psychology to Prepare Graduate Students for the Labor Market Maria Meyers, Tilburg University, Tilburg, The Netherlands SY 12 Positive Youth Development in Structured Out of School Time (OST) Programs: San Diego Room Insights from Applied Research and Evaluation Tiffany Berry, Claremont Graduate University, Claremont, CA SY 12.1 What Is Positive Youth Development? Katherine Harder, Claremont Graduate University, Claremont, CA SY 12.2 Positive Youth Development in Organized Youth Programs: Trends in Current Siilvana Bialosiewicz, Claremont Graduate University, Claremont, CA SY 12.3 PYD in Organized Youth Programs: Insights from Applied Research and Evaluation of Large Multi-Site Afterschool Programs Michelle Sloper, Claremont Graduate University, Claremont, CA SY 12.4 A Conceptual Framework for the Development and Evaluation of Youth Tiffany Berry, Claremont Graduate University, Claremont, CA
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SY 13 A Mixed-Method Investigation of Happiness and Interpersonal Processes in US Adults Avalon Room Antonella Delle Fave, University of Milano, Milano, Italy Jeanne Nakamura, Claremont Graduate University, Claremont, CA SY 13.1 Harmony, Family and Love: Findings from the US Branch of the Eudaimonic and Hedonic Happiness Investigation Brett Wheeler, Claremont Graduate University, Claremont, CA SY 13.2 The Role of Romantic Relationships as a Distinct Domain of Happiness Brittany Branand, Claremont Graduate University, Claremont, CA SY 13.3 Inclusion of Positive Empathy as a Distinct Construct in Empathy Research Pi-Ju Liu, Claremont Graduate University, Claremont, CA IPS 3 New Direction in the Measurement of Emotions (Selected Oral Presentations) Emerald Bay Room IPS 3.1 Emotion: The Self-Regulatory Sense Katherine Peil, Northeastern University, Cambridge, MA IPS 3.2 Wuzzup? A Mobile Experience Sampling Application for Mental Health and Well-Being Research TanChyuan Chin, The University of Melbourne, Parkville, Australia IPS 3.3 Can an App Boost Well-Being at Work? Results of a Randomised Controlled Workplace Trial to Test a Mindfulness Meditation Smartphone App Sophie Bostock, University College London, London, United Kingdom IPS 4 Youth and Well-Being (Selected Oral Presentations) San Gabriel Room IPS 4.1 Violence and Children's Satisfaction with Life: A Comparative Analysis in Ten Developing Countries Juan Oyanedel, Universidad Andrés Bello, Santiago, Chile IPS 4.2 Using Comics and Board Games to Assist Counselors and Educators to Interactively Teach Pro-Social Behavior to Youth Ellis Copeland, Chicago School of Professional Psychology, Los Angeles, CA IPS 4.3 Decades in Review: A Meta-Analysis of Well-Being Programs for Children and Adolescents Sherry Cowen, Brigham Young University, Heber City, UT IPS 4.4 Subjective Happiness among People with Disabilities in Malaysia: A Grounded Theory Method Ferlis Bullare, University Malaysia Sabah, Kota Kinabalu, Malaysia WK 7 PROPEL: An Evidence-Based Positive Psychology Coaching System Which Has Been Santa Anita Room Shown to Generate Quantum Improvements in Personal and Organizational Performance Thomas Muha, PROPELperformance, Annapolis, MD WK 8 To See Ourselves as Other See Us: Reciprocal Strengths Recognition Santa Barbara Room Practices and Outcomes in Schools Mark Linkins, VIA Institute on Character, Cincinnati, OH 2:30 pm – 3:30 pm Poster Session I (Authors present)/Exhibits/Refreshment Break Pasadena Room 3:30 pm – 4:30 pm Concurrent Session 4 SY 14 The Collaboration between Science and Culture in the Quest for Human Flourishing San Francisco Room James Pawelski, University of Pennsylvania, Philadelphia, PA SY 14.1 What Is the Meaning of the “Positive” in Positive Psychology? James Pawelski, University of Pennsylvania, Philadelphia, PA SY 14.2 Postive Theology Ellen Charry, Princeton Theological Seminary, Princeton, NJ SY 14.3 Positive Story Telling Lindsay Doran, Three Strange Angels, Inc., Los Angeles, CA SY 14.4 The Eudaimonic Turn in Literary Studies James Pawelski, University of Pennsylvania, Philadelphia, PA SY 15 Where is the ‘Person’ in Positive Psychology? A Critical Reflection on the Lack of Sacramento Room Qualitative Research in Positive Psychology Kate Hefferon, University of East London, London, UK SY 15.1 The Effects of Gratitude on the Cultivation of Well-Being and Positive Relationships for School Leaders Lea Waters, University of Melbourne, Melbourne, Australia SY 15.2 The Flourishing Narratives of Athletes Arabella Ashfield, Leeds Metropolitan University, Leeds, UK SY 15.3 Why Does Positive Psychology = Positivist Psychology? Uncorking the Research Potential Beyond Surveys, Statistics and Such Jacqueline Synard, University of Ottawa, Ottawa, Canada www.ippanetwork.org
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FRIDAY PROGRAM
SY 15.4 Corporeality and Trauma: The Role of the Body in Posttraumatic Growth Kate Hefferon, University of East London, London, UK SY 16 Strengths in Higher Education: Cross Cultural Differences, Assessment, and San Diego Room Relationships with Other Well-Being Variables Valle Flores-Lucas, University of Valladolid, Valladolid, Spain SY 16.1 Hope, Optimism and Humour Sense in University Grade Students: A Cross-Cultural Study between Spanish, Portuguese and Romanian Students Valle Flores-Lucas, University of Valladolid, Valladolid, Spain SY 16.2 Which Strengths Are Possessed by the Most Socially Accepted University Degree Students? Relationships between Strengths, Social Skills and Social Acceptation Raquel M. Sinovas, University of Valladolid, Valladolid, Spain SY 16.3 Associating Emotions to Popular Modern Music: Can We Get a Validate Set of Musical Excerpts to Evoke Specific Emotions? Rosario Castañón, University of Valladolid, Valladolid, Spain SY 16.4 Enlightening Hope: A Program for Fostering Hope in Mothers and Fathers of Children with Disabilities Valle Flores-Lucas, University of Valladolid, Valladolid, Spain SY 17 Well-Being and Public Policy: Global Views Using Large Datasets San Jose Room Gonzalo Herves, Complutense University of Madrid, Madrid Spain SY 17.1 Structuring National Accounts of Well-Being: Making the Case for Governments to Systematically Measure Population Well-Being Nic Marks, NEF-The New Economics Foundation, London, United Kingdom SY 17.2 Bigger Is Better: The Extreme Benefits of Population Based Well-Being Aaron Jarden, Open Polytechnic of New Zealand, Lower Hutt, New Zealand SY 17.3 What Enhances and What Harms? Exploring Predictors of Life Satisfaction within a Large National Representative Sample Gonzalo Herves, Complutense University of Madrid, Madrid Spain SY 18 Creating Sustainably Positive Communities Avalon Room Louis Alloro, George Mason University, Cleveland, OH SY 18.1 SOMO Leadership Labs Louis Alloro, George Mason University, Fairfax, VA SY 18.2 Go Strengths! Renee Jain, Go Strengths, New York, NY SY 18.3 Gratitude Bucket Zach Prager, Gratitude Bucket, Sacramento, CA SY 18.4 PERMACISE Elaine O’Brien, Temple University, Philadelphia, PA IPS 5 Post-Traumatic Well-Being (Selected Oral Presentations) Emerald Bay Room IPS 5.1 Gratitude, Subjective Well-Being, and PTSD Symptoms among Israeli Youth Exposed to Ongoing Missile Attacks: The Significance of Gender Oren Kaplan, College of Management Academic Studies, Rishon Lezion, Israel IPS 5.2 Positive Development after Cancer: The Point of View of Pediatric Brain Tumor Survivors Coralie Lanoue, Université du Québec à Montréal, Montréal, Canada IPS 5.3 Stressful Life Events and Predictors of Post-Traumatic Growth among High-Risk Youth Thalida Arpawong, University of Southern California, Los Angeles, CA IPS 5.4 Being a Thriver: Unifying the Concepts of Post-Traumatic and Post-Ecstatic Growth Judith Mangelsdorf, Free University of Berlin, Berlin, Germany WK 9 Positive Team Coaching: Flourishing People, Teams and Organizations San Gabriel Room Diane Brennan, Brennan Associates, Tucson, AZ WK 10 Positive Re-entry: Using Positive Psychology in Prison Settings Santa Anita Room Mark Hurst, The Evergreen State College, Olympia, WA WK 11 Mindfulness and Sport Psychology Strategies to Help Athletes/ Santa Barbara Room Performers Achieve in the Face of Fear Amy Baltzell, Boston University, Boston, MA 4:45 pm – 5:45 pm IN 4 – Invited – Recovery from Daily Job Stress and Subjective Well-Being: San Francisco Room How to Make the Best of Leisure Time? Sabine Sonnentag, University of Mannheim, Mannheim, Germany 6:45 pm – 8:45 pm CH 3 Santa Barbara Room Positive Psychology in China Yukun Zhao, Tsinghua University, Beijing, China 7:00 pm – 9:30 pm Positive Psychology Graduate Programs Reception Plaza Deck - Fourth Floor 25
Schedule (cont’d) Saturday, June 29, 2013
SATURDAY PROGRAM
7:00 am – 6:00 pm 7:00 am – 8:00 am 8:00 am – 9:00 am
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Congress Registration San Diego Registration Booth Continental Breakfast Pasadena Room IN 5 – Invited – Positive Development of Youth: San Francisco Room Theory, Research, and Applications Richard M. Lerner, Tufts University, Boston, MA 9:15 am – 10:15 am Concurrent Session 5 SY 19 Creating a Positive Academic Concentration at Your University: San Diego Room Serving Incoming Millennials, Gen X, and Gen Y Preparing for the Future Shari Kuchenbecker, Chapman University, Orange, CA SY 19.1 Developing Research-Oriented Ph.D. and M.A. Concentrations in Positive Psychology Stewart Donaldson, Claremont Graduate University, Claremont, CA SY 19.2 Creating a Program on Positive Organizational Scholarship Jane Dutton, University of Michigan, Ann Arbor, MI SY 19.3 Master of Applied Positive Psychology (MAPP) Programs: Bringing Research to Practice James Pawelski, University of Pennsylvania, Philadelphia, PA SY 19.4 Initiating an Intra- and Interdisciplinary Positive Concentration at your University Mark Maier, Chapman University, Orange, CA SY 19.5 Creating a Positive Psychology/Health and Well-Being Undergrad Class at your University: Collaborative Resources for Interdisciplinary Community Building and Step-by-Step Syllabus Design to Academic Approval Shari Kuchenbecker, Chapman University, Orange, CA SY 20 Positive Business and Positive Organizations: Current Research Findings San Francisco Room Kim Cameron, University of Michigan, Ann Arbor, MI SY 20.1 Virtuous Practices and Organizational Performance Kim Cameron, University of Michigan, Ann Arbor, MI SY 20.2 Organizations of Higher Purpose: The CEO Perspective Robert Quinn, University of Michigan, Ann Arbor, MI SY 20.3 Measuring Well-Being in Organizational Contexts Carlos Mora, Determinant, LLC, Ann Arbor, MI SY 20.4 Relational Dilemmas and their Effects on Individuals, Relationships, and Organizations Walter Sowden, University of Michigan, Ann Arbor, MI SY 20.5 Organizational Healing: Mechanisms for Growth and Strengthening Edward Powley, Naval Postgraduate Program, Monterrey, CA SY 21 Signature Strengths: Recent Research Informing Best Practices Sacramento Room Ryan Niemiec, VIA Institute on Character, Cincinnati, OH SY 21.1 Signature Strengths: Validating the Construct Neal Mayerson, VIA Institute on Character, Cincinnati, OH SY 21.2 Strengths-Based Career Counseling Hadassah Littman-Ovadia, Ariel University Center, Ariel, Israel SY 21.3 Strength-Based Interventions: An Overview on Two Recent Studies René Proyer, University of Zurich, Zurich, Switzerland SY 21.4 Identifying Individual Signature Strengths and Strengths Profiles of Groups Willibald Ruch, University of Zurich, Zurich, Switzerland SY 22 Applying Positive Psychology to the Workplace: New Perspectives on Strengths Use, San Jose Room Job Crafting, Self-Determination and Well-Being at Work Marianne van Woerkom, Tilburg University, Tilburg, The Netherlands SY 22.1 A Weekly Diary Study on the Predictors and Outcomes of Strengths Use in the Workplace Marianne van Woerkom, Tilburg University, Tilburg, The Netherlands SY 22.2 Character Strengths Predict Task Performance, Job Dedication, Interpersonal Facilitation, and Organizational Support Claudia Harzer, University of Education in Schwaebisch Gmuend, Schwaebisch Gmuend, Germany SY 22.3 The Effects of a Strengths-Based Intervention on Employee Well-Being, Psychological Capital, Engagement, and Commitment Christina Meyers, Tilburg University, Tilburg, The Netherlands SY 22.4 How Daily Job Crafting Increases Momentary Work Engagement: A Day Reconstruction Study Wido Oerlemans, Erasmus University, Rotterdam, The Netherlands SY 22.5 How Motivational Profiles Relate to Psychological Health and Well-Being? David Emmanuel Hatier, Université de Montréal, Montréal, Canada www.ippanetwork.org
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SATURDAY PROGRAM
IPS 6 Measurement of Resilience and Well-Being (Selected Oral Presentations) Emerald Bay Room IPS 6.1 The Antecedents of Felt-Responsibility for Constructive Change Yueh-Tzu Kao, I-Shou University, Kaohsiung, Taiwan IPS 6.2 The Relationship between Gunas & Well-Being Pulkit Khanna, Indian Institute of Technology – Delhi, New Delhi, India IPS 6.3 Assessing Subjective, Behavioural and Psychobiological Indicators of Adolescent WellBeing in Response to Youth-led Mental Health and Well-Being Programs Dianne Vella-Brodrick, University of Melbourne, Melbourne, Australia IPS 6.4 A Methodological Exploration on Experience Sampling Methods Atushi Kukita, Claremont Graduate University, Claremont, CA IPS 6.5 Can You ever Forgive Me: It Depends on How Happy I Feel about Myself Xiao Dong Yue, City University of Hong Kong, Hong Kong, China WK 12 Positive Supervision & Intervision Avalon Room Fredrike Bannink, Therapy, Training, Coaching and Mediation Practice, Amsterdam, The Netherlands WK 13 Demonstration of the Virtual Gratitude Visit San Gabriel Room Daniel Tomasulo, University of Pennsylvania, Philadelphia, PA WK 14 The Automatic Positive Thinking Program™: Santa Anita Room Assessment and Basic Mechanism for Improved Well-Being Debora Baldwin, University of Tennessee, Knoxville, TN WK 15 Positive Space – Creating Places Where People Can Thrive Santa Barbara Room Sally Augustin, Design with Science, LaGrange Park, IL 10:15 am – 10:45 am Refreshment Break / Exhibits / Posters Pasadena Room 10:45 am – 11:45 am Concurrent Session 6 IN 6 - Invited - Presidential Address San Francisco Room Robert Vallerand, IPPA President, Université de Montréal, Montréal, Canada SY 23 The Character Strength of Spirituality in Adolescents and Emerging Adults: San Jose Room The Moral Development Functions of Spirituality in Diverse Contexts Sarah Schnitker, Fuller Theological Seminary, Pasadena, CA SY 23.1 The Effects of Spiritual Transformation on Virtue Development in Evangelical Adolescents Sarah Schnitker, Fuller Theological Seminary, Pasadena, CA SY 23.2 Moral Development in Spiritual Exemplars from Six Countries: A Qualitative Study of Adolescents from Diverse Religious Traditions Pamela Ebstyne King, Fuller Theological Seminary, Pasadena, CA SY 23.3 Spiritual and Moral Formation in Chinese Emerging Adults Engaged in Multiplayer Online Games Ryan Hornbeck, Fuller Theological Seminary, Pasadena, CA SY 24 Schools as Positive Institutions San Diego Room Lea Waters, University of Melbourne, Melbourne, Australia SY 24.1 Using a Positive Change Model to Lead School-Wide Cultural Change Mathew White, St. Peter’s College, Adelaide, Australia; 2The University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia SY 24.2 Combining Student Centered Learning and Positive Psychology at Carey Grammar to Create Flourishing Learners Peter Robson, Carey Baptist Grammar School, Kew, Australia SY 24.3 Leading School Wide Cultural Change: A Systems Theory Approach to Positive Psychology Phil Doll, the Peninsula School, Mt. Eliza, Australia SY 24.4 An Investigation of the Relationship between Psychological Capital and School Leaders Workplace Well-Being Gabriel Strauss, University of Melbourne, Melbourne, Australia SY 25 Motivational Interviewing and Positive Psychology/Social Sciences Avalon Room Christopher Wagner, Virginia Commonwealth University, Richmond, VA SY 25.1 Motivational Interviewing in the Light of Positive Psychology Antonia Csillik, University of Paris Ouest Nanterre la Défense, Paris, France SY 25.2 Integrating Positive Emotions into Motivational Interviewing Christopher Wagner, Virginia Commonwealth University, Richmond, VA SY 25.3 Incorporating Fredrickson’s Broaden-and-Build Model into Motivational Interviewing Groups Karen Ingersoll, University of Virginia, Charlottesville, VA
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IPS 7 Cross Cultural Studies of Hope and Well-Being (Selected Oral Presentations) Emerald Bay Room IPS 7.1 Hope, Optimism, Positive Attributes and Life-Satisfaction across the Lifespan in Germany and Switzerland: An Internet Study among 11,400 Participants Andreas Krafft, University of St. Gallen, St. Gallen, Switzerland IPS 7.2 Further Evidence on the Potential of Strengths-Based Online Interventions Fabian Gander, University of Zurich, Zurich, Switzerland IPS 7.3 Positive Developmental Markers in Adolescents: Content of Personal Strivings and Well-Being Nathaniel Fernandez, Fuller Graduate School of Psychology, Pasadena, CA IPS 7.4 Sources of Hope among People Experiencing Homelessness Roger Tweed, Kwantlen Polytechnic University, British Columbia, Canada IPS 8 Positive Schooling Across Cultures (Selected Oral Presentations) San Gabriel Room IPS 8.1 A Whole-School Approach to Measuring Well-Being in Students and Staff Mathew White, St Peter's College, Adelaide, Australia; 2The University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia IPS 8.2 Psychological Strengths in Early Adolescence and a Reduced Risk of Developing Mental Health Problems and Educational Difficulties in Early Adulthood Susana Marques, Porto University, Porto, Portugal IPS 8.3 Character Strengths as Helpful Resources in School Children Marco Weber, University of Zurich, Zurich, Switzerland IPS 8.4 The Role of Values in Supporting Student Well-Being and Positive Education Carolyn Broadbent, Australian Catholic University, Canberra, ACT, Australia IPS 8.5 Maximizing Mindful Learning: An Innovative Mindfulness Intervention Improves Elementary Students' Academic Achievement Positively and Pragmatically Laura Bakosh, Sofia University, Oswego, IL WK 16 Creating Happiness: A Step-By-Step Program for Clients and Their Coaches Santa Anita Room Laura Delizonna, ChoosingHappiness.com, San Francisco, CA WK 17 HOW to Find the “WHY” of Life: A Research-Based Process to Uncover Santa Barbara Room One’s Purpose and Find Meaning in Life Caryn Rockind, CLeaR Coaching, New York, NY WK 18 Utilizing the Seven-Axis System of Positive Psychological Assessment in Sacramento Room Conceptualization of Clients and Treatment Outcomes Jeana Magyar-Moe, University of Wisconsin - Stevens Point, Stevens Point, WI 11:45 am – 1:00 pm Lunch (on own)/Exhibits/Posters (Authors not in attendance) Pasadena Room 11:55 am – 12:55 pm Lunch Sessions CH 1 Applying Positive Pychology in Lifestyle Medicine to Promote Health and Well-Being San Gabriel Room Liana Lianov, American College of Lifestyle Medicine, Woodburn, OR CH 4 - Whole School Approaches to Psychological Well-Being: Evidence-Based Strategies Santa Anita Room for Building Communities of Well-Being Zoë Alford, St. Peter’s College, Adelaide, Australia CH 5 - Positive Environment, Sustainability, and Conservation Santa Barbara Room Olin Eugene Myers, Western Washington University, Bellingham, WA SIPPA - Speed Mentoring Session Hollywood Ballroom 1:00 pm – 2:00 pm Concurrent Session 7 SY 26 – Invited Symposium - Moral Formation San Francisco Room Chair: William Damon, Stanford University, Stanford, CA SY 26.1 Humility, Truth, and Faith in Creative Moral Leaders Anne Colby, Stanford University, Stanford, CA SY 26.2 Early Nature Experiences in Environmental Ethics Formation Kyle Matusba, Kwantlen Polytechnic University, British Columbia, Canada SY 26.3 The Moral Architecture of Gratitude Robert Emmons, University of California – Davis, Davis, CA SY 27 Implementing Sustainable Change: Will Positive Psychology Transform a Negative Culture San Jose Room Mark Hurst, The Evergreen State College, Olympia, WA SY 27.1 Positive Psychology Outcomes from Sustainability in Prisons Projects Joslyn Rose Trivett, The Evergreen State College, Olympia, WA SY 27.2 The Positive Re-entry Program Mark Hurst, The Evergreen State College, Olympia, WA SY 27.3 The Positive Re-entry Program: The Implementation, Outcomes, and Future Direction of a Positive Psychology Intervention for Incarcerated Inmates Kim Huynh, Seattle Pacific University, Seattle, WA
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Schedule (cont’d)
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SATURDAY PROGRAM
SY 28 Positive Psychology and the Internet: Disseminating Positive Interventions and Sacramento Room Assessments over the Internet to the General Public Aaron Jarden, Auckland University of Technology, Auckland, New Zealand SY 28.1 HappCo: A Mobile Application of Positive Interventions Emiliya Zhivotovskaya, Flourishing Center, New York, NY SY 28.2 Happify: Bringing the Science of Happiness to the Masses Ofer Leidner, Happify, New York, NY SY 28.3 Online Mindfulness: A Randomised Controlled Trial of a Fully Automated Online Mindfulness Program Jo Mitchell, Monash University, Melbourne, Australia SY 28.4 Social Networking and Gamification: Allies in Self-Improvement Rose Broome, SuperBetter Labs, LLC, San Francisco, CA SY 29 Post-Traumatic Growth and Inclusive Positivity San Diego Room Takehiko Ito, Wako University, Machida, Japan; Manami Ozaki, Sagami Women’s University, Sagamihara-shi, Japan SY 29.1 Post-Traumatic Growth in Essays of Children Affected by the March 11 Earthquake, Tsunami, and Nuclear Disaster in Japan Takehiko Ito, Wako University, Machida, Japan SY 29.2 Blessed are Those who Mourn: From the PTG Research of the 311 Earthquake/ Tsunami Disaster Manami Ozaki, Sagami Women’s University, Sagamihara-shi, Japan SY 29.3 Sustainable Happiness & Combat Trauma Recovery: Positive Psychology in Action Lisa Cypers Kamen, Harvesting Happiness for Heroes & Harvesting Happiness, Los Angeles, CA SY 29.4 How Survivals from the Terror Attack in Norway 22nd July 2011 Can Find Flow, Engagement and Enjoyment after the Extreme Experience Nina Hanssen, Flowcom, Oslo Norway SY 30 Positive Jobs in Positive Organizations I: Providing Evidence-Based Theory Avalon Room Marisa Salanova, Universitat Jaume I, Castelló, Spain SY 30.1 Positive Employees in Positive Organizations: Toward a Conceptual Multi-Level Model Carolyn Youssef, Bellevue University, Bellevue, NE SY 30.2 Coordination and Task Engagement in Teams: Evidence from a Longitudinal Multilevel Design Pedro Torrente, Universitat Jaume I, Castelló, Spain SY 30.3 Learn to Trust your Company: A Multilevel Model to Explain Performance Hedy Acosta, Universitat Jaume I, Castelló, Spain SY 30.4 Virtuousness and Performance in Organizations Kim Cameron, University of Michigan, Ann Arbor, MI IPS 9 Youth Development and Connectedness with Nature (Selected Oral Presentations) Emerald Bay Room IPS 9.1 Children and Adolescents' Application of Character Strengths to Environmental and Conservation Activities Aaron Metzger, West Virginia University, Morgantown, WV IPS 9.2 Experiential Purchasing as a Function of Approach versus Avoidance Motivation Ryan Howell, San Francisco State University, San Francisco, CA IPS 9.3 A Longitudinal Study of the Development of Happiness and Connectedness with Nature Coral Bruni, Claremont Graduate University, Claremont, CA IPS 9.4 Positive Youth Development through Engagement in an Immersive Conservation Experience Rupanwita Gupta, New Knowledge Organization, New York, NY WK 19 A Canadian School Division’s Journey with Positive Psychology: The Application San Gabriel Room of Positive Psychology and Appreciative Inquiry to Respond to a Community’s Changing Context Rosanne Kerr, Greater Saskatoon Catholic Schools, Saskatoon, Canada WK 20 Happiness Works! How to Create Happy High Performing Teams with an Innovative Tool Santa Anita Room Nic Marks, Happiness Works, London, United Kingdom, Vanessa King, Action for Happiness, London, United Kingdom WK 21 Romance and Research: Can Positive Psychology Help Couples Santa Barbara Room Improve Their Relationships? Suzanne Pileggi Pawelski, Philadelphia, PA; James Pawelski, University of Pennsylvania, Philadelphia, PA
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SATURDAY PROGRAM
Schedule (cont’d)
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2:15 pm – 3:15 pm Concurrent Session 8 IN 7 Invited - Executive Coaching: Leveraging Positive Psychology to San Francisco Room Accelerate Leadership Development David Peterson, Google, Inc., San Francisco, CA SY 31 Elevating Elevation: Recent Advances San Gabriel Room Andrew Thomson, Claremont Graduate University, Claremont, CA SY 31.1 A Moral Act, Elevation, and Prosocial Behavior: Moderators of Morality Jason Siegel, Claremont Graduate University, Claremont, CA SY 31.2 Moderator of Morality II: The Personality of Elevation Andrew Thomson, Claremont Graduate University, Claremont, CA SY 31.3 Elevation, Serenity, and Gratitude: Distinct Emotions with Distinct Outcomes Mario Navarro, Claremont Graduate University, Claremont, CA SY 31.4 Elevation and Mentoring: Experimental Evidence for Motivating Prosocial Behaviors in Relation to Exposure to Written Moral Stories Jeanne Nakamura, Claremont Graduate University, Claremont, CA SY 31.5 Narratives of Elevation Laura Graham, Claremont Graduate University, Claremont, CA SY 32 Positive Curriculum Santa Anita Room Anne Johnstone, Seymour College, Adelaide, Australia SY 32.1 Fostering a Strengths Focus through Visual Arts Anne Johnstone, Seymour College, Adelaide, Australia SY 32.2 Accentuate the Positive: A Proposed Model of Appreciative Inquiry in Studio Music Education Timothy Patston, The Peninsula School, Mount Martha, Australia SY 32.3 Incorporating Positive Psychology Interventions into the Year 7 Science Curriculum: Impact on Student Well-Being and Academic Outcomes Georgina Brennan, Yarrawonga College P-12/University of Melbourne, Yarrawonga/ Melbourne, Australia SY 32.4 Positive Psychology in the Classroom: Using Core Virtues and Student Character Strengths to Improve the Way Students Understand Narrative Characterisation in Literature and Film Mathew White, St. Peter’s College, Adelaide, Australia; 2The University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia SY 33 Positive Jobs in Positive Organizations II: Implications for Healthy and Avalon Room Sustainable Work Environments Marisa Salanova, Universitat Jaume I, Castelló, Spain SY 33.1 Happiness at Work Santiago Vázquez, Universidad de Santiago de Compostela, Santiago de Compostela, Spain SY 33.2 The Role of the Emotions in the Prediction of Work-Engagement and Burnout Carlos Spontón, Universidad Católica de Córdoba, Córdoba, Argentina SY 33.3 How Positive Meaning Can Drive Individual, Organizational and National Sustainability Merja Fischer, Aalto University, Aalto, Finland SY 33.4 How Team Efficacy Beliefs and Transformational Leadership Predict Individual SelfEfficacy: A Multilevel and Longitudinal Study Marisa Salanova, Universitat Jaume I, Castelló, Spain SY 34 Positive Psychology Perspectives on the Challenge of Reducing San Diego Room Humanity’s Global Ecological Footprint Olin Eugene Myers, Western Washington University, Bellingham, WA SY 34.1 Response to Wackernagel Target Presentation Michael Crooke, Pepperdine University, Los Angeles, CA SY 34.2 Response to Wackernagel Target Presentation John Fraser, New Knowledge Organization, New York, NY SY 34.3 Response to Wackernagel Target Presentation Ezra Markowitz, Princeton University, Princeton, NJ IPS 10 Health and Treatment: East and West (Selected Oral Presentations) San Jose Room IPS 10.1 Positive Psychology and Ayurveda: Convergent Pathways to Health Promotion Antonella Delle Fave, University of Milano, Milano, Italy IPS 10.2 Clinical Applications of Positive Psychology to Addiction Treatment among French Speaking Clients Francois Crespo, Centre Phenix Plainpalais, Geneva, Switzerland www.ippanetwork.org
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SATURDAY PROGRAM
IPS 10.3 Positive Emotions and the Success of Alcoholics Anonymous George Vaillant, Harvard Medical School, Boston, MA IPS 11 Adolescent Development: From Social Media to Relational Wisdom Emerald Bay Room (Selected Oral Presentations) IPS 11.1 Vantage Sensitivity: A New Concept for Variability in Response to Positive Experiences Michael Pluess, King’s College London, London United Kingdom IPS 11.2 Withdrawn IPS 11.3 "Do We Have to Wait Till We’re Old?": The Cultivation of Relational Wisdom across the Lifespan Karen Skerrett, Northwestern University, Evanston, IL IPS 11.4 Visual Analysis of Geocoded Twin Data Shows Regional Differences in the Nature and Nurture of Adolescent Well-Being Oliver Davis, University College London, London, United Kingdom IPS 11.5 What's it Like to Be 17? Using Supercomputers and Social Media to Study Positive Human Development Johannes Eichstaedt, University of Pennsylvania, Philadelphia, PA WK 22 The 13th Step: Thriving in Recovery Santa Barbara Room Bob Reese, Jefferson College of Health Sciences, Roanoke, VA Special Session on Positive Psychology in Film – Taking Positive Psychology to Hollywood Sacramento Room Lindsay Doran, Three Strange Angels, Inc., Los Angeles, CA 3:15 pm – 4:15 pm Poster Session 2 / Break / Exhibits Pasadena Room 4:15 pm – 5:15 pm Concurrent Session 9 SY 35 Invited Symposium - Building Positive Education in a Whole School: San Francisco Room Governance and Stewardship Moderator: James Pawelski, University of Pennsylvania, Philadelphia, PA SY 35.1 The Scientist-Practitioner and Building Positive Education Martin Seligman, University of Pennsylvania, Philadelphia, PA SY 35.2 Building and Defining Strategic Direction and Managing Change Mathew White, St. Peter’s College, Adelaide, Australia; 2The University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia SY 36 Understanding Optimal Youth Development: Complex Views in a Complex World San Jose Room Margaret Kern, University of Pennsylvania, Philadelphia, PA SY 36.1 Cross-Cultural Research on Children's Positive Well-Being Mark Holder, University of British Columbia, Kelowna, Canada SY 36.2 Adolescent Happiness versus Self-Esteem: Which Matters Most for Adult Positive Well-Being? John Coffey, Claremont Graduate University, Claremont, CA SY 36.3 Beyond Depression: The EPOCH Measure of Adolescent Flourishing Elizabeth Steinberg, Temple University, Philadelphia, PA SY 37 Invited Symposium - Pursuing Happiness: Cutting-Edge Experimental Sacramento Room Research on Positive Activities Sonia Lyubomirsky, University of California – Riverside, Riverside, CA SY 37.1 How Do Simple Positive Activities Increase Well-Being? Kristin Layous, University of California – Riverside, Riverside, CA SY 37.2 New Insights from Positive Activity Interventions: Effects of Self-Affirmation and Giving and Receiving Generosity S. Katherine Nelson, University of California – Riverside, Riverside, CA SY 37.3 Moving Past Traditional Interventions: Using a School-Based Curriculum to Teach Children How to Think Gratefully Giacomo Bono, California State University, Dominquez Hills, CA SY 37.4 What Do Genetic Influences on Well-Being Really Mean for the Success of Intervention Programs? Claire Haworth, King’s College London, London, United Kingdom SY 38 Head in the Cloud: Using an Integrative, Collaborative Data Environment to Improve the San Diego Room Resilience and Psychological Health of US Army Soldiers and Their Families Alycia Perez, Research Facilitation Team/Army Analytics Group, Monterey, CA SY 38.1 Introducing the Person-Event Data Environment Major Paul Lester, Research Facilitation Team/Army Analytics Group, Monterey, CA SY 38.2 Psychometric Structure of a Self-Report Assessment of Psychological Health in Young Army Soldiers Loryana Vie, University of Pennsylvania, Philadelphia, PA SY 38.3 Army Spouse Resilience Stacy Hawkins, Research Facilitation Team/Army Analytics Group, Monterey, CA 31
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Schedule (cont’d) SY 38.4 Positive Psychology in the Military Context: An Evaluation of a Large-Scale Program to Improve the Resilience of U.S. Army Soldiers Mitchel Herian, Personnel Development & Hiring, Lincoln, NE SY 39 Positive Technologies: An Interdisciplinary Field of Positive Psychology Avalon Room Rosa Maria Baños, University of Valencia, Valencia, Spain SY 39.1 Positive Technology Mark Wiederhold, VirtualReality Medical Center, San Diego, CA SY 39.2 Towards Mobile Positive Technologies: Opportunities and Challenges Andrea Gaggioli, Catholic University of Milan, Milan, Italy SY 39.3 Modifying our Personal Experience Using Positive Technologies Giuseppe Riva, Università Cattolica del Sacro Cuore, Milan, Italy SY 39.4 Positive Mood Inductions Procedures Using Positive Technology Rosa Maria Baños, University of Valencia, Valencia, Spain SY 39.5 Improving Positive Mood and Personnel Strengths Using a Self-Applied CBT InternetBased Program Cristina Botella, University Jaume I, Castellón, Spain IPS 12 Clinical Applications: From Well-Being to Chronic Illness (Selected Oral Presentations) Emerald Bay Room IPS 12.1 Eliciting Compassionate Goals in a Lab-Based Stress Task and Field Experiments of Moral Elevation: Beneficial Effects on Cortisol and Positive Psychological States Thane Erickson, Seattle Pacific University, Seattle, WA IPS 12.2 Optimism Predicts Fewer Symptoms and Hospitalizations in Patients with Heart Failure Kerry Whittaker, Uniformed Services University of the Health Sciences, Bethesda, MD IPS 12.3 Model of Personal Growth in Chronic Illness (MPGCI) and Chronic Illness Perception (ChIP) Marlena Kossakowska, University of Sopot, Sopot, Poland IPS 12.4 Well-Being of Rural Women in India Kamlesh Singh, IIT Delhi, Delhi, India IPS 13 Insight, Play, and Creativity (Selected Oral Presentations) San Gabriel Room IPS 13.1 Seeing the Good in the Bothersome: The Mental Itch behind Insight Matthew Jarman, Florida Atlantic University, Boca Raton, FL IPS 13.2 Leisure Studies and the Study of Play: Differences and Similarities Robert Stebbins, University of Calgary, Calgary, Canada IPS 13.3 The Real Creativity Crisis Garrett Jaeger, University of Georgia, Athens, Georgia IPS 13.4 Sensitivity to Beauty and Goodness - Structure and Life Outcomes Angelika Güsewell, University of Zurich, Zurich, Switzerland WK 23 Applied Positive Psychology in Coaching Santa Anita Room Ebbe Lavendt, University of Copenhagen, Copenhagen, Denmark WK 24 Applying Positive Psychology in Low-Resource Settings: Lessons from Santa Barbara Room CorStone’s Girls First Program in India Steve Leventhal, CorStone, Mill Valley, CA 5:30 pm – 5:45 pm Awards Ceremony San Francisco Room 5:45 pm – 7:00 pm Christopher Peterson Memorial Session "Celebrating Chris: Life and Legacy" San Francisco Room Mihaly Csikszentmihalyi, Claremont Graduate University, Claremont, CA Nansook Park, University of Michigan, Ann Arbor, MI Martin Seligman, University of Pennsylvania, Philadelphia, PA 8:00 pm – 11:00 pm Reception: An LA Evening The Music Center
Sunday, June 30, 2013 6:30 am – 3:00 pm 7:00 am – 8:00 am 8:00 am – 9:00 am
Congress Registration San Diego Registration Desk Continental Breakfast California Ballroom Foyer IN 8 - Invited - Toward a Scientific Theory of Free Will San Francisco Room Roy Baumeister, Florida State University, Tallahassee, FL 9:15 am – 10:15 am Concurrent Session 10 SY 40 Novel Measures and Applications in Positive Health Psychology San Francisco Room Sarah Pressman, University of California – Irvine, Irvine, CA SY 40.1 A Brief, Resiliency-Based Program for Childhood Cancer Survivors Increases Health Care Self-Efficacy and Intent to Seek Survivorship Care Joel Milam, University of Southern California, Los Angeles, CA 32
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SUNDAY PROGRAM
SY 40.2 Is Oxytocin a Plausible Pathway for Positive Emotions or Positive Social Perceptions to Benefit Well-Being? Sarah Pressman, University of California – Irvine, Irvine, CA SY 40.3 The Hospital Anxiety and Depression Scale Positive Affect Subscale: A Preliminary Evaluation of its Utility for the Assessment of Resilience in Patients with Chronic Pain Afton Hassett, University of Michigan, Ann Arbor, MI SY 41 Mind, Body, Flow Sacramento Room Orin Davis, Quality of Life Laboratory, New York, NY SY 41.1 Flow and Dual Processing Lauri Järvilehto, Aalto University, Helsinki, Finland SY 41.2 Engagement and Motivation in STEM (Science, Technology, Engineering and Math) Education Frans Anderson, Aarhus University, Copenhagen, Denmark SY 41.3 The Relation of Flow-Experience and Physiological Arousal Under Stress - Can U Shape it? Dorinna Peifer, University of Trier, Trier, Germany SY 42 Practices in Positive Psychology in a Latin American Country San Jose Room Maria Garassini, Universidad Metropolitana, Caracas, Venezuela SY 42.1 Positive Psychology in Chile: Training, Interventions and Educational Programs on Applied Positive Psychology Claudio Ibañez, Chilean Institute of Positive Psychology, Santiago, Chile SY 42.2 Positive Psychology in Brazil: Measuring and Promoting Positive Children and Adolescents. Ecology of Human Development and Positive Psychology in Interventions Michele Poletto, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil SY 42.3 Positive Psychology in Venezuela: Environments and Projects to Develop Positive Psychology Interventions: Writing, Social Interventions, Education, Work and Personal Development Maria Garassini, Universidad Metropolitana, Caracas, Venezuela SY 43 A Systemic Approach to Positive Education San Diego Room Lindsay Oades, Australian Institute of Business Well-Being, Wollongong, Australia SY 43.1 Positive Education = Positive Psychology x Positive Organisations Lindsay Oades, Australian Institute of Business Well-Being, Wollongong, Australia SY 43.2 Kooloobong Village: Developing a Positive University Residence Alison Hemsley, University of Wollongong, Wollongong, Australia SY 43.3 Flourishing in First Year University Tayyab Rashid, University of Toronto, Toronto, CA SY 43.4 The Importance of Purpose in Life for Secondary Students Rachel Riedel, University of Wollongong, Wollongong, Australia SY 43.5 Sustainable Positive Education - Safeguarding Buy-in Paula Robinson, University of Wollongong, Wollongong, Australia SY 43.6 Positive Education at Knox Grammar: A Systemic and Whole-of-School Approach Steve Zolezzi, Knox Grammar School, Sydney, Australia WK 25 Mental Imagery Applied to Enhanced Well-Being Avalon Room Lydia Ievleva, RMIT University, Melbourne, Australia WK 26 Getting SuperBetter: Using Gameful Technology to Improve Well-Being Emerald Bay Room Ann Marie Roepke, University of Pennsylvania, Philadelphia, PA WK 27 Happiness 101 – Designing an Innovative and Skill Based Program Leading to San Gabriel Room Positivity, Healthy Body, and Healthy Mind Shannon Kearney, Red Dear Primary Care Network, Red Deer, Canada WK 28 The High Performance Mindset at Work Santa Anita Room Michael Bernard, University of Melbourne, Parkville, Australia WK 29 Using Positive Psychology to Promote Resilience in the Aftermath of Santa Barbara Room the Christchurch (NZ) Earthquakes Lucy Hone, AUT, Auckland, New Zealand 10:15 am – 10:30 am Refreshment Break California Ballroom Foyer 10:30 am – 11:30 am Concurrent Session 11 SY 44 Flow at Work Sacramento Room Orin Davis, Quality of Life Laboratory, New York, NY SY 44.1 Temporal Patterns of Flow in the Workplace Lucia Ceja, IESE Business School, Barcelona, Spain SY 44.2 The Theory Team Flow Jef van den Hout, Technical University of Eindhoven, Eindhoven, The Netherlands SY 44.3 Microflow in the Workplace Orin Davis, Quality of Life Laboratory, New York, NY 33
SUNDAY PROGRAM
Schedule (cont’d)
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SY 45 Relational Savoring, Healthy Relationship Functioning and Intervention Strategies San Jose Room David Kyle Bond, Claremont Graduate University, Claremont, CA SY 45.1 Relational Savoring and the Quality of the Parent-Child Relationship David Kyle Bond, Claremont Graduate University, Claremont, CA SY 45.2 Relationship Satisfaction Differentially Predicts “We-Talk” in Personal versus Relational Savoring Jonathan Snavely, Claremont Graduate University, Claremont, CA SY 45.3 Enhancing Perspective-Taking and Relationship Satisfaction through Relational Savoring Margaret Burkhart, Claremont Graduate University, Claremont, CA Discussant: Fred Bryant, Loyola University Chicago, Chicago, IL SY 46 Positively Different: Experiences and Expressions of Well-Being in the Context of Culture and Diversity San Diego Room Shelly Harrell, Pepperdine University, Los Angeles, CA SY 46.1 Cultural Considerations in the Well-Being of Iranian Americans Nicole Moshfegh, Pepperdine University, Los Angeles, CA SY 46.2 More than Gangs, Drugs, and Rap Music: Urban African American Youth and Well-Being Gera Anderson, Pepperdine University, Los Angeles, CA SY 46.3 Immigration, Acculturation, Collectivism, and Intergenerational Considerations in the Well-Being of Korean Immigrants and Korean Americans Esther Park, Pepperdine University, Los Angeles, CA SY 46.4 Sociopolitical Dynamics, Developmental Considerations, and the Well-Being of Lesbians across the Lifespan Nardos Bellette, Pepperdine University, Los Angeles, CA IPS 14 Relationships and Work (Selected Oral Presentations) Emerald Bay Room IPS 14.1 Getting Better at Being Together: Assessing Validity of a Developmental Differentiation Scale Robert McKenna, Center for Leadership Research & Development, Seattle, WA IPS 14.2 Positive Excellence: An Exploration of the Potential Impact of Positive Psychology on the Road to Excellence and Expertise Daniel Lerner, New York University, New York, NY IPS 14.3 Positive Reappraising or Faking Positive Emotions: What Works Best for Work Performance? Oana David, Babes-Bolyai University, Cluj-Napoca, Romania IPS 14.4 Work and Well-Being in Japan: The Divergence between the Importance of and the Satisfaction with Work and Its Impact on the Overall Happiness Level Tim Tiefenbach, German Institute for Japanese Studies (DIJ), Toyko, Japan WK 30 Positive Psychology and High Performance Work Teams Avalon Room Scott Asalone, ASGMC, Inc. Asbury Park, NJ WK 31 Positive Education Research & Best Practice Applications San Gabriel Room Paula Robinson, University of Wollongong, Sydney, Australia WK 32 Applied Improvisation Workshops for Positive Organizational Development Santa Anita Room John Fort, Re:Solutions, Claremont, CA WK 33 A Positive New Approach for the Environmental Movement San Francisco Room Scott Sherman, Transformative Action Institute, Los Angeles, CA CH 6 Neuroscience and Positive Psychology: Opportunities, Challenges, and Implications Santa Barbara Room Julian Thayer, The Ohio State University, Columbus, Ohio 11:30 am – 12:00 pm Refreshment Break 12:00 pm – 1:00 pm Concurrent Session 12 SY 47 How to Become a Good Faculty Mentor and How Being a Good Faculty Mentor Becomes You Sacramento Room Jeanne Nakamura, Claremont Graduate University, Claremont, CA SY 47.1 Generativity and Ego-Integrity Returns on Past Mentoring Investments Thomas Chan, Claremont Graduate University, Claremont, CA SY 47.2 Intimacy and Generativity as Factors in Academic Mentoring Brittany Branand, Claremont Graduate University, Claremont, CA SY 47.3 Situational Optimism and Coping Behaviors as Factors in Satisfaction with Mentorship Julia Koch, Claremont Graduate University, Claremont, CA SY 48 Constructive, Critical Journalism Informed by Positive Psychology San Francisco Room Hans Henrik Knoop, Aarhus University, Aarhus, Denmark SY 48.1 Positive News Journalism Hans Henrik Knoop, Aarhus University, Aarhus, Denmark
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SUNDAY PROGRAM
SY 48.2 Positive Media: An Introductory Exploration Meghan Burke Keener, University of Pennsylvania, Philadelphia, PA SY 48.3 Family Wellness Rescue: A Television Series Aimed at Guiding Obese Families toward Wellness and Well-Being Paki Tandon, University of Pennsylvania, Philadelphia, PA SY 49 The Trials and Triumphs of Applying Positive Psychology in the Real World San Jose Room Vanessa King, The Change Space, London, United Kingdom SY 49.1 The Trials & Triumphs of Applying Positive Psychology in the Real-World Lucy Hone, AUT, Auckland, New Zealand SY 49.2 Authentic Culture Pamela Teagarden, The Teagarden Group, New York, NY SY 49.3 Corporate Training - How Do We Teach Positive Psychology Experientially in Organizations? Lisa Samsom, LVS Consulting, Kingston, Ontario, Canada IPS 15 Leadership, Relationships, Citizenship, and Competence at Work (Selected Oral Presentations) Avalon Room IPS 15.1 Development of Authentic and Mindful Leaders: A Longitudinal Study on How Experiential Training Succeeds Louis Baron, ESG UQAM, Montreal, Quebec, Canada IPS 15.2 Quality of Work Relationships and Work Well-Being: Differences between Vertical and Horizontal Relationships Lin Lin, Claremont Graduate University, Claremont, CA IPS 15.3 The Influence of Integrative Happiness Model to Organizational Citizenship Behaviour Rostiana Dachlan, Tarumanagara, Jakarta, Indonesia IPS 15.4 Effect of "Recognition of Acquired Competences" for Vulnerable Volunteers: A Randomized Controlled Trial Manja van Wezep, Trimbos Instituut, Netherlands Institute of Mental Health and Addiction, Utrecht, The Netherlands IPS 16 The Regulation of Positive Emotions (Selected Oral Presentations) Emerald Bay Room IPS 16.1 Sustainable Positive Affect Nicola Schutte, University of New England, Armidale, Australia IPS 16.2 Should We Learn First to Up-Regulate our Positive Emotions or to Down-Regulate our Negative Ones? Comparative Benefits of Three Interventions Fanny Weytens, Université Catholique de Louvain, Louvain-la-Neuve, Belgium IPS 16.3 Global Health Psychology - A New Vision of Health and Wellness Jess Ghannam, University of California – San Francisco, San Francisco, CA IPS 16.4 Emotional Contagion and Its Relationship to Mood Dana Arakawa, University of Hawaii, Honolulu, Hawaii IPS 17 Outdoors, Leisure, and Sports (Selected Oral Presentations) San Gabriel Room IPS 17.1 Leisure Activities and Adolescent Psychological Well-Being Sukkyung You, Hankuk University, Seoul, Korea IPS 17.2 Withdrawn IPS 17.3 Happy Feelings in the Outdoors Helga Løvoll, Volda University College, Volda, Norway IPS 17.4 Sport Coach Happiness and Well-Being: A Consideration of Seligman’s Full Life and PERMA Model of Well-Being Amy Baltzell, Boston University, Boston, MA IPS 17.5 Learning to Flourish through Sport and Exercise Lisa Miller, American Military University, Worthington, OH WK 34 SMART Strengths Delivery in Schools: Developmental, Cultural, Santa Anita Room and Socioeconomic Considerations John Yeager, The Culver Academies, Culver, CA WK 35 Engaging Coaching Students in Positive Psychology: Experiences with Combining the San Diego Room Magic and Empirical Research in a Well-Established Coach Training Program Jeffrey Auerbach, College of Executive Coaching, Pismo Beach, CA CH 7 Creating a Common Language in Positive Psychology Santa Barbara Room Hannah Krebs, Claremont Graduate University, Claremont, CA 1:15 pm – 2:15 pm Final Session: “Role of the Future in Positive Psychology” San Francisco Room Mihaly Csikszentmihalyi, Claremont Graduate University, Claremont, CA Jeanne Nakamura, Claremont Graduate University, Claremont, CA 2:15 pm – 2:30 pm Closing Remarks and Wine Send-Off Toast
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Poster Session 1 Friday, June 28, 2013
F 001 Allegro in Crescendo: Profiling Wellbeing of Classical Professional Musicians S. Ascenso, R. Perkins, A. Williamon Royal College of Music - London, Centre for Performance Science, London, United Kingdom F 002 The Impact of Attitudes about Art on Divergent Thinking in Elementary School Students I. Chand O'Neal1, M.A. Runco2, A. Schulz Begle1, G. Jaeger2 1 John F. Kennedy Center for the Performing Arts, Washington, DC, United States, 2 Creativity Testing Services, Athens, GA, United States F 003 Positive Psychology - Factual and Social Learning in Humanitarian Environments M. Brohm Universität Trier, Trier, Germany F 004 Standardization of the Revised NEO Personality Inventory (NEO PI-R) for the Marriage of United Arab Emirates Citizens K.N.M. Al-Heeti United Arab Emirates University, Psychology & Counseling, Al Ain, United Arab Emirates F 005 Towards a Comprehensive Paradigm of Strengths-based, Positive Inquiry: Integrating Constructivist Philosophies of Inquiry and Qualitative Methodologies with the Positive Turn L. Batthyany De La Lama1, L. De La Lama2, A. Wittgenstein3 1 University of South Florida, Counselor Education and Supervision, Tampa, FL, United States, 2University of South Florida, Counselor Education, Tampa, FL, United States, 3Argosy University, Tampa, FL, Clinical Psychology, Tampa, FL, United States
F 012 Development of Staff Cultural Capacity in a Conservation Setting with Youth Interns J. Fraser, R. Gupta New Knowledge Organization, New York, NY, United States F 013 The Importance of Hope, Positive Social Feedback and Confidence in the Self-efficacy of Interpreters Tasked with Teaching Climate Change J. Fraser1, R. Gupta1, J. Swim2 1 NewKnowledge.org, New York, NY, United States, 2Penn State University, Psychology, University Park, PA, United States F 014 Preliminary Development of Two School-based Measures of Positive Youth Development: Positive Experiences at School Scale (Grades 4-6) and the Adolescent CoVitality (CoVi) Scale (Grades 7-12) M.J. Furlong1, E. Dowdy1, S. You2 1 University of California Santa Barbara, Counseling, Clinical, and School Psychology, Santa Barbara, CA, United States, 2Hankuk University of Foreign Studies, College of Education, Seoul, Korea, Republic of F 015 Mindfulness. Proposal and Validation of a Scale with Positive Approach E. Góngora-Coronado, I. Vásquez-Velázquez, J. Canto-Vadillo Universidad Autónoma de Yucatán, Facultad de Psicología, Mérida, Mexico F 016 Towards a Mexican Positive Personality. Validation of a Culturally Relevant Scale E. Góngora-Coronado, M. Pérez-Díaz, I. Vásquez-Velázquez Universidad Autónoma de Yucatán, Facultad de Psicología, Mérida, Mexico
F 006 Designing and Implementing Positive, Strengths-based Inquiry Projects and Interventions: A 7-steps, Holistic, Positive, and Developmental Model L. Batthyany De La Lama1, L. De La Lama1, A. Wittgenstein2 1 University of South Florida, Education, St. Petersburg, FL, United States, 2Argosy University, Tampa, FL, Clinical Psychology, Tampa, FL, United States
F 017 Coping with Life, Happiness and Spirituality in two Mexican Ecosystems E. Góngora-Coronado, I. Vásquez-Velázquez, J. Canto-Vadillo, A. Mena-Nájera Universidad Autónoma de Yucatán, Facultad de Psicología, Mérida, Mexico
F 007 Positive Psychology in Latin-American Contexts: Implications for an Emic/Etic Approach A. Castro Solano1,2, M.L. Lupano Perugini1,2 1 Universidad de Palermo, Psychology, Buenos Aires, Argentina, 2National Council of Scientific and Technical Research (CONICET), Buenos Aires, Argentina
F 018 The Multidimensional Well-being Assessment (MWA): Measuring Relational, Collective, Transcendent, Psychological, and Physical Contexts of Wellness S.P. Harrell, N. Moshfegh, G.L. Anderson, M. Orozco, C.V. Pena, N.Z. Bellete, J.J. Underwood, E. Park, L. Chmiel, H. Abou-Ziab Pepperdine University, Graduate School of Education and Psychology, Los Angeles, CA, United States
F 008 Adding a Positive Form to BDI-II Can Produce a Full-spectrum Scale Measuring Severe Depression at One End and Elation at the Other End P. Chow1, R.P. Chalmers2 1Nipissing University, Psychology, North Bay, ON, Canada, 2York University, Psychology, Toronto, ON, Canada F 009 Toward a Better Future: Development of the Assessment Model for Future Imagination T.-L. Chu1, W.-W. LIn2, C.-P. Chiang2 1 National Taiwan Normal University, Educational Psychology and Counseling, Taipei, Taiwan, Republic of China, 2National Taipei University of Education, Education, Taipei, Taiwan, Republic of China F 010 Validation of a French Version of the State Hope Scale Y. Delas1, C. Martin-Krumm2, F. Fenouillet3, S. Lopez4 1 CREAD EA 3875 - Université de Rennes 2, Rennes, France, 2CREAD EA 3875 IUFM de Bretagne, École Interne UBO - IFEPSA, Rennes - Angers, France, 3PACO EA 4431 - Université Paris Ouest Nanterre La Défense, Paris, France, 4The Clifton Strengths Institute and Gallup, Omaha, NE, United States
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F 011 Ingroup Eco Arguments: Using Q Sort Methodology for a Responsive Evaluation Approach to Examine Environmental Education (EE) Professionals’ Beliefs about EE J. Fraser, R. Gupta New Knowledge Organization, New York, NY, United States
F 019 What's in a Name? The Naming Ceremony Intervention for Enhancing Hope, Gratitude, and Perseverance S.P. Harrell Pepperdine University, Graduate School of Education and Psychology, Los Angeles, CA, United States F 020 The Sovereign New Zealand Wellbeing Index A.J. Jarden1,2, G. Schofield1 1 Auckland University of Technology, Human Potential Centre, Auckland, New Zealand, 2The Open Polytechnic of New Zealand, Wellington, New Zealand F 021 Unconditional Happiness at Work: Theory and Measurement M . Jarman1, M. Warren2, J. Nakamura2 1 Florida Atlantic University, Psychology, Boca Raton, FL, United States, 2 Claremont Graduate University, School of Behavioral and Organizational Sciences, Claremont, CA, United States F 022 The PERMA Profiler M.L. Kern1, J. Butler2 1 University of Pennsylvania, Department of Psychology, Philadelphia, PA, United States, 2University of Oxford, Oxford, United Kingdom
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F 023 What Does Leadership Development Have to Do with Program Evaluation?: Strategies for Combining Organizational Assessment and Individual Development R. McKenna, R.D. Kirce, M. Hickory, C. Rudd Seattle Pacific University, Industrial Organizational Psychology, Seattle, WA, United States
F 035 The Happy Update: Self-reported Happiness Linked to Semantic Representations of Status Updates in Facebook D. Garcia1, O.N.E. Kjell2, S. Sikström3 1 University of Gothenburg, Centre of Ethics, Law and Mental Health, Gothenburg, Sweden, 2Lund University, Psychology, Lund, Sweden, 3Lund University, Lund, Sweden
F 024 Differentiated Leadership: A Systems Perspective on Assessing and Developing Leaders R.B. McKenna1,2, D.M. Haney2, K.K. Wenzel2, E. Pavese-Kaplan2, R. Kirce2, C. Hawkinson2, D. Ecker2, T. Brown2 1 Center for Leadership Research & Development, Seattle, WA, United States, 2 Seattle Pacific University, Industrial Organizational Psychology, Seattle, WA, United States
F 036 The Dark Triad, Happiness and Words Related to Happiness D. Garcia1, O.N.E. Kjell2, S. Sikström2 1 University of Gothenburg, Centre for Ethics, Law and Mental Health, Gothenburg, Sweden, 1Lund University, Psychology, Lund, Sweden
F 025 Abstract has been withdrawn F 026 Youth Purpose and Satisfaction with Life of Students Engaged in Community and Social Activities U.F. Araujo, V.A. Arantes University of Sao Paulo, Sao Paulo, Brazil F 027 Positive Strenghts to a Healthier Life: A Brazilian Study about Optimism M.R. Bastianello, C.S. Hutz Federal University of Rio Grande do Sul, Porto Alegre, Brazil
F 037 Resilience in Children with the Risk of Witnessing Domestic Violence J.C. Gaxiola Romero, M.P. Vázquez García, E.R. Valenzuela Hernández, S.A. Corrales Dórame, C.L. Aranda Corrales, R.M. Millanes Vargas Universidad de Sonora, Psychology, Hermosillo, Mexico F 038 Students' Perception of Teachers' Character Strengths and Classroom Management P. Gradisek University of Ljubljana, Faculty of Education, Ljubljana, Slovenia
F 028 Subjective Well-being, Psychological Capital and Character Strengths in Workers of Social Interventions in Chile M.A. Bilbao, J. Pavez Pontificia Universidad Catolica de Valparaiso, Psychology, Viña del Mar, Chile
F 039 The Application of the Individually Highest Strengths at Work Fosters Calling: Preliminary Results of a Strengths-based Randomassignment, Placebo-controlled Online-intervention Study at Work to Increase Calling C. Harzer1,2, W. Ruch1 1 University of Zurich, Switzerland, Personality and Assessment, Zurich, Switzerland, 2University of South Carolina, Psychology, Columbia, SC, United States
F 029 Psychometric Characteristics of the Spanish Version of the PsyCap and VIA IS, Applied to Workers from Social Programs in Chile M.A. Bilbao, C. Ferrada, B. Hernandez, N. Poblete, L. Ordenes Pontificia Universidad Catolica de Valparaiso, Psychology, Viña del Mar, Chile
F 040 Validation of the Romantic Relationships Scale by Fraley, Waller and Brennan (2000) A. Herrera, A. Lyon, P. Zavarce Universidad Metropolitana, Ciencias del Comportamiento, Caracas, Venezuela
F 030 Character Strengths in the Work of Staff Giving Assistance to Physically Disabled Persons S. Coulombe1,2, S. Jutras1,2, K. Taupier3 1 Université du Québec à Montréal, Psychology, Montreal, QC, Canada, 2Centre for Interdisciplinary Research in Rehabilitation of Greater Montreal, Montreal, QC, Canada, 3Centre de Réadaptation Lucie-Bruneau, Montreal, QC, Canada
F 041 Introducing a Practical Use of VIA System via a 4-Factors to Predict a Group's Work Behavior and Styles J. Hu Growthring Consulting, Research Department, Shanghai, China
F 031 Core Conceptions of Self Influence Character Strengths L. De La Lama1, L. Batthyany De La Lama2, A. Wittgensetin3 1 University of South Florida, Counselor Education and Supervision, Tampa, FL, United States, 2University of South Florida, Tampa, FL, United States, 3Argosy University, Tampa, FL, Counseling Psychology, Tampa, FL, United States F 032 Character Strengths and Patterns of Work-related Attitude and Coping Behaviors F. Gander, R.T. Proyer, W. Ruch University of Zurich, Switzerland, Zurich, Switzerland F 033 Gratitude in Venezuelans M.E. Garassini1,2 1 Universidad Metropolitana, Ciencias del Comportamiento, Caracas, Venezuela, 2 Sociedad Venezolana de Psicología Positiva, Junta Directiva, Caracas, Venezuela F 034 Work Climate and Virtues Predict Positive Emotions and Performance at Call Centres C.W. Funes Moreno1, O.N.E. Kjell2, A.-C. Andersson Arntén3, S. Sikström2, T. Archer3, D. Garcia4 1 University of Central America, San Salvador, El Salvador, 2Lund University, Psychology, Lund, Sweden, 3University of Gothenburg, Gothenburg, Sweden, 4 University of Gothenburg, Centre for Ethics, Law and Mental Health, Gothenburg, Sweden
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F 042 "You’ve Got to Have Heart," - A One Woman Cabaret Performance and Workshop on the Virtue of Humanity B. Jones Private Practice, Ranchos de Taos, NM, United States F 043 Meaning of Life among Polish Young People M.M. Kossakowska1, P. Kwiatek2, T. Stefaniak3 1 University of Social Sciences and Humanities, Sopot Faculty, Sopot, Poland, 2The Salesian Pontifical University, Rome, Italy, 3Medical University of Gdansk, Gdansk, Poland F 044 Strong Enough to Give: High Coping Appraisal and Compassionate Behavior H.E. Krebs1,2, S. Palazzotto1 1 Claremont Graduate University, School of Behavioral and Organizational Sciences, Claremont, CA, United States, 2California State Polytechnic University, Psychology, Pomona, CA, United States F 045 Promoting Humor in People with Intellectual and Developmental Disabilities through the Use of Printed Material D. Paredes Gómez1, R. M. Sinovas2, A. Redondo Redondo2, I. González Álvarez3 1 Centro Ocupacional Aprosuba-4, Don Benito, Badajoz, Spain, 2University of Valladolid, Psychology, Valladolid, Spain, 3FEAPS Castilla y León, Valladolid, Spain
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Poster Session 1 (cont’d) F 046 “WELL-BEING-WELL”: A Program for Promoting Personal Well-being and Mental Health for People with Intellectual and Developmental Disabilities I. González Álvarez1, A. Redondo Redondo2, R.M. Sinovas2, D. Paredes Gómez3 1 FEAPS Castilla y León, Valladolid, Spain, 2University of Valladolid, Psychology, Valladolid, Spain, 3Centro Ocupacional Aprosuba-4, Don Benito, Badajoz, Spain F 047 Is the Subjective Well-being of the Portuguese and the Spanish Influenced by their Satisfaction with Income? An Online Exploratory Study C. Rivero1,2, R. M. Sinovas3, P. Luís1, M. Oliveira1,2, H.A. Marujo1,2, L.M. Neto1,2 1 Instituto Superior de Ciências Sociais e Politicas (School of Social and Political Sciences), Technical University of Lisbon, Lisboa, Portugal, 2APEIPP - Associação Portuguesa de Estudos e Intervençao em Psicologia Positiva (Portuguese Association of Research and Intervention on Positive Psychology), Lisboa, Portugal, 3University of Valladolid, Psychology, Valladolid, Spain F 048 Social Comparison and Salary Discrepancies: An Exploratory Study on the Impact upon the Wellbeing of Portuguese and Spanish Workers R. M. Sinovas1, C. Rivero2,3, P. Luís2, M. Oliveira2,3, H.A. Marujo2,3, L.M. Neto2,3 1 University of Valladolid, Psychology, Valladolid, Spain, 2Instituto Superior de Ciências Sociais e Politicas (School of Social and Political Sciences), Technical University of Lisbon, Lisboa, Portugal, 3APEIPP - Associação Portuguesa de Estudos e Intervençao em Psicologia Positiva (Portuguese Association of Research and Intervention on Positive Psychology), Lisboa, Portugal F 049 Reinventing the Workplace for Millennials through Relational Job Design and Relational Mentoring R. Yi, M. Bligh, B. Reichard, S. Donaldson Claremont Graduate University, Claremont, CA, United States F 050 Survey of Psychological Causes of Afghanistan Women’s Tendecy to Suicide (Self_Immolation) P. Ahmadi1, Z. Sepehri Shamloo2, S. Ahmadi3, M.R. Ahmadi4, G.R. Vaezi5 1 Ferdowsi University of Mashhad-Iran, Clinical Psychology, Herat, Afghanistan, 2 Ferdowsi University of Mashhad-Iran, Mashhad, Iran, Islamic Republic of, 3 Ferdowsi University of Mashhad-Iran, Herat, Afghanistan, 4Islamic Azad University of Mashhad (IAUM), Herat, Afghanistan, 5Afghanistan Research and Social Change Org (ARSCO), Kabul, Afghanistan F 051 Positive Psychology: Pathology, Prevention and Promotion Z. Alford1, M. White1,2 1 St Peter's College, Adelaide, SA, Australia, 2University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia F 052 Effectiveness of Counseling Program for Mothers in Developing Skills Responding to the Psychological and Social Needs of their Gifted Daughters in Primary Schools M. Almeqren Princess Nora Bint Abdul Rahman University, Psychology, Riyadh, Saudi Arabia F 053 Positive CBT. From Reducing Distress to Building Success - State of the Art F. Bannink Bannink, Amsterdam, Netherlands F 054 Defense Styles and Self-reports of Posttraumatic Growth M. Boerner1, S. Joseph1, D. Murphy2 1 University of Nottingham, School of Sociology and Social Policy, Nottingham, United Kingdom, 2University of Nottingham, School of Education, Nottingham, United Kingdom
F 055 Acceptability of a CBT Program Supported by Virtual Reality and Positive Psychology Strategies for the Treatment of Adjustment Disorders S. Quero1,2, C. Botella1,2, S. Andreu-Mateu1, R. Banos2,3, M. Molés1, V. Guillén1 1 Universitat Jaume I, Castellón, Spain, 2Ciber de Fisiopatología de la Obesidad y Nutrición (CIBEROBN), Santiago, Spain, 3Universitat de Valencia, Valencia, Spain F 056 Emotional Therapy Online: An Internet-based Intervention for the after Care Self-management of Chronic Pain R. Herrero1, G. Molinari1, E. del Rio1, C. Botella1,2, R. Baños2,3, A. GarcíaPalacios1,2 1 Universitat Jaume I, Castellon de la Plana, Spain, 2CIBER de Fisiopatología de la Obesidad y Nutrición, Castellon de la Plana, Spain, 3Universitat de Valencia, Valencia, Spain F 057 Abstract has been withdrawn F 058 The Process of the Positive Psychotherapy for Students with Interpersonal Relationship Disturbance H.F. Cheng Young-An Elementary School Counselor, Counseling Center, Taipei, Taiwan, Republic of China F 059 The Case Study of Therapeutic Effect of Short-term Art Therapy with Positive Psychology View H.C.A. Chu New Taiei Municipal Lin-Kou Senior High School, New Taipei City, Taiwan, Republic of China F 060 Positive Cognitive Behavior Therapy for Adolescents: A Case Study T. Freire, A. Teixeira, E. Silva, J. Mourão University of Minho, Braga, Portugal F 062 The Parental Consultation Model with the Perspective of Chinese Positive Psychology and its Therapeutic Effects: With Four Taiwan Mothers as Examples P.L. Harn1, P.L. Wu2 1 Hsuan Chunag University, Applied Psychology, Hsinchu, Taiwan, Republic of China, 2National Taiwan Normal University, Education Psychology & Counseling, Taipei, Taiwan, Republic of China F 061 Being Alone versus Being with People: The Impact on the Momentary Affective Experience of Adolescents and Older Adults M.J. Ferreira1, G. Matias2, C. Fonte3, T. Freira2 1 Universidade Lusófona do Porto, Porto, Portugal, 2Universidade do Minho, Braga, Portugal, 1Universidade Fernando Pessoa, Porto, Portugal F 063 The Efficacy of Body-mind-Spirit Group Therapy on Depression and Salivary Cortisol Responses for Young Breast Cancer Survivors F.-H. Hsiao1, K.-J. Chang2, C.-S. Huang3, W.-H. Kuo3, P.-S. Yang4, Y.-F. Liu4, Y.-M. Lai5, Y.-T. Chen5 1 National Taiwan University, Nursing, Taipei, Taiwan, Republic of China, 2Cheng Ching General Hospital, Taipei, Taiwan, Republic of China, 3National Taiwan University, Taipei, Taiwan, Republic of China, 4Mackay Memorial Hospital, Taipei, Taiwan, Republic of China, 5Chang-Gung University, Tao-Yuan, Taiwan, Republic of China F 064 Solutions Focus: A Positive Approach to Coaching and Change K. Barclay, G. Barclay Lifestyle Wellness Partners LLC, Maricopa, AZ, United States F 065 The Impact of Positive Academic Self-related Cognitions on Life Satisfaction B.C.G. Costa, C.M.A. Gomes Federal University of Minas Gerais, Psychology, Belo Horizonte, Brazil F 066 Investigating Positive versus Negative Interpretation Patterns of Optimists M.M. Hanssen, M.L. Peters, L.M.G. Vancleef Maastricht University, Department of Clinical Psychological Science, Maastricht, Netherlands
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F 067 Perceived Adaptive Schema: Indian Context A. Jain, K. Singh Indian Institute of Technology - Delhi, New Delhi, India F 068 Promoting Well-being Through Urban Design M.R. Crawford, M.D. Holder University of British Columbia, Psychology, Kelowna, BC, Canada F 069 Identifying Personality Facets Related to a Connection to Nature M.R. Crawford, M.D. Holder University of British Columbia, Psychology, Kelowna, BC, Canada F 070 Evaluation of the 4-H Record Book as a Positive Youth Development Intervention L.H. Bikos1, D.M. Haney2, S. Hsia2, K. Kirkpatrick-Husk2, M. Bossen2, R. Bullock2, J. Jenkins2, R. Kirce2, H. Roche2, J. Weaver2, K.K. Wenzel2 1 Seattle Pacific University, Clinical Psychology, Seattle, WA, United States, 2 Seattle Pacific University, Industrial Organizational Psychology, Seattle, WA, United States F 071 Who Is Calling You? Perceptions of Calling and Transformational Events R.B. McKenna1,2, D.M. Haney2 1 Center for Leadership Research & Development, Seattle, WA, United States, 2 Seattle Pacific University, Industrial Organizational Psychology, Seattle, WA, United States F 072 Activating Hubs of Wellbeing: Case Study of Mt Barker, South Australia G. Kelly1, K. Bartley2, R. Earl1,3 1 Adelaide Thinkers in Residence, Government of South Australia, Department for Premier and Cabinet, Adelaide, SA, Australia, 2Department for Education and Child Development, Government of South Australia, Adelaide, SA, Australia, 3 Univeristy of Adelaide, Psychology, Adelaide, SA, Australia F 073 Cultural Specificity and Effects of Higher Education on People's Orientations to Happiness in a Nationally Representative Swiss Sample S. Brouwers, W. Ruch University of Zurich, Zurich, Switzerland F 074 Acculturation Discrepancies, PGI and Adaptation among Mexican Immigrants: Does La Familia Know Best? M. Longhurst, C. Robitschek Texas Tech University, Psychology, Lubbock, TX, United States F 075 Factor Structure and Correlation of MHC-SF and SWLS: Study from the Kingdom of Saudi Arabia M. Salama-Younes1, M.M. Abdel-Hafiz1,2 1 Helwan University, Psychology, Sociology and Evaluation in Sport Field, Cairo, Egypt, 2Umm Al-Qura University, Makkah, Saudi Arabia F 076 From Experience to Application: Infusing Undergraduate Teaching with Principles of Positive Psychology A. Allen, J. Keener Barry University, School of Adult and Continuing Education, Miami Shores, FL, United States F 077 Positive Psychology as a Framework for Student Affairs Practice in Higher Education V.M. Ambler, J. Fisler College of William & Mary, Office of Student Affairs, Williamsburg, VA, United States F 078 Mindfulness in Middle School: Connecting Heart and Minds at Kingswood College S. Anil1, E. Lenders1, L. Waters2 1 Kingswood College, Melbourne, VIC, Australia, 2University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia
F 080 Yoga-Thrive: An Evaluation of the Physical and Psychological Benefits of a Yoga-based Program for Cancer Survivors and Patients A.G. Bearden1, R. Newton2 1 Red Deer College, Humanities and Social Sciences - Psychology, Red Deer, AB, Canada, 2Red Deer College, Research Services, Red Deer, AB, Canada F 081 Self-acceptance in the Education and Counseling of Young People M.E. Bernard University of Melbourne, Melbourne Graduate School of Education, Parkville, VIC, Australia F 082 “TO BE A HERO”: A systematic Positive Psychology Training Program for School Teachers in China H. Cao, M. Guan, Z. Zhu, X. Meng Institute of Psychology, Chinese Academy of Sciences, Beijing, China F 083 What Do you Want to Be When you Grow Up? The Relationships between Emotion, Dispositional Hope, and Career Decision-Making Selfefficacy among Korean High Schoolers Y. Chung1, S.-Y. Park2 1 Sogang University, Seoul, Korea, Republic of, 2University of North Carolina at Greensboro, Greensboro, NC, United States F 084 Hope as Resource in an Environment of Standardized Testing and Tracking Based on Achievement? K. Delichte Alliant International University, Fresno, CA, United States F 085 Creativity to Overcome Transactional Distance in Online Learning for Undergraduate Biology Students D. Diki Claremont Graduate University, Claremont, CA, United States F 086 Family Background, Parental Involvement and Levels of Children's Hope T.A. Fernandez Alliant International University, Fresno, CA, United States F 087 Supportive Others in the Development of Four-year and Community College Students V. Fruiht Claremont Graduate University, School of Behavioral and Organizational Sciences, Claremont, CA, United States F 088 Positive Psychology in the Classroom: A Case of Positive Psychology Intervention for Special Education in High School A. Goldstein1, N. Park2 1 San Francisco Unified School District, San Francisco, CA, United States, 2 University of Michigan, Ann Arbor, MI, United States F 089 Applying the Dualistic Model of Passion to Post-secondary Online Instruction: A Comparative Study S. Greenberger Grand Canyon University, Phoenix, AZ, United States F 090 Creativity and the Evolution of Culture: The Evolution of Student Understanding in an Online Capstone Course D. Gute, G. Gute University of Northern Iowa, Cedar Falls, IA, United States F 091 Pastoral Care at Ivanhoe Grammar School J.A. Hewett Ivanhoe Grammar School, Melbourne, VIC, Australia F 092 Surprising College Students with Resiliency Training M.M. Huber Youngstown State University, Accounting and Finance, Youngstown, OH, United States
F 079 Under My Skin: The Impact of Theatre in Addressing Body Image, Self-esteem, and Peer Relations in Grade Seven Students A.G. Bearden1, R. Newton2 1 Red Deer College, Humanities and Social Sciences - Psychology, Red Deer, AB, Canada, 2Red Deer College, Research Services, Red Deer, AB, Canada www.ippanetwork.org
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Poster Session 1 (cont’d) F 093 Evidence of Meaning in Context: Work, Expertise, and Well-being for Professionals M.M. Huber1, M.L. Kearn2, D. Law1 1 Youngstown State University, Accounting and Finance, Youngstown, OH, United States, 2University of Pennsylvania, Department of Psychology, Philadelphia, PA, United States F 094 Fostering Teacher Resilience at the Pre-service Level R.L. Justeson California State University, Chico, School of Education, Chico, CA, United States F 095 Hope Paves the Way: Family Background, Parental Behavior, Reading Motivation, Test Taking, Career Ambitions, and Vocational Competency Development K. Delichte1, T.A. Fernandez1, F. Kadva1, J. Lehman1, L. Machicote1, K. Yoshida1, C. Wandeler1,2,3 1 Alliant International University, Fresno, CA, United States, 2University of Teacher Training, Fribourg, Switzerland, 3University Fribourg, Fribourg, Switzerland F 096 First Generation College Students Support, Well-being, Time Perspective, Empathy, Positivity, Stress and Academic Success: Unique Pressures for Hispanic & Latina/o Americans M. Rivera1,2, S.Y. Kuchenbecker1 1 Chapman University, Department of Psychology, Orange, CA, United States, 2 Harvard University, Graduate School of Education - Human Dev. & Psychology, Boston, CA, United States F 097 Brief Videos and “START Everyday Heroes” Reminder Bands Facilitate Well-being and Pro-social Behavior J. Celniker, C. Colicino, B. Everett, K. Gilbert, B. Franco, A. Jacobsmeyer, C. Butterfield, H. Silva, S.Y. Kuchenbecker Chapman University, Department of Psychology, Orange, CA, United States F 098 Predictors of Optimal College Experience from a Developmental Perspective A. Kukita Claremont Graduate University, School of Behavioral and Organizational Science, Claremont, CA, United States F 099 Novice Teachers' Perspectives on Teaching Remedial Mathematics to the Disadvantaged Students Y.-M. Lee National Taipei University of Education, Department of Psychology and Counseling, Taipei, Taiwan, Republic of China F 100 iAstronaut - Hope as Rocket Fuel for Children's Career Ambitions J. Lehman, F. Kadva Alliant International University, Fresno, CA, United States F 101 Get into your Flow T'ai Chi Kineo E. Belz Vivo Selbstmanagement + Consulting, Konstanz, Germany F 102 Flow, Mood, and Visual Creativity G.M. Cseh, L.H. Phillips, D.G. Pearson University of Aberdeen, School of Psychology, Aberdeen, United Kingdom F 103 Inducing Flow Through Written Prompts: A Mixed Methods Approach M. Dubin, E. Lyrintzis, J. Heisey Claremont Graduate Univeristy, School of Behavioral and Organizational Sciences, Claremont, CA, United States
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F 104 Complexity as a Catalyst for Flow and Creativity in the Family Lives of Creative People G. Gute1, D.S. Gute2, J. Nakamura3, M. Csikszentmihalyi3 1 University of Northern Iowa, School of Applied Human Sciences, Cedar Falls, IA, United States, 2University of Northern Iowa, Academic Learning Center, Cedar Falls, IA, United States, 3Claremont Graduate University, Quality of Life Research Center, Claremont, CA, United States F 105 Effect of Autotelic Personality on Inferiority Feelings K. Hirao, R. Kobayashi, K. Yabuwaki Kibi International University, Takahashi, Japan F 106 Passionate Love as a Flow Experience H.N. Keiser1, S.R. Ross2 1 University of Minnesota, Twin Cities, MN, United States, 2DePauw University, Psychology, Greencastle, IN, United States F 107 The Responsibility Associated with Psychological Well-being of Mexican Adolescents P. Andrade Palos1, D. Betancourt Ocampo2, C.O. Sánchez Xicotencatl3 1 Universidad Nacional Autónoma de México, Facultad de Psicología, Méxcio, Mexico, 2Universidad Anáhuac México Norte, México, Mexico, 3Universidad Nacional Autónoma de México, México, Mexico F 108 Positive Affect Influences Systolic Blood Pressure Reactivity during a Painful Physical Stress Task S.M. Bassett1, T.L. Kraft1, S.D. Pressman2 1 University of Kansas, Psychology, Lawrence, KS, United States, 2University of California, Psychology, Irvine, CA, United States F 109 Subjective Sleep Quality Is Associated with Self-reported Resilience in the Survivors of Trauma S.M. Bassett1, T.L. Kraft1, E.B. Kroska2, S.D. Pressman3 1 University of Kansas, Psychology, Lawrence, KS, United States, 2University of Iowa, Psychology, Iowa City, IA, United States, 3University of California - Irvine, Psychology, Irvine, CA, United States F 110 Deciphering Prospective Links between Perseverance and Health: An Integrative Approach L.E. Benson1, M.L. Kern1, E. Larson1, L. Steinberg2 1 University of Pennsylvania, Positive Psychology Center, Philadelphia, PA, United States, 2Temple University, Psychology, Philadelphia, PA, United States F 111 Effects of Physical Activity Levels on Self-concept among College Students H. Cho1, H. So2 1 Claremont Graduate University, School of Community and Global Health, Claremont, CA, United States, 2California State University, Department of Kinesiology, San Bernardino, CA, United States F 112 An Internet-based Positive Affect and Coping Skills Intervention for Adults with Type 2 Diabetes M.A. Cohn, L.R. Saslow, J.T. Moskowitz University of California, Osher Center for Integrative Medicine, San Francisco, CA, United States F 113 The Role of Self-compassion in Men's Motives to Exercise D.L. Dinnel, R.L. Eisenberg, C.E. Ring, T.A. Purkett, L.A. Kersbergen Western Washington University, Psychology, Bellingham, WA, United States F 114 The Impact of Heavy Drinkers on the Health and Well-being of Others D.L. Dinnel, K.J. Schalock, S.L. McGarrity, L.A. Clark Western Washington University, Psychology, Bellingham, WA, United States
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F 115 The Effectiveness of REBT Therapy and RT and the Mixed one on the Hope of Patients with Second Stage/Invasive Ductal Breast Carcinoma in Tehran P. Ebadi1, F. Bahari2 1 MAMA Journal, Owner and Chairman of The First Specific Journal of Women's Health in Iran, Tehran, Iran, Islamic Republic of, 2Arak Science and Research University, Psychology and Counseling, Arak, Iran, Islamic Republic of
F 125 Efficacy of a Character Strengths Enhancement Program (FLORIST®) Based on Positive Psychotherapy for Nurses N.-B. Lee1, J.-E. Lee2, Y. Han2, J.-W. Choi2, J.-A. Min1, K.-I. Jang1, J.-H. Chae1 1 The Catholic University of Korea, Psychiatry, Seoul, Korea, Republic of, 2Strength Garden, Seoul, Korea, Republic of
F 116 Do Flourishing People Have Healthier Lifestyles? A Cross-sectional Internet Survey of Wellbeing and its Association with Healthy Behaviors in Chilean Adults G. Echeverría1, S. D'Acuña1, P. Jiménez1, I. Urquiaga1, A. Parada1,2, M. Bitran1,3, N. Pedrals1, F. Leighton1, A. Rigotti1,2 1 Pontificia Universidad Católica de Chile, Centro de Nutrición Molecular y Enfermedades Crónicas, Santiago, Chile, 2Pontificia Universidad Católica de Chile, Departamento de Nutrición, Diabetes y Metabolismo, Santiago, Chile, 3 Pontificia Universidad Católica de Chile, Centro de Educación Médica, Santiago, Chile
F 127 A Delphi Study for the Development of Protocol Guidelines for Yoga Interventions in Mental Health, Positive Emotions and Well-being M.J. de Manincor, A. Bensoussan, C. Smith, P. Fahey, S. Bourchier University of Western Sydney, Centre for Complementary Medicine Research, Sydney, NSW, Australia
F 117 Resilience Training in the Danish Army E. Hertz Center for Mental Robusthed/Center for Mental Toughness, Copenhagen, Denmark
F 129 A Campus-wide Mentoring System for First-year Students to Enhance Wellness and the Development of Positive Psychological Factors that Affect Academic Achievement A. Du Plessis, L. Botha, C. Cilliers, P. Kloppers, E. Strauss Stellenbosch University, Student and Academic Support, Stellenbosch, South Africa
F 118 The Relationship of Oxytocin to Benefit Finding, Coping, and Optimism in HIV C.B. Kelsch1, G. Ironson1, A. Szeto2, H. Kremer1, N. Schneiderman1, A.J. Mendez2 1 University of Miami, Psychology, Coral Gables, FL, United States, 2University of Miami Miller School of Medicine, Diabetes Research Institute, Miami, FL, United States F 119 Perceived Neighborhood Social Cohesion and Stroke E.S. Kim, N. Park, C. Peterson University of Michigan, Psychology, Ann Arbor, MI, United States F 120 Using the Appreciative Inquiry Method to Operationalise the Strategic Intent and Constitution of the Positive Education Schools Association A. Johnstone Seymour College, Adelaide, SA, Australia F 121 Faith and Positive Psychology: What Can Homo positivus Contribute to Homo religiosus? P. Kwiatek1, K. Skrzypi ska2,3, A. Pecoraro4 1 Salesian Pontifical University, Rome, Italy, 2Institute of Psychology, University of Gda sk, Gda sk, Poland, 3Founder of the Polish Society for the Psychology of Religion and Spirituality, Gda sk, Poland, 4Department of Psychiatry, University of Pennsylvania, Philadelphia, PA, United States F 122 Book of Life: Enhancing Personal Strengths L. Farfallini1, E. Etchemendy2, B. Serrano1,2, J. Bretón-López1,2, C. Botella1,2, R. Baños2,3 1 Universitat Jaume I, Castellón de la Plana, Spain, 2CIBEROBN, ISC III, Santiago de Compostela, Spain, 3Universitat de Valencia, Valencia, Spain F 123 Preferences and Usefulness of a Brief Psychological Intervention that Uses Information and Communication Technologies (ICT) to Promote Well-being in Adult Oncology Inpatients M. Espinoza1, R.M. Baños2, A. García-Palacios1, C. Botella1, J.M. Cervera3, G. Esquerdo3, E. Barrajón3 1 Universitat Jaume I, Castellón de la Plana, Spain, 2Universidad de Valencia, Valencia, Spain, 3ITIC, Hospital Clínica Benidorm, Benidorm, Spain F 124 Positive Adolescent Promotion A.M. Catalá, M.E. Garassini, M.E. Aquique Metropolitan University of Caracas, Behavioral Science Department, Caracas, Venezuela
F 126 Abstract has been withdrawn
F 128 The Inverse Relationship between Depression, Stress and Thai Happiness indicators of Thai Youth T. Detkong, R. Kornprasi Adviser Group, Department of Mental Health, Nonthaburi, Thailand
F 130 Mobile-based Experience Sampling Method as an “Accidental” Developmental Tool: A Developmental Readiness Perspective J. Fajans Claremont Graduate University, Positive Organizational Psychology, Claremont, CA, United States F 131 Self-experimentation & the Quantified Self: New Avenues for Positive Psychology Research and Application J. Fajans Claremont Graduate University, Positive Organizational Psychology, Claremont, CA, United States F 132 Positive Psychology: A Catalyst for Renewal in University Counseling Centers S.L. Flessati1, J. Miller1, A.L. Ciccocioppo2 1 Mount Royal University, Student Counselling, Calgary, AB, Canada, 2University of Calgary, Student Union Wellness Centre, Calgary, AB, Canada F 133 Abstract has been withdrawn F 134 Impact of a Gratitude Intervention on Life Satisfaction: Is It Being Thankful or Being Thanked that Promotes Well-being? M.W. Gerson, D.D. Foster, A.F. Waters, J.M. Lynds, B.M. Ford, A.I. Breda, R.L. Chavez, J. Lim California Lutheran University, Psychology, Thousand Oaks, CA, United States F 135 Abstract has been withdrawn F 136 Moderate to Severe Traumatic Brain Injury: Important Actions to Optimize Psychosocial Adaptation A. Hamelin1, C. Jourdan-Ionescu1, P. Boudreault2 1 Unviversité du Québec à Trois-Rivières, Psychology, Trois-Rivières, QC, Canada, 2 Unviersité du Québec en Ouataouais, Sciences de l'Éducation, Gatineau, QC, Canada F 137 Effects of Positive Interventions on Mental Health of Breast Cancer Patients H. Horike Tohoku Gakuin University, Department of Human Science, Sendai, Japan F 138 Evaluation of the Positive Re-entry Program: A Positive Psychology Intervention for Incarcerated Offenders K.H. Huynh1, M. Ta1, B. Hall1, M.A. Hurst2, L.H. Bikos1 1 Seattle Pacific University, Clinical Psychology, Seattle, WA, United States, 2 Evergreen State College, Psychology, Olympia, WA, United States
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Poster Session 1 (cont’d) F 139 Medium-to Long-term Effectiveness of Positive Psychology Approach in Preventing Depressive Symptoms of the Community Elderly Y. Jin1,2, N. Niino2, F. Yu3, A. Morita4, S. An1, H. Haga2 1 The Dia Foundation for Research on Ageing Societies, Tokyo, Japan, 2Institute of Aging and Human Development, Obirin University, Tokyo, Japan, 3Hunchun City Happy Health Center for The Elderly, Hunchun, China, 4Department of Human Ecology, The University of Tokyo, Tokyo, Japan F 140 Why Positive Psychology Ought to Include Laughter Yoga as an Intervention Strategy S. Kavanagh, P. MacNeela School of Psychology, National University of Ireland, Galway, Ireland F 141 A Positive Intervention for Adolescent Victims of School Bullying H.M. Kim, D.H. Song, W.Y. Im, K.A. Cheon Yonsei University College of Medicine, Department of Psychiatry, Seoul, Korea, Republic of F 142 Who Is your Hero? Honoring our Heroes, Inspiring the World & Preparing Future Heroes K.'. Koetting1,2 1 Northcentral University, Prescott Valley, AZ, United States, 2Wellness and Wellbeing Solutions, LLC, Leawood, KS, United States F 143 Life Is Looking Up: A Pilot Study to Investigate Whether Stargazing Activity Demonstrates a Connectedness to Nature R. Bell1, K.N. Irvine1, S. Warber2, C. Wilson1 1 Leicester De Montfort University, Institute for Energy and Sustainable Development, Leicester, United Kingdom, 2University of Michigan, Family Medicine, Ann Arbor, MI, United States F 144 Charity Challenge and the Activation of Signature Strengths A. Coghlan, K. Filo Griffith University, Department of Tourism, Sport and Hotel Management, Gold Coast, QLD, Australia F 145 The Measurement of Leisure and Recreational Activities for Individuals with Autism and other Intellectual and Developmental Disabilities Utilizing the Social Community Integration Matrix (SCIM) L.A. Dotson1,2 1 Institute for Applied Behavior Analysis, Director, IABA-North, Oakland, CA, United States, 2Fielding Graduate University, Clinical Psychology, Santa Barbara, CA, United States F 146 Preliminary Findings Regarding the Utility of the Satisfaction with Life Scale and the Subjective Happiness Scale for Adults with Autism and other Developmental Disabilities L.A. Dotson1,2 1 Institute for Applied Behavior Analysis, Director, IABA-North, Oakland, CA, United States, 2Fielding Graduate University, Clinical Psychology, Santa Barbara, CA, United States F 147 Happiness Narratives: Individuals with Autism and other Intellectual and Developmental Disabilities Share Stories of Family, Friendship and Adventure L.A. Dotson1,2 1 Institute for Applied Behavior Analysis, Director, IABA-North, Oakland, CA, United States, 2Fielding Graduate University, Clinical Psychology, Santa Barbara, CA, United States F 148 The Art and Science of Film and Behavior Change: An Emerging Agenda B. Karlin, K. Ahu, B. Duoung University of California Irvine, Irvine, CA, United States F 149 The Application of Positive Psychology to Digital Dating M.F. Guthrie Yarwood, C. Hendrick Texas Tech University, Psychology, Lubbock, TX, United States
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F 150 Subjective Well-being as a Result of Personal Growth Interpretation of Attained Goals Z. Bahrami Ehsan, J. Cranney, S. Hadi Sadeghi University of New South Wales, Psychology, Sydney, NSW, Australia F 151 Psychological Facilitators of Colorectal Cancer Screening: What Factors Can Motivate People to Participate in a Colorectal Cancer Screening Test? M. Bridou, C. Aguerre University François Rabelais of Tours, Tours, France F 152 How Self-regulation Predicts Progress in Health Related Goal Pursuit A. Castonguay1, P. Miquelon2, P.-É. Chamberland2 1 Université du Québec à Trois-Rivières, Psychologie, Trois-Rivières, QC, Canada, 2 Université du Québec à Trois-Rivières, Trois-Rivières, QC, Canada F 153 Stereotype Threat Effects on Female’s Soccer Motor Learning S. Chiviacowsky, C. Heidrich Federal University of Pelotas, Pelotas, Brazil F 154 Giving the Prevention Optimist a Sense of Control: Persevering on an Anagram Task A. Feravich Oakland University, Rochester, MI, United States F 155 Our Breath - The Connection between our Body and Mind. Why the Exhalation Is to Be Emphasized and How it Is Directly Linked to Stress A. Aarsland1,2, N. Hanssen3 1 Cappelen Damm, Slependen, Norway, 2Pusteteknikk (Breathing technique.no), Owner, Selepnden, Norway, 3Cappelen Damm, Oslo, Norway F 156 The Strength Principle of Risk-need-Responsivity Model of Offender Rehabilitation A. Azizian1,2, W. Saloum2, J. Hazel2, J. Kasdorf2 1 California State University, Criminology, Fresno, CA, United States, 2California State Hospitals, Psychology, Coalinga, CA, United States F 157 Charitable Donation: The Underlying Mechanisms Behind Giving C.M. Benavides, A.L. Thomson Claremont Graduate University, Behavioral and Organizational Sciences, Claremont, CA, United States F 158 Communication and Parental Supervision, Friends and Prosocial Behavior of Mexican Adolescents D. Betancourt Ocampo1, P. Andrade Palos2, A. González González3 1 Universidad Anáhuac México Norte, Facultad de Psicología, México, Mexico, 2 Universidad Nacional Autónoma de México, Facultad de Psicología, México, Mexico, 3Universidad Nacional Autónoma de México, Dirección General de Servicios Médicos, México, Mexico F 159 The Relationships among Sexual Attitudes, Self-esteem, and Acculturation among Heterosexual Latina Women Residing in the United States M.M. Carcel, V. Gutierrez, J. Madero Alliant International University, CSPP, San Diego, CA, United States F 160 Optimal Optimism: Establishing a Motivational Model of Realistic Optimism S.C. Chou National Taiwan University, Psychology, Taipei, Taiwan, Republic of China F 161 Optimal Optimism: Establishing a Cognitive Model of Realistic Optimism S.C. Chou National Taiwan University, Psychology, Taipei, Taiwan, Republic of China
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F 162 What Is Optimal about Optimal Optimism? The Pros and Cons of Realistic Optimism S.C. Chou National Taiwan University, Psychology, Taipei, Taiwan, Republic of China
F 174 A Longitudinal Investigation of Gratitude and Positive Affect in Adolescents: Examining Moderators and Mediators C. Harris, D. Arouty, J. Froh Hofstra University, School-Community Psychology, Hempstead, NY, United States
F 163 Subliminal Priming and Pro-environmental Behaviours: The Moderating Role of Positive Emotions S. De Dominicis1,2, M. Bonaiuto1,2 1 Sapienza Rome University, Dipartimento di Psicologia dei Processi di Sviluppo e Socializzazione, Roma, Italy, 2Sapienza Rome University, CIRPA - Centro Interuniversitario di Ricerca in Psicologia Ambientale, Roma, Italy
F 175 Assessment of Positive/Negative Emotions among College Students and School Performance M.D.R. Hernandez-Pozo1, M.A. Campos Resendiz2, J.L. Gomez Resendez3, J.A. Valerio Carbajal4, M.A. Alvarez Gasca5 1 Universidad Nacional Autonoma de Mexico, UNAM, Centro Regional de Investigaciones Multidisciplinarias, CRIM, Cuernavaca, Morelos, Mexico, 2 Universidad Nacional Autonoma de Mexico, UNAM, Psicologia, FES Iztacala, Tlalnepantla, Mexico, 3Universidad Popular de la Chontalpa, Psicologia, Division de Ciencias Sociales y Administrativas, Cardenas, Mexico, 4Universidad Autonoma del Estado de Morelos, Facultad de Ciencias Quimicas e Ingenierias, Cuernavaca, Mexico, 5Universidad Nacional Autonoma de Mexico, UNAM, FES Iztacala, Medicina, Tlanepantla, Mexico
F 164 Global Health and Positive Psychology J. Ghannam1,2, K. Sood2 1 UCSF School of Medicine, Department of Psychiatry, San Francisco, CA, United States, 2UCSF Global Health Sciences, San Francisco, CA, United States F 165 Searching for Meaning Leads to Presence of Meaning under Conditions of High Life Satisfaction M.E. Grouden, P.E. Jose Victoria University of Wellington, Psychology, Wellington, New Zealand F 166 Presence of Meaning Predicts an Increase in Happiness and Life Satisfaction for Older People M.E. Grouden, P.E. Jose Victoria University of Wellington, Psychology, Wellington, New Zealand F 167 Children’s Expression of Positive Emotion and Family Member Reciprocity in the Everyday Lives of Families: A Naturalistic Approach S. Bai-Koh1, J. Sperling2,3, R.L. Repetti1 1 University of California Los Angeles, Psychology, Los Angeles, CA, United States, 2 McLean Hospital, Belmont, MA, United States, 3Harvard Medical School, Boston, MA, United States F 168 A Mood Induction Procedure (MIP) to Induce Joy and Activation in Children P. Escobar Valero1, M. Miragall1, L. Vara1, A. Carrillo1, A. Cebolla2,3, R.M. Baños Rivera1,2 1 Universidad de Valencia, Personalidad, Evaluación y Tratamientos Psicológicos, Valencia, Spain, 2CIBER de Fisiopatología de la Obesidad y Nutrición, (CIBEROBN), Santiago de Compostela, Spain, 3Universidad Jaume I de Castellón, Psicología Básica, Clínica y Psicobiologia, Castellon, Spain F 169 Mindfulness Based Training and Positive Affect. A Pilot Study in Venezuela J. Blanco Baldo, A.J. Paz Universidad Metropolitana, Behavioral Sciences, Caracas, Venezuela F 170 Gratitude and Prosocial Behavior Following Trauma: Lessons from Musician Breast Cancer Survivors C. Cassingham1, J. Giebenhain1, S. Schmalenberger1, C. Gessert2, L. Starr3 1 University of St. Thomas, Psychology, St. Paul, MN, United States, 2Essentia Health, Duluth, MN, United States, 3Wisconsin Indianhead Technical College, Superior, WI, United States F 171 In the Mood: The Role of Positive Emotions in Reversing the Impact of Negative Emotions P.-S. Connolly University College Dublin, Columbia University, New York, NY, United States F 172 Emotional Intelligence Enhanced through a Manualized Group Psychoeducational Program L. Delizonna, T. Anstedt, B.A. Davoodian, M.M. Williams, A.A. Davoodian Stanford University, Psychology, Stanford, CA, United States F 173 Happiness Increased through a Manualized Group Psychoeducational Program L. Delizonna, T. Anstedt, B.A. Davoodian, A.A. Davoodian Stanford University, Psychology, Stanford, CA, United States
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F 176 Effect of Positive Psychotherapy on Currently Abstinent Alcohol Dependents K. Kaur, V. Sharma Institute of Human Behavior and Allied Sciences, Clinical Psychology, Delhi, India F 177 Research Methods to Explore their Own Potential to Foster a Positive Attitude of the Army Y. Li The People's Liberation Army of China 95958, Shanghai, China F 178 Social Relationships and Subjective Well-being amongst People with Acquired Brain Injury A.K. Chmiel, M.D. Holder University of British Columbia- Okanagan, Psychology, Kelowna, BC, Canada F 179 Clear Skies Ahead: Fair Weather Conditions Are Associated with Relationship Status and Comfort with Intimacy W.J. Chopik, N. Park, C. Peterson University of Michigan, Ann Arbor, MI, United States F 180 A Closer Look at Romantic Getaways: New Experiences in Travel Are Associated with Greater Relationship Satisfaction and Passion J. Coffey1, B.A. Wang2 1 Claremont Graduate University, School of Behavioral and Organizational Sciences, Claremont, CA, United States, 2Pomona College, Claremont, CA, United States F 181 Positive Relationships, Meaning of Life and Happiness among Malaysian Adolescents I.H. Hashim1, N. Mohd Zaharim2 1 University Sains Malaysia, School of Social Sciences, Pulau Pinang, Malaysia, 2 University Sains Malaysia, School of Social Sciences, Penang, Malaysia F 182 An Insight into the Psychological Impact of Different Sports on Students Aged 11 -12 Years Old in London J.T. Beale1, M. Wilson1, K. Hefferon2 1 University of East London, School of Health, Sport and Bioscience, London, United Kingdom, 2University of East London, School of Psychology, London, United Kingdom F 183 Aiming to Achieve Holistic Excellence through Positive Psychology Interventions in College Athletics L.M. Miller American Military University, Sports and Health Sciences, Worthington, OH, United States F 184 Think Positive! The Role of Expectations for Health Benefits after Acute Exercise H. Mothes1, C. Leukel1,2, R. Schween1, A. Schöndube1, R. Fuchs1 1 Albert-Ludwigs-University Freiburg, Institute of Sport & Sport Science, Freiburg, Germany, 2University of Fribourg, Department of Medicine, Movement and Sport Science, Fribourg, Switzerland
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Poster Session 1 (cont’d) F 185 Parental Encouragement of Extrinsic Relative to Intrinsic Values in Daughters and its Association with Daughters' Extrinsic Relative to Intrinsic Values and Self-esteem M. Ashraf, J. Duckitt University of Auckland, School of Psychology, Auckland, New Zealand
F 196 Job Demands, Job Resources Coping Strategies and the Attainment of Subjective Wellbeing among Nurses J.H. Buitendach1, S. Kesari2 1 University of KwaZulu Natal, School of Applied Human Sciences, Durban, South Africa, 2University of KwaZulu Natal, Durban, South Africa
F 186 Implications of Bioethics in the Science of Psychological Wellbeing D. García - Álvarez1,2 1 Venezuelan Society of Positive Psychology, Caracas, Venezuela, 2Rafael Urdaneta University, School of Psychology, Maracaibo, Venezuela
F 197 The Nature of Psychological Conditions of Work Engagment among Employees at a Tertiary Institution J.(. Buitendach, G. Chikoko University of KwaZulu Natal, Durban, South Africa
F 187 How to Structure the Impact of Emotional Intelligence, Willingness to Flow at Work and Stress Work Perception over the Psychological Wellbeing? Context: Venezuela University Professors D. García-Álvarez1,2, A. Millán2,3,4, M.E. D'Aubeterre3 1 Rafael Urdaneta University, School of Psychology, Maracaibo, Venezuela, 2 Venezuelan Society of Positive Psychology, Caracas, Venezuela, 3Universidad Metropolitana, Associate Professor, Caracas, Venezuela, 4Universidad Simón Bolívar (USB), PhD Student in Interdisciplinary Social Sciences and Humanities, Caracas, Venezuela
F 198 Develop, Test and Evaluate the Youth Happiness Psychology Module (YHPM) among Adolescents in Malaysia F. Bullare Universiti Malaysia Sabah, School of Psychology & Social Work, Kota Kinabalu, Malaysia
F 188 The Effectiveness of Happiness Training on Children’s Depression Symptoms S. Amiri1,2, F. Shakenia2, H. Molavi2, A. Etesamipour King3 1 University of Isfahan, Psychology, Isfahan, Iran, Islamic Republic of, 2University of Isfahan, Isfahan, Iran, Islamic Republic of, 3Community College of Baltimore County, Baltimore, MD, United States
F 199 Utilizing Mixed Research Methods to Develop a Subjective Happiness Instrument for People with Physical Disabilities (SHI-PwPD) in Malaysia F. Bullare Universiti Malaysia Sabah, School of Psychology & Social Work, Kota Kinabalu, Malaysia
F 189 Flourishing and Immigrants: Implications for Helping Professions S. Ando Widener University, Center for Social Work Education, Chester, PA, United States
F 200 Quality of Life and Adjustment of Parents Having a Child with an Autistic Spectrum Disorder: A Comparative Study of France and Quebec E. Cappe1, N. Poirier2 1 Institut de Psychologie - Université Paris Descartes, Sorbonne Paris Cité, Laboratoire de Psychopathologie et Processus de Santé, Boulogne-Billancourt, France, 2Université du Québec à Montréal, Département de Psychologie, Montréal, QC, Canada
F 190 Well-being, Fulfillment and Happiness as Core Feelings in Youth's Purpose V.A. Arantes, U.F. Araujo, V.P. Pinheiro University of Sao Paulo, Sao Paulo, Brazil
F 201 Emotional Intelligence, Locus of Control, and Self-efficacy of Girls Rescued from Poverty K.B.T. Chang, R. Gentry, J. Shaheed George Fox University, Psychology, Newberg, OR, United States
F 191 Is There a Place for Negative Emotions in Positive Psychology? C. Barongan Washington and Lee University, University Counseling Center, Lexington, VA, United States
F 202 Abstract has been withdrawn
F 192 Employee Well-being through Generative Growth: A Human Development Perspective A.M. Barrio Fielding Graduate University, Santa Barbara, CA, United States
F 203 Psychological Wellbeing, Sources of Job Stress and Job Satisfaction in School Teachers M.E. D'Aubeterre1, A. Millán1, N.G. Calvanese2 1 Universidad Metropolitana, Ciencia del Comportamiento, Caracas, Venezuela, 2 Universidad Simón Bolívar (USB), Ciencia y Tecnologías del Comportamiento, Caracas, Venezuela F 204 Abstract has been withdrawn
F 193 Abstract has been withdrawn F 194 Trajectories of Gratitude in Adolescence: Searching for Gratitude's Role in Development G. Bono1, J.J. Froh2, N. Card3, R.A. Emmons4, R. Forrett1, L. Trull1 1 California State University, Dominguez Hills, Psychology, Carson, CA, United States, 2Hofstra University, Psychology, Hempstead, NY, United States, 3University of Arizona, Family Studies and Human Development, Tucson, AZ, United States, 4 University of California at Davis, Psychology, Davis, CA, United States F 195 Agents of Positive Change: The Importance of Self-compassion and Hope in Activism J.C. Brennan1, M.L. Kern2 1 University of Pennsylvania, Philadelphia, PA, United States, 2University of Pennsylvania, Department of Psychology, Philadelphia, PA, United States
F 205 Does Perceived Social Support Mediate the Relation between Appreciation/Gratitude and Subjective Well-being? N.S. Fagley, K. Langione Rutgers University, GSAPP, Piscataway, NJ, United States F 206 Abstract has been withdrawn F 207 Abstract has been withdrawn F 208 Parental Practices Predict Positive Relations with Others in Mexican Adolescents M.B. González-Fuentes, P. Andrade Palos Universidad Nacional Autónoma de México, Faculty of Psychology, Mexico City, Mexico F 209 Well-being in its Natural Habitat: Orientations to Happiness and the Experience of Everyday Activities C.J. Grimm University of Canterbury, Psychology, Christchurch, New Zealand F 210 Effects of Happiness on Capital Flows J. Gurtovoy Claremont Graduate University, Claremont, CA, United States
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F 211 The Buffering Effects of Social Support and Resilience on Experience of Workplace Incivility and Negative Outcomes among Pakistani Employees R. Hanif1, A. Milam2 1 Quaid-i-Azam University, Islamabad, National Institute of Psychology, Centre of Excellence, Islamabad, Pakistan, 2University of Houston, Houston, TX, United States F 212 The Resilience, Quality of Life, and Community Re-entry Needs of OEF/OIF Veterans with Disabilities C.E. Hawley, A. Armstrong Virginia Commonwealth University, Department of Rehabilitation Counseling, Richmond, VA, United States F 213 The Relationships between Resilience and Posttraumatic Growth Following Trauma: An Experiential -Theoretical Workshop A. Armstrong1, S. Shiri2, C.E. Hawley1 1 Virginia Commonwealth University, Department of Rehabilitation Counseling, Richmond, VA, United States, 2Director of Neuropsychology, Department of Physical Medicine and Rehabilitation, Hadassah Medical Center/Hebrew University of Jerusalem, Jerusalem, Israel F 214 Abstract has been withdrawn F 215 Validation of the Flourishing Scale in New Zealand L.C. Hone AUT University, Human Potential Centre, Auckland, New Zealand F 216 A Cross-generational Study on the Relationships among Sustainable Mind, Behavior and Well-being K. Horike Toyo University, Tokyo, Japan F 217 Are We There Yet: Planetary Tipping Points or Sustainable Revolution? A. Howells University of East London, London, United Kingdom F 218 Introducing a Taxonomy and Terminology for Discussing the Eudaimonia-hedonia Literature V. Huta1, A.S. Waterman2 1 University of Ottawa, School of Psychology, Ottawa, ON, Canada, 2The College of New Jersey, Ewing, NJ, United States F 219 The 33 Chilean Miners Trapped Underground in the Atacama Desert. A Positive Psychology Case Study C. Ibañez Chilean Institute of Positive Psychology, Santiago, Chile F 220 How many People Are Flourishing in Chile and What to Do for Increasing Well-being in the Country? C. Ibañez Chilean Institute of Positive Psychology, Santiago, Chile F 221 The Intervention of “Positive Counseling and Psychotherapy” on College Students with Depression X. Jian School of Law and Politics, Anhui Jianzhu University, Hefei, China F 222 Subjective Well-being, Self-esteem and Resilience in Young, Adult and Older Brazilian Women H.H. Kamei1, J.M.M. Vendramini2, H. Tavares3, M.L. Zilberman3, M.M. Amaral4, L.V. Vasquez-Pinto4, C.N. Pellegrino1, V.H. Talarico1, P.R. Tobo1 1Natura Inovação e Tecnologia de Produtos, Science of Well-Being and Relationship, Cajamar, Brazil, 2Easystat Soluções Estatísticas LTDA, Statistics, Campinas, Brazil, 3Faculdade de Medicina da Universidade de São Paulo, Psychiatric Institute, Sao Paulo, Brazil, 4Natura Inovação e Tecnologia de Produtos, Classical Sciences, Cajamar, Brazil F 223 Positive Work - Experiences of Family Business Owners S.A. Kauko-Valli University of Jyväskylä, Jyväskylä, Finland
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F 224 Semantic Quantifications of Word-associations to 'Happiness' Predict Satisfaction — Not Emotional Well-being O.N.E. Kjell1, D. Garcia2, S. Sikström1 1Lund University, Psychology, Lund, Sweden, 2University of Gothenburg, Centre for Ethics, Law and Mental Health, Gothenburg, Sweden F 225 Enhancing Environmental and Social Sustainability: Attuned with Life as a Complement to Satisfaction with Life O.N.E. Kjell1, K. Hefferon2, D. Garcia3, S. Sikström1 1Lund University, Psychology, Lund, Sweden, 2University of East London, Psychology, London, United Kingdom, 3University of Gothenburg, Centre for Ethics, Law and Mental Health, Gothenburg, Sweden F 226 Power of Belief: The Relationship between Spirituality and Wellbeing in People with Acquired Brain Injury A. Jassi1, M.D. Holder2, S. Koss1 1University of British Columbia, Kelowna, BC, Canada, 2University of British Columbia- Okanagan, Kelowna, BC, Canada F 227 Grateful Teens Report More Life Satisfaction 4-years Later: Examining Positive Affect and Social Support as Mediators J.J. Froh1, G. Bono2, T. Lomas1, C. Harris1, D. Ruscio1, M. Krakauer1 1Hofstra University, Hempstead, NY, United States, 2California State University, Dominguez Hills, Carson, CA, United States F 228 Subjective Well-being and Core Self Evaluations in Relation to Sales Performance A.J. Anderson, J. Cooper, B.A. Johnson, J.A. Snow, C.J. Zobell, S.C. Bates Utah State University, Psychology, Logan, UT, United States F 229 Teachers of Pupils with Autism Spectrum Disorder: Burnout, Empathy, Stress, Social Support and Coping E. Boujut, E. Cappe University of Paris Descartes, Paris, France F 230 The Hospitality Research Project J.S. Bullock1, R. Biswas-Diener2 1Northwestern University, Chicago, IL, United States, 2Portland State University, Portland, OR, United States F 231 Wealth and Employee Well-being: A Cross-cultural Study of the World Value Survey 1990/2007 H. Chen, U. Johansen BI Norwegian Business School, Oslo, Norway F 232 The Science of Being Happy and Productive at Work: Positive Psychology Meets the Real Working World S. Crabtree Happy Brain Science, Portland, OR, United States F 233 Positive Organisations in Minutes: The Impact of Brief Interventions on Employee Behaviour C.L. Cridland1,2,3, D. McIllwain1, A. Bull1 1Macquarie University, Psychology, Sydney, NSW, Australia, 2University of Technology, Sydney, Law, Sydney, NSW, Australia, 3Mindful Mediation Pty Ltd, Sydney, NSW, Australia F 234 Integrating Positive Psychology and the Science of Well-being into Medical Education: Gathering Proof of Concept T. Pruzinsky1, A.-L. Williams2, K.A. Garman3 1Quinnipiac University, Department of Psychology, Hamden, CT, United States, 2Quinnipiac University, School of Medicine, Hamden, CT, United States, 3Healthcare Education, Leadership & Performance, Inc. (HELP, Inc.), San Diego, CA, United States F 235 Integrating Empirical Positive Psychology into Interprofessional Healthcare Education: The 'Common Ground' of Purpose, Empathy, and Resilience T. Pruzinsky1, A.-L. Williams2, K.A. Garman3 1 Quinnipiac University, Psychology Department, Hamden, CT, United States, 2 Quinnipiac University, School of Medicine, Hamden, CT, United States, 3 Healthcare Education, Leadership & Performance, Inc. (HELP, Inc.), San Diego, CA, United States 45
Poster Session 1 (cont’d) F 236 Relationships between Employee Well-being and ‘Authentic Leadership’ V.J. Giolito Université Paris Dauphine, Paris, France F 237 Influence of Dispositional and Implicitly Primed Trust in Decisions about the Common Good S. Han1, M.L. Spezio2,3 1 Claremont Graduate University, School of Behavioral and Organizational Sciences, Claremont, CA, United States, 2Scripps College, Department of Psychology, Claremont, CA, United States, 3California Institute of Technology, Division of Humanities & Social Sciences, Pasadena, CA, United States
F 247 Positive Affects as Mediators between Curiosity, Meaning in Life and Life Satisfaction L.M. Blanco Donoso1, E. Garrosa2, B. Moreno-Jiménez2, C. Isabel2 1 Universidad Autonoma de Madrid, Facultad de Psicologia. Laboratorio 5, Ciudad Universitaria de Cantoblanco, Spain, 2Universidad Autonoma de Madrid, Madrid, Spain F 248 Workplace Aggression and its Impact on Emotion at Night: The Role of Daily Recovery Experiences L.M. Blanco, E. Garrosa, I. Carmona, B. Moreno-Jiménez Universidad Autonoma de Madrid, Madrid, Spain
F 238 Work System Innovation: Designing Improvement Processes with Generative Capacity D. Hansen Technical University of Denmark, Department of Management Engineering, Lyngby, Denmark F 239 Well-being at Work: An Engineer Short Circuits Workplace Dysfunction T. Heffner1,2 1 Johns Hopkins University Applied Physics Laboratory, Laurel, MD, United States, 2 University of Pennsylvania, Liberal and Professional Studies, Philadelphia, PA, United States F 240 Well-being at Work: An Engineer Short Circuits Workplace Dysfunction T. Heffner1,2 1 Johns Hopkins University Applied Physics Laboratory, Laurel, MD, United States, 2 University of Pennsylvania, Liberal and Professional Studies, Philadelphia, PA, United States F 241 Does Positive Perception Promote Performance under Condition of Stress? T. Icekson Ben Gurion University of the Negev, Department of Business Administration, Beer-Sheva, Israel F 242 Three Keys to Meaningful Work L. Jarvilehto Helsinki Academy of Philosophy, Helsinki, Finland F 243 Two Phases of Growth in Well-being Development: Being Authentic and Autonomous at Work P. Kenttä Aalto University, Work Psychology and Leadership, Espoo, Finland F 244 Helping Subordinates Recover from Setbacks: The Role of Leader Behaviors M. Key-Roberts1, W. Elmore2 1 U.S. Army Research Institute, Fort Leavenworth, KS, United States, 2Consortium Research Fellows Program, Arlington, VA, United States F 245 I’ve Got your Back: Building Trust and a Culture of Safety K.R. King, J.A. Daltuva, W.M. Keyserling, T.G. Robins University of Michigan, Ann Arbor, MI, United States F 246 Does Quality of Motivation Lead to Quantity of Organizational Citizenship Behaviors at Work? J.-S. Leclerc, D.-E. Hatier, V. Dagenais-Desmarais Université de Montréal, Psychology, Montréal, QC, Canada
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Poster Session 2 S 001 Observations on the Role of the Leader in Effective Utilization of Psychological Capital O. Asik-Dizdar Fairleigh Dickinson University, Dept. of Management, Silberman College of Business, Vancouver, BC, Canada S 002 Happily Ever after: The Use of Stories to Promote the Use of Positive Interventions D. Tomasulo1,2 1 New Jersey City University, Psychology, Asbury Park, NJ, United States, 2 University of Pennsylvania, Master of Applied Positive Psychology, Philadelphia, PA, United States S 003 Positive Group Psychotherapy for Individuals with Intellectual and Psychiatric Disabilities: Interactive-behavioral Therapy (IBT) D. Tomasulo1,2 1 University of Pennsylvania, Positive Psychology, Philadelphia, PA, United States, 2 New Jersey City University, Psychology, Asbury Park, NJ, United States
S 013 The Rapid Relax Method - Switch from Sympathetic to Parasympathetic in 3 Minutes D. Mumm, J. Starman Powerlearn Technologies, Ithaca, NY, United States S 014 Does Integration of the Moro Reflex Help a Child to Develop Self-control? D. Mumm Powerlearn Technologies, Ithaca, NY, United States S 015 Relationship of Infant Reflex Patterns to Self Control D. Mumm, J.D. Starman Powerlearn Technologies, Ithaca, NY, United States S 016 Mobile Application for Evaluation of Emotional State Based on a Unique Combination of Three Psychological Assessment Techniques: Physical Localization, Color Association, and Semantic Differential D. Wittmann, G. Zikratov, D. Butalov Yord Inc., Fairfax, VA, United States
S 004 The Gratitude List Project: Give Thanks, Share Thanks & Inspire Thanks K.K. Koetting1,2, L.D. Koetting3 1 Northcentral University, Graduate School, Prescott Valley, AZ, United States, 2 Wellness and Well-being Solutions, LLC, Leawood, KS, United States, 3San Diego State University, Psychology, San Diego, CA, United States
S 017 Validity of Personal Growth Initiative Scale II Scores with an African American Population D.N. Sirles1, C. Robitschek2, A. Ciavaglia2 1 Texas Tech University, Lubbock, TX, United States, 2Texas Tech University, Psychology, Lubbock, TX, United States
S 005 The Strong Well-being Effect from Singing M. Sandgren1, E. Borg2 1 Södertörn University, School of Social Sciences, Huddinge, Sweden, 2Stockholm University, Department of Psychology, Stockholm, Sweden
S 018 9 Items to Assess Orientations to Happiness: Development and Validation of a Short Version of the OTH Questionnaire E.C. Luciano, S. Brouwers, W. Ruch University of Zurich, Psychology, Zurich, Switzerland
S 006 Interpretation of Relationships in Portrait Painting Using Abilities, Resources, Potentiel of Personality M. Shiryak Saint Petersburg State University, St. Petersburg, Russian Federation
S 019 The Life of Engagement as a Key to Work Satisfaction: The Role of the Orientations to Happiness at Work E.C. Luciano, S. Brouwers, W. Ruch University of Zurich, Psychology, Zurich, Switzerland
S 007 The Assessment of Mental Health: Single vs. Combined Approach A. Venning, R. Earl University of Adelaide, School of Psychology, Adelaide, SA, Australia
S 020 Self-Rating vs Observer-Rating Assessment of Adolescents' Positive Psychological Functioning F. Vescovelli, E. Albieri, C. Ruini University of Bologna, Psychology, Bologna, Italy
S 008 The Effect of Structured Group Therapy on Self-esteem and State Anger among Adolescents E.J. Lee Inha University, Nursing, Incheon, Korea, Republic of S 009 WQ: A Wisdom Quotient A.A. Kronik Institute of Causometry LifeLook.Net, North Bethesda, MD, United States S 010 Post Traumatic Growth: Insights from Divergence of Two Qualitative Samples P. Russo-Netzer1, G.S. Moran1, O. Kaplan2 1 University of Haifa, Haifa, Israel, 2The School of Business Administration at The College of Management, Rishon Le'tzion, Israel S 011 Flourishing in Childhood and Adolescence: Research with the Flourish and Fitness Scale C.F. Saylor1, M.M. Dunn2, R.L. Walls2, M.E.R. Bennett3, P.D. Weller3 1 The Citadel, Krause Center for Leadership and Ethics, Charleston, SC, United States, 2The Citadel, Department of Psychology, Charleston, SC, United States, 3 The Citadel Department of Psychology, The United States Navy, Charleston, SC, United States S 012 Construction and Validation of the Computerized Figure-induced Creative Thinking Test C.Y. Liu, Y.T. Sung National Taiwan Normal University, Taipei, Taiwan, Republic of China
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S 021 Life Stressors, Allostatic Overload and their Impact on Posttraumatic Growth C. Ruini, E. Offidani, F. Vescovelli University of Bologna, Psychology, Bologna, Italy S 022 The Use of Traditional Fairytales to Improve Well-being, Growth and Resilience in Clinical Practice C. Ruini1, L. Masoni2, F. Ottolini3, S. Ferrari3 1 University of Bologna, Psychology, Bologna, Italy, 2University of Bologna, Education, Bologna, Italy, 3University of Modena & Reggio Emilia, Psychiatry, Modena, Italy S 023 Lighten UP! Promoting Well-being in Older Adults C. Ruini1, E. Friedman2, C.D. Ryff3, J. Mahoney3, L. Jaros4 1 University of Bologna, Psychology, Bologna, Italy, 2Purdue University, West Lafayette, IN, United States, 3University of Wisconsin, Madison, WI, United States, 4Aging and Disability Resource Center of Kenosha County, Kenosha, WI, United States S 024 User-friendly Online Mood Assessment K. Lochner1,2, M. Eid2, A. Preuss1 1 cut-e Group, Hamburg, Germany, 2Free University of Berlin, Methods and Evaluation, Berlin, Germany S 025 The Impact of Specific Positive and Negative Emotions on the Performance on an IQ Test K. Lochner1,2, M. Eid2, A. Preuss1 1 cut-e Group, Hamburg, Germany, 2Free University of Berlin, Methods and Evaluation, Berlin, Germany 47
Poster Session 2 (cont’d) S 026 Do Character Strengths Have Psychometric “Strength”? A Systematic Review about VIA-IS Psychometric Issues across Different Countries M. Ovejero Bruna, V. Cardenal Hernáez Complutense University, Personality, Assessment, and Psychological Treatments II, Madrid, Spain S 027 A Rasch Analysis for some Life Perception Scales: A Rasch Analysis and Relations M. Salama-Younes1,2, W. Massoud2,3 1 Helwan University, Psychology, Sociology and Evaluation in Sport Field, Cairo, Egypt, 2Umm Al-Qura University, Psychology Department, Makkah, Saudi Arabia, 3The National Center for Examinations and Educational Evaluation, Cairo, Egypt S 028 Positive Psychology, Physical, Musical and Arts Education M. Salama-Younes1,2 1 Psycholgy, Sociology and Evaluation Department, Helwan University, Cairo, Egypt, 2 CREAD-IUFM de Bretagne & CRPCC, Rennes 2 University, Rennes, France S 029 Positive Development, Physical, Musical and Arts Education M. Salama-Younes1,2 1 Psycholgy, Sociology and Evaluation Department, Helwan University, Cairo, Egypt, 2CREAD EA 3875 - Université de Rennes 2, Rennes, France S 030 On the Relation between Quality of Life and Subjective Vitality: The Moderating Role of Life Satisfaction M. Salama-Younes Helwan University & CREAD-IUFM de Bretagne & CRPCC-LAUREPS, Université de Rennes 2, Psychology, Sociology and Evaluation in Sport Field, Cairo, Egypt S 031 Passion and Flourishing for Egyptian Old Adult: Psychometric and Correlational Study M. Salama-Younes1,2, M. Amin Ramadan3 1 Helwan University, Psychology, Sociology and Evaluation in Sport Field, Cairo, Egypt, 2CREAD-IUFM de Bretagne & CRPCC, Rennes 2 University, Psychology Department, Rennes, France, 3Helwan University, Sport Recreation Department, Cairo, Egypt S 032 Factor Structure and Correlation of MHC-SF and SWLS: Study from Two Cultures M. Salama-Younes Helwan University & CREAD-IUFM de Bretagne & CRPCC-LAUREPS, Université de Rennes 2., Department of Psychology, Sociology and Evaluation in Sport Field & Department de la Psychology, Cairo, Egypt S 033 Sport Activities, Well-being, Life Satisfaction and Subjective Vitality for Saudian Youth M. Salama-Younes1, M.E. Ali2 1 Helwan University & Umm Al-Quraa University, Psychology Department, Emarit Makkah, Saudi Arabia, 2Helwan University & Umm Al-Quraa University, Physical Education Department, Egypt S 034 Psychometrics & Recommended Uses for the Preschool Strengths Inventory R.L. Owens1, K. Multon2 1 University of Wisconsin - Stevens Point, Psychology, Stevens Point, WI, United States, 2University of Kansas, Lawrence, KS, United States S 035 The Role of Strengths in Career Counseling R.L. Owens1, T.C. Motl2, T. Krieshok3, W. Shoemaker3 1 University of Wisconsin - Stevens Point, Psychology, Stevens Point, WI, United States, 2Central Arkansas Veterans Healthcare System, North Little Rock, AR, United States, 3University of Kansas, Lawrence, KS, United States
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S 036 Complexity of a Subjective Picture of Life Path T.V. Ulitenko Sholom-Aleichem Priamursky State University, Birobidzhan, Russian Federation S 037 The Assessment of Benevolent and Corrective Humor: A Short Scale for Humor with Good Intentions W.F. Ruch, S. Heintz University of Zurich, Psychology, Zurich, Switzerland S 038 Character Strengths Distiguish between Constructive and Destructive Class Clowns T. Platt, J. Hofmann, W.F. Ruch University of Zurich, Psychology, Zurich, Switzerland S 039 Scouts: A Positive Organization? W.F. Ruch, J. Hofmann, T. Platt University of Zurich, Psychology, Zurich, Switzerland S 040 Character of a Common Hero: Insights from Children and Adolescents B.R. Riches1, L. Wray-Lake1, J. Shubert1, A. Metzger2, A.K. Syvertsen3 1 Claremont Graduate University, Claremont, CA, United States, 2West Virginia University, Morgantown, WV, United States, 3Search Institute, Minneapolis, MN, United States S 041 Positive Emotions, Personal Strengths and Benefit Finding in Children with a Life Threatening Illness C. Chaves, C. Vazquez, G. Hervas Complutense University of Madrid, Madrid, Spain S 042 Are you Willing to Donate your Body? A National Representative Study I. Lopez1, G. Hervas1, M.A. Ruiz2, F.F. Caballero3, C. Vazquez1 1 Complutense University of Madrid, Madrid, Spain, 2National University of Distance Education, Madrid, Spain, 3Autonomous University of Madrid, Madrid, Spain S 043 Introducing Character Strengths to Diverse Organizations C.B. Mackey, M. Henderson, E. Hill Chris Mackey and Associates, Specialist Psychology Services, Geelong West, VIC, Australia S 044 Reliability and Validity of the Transgression-related Interpersonal Motivations Inventory in a Venezuelan Sample C.E. Zalles, P. Zavarce Universidad Metropolitana, Departamento Ciencias del Comportamiento, Caracas, Venezuela S 045 Discover Flying, a Transformative Journey! D.P. St. George East Hill Flying, Ithaca, NY, United States S 046 Typologies of Character among Children and Adolescents J. Shubert1, L. Wray-Lake1, A. Metzger2, A. Syvertsen3 1 Claremont Graduate University, Claremont, CA, United States, 2West Virginia University, Morgantown, WV, United States, 3Search Institute, Minneapolis, MN, United States S 047 The Presence of Courage Virtue in Students from17 to 21 Years and Its Relation to the Parameters of the PERMA Theory M.J. Soler Universidad de Montevideo, Humanities, Montevideo, Uruguay S 048 Main Character Strengths and their Use in the National Institute of Feminine Orientation (INOF) P. Zavarce, P. Colatruglio, H. Revanales Universidad Metropolitana, Ciencias del Comportamiento, Caracas, Venezuela
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S 049 Psychological Well-being and Character Strengths in Adults with a Secure and Insecure Attachment Style P. Zavarce, M.E. Garassini, A. Millán Universidad Metropolitana, Ciencias del Comportamiento, Caracas, Venezuela S 050 Character Strengths and Football (Soccer): Can a Nationwide Positive Event Influence Character Strengths? R.T. Proyer, F. Gander, S. Wellenzohn, W. Ruch University of Zurich, Switzerland, Zurich, Switzerland S 051 Character Strengths and Health Behaviors S. Wellenzohn, R.T. Proyer, F. Gander, W. Ruch University of Zurich, Switzerland, Zurich, Switzerland S 052 Studying the Virtuousness of Gelotophobes, Gelotophiles and Katagelasticists: Self- and Peer-rated Character Strengths in the Three Dispositions towards Ridicule and Being Laughed at S. Wellenzohn, R.T. Proyer, W. Ruch University of Zurich, Switzerland, Zurich, Switzerland S 053 The Virtue of Thrift and Sustainable Culture: Development of the Multidimensional Thrift Measure to Predict Sustainable Behaviors, and Promoting Thrift as an Antidote to Materialism S.A. Schnitker, P. Reppas Fuller Theological Seminary, Graduate School of Psychology, Pasadena, CA, United States S 054 The Relationship between Forgiveness of Parents and Parenting Style Among Hispanic Emerging Adults V. Madrazo, A. Meca, D. Stephens Florida International University, Miami, FL, United States S 055 Using Character Strengths as Tools to Foster College Students’ Vocational Development W. Shore1, E. Frey Johnson2, A. Dehne Baillon2 1 Pacific Lutheran University, Psychology, Tacoma, WA, United States, 2Pacific Lutheran University, Tacoma, WA, United States S 056 Gratitude and Indebtedness: Exploring their Relationships at Trait and Emotion Levels among Chinese Young Adolescents in Hong Kong Y. Zhao School of Professional Education and Executive Development The Hong Kong Polytechnic University, Hong Kong, China S 057 Comparing Effectiveness of Positive Psychotherapy with Dialectical Behavior Therapy (DBT): Results of a Clinical Trail T. Rashid1, A. Uliaszek2, S. Stevanovski2, T. Gulamani2 1 University of Toronto Scarborough, Health & Wellness Centre, Toronto, ON, Canada, 2University of Toronto Scarborough, Psychology, Toronto, ON, Canada S 058 Motivational Interviewing Groups as a Positive Psychology Intervention C. Wagner1, K. Ingersoll2 1 Virginia Commonwealth University, Rehabilitation Counseling, Psychology and Psychiatry, Richmond, VA, United States, 2University of Virginia, Psychiatry and Neurobehavioral Sciences, Charlottesville, VA, United States S 059 Comparision the Effectiveness of Positive Psychotherapy and Adlerian Group Therapy Intervention Program for Promotion of Resiliency in Drug Dependents E. Kordmirza Nikoozadeh University of Payamenoor, Psychology, Tehran, Iran, Islamic Republic of S 060 The role of Resilience as a Protective Factor for Suicide in Patients with Depression E.H. Park, D.I. Jon, M.H. Jung, N. Hong, H.A. Jang, S.J. Ann Hallym University Sacred Heart Hospital, Neuropsychiatry, Anyang-si, Korea, Republic of
S 061 Combining Neuroplasticity & Positive Psychology in Clinical Practice to Increase Positive Development across the Lifespan J. Shaffer1,2 1 University of Washington, Department of Psychiatry & Behavioral Sciences, Seattle/Bellevue, WA, United States, 2Ideal Aging, LLC, Belleuve, WA, United States S 062 Combining Neuroplasticity & Positive Psychology in Clinical Practice to Increase Positive Development across the Lifespan J. Shaffer1,2 1 University of Washington, Psychiatry & Behavioral Sciences, Seattle/Bellevue, WA, United States, 2Ideal Aging, LLC, Bellevue, WA, United States S 063 Hopelessness Mediates the Impact of Optimism and Pessimism on Psychological Distress in Chinese Undergraduates J.C. Lai, X. Yue City University of Hong Kong, Applied Social Studies, Hong Kong, Hong Kong S 064 A Model of Resilience in the Psychology Profession K. McCormick, F. Howard, K. Gibson, S. Barker-Collo, F. Seymour University of Auckland, Department of Psychology, Auckland, New Zealand S 065 Conceptualizing Protective Factors Affecting International Students’ Adjustment Experiences from a Bioecological Theory Model N. Singchawala Forest Institute of Professional Psychology, Clinical Psychology, Springfield, MO, United States S 066 Goal-achieving Psychotherapy (GAP): A System for Applying Positive Psychology in the Practice Setting R.S. Kaiser Thomas Jefferson University, Neurology, Philadelphia, PA, United States S 067 Positive Pain Coping of a Patient with Fibromyalgia: A Text Mining Analysis of Blog T. Ito, E. Sueyoshi Wako University, Department of Education and Psychology, Machida, Japan S 068 How we Can Use Hope in Career Planning? J.C. Pacico, M.R. Bastianello Federal University of Rio Grande do Sul, Porto Alegre, Brazil S 069 Hope and Personality in Brazilian Adolescents J.C. Pacico, M.R. Bastianello, C.S. Hutz Federal University of Rio Grande do Sul, Porto Alegre, Brazil S 070 The Translate-ability of Creative Ideas across Domains A. Ranjan, L. Gabora, B. O'Connor, J. Corbett University of British Columbia - Okanagan, Psychology, Kelowna, BC, Canada S 071 Neuroanatomical Correlates of Subjective Well-being in People with Acquired Brain Injury J.D. Whiteman1,2, M.D. Holder1 1 University of British Columbia, Psychology, Kelowna, BC, Canada, 2Kelowna General Hospital, Psychology, Kelowna, BC, Canada S 072 The Impact of Emotions on Creative Thinking: Applying Positive Psychology and Neuroscience to Manipulate our Brains and our Level of Creativity and Insight S. Langley1,2 1 Emotional Intelligence Worldwide, Mosman, NSW, Australia, 2Middlesex University, London, United Kingdom S 073 Community-based Research: A New Approach for Positive Psychology C. Saby University of Alberta, Edmonton, AB, Canada S 074 Happy Community District Project L.Z. Song Global Happiness Academy/China Happiness Alliance, Hangzhou, China S 075 Abstract has been withdrawn
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Poster Session 2 (cont’d) S 076 Creating a Healthy Environment for the Sports Fans: Understanding Culture and Sports Fans Behavior J. Park Loma Linda University, Loma Linda, CA, United States S 077 The CEHP Program: Creating and Fostering a Healthy Environment for Inner City Students to Succeed in the Health Professions J. Park Loma Linda University, Loma Linda, CA, United States
S 090 Quiet Mind Smart Mind M.M. Odahowski University of Virginia, International Residential College, Charlottesville, VA, United States S 091 Character Strengths and Success in Students N.H. Thompson, D. Pearson, J. Hosie University of Aberdeen, School of Psychology, Aberdeen, United Kingdom
S 078 School-related Need Satisfaction and Adolescents' School Wellbeing: The Role of Student Engagement J. Siddall, M. Lyons, E.S. Huebner, K.J. Hills University of South Carolina, Columbia, SC, United States
S 092 Positive Psychology in the Classroom P. O'Grady University of Tampa, Education, Tampa, FL, United States
S 078 Being Healthy Both Spiritually and Psychologically: Faith Based Organizations and its Impact on the Well Being of the Community J. Park Loma Linda University, Loma Linda, CA, United States
S 093 The Mentor-student Relationship as Part of the Knox Positive Education Program S.A. Zolezzi Knox Grammar School, Positive Education, Wahroonga, NSW, Australia
S 080 How Have Students used Appreciative Inquiry and Positive Psychology to Build School Leadership Capability: The Student’s Voice J.A. Vrodos1, M. White1,2 1 St Peter's College, Adelaide, SA, Australia, 2University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia
S 094 Using Positive Psychology to Teach Wisdom T. McCall1, L. Waters2, M. White1,2 1 St Peter's College, Adelaide, SA, Australia, 2University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia
S 081 Collaborating across Silos: Using Appreciative Inquiry as a Method to Run an Australian Student Leadership Summit J. Vrodos, T. McNeil St Peter's College, Adelaide, SA, Australia
S 095 School-family Relationship, Subjective Well-being and Learning Behavior among Students in Thailand U. Srijindarat Srinakharinwirot University, Behavior Science Research Institute, Bangkok, Thailand
S 082 Teaching Positive Psychology to Undergraduates with a Focus on Application J.L. Magyar-Moe1,2 1 University of Wisconsin - Stevens Point, Psychology, Stevens Point, WI, United States, 2Riverwood Counseling Associates, Stevens Point, WI, United States
S 096 Mindfulness Training in Medical Education: Improving Personal Health and Professional Performance W.J. McCann, G.S. Marion, K.P. Altizer, S.W. Davis Wake Forest University School of Medicine, Family and Community Medicine, Winston-Salem, NC, United States
S 083 Hope as a Predictor of Competency in Vocational Educational Training: Opposing Extremes under the Lens K. Yoshida Alliant International University, Fresno, CA, United States
S 097 The Crossover Effect of Flow State between Peers C.K.D. Tse, H.H.L. Fung The Chinese University of Hong Kong, Psychology, Hong Kong, Hong Kong
S 084 Project-based Learning in Health Education: Impacts on Hope and Absenteeism among Urban Students of Color K.L. Zusevics1, S. Johnson2, P. Florsheim3, M. Lemke3 1 Medical College of Wisconsin, Program in Genomics and Ethics, Milwaukee, WI, United States, 2Medical College of Wisconsin, Pediatrics, Milwaukee, WI, United States, 3University of Wisconsin - Milwaukee, School of Public Health, Milwaukee, WI, United States S 085 Does Hope Float? The Malleability of Hope and Grit in Adolescent Alternative School Students K.P. Sheehan1, S. Rose2, R. Zaccoli3 1 Molloy College, Education, Rockville Centre, NY, United States, 2Hofstra University, Counseling and Teaching and Learning, Hempstead, NY, United States, 3Queens College, Psychology, Queens, NY, United States S 086 Hope and Reading Motivation as Resources for Reading Test Performance L. Machicote Alliant International University, Fresno, CA, United States S 087 Sociacognitive Model of Academic Engagement L. Medrano, L. Moretti, A. Ortiz, G. Pereno, C. Spontón Universidad Empresarial Siglo 21, Córdoba, Argentina S 088 Abstract has been withdrawn
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S 089 Abstract has been withdrawn
S 098 The Flow Experience and Cortisol in the Daily Life of Female College Students G.P. Matias1, N.A. Nicolson2, T. Freire1 1 Universidade do Minho, Escola de Psicologia, Braga, Portugal, 2Maastricht University, Department of Psychiatry and Psychology, Maastricht, Netherlands S 099 The Role of Autotelic Characteristics on the Subjective Experience of Daily Study Activities G.P. Matias1, T. Freire1, N.A. Nicolson2 1 Universidade do Minho, Escola de Psicologia, Braga, Portugal, 2Maastricht University, Department of Psychiatry and Psychology, Maastricht, Netherlands S 100 An EEG Spectral Study of Flow: Measuring Psychophysiological Differences between an Involving and Control Task H. Nagy, T. Magyaródi, A. Oláh Eötvös Loránd University, Budapest, Hungary S 101 Abstract has been withdrawn S 102 The Theory of Team Flow J.J.J. van den Hout Fontys University of Applied Sciences, HRM and Psychology, Tilburg, Netherlands S 103 Theoretically Speaking: Mihaly Csikszentmihalyi Speaks on the Development of Flow Theory and its Usefulness in Educational Administration K. Stansberry Beard Miami University of Ohio, Educational Leadership, Oxford, OH, United States
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S 104 Autotelic Personality through a Five-factor Lens: Focus on DeYoung’s Mid-level Aspects S.R. Ross1, H.N. Keiser2 1 DePauw University, Psychology, Greencastle, IN, United States, 2University of Minnesota, Psychology, Twin Cities, IN, United States S 105 Psychosocial Factors Associated with Perception of Menopause in Working Women in South India A. Prianka, B. Sorna Kamatchi University of Madras, Psychology, Chennai, India S 106 On the Path of Resilience: Coping of Hospitalization in Brazilian Children with Cancer A.B.M. Loss1, S.R.F. Enumo2, K.A. Silveira1, G.R.F. Lorencini1, F.R. Caprini1 1 Universidade Federal do Espírito Santo, Post-Graduation Program in Psychology, Vitória, Brazil, 2Pontifícia Universidade Católica de Campinas, Post-Graduation Program in Psychology, Campinas, Brazil S 107 Psychological Attitudes Predict Smoking Cessation over Time in the Women's Health Initiative (WHI) A.M. Progovac1, Y.-F. Chang1, K. Matthews1, M. Scheier2, L. Kuller1, H. Tindle1, B. Chapman3, P. Duberstein3, C. Messina4, K. Weaver5, N. Saquib6, R. Wallace7, R. Kaplan8, J. Goveas9, A. Hyland10, D. Calhoun11, J.C. Smith12 1 University of Pittsburgh, Pittsburgh, PA, United States, 2Carnegie Mellon University, Pittsburgh, PA, United States, 3University of Rochester Medical Center, Rochester, NY, United States, 4Stony Brook University, Stony Brook, NY, United States, 5Wake Forest University School of Medicine, Winston-Salem, NC, United States, 6Stanford University, Stanford, CA, United States, 7University of Iowa, Iowa City, IA, United States, 8Albert Einstein College of Medicine, New York, NY, United States, 9Medical College of Wisconsin, Milkwaukee, WI, United States, 10 Roswell Park Cancer Institute, Buffalo, NY, United States, 11MedStar Research Institute, Phoenix, AZ, United States, 12University of Maryland, College Park, MD, United States S 108 A Portrait of U.S. Latino Health and Religiosity: 1972-2010 B. Vicuña, H. Delaney University of New Mexico, Psychology, Albuquerque, NM, United States S 109 The Relationship between Hope, Resilience, and Glycemic Control in Young Patients with Type 1 Diabetes F.R.M. Santos1, V. Bernardo1, S.A. Dib2, D. Sigulem1 1 Universidade Federal de São Paulo, Department of Health Informatics, São Paulo, Brazil, 2Universidade Federal de São Paulo, Department of Endocrinology, São Paulo, Brazil S 110 Walking on the Sunny Side: What Positive Psychology Can Contribute to Psychiatric Rehabilitation - Concepts that Can Change Thinking and Practice G.S. Moran1, P. Nemec2, O. Kaplan3 1 University of Haifa, Haifa, Israel, 2Independent Trainer and Consultant, Warner, NH, United States, 3The School of Business Administration at The College of Management, Rishon Le'tzion, Israel S 111 Positive Outcomes of Depression and Heart Failure Automated Remote Monitoring in a Safety-net Health Care System L. Myerchin Sklaroff1, S. Gross-Schulman1, S. Wu2, K. Ell3, J.J. Guterman1 1 Los Angeles County Department of Health Services, Ambulatory Care Network, Research and Innovation, Sylmar, CA, United States, 2University of Southern California, Epstein Department of Industrial and Systems Engineering, Los Angeles, CA, United States, 3University of Southern California, School of Social Work, Los Angeles, CA, United States S 112 Longitudinal Study of Resilience and Growth among Soldiers: Preliminary Findings N. Park1, J. Sun2, D. Szvarca1, C. Peterson1 1 University of Michigan, Psychology, Ann Arbor, MI, United States, 2University of Michigan Medical School, Ann Arbor, MI, United States S 113 Dental Anxiety and Health in the 21st Century N. Sud Himachal Pradesh Government Dental College & Hospital, Shimla, India
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S 114 Defining Mental Fitness: A Delphi Study P. Robinson University of Wollongong, Sydney, NSW, Australia S 115 Resilience and Psychological Well-being in Parents of Children Surviving Acute Lymphoblastic Leukemia T. Reinfjell1, M.E. Eilertsen2, T.T. Le3, T.H. Diseth4, O. Hjemdal1 1 Norwegian University of Science and Technology (NTNU), Department of Psychology, Trondheim, Norway, 2Centre for Health Promotion HIST / NTNU, Faculty of Nursing, Sør-Trondelag University College, Trondheim, Norway, 3 Norwegian University of Science and Technology (NTNU), Faculty of Social Sciences and Technology Management, Trondheim, Norway, 4Oslo University Hospital, Section of Child and Adolescent Psychiatry, Department of Pediatrics, Oslo, Norway S 116 Positive and Spiritual Psychology for Promoting Positive Mental Health and Improving Quality of Life: Need of the Day V. Sharma Institute of Human Behavior & Allied Sciences (IHBAS), Clinical Psychology, Delhi, India S 117 Using Appreciative Inquiry to Establish Australia’s Positive Education Schools Association S. Murray1, A. Johnstone2, M. McQuaid3 1 St Peter's College, Adelaide, SA, Australia, 2Seymour College, Adelaide, SA, Australia, 3The Reach Foundation, Middle Park, VIC, Australia S 118 ADAM PROJECT, "Self-realization of the Elderly", an Application Case Using Positive Psychology in Organizations A.R. Ceballos1,2, S.E. Porras1 1 Venezuelan Society of Positive Psychology, Caracas, Venezuela, 2Universidad Metropolitana, Centro del Comportamiento, Caracas, Venezuela S 119 Benefits of Mindfulness Improving Emotional Status and Quality of Life in Oncology Patients C. Leon Pizarro1, R. Mirapeix2, E. Jovell3, T. Blasco4, E. Pousa5, A. Arcusa6, M.A. Segui6 1 Institut Oncològic del Vallés (Hospital de Terrassa y Hospital Parc Taulí de Sabadell), Oncology, Terrassa, Spain, 2Institut Oncològic del Vallés (Hospital de Terrassa y Hospital Parc Taulí de Sabadell), Sabadell, Spain, 3Consorci Sanitari de Terrassa, Epidemiology, Terrassa, Spain, 4Universitat Autonoma de Barcelona, Departamento Psicología Básica, Barcelona, Spain, 5Hospital Parc Taulí, Salut Mental, Sabadell, Spain, 6Institut Oncològic del Vallés (Hospital de Terrassa y Hospital Parc Taulí de Sabadell), Terrassa, Spain S 120 Intercepting Degenerating Emotional Maturity in the Aged Adults due to Financial Insecurity and Regenerating It D. Mukherjee St.Thomas College, Psychology, Bhilai, India S 121 Scientometric Study on Positive Psychology Interventions Published during the Last Two Decades H.D.H. Nava1, R.R. Hernández-Pozo2 1 Universidad Nacional Autonoma de Mexico, UNAM, SUAED, FES Iztacala, Tlalnepantla de Baz, Mexico, 2Universidad Nacional Autonoma de Mexico, UNAM, Centro Regional de Investigaciones Multidisciplinarias, CRIM, Cuernavaca, Mexico S 122 SEEDS (Sleep, Eat, Engage, Dance, Smile) © - An Intervention to be Positively Present J. Zenner Seeds Yoga, Seattle, WA, United States S 123 The CorStone Family Resilience Program: Developing Optimism and Social Support to Increase Parenting Satisfaction K. Sachs1, G. Reevy2, S. Leventhal1 1 CorStone, Mill Valley, CA, United States, 2California State University, East Bay, Psychology Department, Hayward, CA, United States S 124 Review of the Application of Positive Psychotherapy in China L. Wang1, Y. Tian2 1 Beijing Sport University, Beijing, China, 2Beijing Academy of Educational Sciences, Beijing, China 51
Poster Session 2 (cont’d) S 125 Practices in Cultivating Young Athletes' Positive Personality Based on the Chinese Culture L. Wang1, Y. Tian2 1 Beijing Sport University, Beijing, China, 2Beijing Academy of Educational Sciences, Beijing, China S 126 Psychological Empowerment Training, Work Adjustment, and Vitality: An Interventional Study on Nurses in Iran M. Hossein pour1, B. Makvandi1, P. Fathalipouri1, M. Moghadasi1, S. Tondar2, M. Tondar3, L. Taslimy1, Z. Ghanbari4 1 Islamic Azad University Science and Research Branch, Ahvaz, Iran, Islamic Republic of, 2Islamic Azad University Science and Research Branch, Tehran, Iran, Islamic Republic of, 3South Baylo University, Los Angeles, CA, United States, 4 Allameh Tabatabai University, Tehran, Iran, Islamic Republic of S 127 Do Personal and Marriage Values Predict Marital Satisfaction? A. Zadeh Mohammadi1, S. Roben zudeh2, Z. Ghanbari3, S. Tondar4, M. Tondar5, Y. Salehieasl6, F. Bolhasani6 1 Shahid Beheshti University, Tehran, Iran, Islamic Republic of, 2Tarbiat Modares University, Tehran, Iran, Islamic Republic of, 3Allameh Tabatabai University, Tehran, Iran, Islamic Republic of, 4Islamic Azad University Science and Research Branch, Tehran, Iran, Islamic Republic of, 5South Baylo University, Los Angeles, CA, United States, 6Islamic Azad University Science and Research Branch, Ahvaz, Iran, Islamic Republic of S 128 Correlations between Social Support, Feeling of Loneliness, and Life Satisfaction in Elderly Living in old Aged Home and Homes in Ahvaz, Khuzestan, Iran P. Fathalipouri1, S. Tondar1, Y. Salehieasl2, Z. Ghanbari3, S. Khalilipour2, M. Tondar4 1 Islamic Azad University Science and Research Branch, Tehran, Iran, Islamic Republic of, 2Islamic Azad University Science and Research Branch, Ahvaz, Iran, Islamic Republic of, 3Allameh Tabatabai University, Tehran, Iran, Islamic Republic of, 4South Baylo University, Los Angeles, CA, United States S 129 Organizational Stressors Tightly Bind to Job Satisfaction of Nurses in Iran B. Makvandi1, M. Hossein pour1, P. Fathalipouri1, S. Tondar2, M. Tondar3 1 Islamic Azad University Science and Research Branch, Ahvaz, Iran, Islamic Republic of, 2Islamic Azad University Science and Research Branch, Tehran, Iran, Islamic Republic of, 3South Baylo University, Los Angeles, CA, United States S 130 Shedding Light on Personality Traits of Jews in Tehran S. Roben Zudeh1, A. Abedin2, M. Fatehi3, H. Motie2, S. Tondar4, M. Tondar5 1 Tarbiat Modares University, Psychology, Tehran, Iran, Islamic Republic of, 2 Shahid Beheshti University, Tehran, Iran, Islamic Republic of, 3Tehran Psychiatric Institute, Tehran, Iran, Islamic Republic of, 4Islamic Azad University Science and Research Branch, Tehran, Iran, Islamic Republic of, 5South Baylo University, Los Angeles, CA, United States S 131 Strength-based Approaches to Cultural Partnership M.H. Vickers-Willis Wesley College, Melbourne, VIC, Australia S 132 The Relationship between Individual Psychological Capital and Perceptions of Organisation Authentic Leadership P. Williams1,2, L.E. Scholes2, L. Waters3 1 Geelong Grammar School, Corio, VIC, Australia, 2University of Melbourne, Graduate School of Education, Melbourne, VIC, Australia, 3University of Melbourne, Melbourne, VIC, Australia S 133 A Transnational Comparison of Europeans, Americans and Indians on Psychological Well-being and Some Factors of Positive Psychology R. Sachar, K. Singh, A. Khurana Indian Institute of Technology (IIT), Department of Humanities and Social Sciences, New Delhi, India S 134 Abstract has been withdrawn
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S 135 Positive Life Navigation® for the Students of Higher Education A. Ognev, R. Saytakova, O. Tsigina Sholokhov Moscow State University for the Humanities, Moscow, Russian Federation S 136 Ballarat Grammar - Thriving Learners, Flourishing School. A Strong Focus on Student Wellbeing Leading to Accomplishment in All Areas of Learning! C.J. Shaw Ballarat Grammar, Ballarat, VIC, Australia S 137 Strategies for School Counsellors to Increase Emotional Intelligence in Youth C.N. Walker Red Deer Primary Care Network, Red Deer, AB, Canada S 138 EMPATH: Education for Mindful Practice and Attitudes towards Healing G.S. Marion, W.J. McCann, S.W. Davis, K.P. Altizer Wake Forest University School of Medicine, Family and Community Medicine, Winston-Salem, NC, United States S 139 Stress Management and Pro-social Behavior in 7-9 Year Old Children M. Lozada, N. Carro Comahue, Bariloche, Argentina S 140 Using Intentional Growth Training to Increase Personal Growth Initiative and Decrease Depression M.A. Thoen, C. Robitschek, A.F. Atkins, A. Becerra Texas Tech University, Psychology, Lubbock, TX, United States S 141 Expressive Art Group Counseling Improves Subjective Well-being in International Students in China N. Zhang, F.M. Fan Tsinghua University, Department of Psychology, Beijing, China S 142 Building Resilience in At-risk Adolescents: Comparing the Mechanisms and Outcomes of Two School-based Prevention Programmes O.S. Notter, P. Jose Victoria University of Wellington, Wellington, New Zealand S 143 Early Intervention for Panic Symptoms: Results from a Randomized Controlled Trial P. Meulenbeek1, G. Willemse2, F. Smit2,3, P. Cuijpers3 1GGNet/University of Twente, Doetinchem, Netherlands, 2Trimbos Instituut, Netherlands Institute of Mental Health and Addiction, Utrecht, Netherlands, 3Vrije Universiteit van Amsterdam, Amsterdam, Netherlands S 144 The Effects of Online Self-help ACT and Expressive Writing on Positive Mental Health and Depression. Results of a Large Randomized Controlled Trial W. Pots, P. Meulenbeek, K. Schreurs, E. Bohlmeijer University of Twente, Psychology, Enschede, Netherlands S 145 Effects of a Depression Care Program Including a Pleasant Activities Plan and a Life Review Therapy on Depressive Symptoms and Apathy in Nursing Home Residents R. Leontjevas1, S. Teerenstra2, M. Smalbrugge3, M.J. Vernooij-Dassen4, E.T. Bohlmeijer5, D.L. Gerritsen6, R.T. Koopmans6 1 Open University, School of Psychology, Heerlen, Netherlands, 2University Nijmegen, Medical Centre, 4Department of Epidemiology, Biostatistics, and HTA, Nijmegen, Netherlands, 3VU University Medical Center, Amsterdam, Netherlands, 4Radboud University Nijmegen Medical Centre, Scientific Institute for Quality of Healthcare, Nijmegen, Netherlands, 5University of Twente, Psychology, Health and Technology, Twente, Netherlands, 6Radboud University Nijmegen Medical Centre, Department of Primary and Community Care, Center for Family Medicine, Geriatric Care and Public Health, Nijmegen, Netherlands
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S 146 Perceptions of Support from Mentors and Academic Trajectories of Youths Involved in Big Brothers Big Sisters Canadian Programs S. Larose1, D.J. De Wit2, E.L. Lipman3 1 Université Laval, Education, Québec, QC, Canada, 2Centre for Addiction and Mental Health, Social and Epidemiological Research Department, Toronto, ON, Canada, 3MacMaster University, Toronto, ON, Canada S 147 Wellness through Board Games S. Solway, E. Copeland, R. Niolon The Chicago School of Professional Psychology, Chicago, IL, United States S 148 An Investigation of Perception Re-framing Using Bio-communication Technology on Self-report Measures of General Health, Stress Resilience, and Problem Solving Ability among Primarily US College-aged Students S.L. Stockton University of Central Missouri, Nutrition and Kinesiology, Warrensburg, MO, United States S 149 Development of a Tool and an Intervention Program Based on Cognitive Behavior Coaching (CBC): The Relationship between CBC and PGIS-II Y. Tokuyoshi, S. Iwasaki Tohoku University, Sendai, Japan S 150 Renewing Positive Psychology and Spiritual Virtues by Viewing Great Films: The Esalen Film Seminars (1990 to 2013) F.G. Lu UC Davis, Psychiatry & Behavioral Sciences, Sacramento, CA, United States S 151 Development of a Social Marketing Campaign By-youth-for-youth to Promote Positive Health and Wellbeing J. Kunkel1, S. Duncan1, A. Jarden1, M. Naylor2, G. Schofield1 1AUT, Human Potential Centre, Auckland, New Zealand, 2AUT, School of Sport and Recreation, Auckland, New Zealand S 152 Awentura Game, a Positive Adventure. A Digital, Funny and Entertaining Way for Children to Develop the Basics Strengths for Achieving Wellbeing V.B. Kelmanowicz1, A.C. Czar1, M. Kappelmayer2 1 Universidad de Palermo, Psicologia, Buenos Aires, Argentina, 2AWE Center for the Development of Strengths for Children and their Families, Ciudad Autonoma de Buenos Aires, Argentina S 153 The VIPER Model of Peak Performance: Developable Practices of Eight Elite Performers A.R. Mouton Claremont Graduate Univeristy, School of Behavioral and Organizational Sciences, Claremont, CA, United States S 154 Positive Psychology in the Doctor-patient Interview and Relationship Tools and Techniques for the Daily Practice B.U. Lemke Marketing Coaching & Training, Buchholz, Germany S 155 The Lug-a-Mug Study: Increasing Reusable Mug Use through Message Framing M. Voloaca, K. Pearce, V. Huta, L.G. Pelletier, N. Aitken University of Ottawa, School of Psychology, Ottawa, ON, Canada S 156 SHERO; A Strategy for Living Life Empowered and Engaged R. Moradoghli SHERO Inc., Vancouver, BC, Canada S 157 Eudaimoniac Perspective of Somnological Patterns: Role of Vital Energy & Experiential Acceptance A. Teotia, N. Pande, S. Gupta Banasthali Vidyapith, Psychology, Tonk, India
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S 158 To what Degree Do Substance Use Disorder Counselors Employ Interventions which Promote Well-being? A.R. Krentzman1,2, A. Hassett3, K. Mannella1, E.A.R. Robinson1, J.A. Cranford1, O. Mowbray1 1 University of Michigan Addiction Research Center, Psychiatry, Ann Arbor, MI, United States, 2University of Minnesota School of Social Work, St. Paul, MN, United States, 3University of Michigan Health System, Chronic Pain & Fatigue Research Center, Ann Arbor, MI, United States S 159 Empowerment and Engagement through Film-based Activism: A Survey of Invisible Children Participation and Impacts B. Karlin, A. Bue, M. Iskajyan University of California Irvine, Irvine, CA, United States S 160 The Role of Spirituality in Psychiatric Consultation-liaison Setting E. Albieri1, C. Ruini1, G. Piazza2, F. Ottolini1, D. Visani1, G. Strizzolo2, L. Grassi2 1 University of Bologna, Psychology, Bologna, Italy, 2University of Ferrara, Psychiatry, Ferrara, Italy S 161 Study of the Comparison between Original Version of State Selfesteem Scale and Korean Version of State Self-esteem Scale H. Park1, J.M. Lee2 1 Yongmoon Graduate School of Counseling Psychology, Positive Psychology, Seoul, Korea, Republic of, 2Yongmoon Graduate School of Counseling Psychology, Seoul, Korea, Republic of S 162 Seeking for Childhood and Adolescence Roots of Resilience: Czech Brno Longitudinal Study I. Solcova1, M. Blatny2, M. Jelinek2 1 Institute of Psychology, Academy of Sciences of the Czech Republic, Prague, Czech Republic, 2Institute of Psychology, Academy of Sciences of the Czech Republic, Brno, Czech Republic S 163 Life Map: Conceptualizing the Field of Positive Psychology N. Malcomson Positive Psychology Coach, London, United Kingdom S 164 Wellbeing - A Positive-psychological Program of Interventions for People with Depression Older than 65 P. Streit Institute of Positive Psychology and Mental Coaching (IPPM), Graz, Austria S 165 Recovery Style in Psychosis; The Healing Power of Integrating R. Espinosa1, C. Valiente2, M. Provencio3, A. Rigabert2, H. Song2 1 Camilo Jose Cela University, Madrid, Spain, 2Complutense University of Madrid, Madrid, Spain, 3Ambato University, Ambato, Ecuador S 166 Validation of a Portuguese Version of the Trait Hope Scale with a Sample of Adolescents S.C. Marques1, S. Lopez2, A.M. Fontaine3, S. Coimbra3, J. Mitchell4 1 Porto University, Faculty of Psychology and Educational Sciences, Porto, Portugal, 2Gallup and Clifton Strengths School, Omaha, NE, United States, 3Porto University, Porto, Portugal, 4Swinburne University, Melbourne, VIC, Australia S 167 Subjective Well-being and Personality Factors in People with Acquired Brain Injury S.M. Prevett, M.D. Holder University of British Columbia-Okanagan, Arts, Kelowna, BC, Canada S 168 Predictors of Thriving: Importance of a Personal Sense of Purpose A.F. Waters, M.W. Gerson California Lutheran University, Psychology, Thousand Oaks, CA, United States S 169 Optimism and Breast Cancer: Lessons from Musician-survivors D. Mazza1, J.E. Giebenhain1, S. Schmalenberger2, C. Gessert3, L. Starr4, H. Steward1 1 University of St. Thomas, Psychology, St. Paul, MN, United States, 2University of St. Thomas, Music, St. Paul, MN, United States, 3Essentia Health, Duluth, MN, United States, 4Indianhead Technical College, Nursing, Superior, WI, United States
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Poster Session 2 (cont’d) S 170 Emotions and Well-being in Workers of Social Programs in Valparaiso, Chile J. Pavez, M.A. Bilbao Pontificia Universidad Catolica de Valparaiso, Psychology, Viña del Mar, Chile S 171 What Do your Favorite Colors Say about you: Relationships between Colors and Positive Traits J.C. Natividade, C.M. Bandeira, C.S. Hutz Federal University of Rio Grande do Sul, Psychology, Porto Alegre, Brazil S 172 Individual, Organizational and Contextual Variables as Predictors of Competent Performance, Affective Commitment and Attachment to the Organization M.Z. Oliveira, J.C. Natividade Federal University of Rio Grande do Sul, Psychology, Porto Alegre, Brazil S 173 Emotions Positively Influenced by Experiential Buying L.M. Lunden, K.J. Chraczynski, R.T. Howell San Francisco State University, Psychology, San Francisco, CA, United States S 174 Relationship between Emotional Intelligence and the Adoption of a Parenting Style N.A. Ruvalcaba Romero1, J. Gallegos Guajardo2, F.A. Robles Aguirre3, A. Morales Sánchez3, N.A. González Gallegos3 1 Universidad de Guadalajara, Departamento de Clínicas de Salud Mental, Guadalajara, Mexico, 2Universidad de Monterrey, Monterrey, Mexico, 3 Universidad de Guadalajara, Guadalajara, Mexico S 175 Social Groups as a Protective Factor in Adolescents N.A. Ruvalcaba Romero1, J. Gallegos Guajardo2, S.C. Fulquez Castro3, E.Y. Macías Mozqueda4 1 Universidad de Guadalajara, Departamento de Clínicas de Salud Mental, Guadalajara, Mexico, 2Universidad de Monterrey, Monterrey, Mexico, 3 Universidad Autonoma de Baja California, Mexicali, Mexico, 4Universidad de Guadalajara, Guadalajara, Mexico
S 182 Forgiveness in Same-sex and opposite-sex Friendships of Emerging Adults M. Hojjat1, E. Owoc1, S. Boon2 1 University of Massachusetts Dartmouth, Psychology, North Dartmouth, MA, United States, 2University of Calgary, Psychology, Calgary, AB, Canada S 183 The Lack of Tried and Tested Positive Psychology Interventions for Marriage Is a Significant Gap in Positive Psychology N.J. Slight University of East London, Psychology, Stratford, United Kingdom S 184 Parenting Practices and Child Prosocial Behavior at School X. Zacarias Salinas1,2, P. Andrade Palos1 1 UNAM, Mexico City, Mexico, 2Universidad de Colima, Colima, Mexico S 185 Personality Development as a Positive Outcome of the Simultaneous Pursuing of Academic and Athletic Activities D. Nosenko1, G. Nosenko2 1 Dnipropetrovsk National University, Psychology, Dniproperovsk, Ukraine, 2 Ukrainian National Academy of Public Administration, Project Management, Dnipropetrovsk, Ukraine S 186 Emotional Stability and Positive Values as the Major Personality Dimensions of the Subjective Well-being D. Nosenko1, I. Arshava1, E. Nosenko2 1 Oles Honchar Dnipropetrovsk National University, General and Medical Psychology, Dnipropetrovsk, Ukraine, 2Oles Honchar Dnipropetrovsk National University, Educational and Developmental Psychology, Dnipropetrovsk, Ukraine
S 176 Development of a Facial Expression Coding System for Measuring Learning Self-efficacy of Middle School Students S. Xiaohong Nanjing Normal University, School of Psychology, Nanjing, China
S 187 Infusing Positive Psychology into Sport M.D. Scholes1,2 1 Positive Sports Coaching, La Trobe University, Centre for Sport & Social Impact, Blackburn, VIC, Australia, 2Australian Football League Sportsready, Sports Education, Melbourne, VIC, Australia
S 177 Compassion Predicts Reduced Preference for Noun Labels Applied to Those with Mental Disorders S.R. Woolgar1, A.J. Howell2, K. Buro3 1 Grant MacEwan University, Psychology, Edmonton, AB, Canada, 2MacEwan University, Psychology, Edmonton, AB, Canada, 3Grant MacEwan University, Edmonton, AB, Canada
S 188 The Effect of Positive Psychology on the Wellbeing of Sports Coaches M.D. Scholes1,2, L. Waters3, D. Pitt4 1 Positive Sports Coaching, La Trobe University, Centre for Sport & Social Impact, Blackburn, VIC, Australia, 2Australian Football League Sportsready, Sports Education, Melbourne, VIC, Australia, 3University of Melbourne, Melbourne, VIC, Australia, 4St Peter's College, Adelaide, SA, Australi
S 178 Positive Gerontology: Thinking about Aging in an Student's Group of a Positive's Psychology Degree in Caracas (Venezuela) V. Tirro Universidad Metropolitana, Caracas, Venezuela
S 189 Meanings and Values Attributed to the Concept of Positive Nations: A Study Comparing Portuguese and Namibian People L.M.V.A. Neto1, H.A. Marujo1, M. Perstling2, A.C. Rego3 1 ISCSP - Tecnhical University of Lisbon, Social and Political Sciences Institute, Lisbon, Portugal, 2Clinical Psychologist at Phoenix Psychology Practice, Phoenix, Namibia, 3ISCSP - Tecnhical University of Lisbon, Social and Political Sciences Institute - Master Applied Positive Psychology, Lisbon, Portugal
S 179 Launching 'High Quality Connections' between Practice Setting Mentors and Students C.L. Parsons1,2 1 St. Joseph's Health Care London, Nursing & Organizational Development, London, ON, Canada, 2Western University, Nursing, London, ON, Canada S 180 Enhancing Nursing Work Life and Practice through the Application of Positive Psychology C.L. Parsons1,2 1 St. Joseph's Health Care London, Nursing & Organizational Development, London, ON, Canada, 2Western University, Nursing, London, ON, Canada
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S 181 In Search of a Healing Lexicon a Quantitative and Qualitative Study in Context of Attachment Theory, Positive Psychology and Emotional Intelligence L.S. Sanders Bayfield Treatment Centres, Wellington, ON, Canada
S 190 Factors Associated with Well-being of Japanese Frail Older Adults and Effectiveness of Group Positive Psychology Intervention A. Morita1, Y. Jin2, F. Yu3, S. An2 1 The University of Tokyo, Department of Human Ecology, Tokyo, Japan, 2The DIA Foundation for Research on Ageing Societies, Tokyo, Japan, 3Hunchunshi Happy Health Center for the Elderly, Hunchunshi, China S 191 Relationships of Gratitude, Hope, and Forgiveness with Well-being and Subjective Health in College Students A. Slezackova, I. Blahovska Masaryk University, Faculty of Arts, Dept. of Psychology, Brno, Czech Republic
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S 192 Role of Optimism and Coping Strategies in Burnout Syndrome in Medical Doctors A. Slezackova, K. Peskova Masaryk University, Faculty of Arts, Dept. of Psychology, Brno, Czech Republic S 193 The Effectiveness of a Workplace Positive Psychology Programme in the Age of Austerity B. Wink1, S. Henderson2 1 Southampton Solent University, Psychology Group, Southampton, United Kingdom, 2Southampton Solent University, Business School, Southampton, United Kingdom S 194 Pay Attention: Greater Attention to Relationships Leads to Higher Life Satisfaction B.A. Wang1,2, M. Tugade3 1 Vassar College, Psychology, Ontario, CA, United States, 2Pomona College, Claremont, CA, United States, 3Vassar College, Psychology, Poughkeepsie, NY, United States S 195 Attachment Styles and Psychological Well-being in Women and Men with Faithful and Unfaithful Behaviours C. Portovedo, P. Romero, P. Zavarce Universidad Metropolitana, Ciencias del Comportamiento, Caracas, Venezuela S 196 The Benefits of Giving: The Role of Altruism in Subjective Well-being C. Topuz Fatih University, Istanbul, Turkey S 197 Insight and Experiential Tolerance in Paranoia: Focusing on Well Being C. Valiente1, M. Provencio2, R. Espinosa3, A. Duque1, F. Everts1, H. Song1 1 Complutense University of Madrid, Madrid, Spain, 2Ambato University, Ambato, Ecuador, 3Camilo Jose Cela University, Madrid, Spain S 198 Experiencing Connection with Nature: Implications for Mindfulness, Well-being, and Psychotherapeutic Practice C. Wolsko1, K. Lindberg2 1 Oregon State University - Cascades, Psychology, Bend, OR, United States, 2 Oregon State University - Cascades, Forest Ecosystems and Society, Bend, OR, United States S 199 Research on the Subjective Well-being among Rural Young Students in China D. Zhang Jinggangshan University, Psy. Dep., Ji'an, China S 200 Subjective Well Being in Mexico and its Correlates G. Leyva INEGI National Institute of Statistics and Geography, Research Division, Aguascalientes, Mexico S 201 Meaning in Life and its Relationship with Nature Affiliation, Spirituality, and Well-being H.-A. Passmore1, A.J. Howell1, K. Buro2 1 Grant MacEwan University, Psychology, Edmonton, AB, Canada, 2Grant MacEwan University, Statistics, Edmonton, AB, Canada S 202 Self-determination Needs and their Relationship with Nature Affiliation and Well-being H.-A. Passmore1, A.J. Howell1, K. Buro2 1 Grant MacEwan University, Psychology, Edmonton, AB, Canada, 2Grant MacEwan University, Statistics, Edmonton, AB, Canada S 203 Happiness Cloud - The Internet of Things Platform for Happier Aging in China H.G. Li1, L.Z. Song2,3 1 The Hangzhou WuDe Scientific Company, Hangzhou, China, 2Global Happiness Academy/China Happiness Alliance, Kensington, MD, United States, 3China Positive Psychology Association (CPPA), HK, Hong Kong
S 205 Honouring your Emotions: Why it Matters - Presenting the RHUME™ Model of Navigating Emotions in Real Time. A New Positive Psychology Intervention? J. Vanderpol Royal Roads University, School of Leadership, Victoria, BC, Canada S 206 Abstract has been withdrawn S 207 Abstract has been withdrawn S 208 The Mediating Effect of Self-esteem on the Relationship between Body Image and Psychological Health among College Students J.M. Lee1, M. Suh2 1 Yongmoon Graduate School of Counseling Psychology, Seoul, Korea, Republic of, 2 Korea Counseling Center, Seoul, Korea, Republic of S 209 A Cognitive-behavioral Program of Emotional Management and Psychological Well-being in Healthy People J.R. Leite1, I. Belik2, M.C. Cesar2, A.M. Costa2, L. Lopes2, M. Martins2, S. Ricetti2, C.A. Ruaro2, F.J.P. Silva2, L.R. Silva2, S.L. Snege2 1 Universidade Federal de São Paulo, Psychobiology, São Paulo, Brazil, 2Instituto Brasileiro de Medicina Comportamental - AFIP, São Paulo, Brazil S 210 Positive Affect as a Mediator of the Relationship between Appreciation and Life Satisfaction K. Langione, N.S. Fagley Rutgers University, Piscataway, NJ, United States S 211 Psychological Capital, Job Demands and Organisational Commitment of Employees in a Call Centre in Durban, South Africa K. Pillay, J. Buitendach University of KwaZulu Natal, Durban, South Africa S 212 The next Billion: Using Social Media in Positive Psychology K. Sood1, P. Tandon2 1 Northwestern University, Kellogg School of Management, Evanston, IL, United States, 2University of Pennsylvania, Positive Psychology, Philadelphia, PA, United States S 213 Duplicate submission S 214 Investigating Eudaimonic and Hedonic Pursuits through Personal Strivings K.M. Pearce, M. Voloaca, V. Huta University of Ottawa, Psychology, Ottawa, ON, Canada S 215 Emotional Intelligence and Positive Psychology: The Role of EI on Affect, Mindfulness, and Overall Happiness L. Delizonna, T. Anstedt, B. Wong, A. Win Stanford University, Continuing Studies Department, Stanford, CA, United States S 216 Associations between Adult Identity, Civic Engagement, and Wellbeing during the Transition to Adulthood: A Nationally Representative Sample of Youth L. Lin, L. Wray-Lake Claremont Graduate University, Department of Psychology, Claremont, CA, United States S 217 Happiness Intervention Decreases Pain and Depression and Boosts Happiness among Primary Care Patients L.T. Lambert, L. Milkovich, S. Kearney, R. Joslin Red Deer Primary Care Network, Red Deer, AB, Canada S 218 Trait Mindfulness in Relation to Mood, Emotion Regulation, Everyday Executive Functioning and Alexithymia M. Lyvers1, C. Makin1, E. Toms1, F.A. Thorberg2 1 Bond University, Psychology, Gold Coast, QLD, Australia, 2University of Oslo, Department of Behavioural Sciences in Medicine, Oslo, Norway
S 204 Abstract has been withdrawn
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Poster Session 2 (cont’d) S 219 The Impact of Training of Transactional Analysis on Psychological Well-being of the Married Women in Tehran City M. Momeni Javid, Z. Naderi Nobandegani Shahid Chamran University of Ahvaz, Educational Sciences and Psychology, Ahvaz, Iran, Islamic Republic of S 220 The Impact of Training of Skills to Improve Marital Relationship on Personal Well-being of the Women M. Momeni Javid, Z. Naderi Nobandegani Shahid Chamran University of Ahvaz, Ahvaz, Iran, Islamic Republic of S 221 Attachment Styles, Psychological Well-being and Altruism M.A. Taghizadeh1, Z. Mohammadalipoor1, B. Ghobari Bonab2, M. Abbasi2 1 Shahid Beheshti University, Psychology, Tehran, Iran, Islamic Republic of, 2 University of Tehran, Psychology, Tehran, Iran, Islamic Republic of S 222 What Keeps Us Going: Calculating the Components of the Well-lived Life P. van Kessel NORC at the University of Chicago, Chicago, IL, United States S 223 Attorney Well-being and the Practice of Law: A Study of Beliefs, Attitudes and Perceptions P.J. Ramos Saybrook University, Psychology and Interdisciplinary Inquiry, San Francisco, CA, United States S 224 A Theory of Subjective Well-being Q. Li China-Canada Institute of Happiness, Burnaby, BC, Canada S 225 Different Needs for Misbehaving Teens: Exploring Longitudinal Relations between Antisocial Behavior and Psychological Functioning R. Perez1, N. Lau1, C. Weldon1, G. Bono1, J. Froh2, N. Card3 1 California State University, Dominguez Hills, Carson, CA, United States, 2 Hofstra University, Hempstead, NY, United States, 3University of Arizona, Tucson, AZ, United States S 226 Parent Cultural Identity Promotes PTG in Hispanic Childhood Cancer Survivors R.I. Slaughter1, J. Milam1, A. Ritt-Olsen1, S. Sherman-Bien2, K. Meeske3, A. Hamilton1 1 University of Southern California, Los Angeles, CA, United States, 2Miller Children's Hospital, Long Beach, CA, United States, 3Children's Hospital of Los Angeles, Los Angeles, CA, United States S 227 The Experience of Green; a Momentary Investigation of the Contribution of Natural Elements within the Built Environment to Cognitive, Affective and Communal Well-being S. Roberts Claremont Graduate University, Positive Developmental Psychology, Claremont, CA, United States S 228 The Experience of Green; a Momentary Investigation of the Contribution of Natural Elements within the Built Environment to Performance and Well-being S. Roberts Claremont Graduate University, Positive Developmental Psychology, Claremont, CA, United States S 229 Students for Stress Resilience: A Graduate Organization Dedicated to Anxiety Management S. Silverman, B.C. Grabois, D. Stivelman, S. Guerra, N. Milano, A. Crouch, M.M. Tobenas, S. Mergler, B. Nierenberg Nova Southeastern University, Center for Psychological Studies, Davie, FL, United States
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S 230 Positive Psychology through Short Video Clips and Online Positive Coaching S. Yakovlev, G. Lepeshkin, T. Lepeshkina Positive People Project, Samara, Russian Federation S 231 Tracking the Trajectory of Hope and Life Satisfaction across the Life Span S.C. Marques1, S. Lopez2 1 Porto University, Porto, Portugal, 2Gallup and Clifton Strengths School, Omaha, NE, United States S 232 Stability and Predictive Validity of Domain-based Life Satisfaction Reports of Portuguese Students S.C. Marques1, S. Lopez2, A.M. Fontaine1, S. Coimbra3, J. Mitchell4 1 Porto University, Faculty of Psychology and Educational Sciences, Porto, Portugal, 2Gallup and Clifton Strengths School, Omaha, NE, United States, 3Porto University, Porto, Portugal, 4Swinburne University, Melbourne, VIC, Australia S 233 Happier Being with PERMA Eating: PERMA-flavoring our Relationship with Food to Increase Well-being T. Leead Private Practice, Agoura Hills, CA, United States S 234 Assessing Children's Well-being in Zambia: Influences of Nature Connectivity, Spirituality, and Religiousness T.E. Krupa1, A.J. Geddes1, M.D. Holder1, E.A. Krupa2, B. Coleman3 1 University of British Columbia- Okanagan, Psychology (Unit 4), Kelowna, BC, Canada, 2University of Alberta, School of Public Health, Edmonton, AB, Canada, 3 Okanagan College, Psychology, Kelowna, BC, Canada S 235 Mindfulness and Racial Socialization Messages Predict Active Coping among African American College Students V. Womack1, L.R. Sloan2 1 Northwestern University Feinberg School of Medicine, Preventive Medicine, Chicago, IL, United States, 2Howard University, Psychology Department, Washigton D.C., DC, United States S 236 Nonlinear Evolution and Positive Psychology - Happicare Workshop Model Z.F. Xu Deep Happiness Studio, Beijing, China S 237 Improved Communication in Workteams and How It Affects the Psychosocial Work Environment - An Interactive Intervention Study in the Public Sector Å. Stöllman1, E. Vingård1, M. Waldenström1, E. Lampa1, F. Molin2, B. Södergren2 1 Uppsala University, Occupational and Environmental Medicine, Uppsala, Sweden, 2Uppsala University, Department of Business Administration, Uppsala, Sweden S 238 Hope and Self-determination at the Workplace C. Wandeler1,2,3 1 University Fribourg, Fribourg, Switzerland, 2University of Teacher Training, Fribourg, Switzerland, 3Alliant International University, Fresno, CA, United States S 239 Relationship between Psychological Capital and Job Satisfaction in Two Venezuelan Organizations C.I. Yacsirk1, C. Melguizo2, S. Marco2 1 Metropolitan University of Caracas, Behavioral Sciences, Caracas, Venezuela, 2Andres Bello Catholic University, Caracas, Venezuela S 240 The Moderating Effects of the Individual's Achievement Motivation and Work Load Affect the Relationship between Perceived Supervisor Support and Job Satisfaction D. Zhang Jinggangshan University, Psy. Dep., Ji'an, China
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S 241 Health and Future - Orgnizational Factors Characterizing Healthy Organizations E. Vingård1, M. Svartengren1, Å. Stöllman1, T. Eriksson1, U. Stoetzer2, M. Parmsund2 1 Uppsala University, Occupational and Environmental Medicine, Uppsala, Sweden, 2Karolinska Institutet, Stockholm, Sweden
S 252 The Psychology of Independent Workers: Describing the Challenges and Benefits of a New Way to Work S. Spurlin1, E. Warren2 1 Claremont Graduate Univeristy, Positive Developmental Psychology, Claremont, CA, United States, 2Claremont Graduate Univeristy, Social Psychology, Claremont, CA, United States
S 242 Wellbeing at Work in Colombia: It Is the Type of Contract Which Matters E. Wills Universidad de lso Andes, Management School, Bogota, Colombia
S 253 How to Manage Companies towards Healthier and more Prosperous Organizations. Relational Justice and Low Absenteeism U. Stoetzer Karolinska Institutet, Institute of Environmental Medicine, Stockholm, Sweden
S 243 Reactions of Bystanders who Witness Bullying at their Workplace A Pilot Study F. Zand, A. Hogh Copenhagen University, Department of Psychology, Copenhagen, Denmark
S 254 Effect of Positivity on Organizational Citizenship Behaviors V.M. Calzadilla1, C. Yacksirk2 1 Universidad Catolica Andres Bello, Postgrado, Caracas, Venezuela, 2Universidad Metropolitana, Caracas, Venezuela
S 244 Should they Be Happy? A New Perspective on the “Happyproductive Worker Paradigm” H. Shany1, O. Kaplan2 1 Ben-Gurion University of the Negev, Guilford Glazer Faculty of Business & Management, Beer-Sheva, Israel, 2The College of Management, The School of Business Administration, Rishon LeZion, Israel
S 255 Does Personality Regulate the Work Stressor - Psychological Detachment Relationship? Y. Potok, H. Littman-Ovadia Ariel University Center, Psychology, Ariel, Israel
S 245 Why Is Proactive Personality Related to Positive Work Outcomes? The Role of Job Crafting and Job Autonomy H. Wang1, Y. Wang1, O. Siu1, C. Lu2 1 Lingnan University, Sociology and Social Policy, Tuen Mun, Hong Kong, 2Peking University, Beijing, China S 246 Authentic Leadership Brings New Hope Y. Wang, F. Cheung, O.L. Siu Lingnan University, Department of Sociology and Social Policy, Hong Kong, Hong Kong
S 256 Work-family Conflict and Enrichment: An Exploratory Study of Working Adults' Experience in Taiwan Y.C. Wang National Taipei University of Education, Psychology and Counseling, Taipei, Taiwan, Republic of China S 257 A Multi-level Model of Organizational Virtue Development: “Microvirtue” and Positive Spirals Toward the Caring Organization J. Nicholson University of Guelph, College of Management and Economics, Guelph, ON, Canada
S 247 Our Boss Is a Good Boss! The Cross-level Effects of Leadership on Work Engagement in Service Workers I.M. Martinez, M. Salanova Universitat Jaume I, Psychology, Castellon, Spain S 248 Getting by, Surviving, Thriving: How and Does Well-being Change Following Job Loss? J. Synard, N. Gazzola University of Ottawa, Faculty of Education, Ottawa, ON, Canada S 249 Stress Management Efficiency Based on Salutogenic Resources in Fire-fighters Confronted to Acute and Chronic daily Stress: Mindfulness as a Predictor for PTSD Improvement M. Trousselard1,2, D. Steiler2, N. Babouraj3, A. Büssing4 1 Institut de Recherches Biomédicales des Armées, Département des Facteurs Humains, La Tronche Cedex, France, 2Grenoble Ecole de Management, Mindfulness, Well-Being at Work and Economic Peace Chair, Grenoble, France, 3 Brigade des Sapeurs-Pompiers de Paris, Paris, France, 4Faculty of Health, Center for Integrative Medicine, Witten, Germany S 250 Flourishing at Work: How Imagined Conversations with Coworkers Enhance Relationship Management, Emotional Regulation, and Achievement P.M. Thompson University of Southern California, Rossier School of Education, Los Angeles, CA, United States S 251 I Am a Leader, Develop me: Strategies for Integrating Individual and Organizational Development R.B. McKenna1, K.K. Wenzel1, D.L. Ecker1, K. Adeuja2 1 Seattle Pacific University, Industrial Organizational Psychology, Seattle, WA, United States, 2Heineken International BV, Amsterdam, Netherlands
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Exhibitor Floor Plan Pasadena Room - E Level
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Exhibitor Directory Bridges to Recovery Booth # 203 P.O. Box 1493 Pacific Palisades, CA 90272 PH (877) 727-4343 FX (310) 573-7092 EM:
[email protected] WEB: www.bridgestorecovery.com Bridges to Recovery is a premier licensed residential behavioral health facility for adults suffering with psychiatric disorders. We combine intensive, individual Psychotherapy (4-5 sessions per week) with psychodynamic group therapy (2-3 sessions per day). Our goal is to empower our patients to succeed out in the world.
Case Western Reserve University – MPOD Program Booth # 304 10900 Euclid Avenue, PBL 442 Cleveland, OH 44106 PH (216) 368-4642 FX (216) 368-6228 EM:
[email protected] WEB: http://weatherhead.case.edu/mpod Masters in Positive Organization Development and Change (MPOD): Strength-based, positive approaches to managing change. • Learn strategic level change interventions • Learn leading-edge theory and practice in Appreciative Inquiry and human resource development • Develop Emotional Intelligence - fostering leadership skills through coaching • Build sustainable enterprises that prosper economically • Engage in lifelong experiential learning
Center for Positive Organizational Scholarship Booth #104 701 Tappan Street Ann Arbor, MI 48109 PH (734) 647-8154 FX (734) 647-8154 EM:
[email protected] WEB: www.centerforpos.org We are dedicated to understanding how organizations can be generative forces for making a positive difference in the world. We conduct research and translate it into teaching tools. We hold conferences for researchers and practitioners, and we host presentations by leading thinkers in positive business.
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Claremont Graduate University Booth #200 123 East 8th Street Claremont, CA 91711 PH (909) 607-9016 FX (909) 607-9009 EM:
[email protected] WEB: www.cgu.edu/sbos Claremont Graduate University is one of the leading providers of education and training in positive psychology, evaluation, and applied research methods. CGU offers MA and PhD programs with an emphasis in Positive Developmental Psychology and Positive Organizational Psychology that stress rigorous training and a high level of competence. CGU also hosts workshops onsite and online for professionals. Learn more at www.cgu.edu/sbos.
Emotional Intelligence Worldwide Booth # 305 Suite 1, Gunshot Alley, Saukin Drive Mosman NSW Australia 2088 PH (+61) 2 9969 0337 EM:
[email protected] WEB: www.emotionalintelligenceworldwide.com Emotional Intelligence Worldwide breathes spirit into the minds of individuals and organizations to achieve their own level of excellence. We bring out the best in people through a unique combination of positive psychology, neuroscience, emotional intelligence and personal development tools that increase awareness, performance and engagement.
Gurze Books Browse Table PO Box 2238 Carlsbad, CA 92018 PH (760) 434-7533 FX (760) 434-5476 EM:
[email protected] WEB: www.bulimia.com Publication Title: Gurze Books 2013 Resource Catalogue Free eating disorders resource catalogue with recovery articles, self-help books & eBooks, professional resources, treatment facilities, national organizations, and artwork by Francie Droll.
HAPACUS Booth # 204 3815 N. Brookfield Road, Suite 104-125 Brookfield, WI 53045 PH (855) 722-4165 FX (855) 722-4165 EM:
[email protected] WEB: www.hapacus.com Hapacus is an educational program that helps ordinary people organize classes around the science of happiness. Take a course on happiness, or teach one yourself, at www.hapacus.com. Courses can be held online or in-person, and are based on the revolutionary new book from Hapacus called The Happiness Journey.
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Exhibitor Directory (cont’d) Harnessing Happiness Foundation Booth # 301 PO Box 1510 Mount Shasta, CA 96067 PH (877) 915-0888 FX (530) 926-5050 EM:
[email protected] WEB: www.harnessinghappiness.com Harnessing Happiness is dedicated to finding ways to inspire and infuse happiness into everyday life. Happiness is not the absence of problems; it is the ability to deal with them. Our manuals and tools help us to deal with difficulties in a constructive way, which sources our potential and power.
Phillips Graduate Institute Booth # 303 19900 Plummer Street Chatsworth, CA 91402 PH (818) 386-5660 FX (818) 386-5636 EM:
[email protected] WEB: www.pgi.edu Phillips Graduate Institute is a nonprofit educational institution offering advanced degrees in counseling and consulting in a hands-on, experiential learning environment. Phillips’ programs are designed so that you’ll have the real world tools and experience you need to excel in your chosen field.
Hogrefe Publishing Booth # 302 38 Chauncy Street, Suite 1002 Boston, MA 02111 PH (866) 823-4726 FX (617) 354-6875 EM:
[email protected] WEB: www.hogrefe.com Hogrefe has been publishing psychology and mental health books, journals, and psychometric tests for over 60 years. Visit our booth to meet Ryan Niemiec, author of Positive Psychology at the Movies and Mindfulness and Character Strengths, as well as Fredrike Bannink, author of the Handbook of SolutionFocused Conflict Management.
Points of You Booth # 106 27 Weitzman Street Tel Aviv 64239 Israel PH (972) 54 7640649 EM:
[email protected] WEB: www.thecoachingame.com Points of You – the coaching game. ‘Positive Psychology’ is about seeing our reality in different perspectives and point of views. We created a revolutionary tool that will upgrade your ‘positive psychology’ session’s experience. Expanding new powerful possibilties, bringing a fresh spirit of creativity and expression with clients or family (1/1 or a group). Come see how it works.
Life Business Consultancy Booth # 105 PO Box 38 Glen Iris, Australia PH [+61] 411357829 EM:
[email protected] WEB: www.coachingyoungpeopleforsuccess.com The Coaching Young Peope for Success Program, is a complete life, career and school performance coaching system that schools, youth agencies consultants, coaches and private organizations can use to transform their approach to career guidance, case management and support. The program is delivered across Australia, the USA, UK and Canada.
ShareHappiness.com Booth # 300 1680 Michigan Avenue, Suite 1024 Miami Beach, FL 33139 PH (305) 778-2872 FX (305) 673-1160 EM:
[email protected] WEB: www.sharehappiness.com ShareHappiness.com is a learning and social community to promote well-being. Our platform is built to create a space where leading researchers, academics and professionals in the fields of positive psychology and well-being can share their knowledge and interact with millions of people in a socially friendly eco-system.
Oxford University Press Booth # 110 198 Madison Avenue New York, NY 10016 PH (800) 451-7556 FX (919) 677-1305 EM:
[email protected] WEB: www.oup.com Visit the Oxford University Press booth for a special discount on new titles such as Pursuing the Good Life: 100 Reflections on Positive Psychology by Christopher Peterson; Positive Psychology of Love by M. Hojjat; and many others.
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SMART Strengths Booth #205 190 West Terrace Parkway Culver, IN 46511 PH (574) 806-4206 EM:
[email protected] WEB: www.smartstrengths.com SMART Strengths provides teaching and consulting services to help educators, parents and coaches implement flexible and strategic strengths-based approaches in schools. This process begins by educating teachers on a personal level, first allowing them to master and benefit from the skills learned before moving on to support students.
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Springer Booth # 101 233 Spring Street New York, NY 10013 PH (212) 460-1600 FX (212) 620-8442 EM:
[email protected] WEB: www.springer.com Come and browse key titles. Get 20% off print books and eBooks – and learn about MyCopy (a printed eBook for $/€ 24.99). Meet our Editor Esther Otten to discuss your publishing proposal. Ensure maximum readership for your work, too! Springer, your partner in publishing. Find all offers online: springer.com/ippa “Follow @SpringerPsych on Twitter for the latest news” University of Pennsylvania’s Master of Applied Positive Psychology Program Booth # 100 3701 Market Street, Suite #200 Philadelphia, PA 19104 PH (215) 746-0441 EM:
[email protected] WEB: www.pennpositivepsych.org Penn’s MAPP program presents an extraordinary opportunity for individuals with a serious interest in applying positive psychology to their professional lives. The progam’s executive education model allows students to fly in from anywhere in the world, continuing to work full-time while also studying full-time with world-class researchers and practitioners of positive psychology.
VIA Institute on Character Booth # 201 312 Walnut Street, Suite 3600 Cincinnati, OH 45202 PH (513) 621-7501 EM:
[email protected] WEB: www.viacharacter.org The VIA Institute on Character is a global, nonprofit organization established to advance the science and practice of character. We support researchers, practitioners, business professionals, and educators applying character strengths to their lives and work. We aim to study, promote, and teach what is best about human beings.
Western Positive Psychology Association Booth # 202 123 East 8th Street Claremont, CA 91711 PH (855) 977-2013 EM:
[email protected] WEB: http://www.wppanetwork.org Western Positive Psychology Association (WPPA) is dedicated to creating a collaborative scientific community of faculty, students, and scholars to advance and support academic agenda in the field of positive psychology. WPPA encourages education, research and dissemination of knowledge in positive psychology and supports the professional development of positive psychology faculty and students in the western United States.
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Invited Speaker Abstracts IN 1: Positivity Resonates: How Love Creates Health Barbara Fredrickson University of North Carolina, Chapel Hill, NC
In this talk, Fredrickson offers a taste of her latest book, Love 2.0 (Penguin, 2013). In it, she asks you to disengage from some of your most cherished notions of love: that it is exclusive, lasting, and unconditional. In synthesizing behavioral, psychophysiological, and neural data from multiple laboratories, Fredrickson reveals how love – defined as micro-moments in which positivity resonates between and among people – can build enduring resources, such as wisdom, community, and even physical health. Making the case that love creates physical health, Fredrickson describes results from recent randomized controlled trials from her PEP Lab, in which people learn how to self-generate feelings of love and compassion. She and her team find that cardiac vagal tone forecasts people’s dayto-day experiences of love, and that by learning to self-generate love more frequently, people can further improve their vagal tone, and with it, their mental and physical health. This upward spiral dynamic explains how fleeting experiences of positive connection can accumulate and compound to set people on trajectories toward health. More generally, Fredrickson’s fresh take on love offers practical approaches to strengthening your relationships, teams, and communities.
IN 2: Positive Environment Marino Bonauito University of Rome, Rome, Italy Environmental Psychology and Positive Psychology overlap in striving for better qualities of life in urban spaces, although they have developed as mostly independent enterprises within Psychology. This presentation aims to highlight their possible synergies and complementary efforts in order to strengthen their intended outcomes. First, we examine background data on urban residents about the time they spend in different kinds of environments in order to address the relative importance of different everyday living places. Then, a distinction among “positive environmental psychology" and “environmental positive psychology" is presented, arguing for each own scientific case. For the sake of this presentation, the main focus is on a "positive environmental psychology" which is contrasted with traditional environmental psychology across a range of everyday places. Six main place-types are discussed: residential and home environments; community environments; work and school settings; travelling and commuting spaces; and natural environments and open spaces. The psychological importance of each place is briefly illustrated contrasting one
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research example of traditional environmental psychology on that place-type with a positive environmental psychology approach using: a) research examples from the literature; b) research examples from our own team research activity; and c) qualitative examples from my work travels which can highlight specific cross-cultural concrete instances. The presentation concludes by discussing ways to promote research for a positive environmental psychology.
IN 3: Peak: How Great Companies Get Their Mojo from Maslow Chip Conley Joie de Vivre Hospitality, San Francisco, CA Chip Conley, founder and - for two dozen years - CEO of America's second largest boutique hotel company, Joie de Vivre, discovered the value of Maslow's iconic hierarchy of needs at a time when his company was fighting for survival. Researching Maslow's last few years alive, Conley found that Maslow had started to reinterpret the hierarchy from the individual to the collective. And, Conley took that a few steps further in his own company, then studied other companies from Harley-Davidson to Apple that had applied Maslow and he wrote the bestseller, PEAK - How Great Companies Get Their Mojo From Maslow. In this presentation, Conley will present his business model and the practical link between employee happiness and organizational success. Conley is also a big fan of Viktor Frankl's work and reinterpreted "Man's Search for Meaning" into a practical tool or mantra that leaders can use to amplify meaning for themselves and their organizations. Conley speaks around the world on the intersection of psychology and business, was a finale speaker at the 2010 TED conference, is the 2012-2013 Scholar Practitioner in Residence at Saybrook University (where he has an Honorary PhD), and is on the Board of the Esalen Institute.
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IN 4: Recovery from daily job stress and subjective well-being: How to make the best of leisure time? Sabine Sonnentag University of Mannheim, Mannheim, Germany In this presentation, I will address the question how people can unwind and recover from their daily work. I will argue that both specific activities as well as specific recovery experiences are important for protecting individual wellbeing and positive affective states. I will present findings from cross sectional, longitudinal, and dailysurvey studies that demonstrate that psychological detachment from work during off-job time is a particularly beneficial recovery experience. I will identify factors that may help versus hinder psychological detachment and I will discuss what might happen if work itself is seen as an explicitly positive experience. IN 5: Promoting the Positive Development of Youth: Theory, Research, and Applications Richard M. Lerner Tufts University, Boston, MA Across the last third century, developmental psychology has transformed into developmental science, a multidisciplinary field aimed at describing, explaining, and optimizing the course of intraindividual change, and interindividual differences in intraindividual change, across the life span. The cutting edge of contemporary scholarship within developmental science is research framed by relational developmental systems theories, models that seek to understand the mutually influential relations between individual development and contextual change, represented as individual ←→ context relations, and to promote individual ←→ context exchanges that are mutually beneficial. A key, sample case of the application of relational developmental systems models occurs in regard to the formulation of a positive youth development (PYD) perspective, a strength-based model of development that seeks to understand and enhance the lives of diverse adolescents. Research derived from the 4-H Study of PYD, as well as from other longitudinal studies conducted within the Institute for Applied Research in Youth Development, will be used to illustrate that, when the strengths of young people are aligned with the resources existing in families, schools, and communities that are potentially useful in actualizing these strengths, then healthy development will occur. Accordingly, this PYD perspective illustrates that relational developmental systems theories provide an optimistic view of the potential for promoting thriving among youth, and suggests that the skills sets of researchers may be used in collaboration with community resources to identify what actions, with what youth, at what points in their developmental trajectories, may be taken in what contextual settings, to foster what facets of well-being and health among youth.
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IN 6: Presidential Address Robert Vallerand Université de Montréal, Montréal, Canada Positive psychology seeks to uncover some of the factors that help not only people, but communities and society, to thrive. As I’m getting near the end of my presidency, I have started to reflect on some of the factors that may lead to such thriving in society. I propose that one such factor is passion. We have proposed a Dualistic Model of Passion (Vallerand et al., 2003; Vallerand, 2010). Passion is defined as a strong inclination for a self-defining activity that one loves, values, and spends a considerable amount of time on. Two types of passion are proposed: a harmonious and an obsessive passion. Obsessive passion is involved when people feel that they can’t help themselves and have to surrender to their desire to engage in the passionate activity. It is as if the activity controlled the person. Obsessive passion results from a controlled internalization (Deci & Ryan, 2000) of the activity in the person’s identity. On the other hand, harmonious passion refers to a strong inclination for the activity that nevertheless remains under the person’s control. The person can choose when to and when not to engage in the activity, thus preventing conflict from arising between activity engagement in the passionate activity and other life activities. Harmonious passion results from an autonomous internalization of the activity in identity. In this address, I review research that reveals that passion plays an important role in contributing to society. However, the two types of passion differ in two ways in promoting societal changes. First, harmonious passion leads to the adoption of more acceptable means to achieve such changes than obsessive passion. Second, when harmonious passion is at play, people experience more positive personal benefits (e.g., psychological, physical, and relational well-being) in trying to make societal changes happen than with obsessive passion. I conclude with some directions for future research as well as some applied implications.
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Invited Speaker Abstracts (cont’d) IN 7: Executive Coaching: Leveraging Positive Psychology to Accelerate Leadership Development David Peterson Google, San Francisco, CA
David has been promoting the application of positive psychology principles in executive coaching and leadership development for almost 20 years, starting with the Positive Coaching Manual (1994). In this session, he summarizes what led him to develop an alternative to the prevailing deficit-based coaching models, how his approach has evolved and expanded since then, and how current research on positive emotions, optimism, resilience, motivation, mindset, mindfulness, and relationships can be incorporated into coaching practices. The primary focus of this session in on examining principles and techniques across six different domains that coaches – and virtually anyone in the helping professions --- can use to accelerate learning and development. • Quickly and effectively building a relationship based on mutual trust and understanding • Cultivating insight through a collaborative process that engages participants as partners in discovery, examining where development can be most effective in helping them accomplish their goals and live their values • Finding positive, future-focused ways to tap into the person’s motivation to inspire meaningful learning and growth • Building new and better capabilities so people have the skills and knowledge they need, building on signature strengths as well as ensuring a solid foundation of fundamental leadership qualities such as wisdom, integrity, humility, courage, optimism, and passion • Foster real-world practice so people are able to apply their new insights and behaviors where it matters • Enhance a sense of personal accountability, to ensure that new behaviors last and participants receive the full benefits of their efforts.
IN 8: Toward a Scientific Theory of Free Will Roy Baumeister Florida State University, Tallahassee, FL This talk combines conceptual discussion of the grand problem with free will with laboratory studies, including our work on self-control, decision making, and the new work on glucose, as well as studies on manipulated disbelief in free will. It seeks to provide a scientific understanding of free will as an evolved form of action control suited to enable human beings to function in their complex social environment, including culture. IN9: Role of the Future in Positive Psychology Mihaly Csikszentmihalyi Claremont Graduate University, Claremont, CA
Jeanne Nakamura Claremont Graduate University, Claremont, CA
Finally, David outlines specific ways that coaches can apply principles of positive psychology – such as gratitude, meaning and purpose, and mindset -- to make their work and their lives more fulfilling and rewarding.
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Symposium Abstracts SY 1 Examining the Peer Reviewed Science Influenced by the Positive Psychology Movement S.I. Donaldson Claremont Graduate University, Claremont, CA, United States This symposium will focus on the empirical research that forms the backbone of the emerging science of positive psychology. Stewart Donaldson & Maren Dollwet will open the session by describing an investigation that was conducted to examine the theory and research that has been developed under the positive psychology umbrella during the past 15 years. Specifically, they will discuss their methodology and findings from reviewing more than a 1,000 empirical and theoretical articles on positive psychology published from 1999 to 2012. Key topics of discussion will include the nature of the extensive database, theoretical frameworks used to study positive psychology, and key empirical findings. Next, Matthew Galen & Stewart Donaldson will discuss findings from a detailed analysis of the empirical research methods used in the field of positive psychology. The third presentation by Natasha Wilder will further explore the findings from the large database by adopting a diversity perspective. As such, this presentation will address if and how positive psychology as a field has concerned itself with diversity specifically in relation to race, gender, and sexual orientation. Finally, Meghana Rao will examine how positive psychology has incorporated topics embedded in feminist research. Mihaly Csikszentmihalyi will serve as discussant.
SY 1.1 The Development of Positive Psychology: Theory & Research S.I. Donaldson1, M. Dollwet1,2 1Claremont Graduate University, Claremont, CA, United States, 2DIRECTV, Greater Los Angeles Area, CA, United States The field of positive psychology has enjoyed rapid growth since its initial emergence in 1998. In short, positive psychology refers to the scientific study of positive subjective experience, positive individual traits, and positive institutions (Seligman & Csikszentmihalyi, 2000). While there has been much excitement for this new lens of examining human behavior (e.g., Sheldon, Kashdan, & Steger, 2011), there have also been a number of critics that question the scientific rigor of positive psychology (e.g., Lazarus, 2003). Thus, the purpose of the present study was to determine what scientific evidence has been accumulated since the positive psychology movement began. In order to answer this question empirical and theoretical articles published from January 1999 to December 2012 using the positive psychology perspective were reviewed. The results from this content analysis indicate positive psychology touches multiple areas within psychology (e.g., school, work, health) and uses similar methods and data analysis procedures as the field of psychology in general, providing support for the usefulness of positive psychology as a fresh perspective in studying human behavior. Overall, the present paper has implications for providing a more comprehensive understanding of the current standing of the field of positive psychology and provides direction for future research.
These questions will be examined by analyzing and summarizing the designs and methods used in more than 600 positive psychology empirical investigations published between 1999 and 2012. Suggestions for improving the rigor of positive psychology research will be provided.
SY 1.3 Diversity in Positive Psychology Research N. Wilder Claremont Graduate University, Claremont, CA, United States This study reviews positive psychology articles published in peer-review journals, with the guiding question of how and to what degree the field has engaged with, focused on, and otherwise considered demographic diversity. As any discussion of diversity is situated within its particular context, this study frames diversity in a similar way that Seligman and Csikszentmihalyi (2000) orient positive psychology in their introduction to the field, which is within the context of the United States. In the US, sexism, racism, and heterosexism present unique challenges for those who do not fit within the dominant group. Thus, there are many issues that we can consider when examining positive psychology research with a keen eye trained towards the implications for marginalized groups. For example, how might positive psychological constructs operationalize for or impact women, queer people, or people of color differently? This study examined the literature with the goal of examining to what extent positive psychology has concerned itself with this question, specifically in relation to race, gender, and sexual orientation. Results indicate that few studies within positive psychology explicitly address race, gender, and sexual orientation. Thematic analyses of this subset of literature suggest opportunities for future engagement and research.
SY 1.4 Examining Positive Psychology Research from a Feminist Lens M.R. Rao Claremont Graduate University, Claremont, CA, United States The positive psychology movement has informed research and application in a variety of disciplines. In a related research vein, one of the foremost objectives of feminist research and activism is to drive positive social change for women. To this end, positive psychology and feminist research can be natural allies, as an important goal of positive psychology is to improve lives and provide tools for positive social change (Golden-Biddle & Dutton, 2012). In the present study, peer-reviewed positive psychology articles produced from 1999 to 2012 were systematically reviewed from a feminist perspective to estimate the extent to which positive psychology has addressed issues pertinent to women and feminism. Historically, feminists have observed and protested against psychological research that demonstrated a strong androcentric bias (Yoder & Kahn, 1993). Their arguments were centered on three main concerns: a) research based primarily on male participants and male voices; b) inadequate authorship by women;
SY 1.2 Examining the Scientific Methods Used in Positive Psychology M. Galen, S.I. Donaldson Claremont Graduate University, Claremont, CA, United States The stakes for positive psychology's future are high. Is the field at risk of being merely a passing fad (Lazarus, 2003)? Or, will it live up to its promise of balancing the deficiency-focus of traditional psychological research and inform future interventions? The answer may depend upon the field's ability to produce research that is credible and methodologically rigorous. The degree to which positive psychology has been successful in applying appropriate methodology toward the study of non-traditional psychological constructs is the subject of some debate. Some researchers praise the high methodological standards of the field (e.g.,Lyubomirsky & Abbe, 2003). But critics of positive psychology assert that the field suffers from methodological flaws, including overuse of cross-sectional designs and limited sensitivity toward individual differences (e.g.,Froh, 2004). This presentation examines: (1) upon which designs and methods are the current scientific conclusions of positive psychology based? (2) What can be done to enhance the scientific rigor of the field and sustain the development of credible research?
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c) inadequate discussion of feminist topics in research (Gannon et.al, 1992; Grady, 1981). The articles were analyzed using each of these frames to examine how positive psychology fared in engaging female participants, female authorship and gender and feminist topics. Further nuances are examined and future directions for interdisciplinary research are explored.
SY 2 Happiness and Meaning across Nations: The Eudaimonic and Hedonic Happiness Investigation A. Delle Fave1, I. Brdar2, D. Vella-Brodrick3, U. Araujo4, M.D.R. Hernandez Pozo5 1University of Milano, Department of Pathophysiology and Transplantation, Milano, Italy, 2University of Rijeka, Department of Psychology, Faculty of Humanities and Social Sciences, Rijeka, Croatia, 3University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia, 4University of Sao Paulo, Sao Paulo, Brazil, 5Universidad Nacional Autonoma de Mexico, UNAM, Centro Regional de Investigaciones Multidisciplinarias, CRIM, Mexico City, Mexico
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Symposium Abstracts (cont’d) Background: The debate on happiness and on the eudaimonic and hedonic components of well-being is prominently based on quantitative and monocultural studies. The adoption of a mixed-method approach and the involvement of international samples can help shed light on the multifaceted structure of these constructs. Aim: This symposium will report the first findings of an international study exploring lay people's definitions of happiness, goals and meanings, as well their relationship with well-established constructs such as life satisfaction, meaning in life, positive emotions, and mental health. Method: The Eudaimonic and Hedonic Happiness Investigation instrument (EHHIi; Delle Fave et al., 2011), comprising open-ended questions on definition of happiness, perceived goals and meaningful things, and two scales assessing happiness and meaningfulness in 10 life domains, was completed by 2368 participants aged 30-60, balanced by gender and education level, and living in different continents: Americas (Argentina, Brazil, Mexico, US), Europe (Croatia, Hungary, Italy, Norway), Asia (Northern India and Southern India), and Africa (South Africa). Results: The data analysis highlighted the substantial role of family and close relationships in well-being promotion, the contribution of eudaimonic and hedonic components to the definition of happiness, and their complex relationship with the well-being related constructs reported above.
SY 2.1 What Is Happiness for You? Answers from the World A. Delle Fave1, H.E. Nafstad2, A. Castro Solano3 1University of Milano, Department of Pathophysiology and Transplantation, Milano, Italy, 2University of Oslo, Institute of Psychology, Oslo, Norway, 3Universidad de Palermo, Department of Psychology, Faculty of Social Sciences, Buenos Aires, Argentina Background and aims: Most of the definitions of happiness currently used in positive psychology have been developed by researchers on the basis of theoretical assumptions and within the western Anglo-Saxon cultural context. The aim of this presentation is to minimize this bias, through the illustration of the definitions of happiness provided by 2368 lay participants living in 11 different cultural contexts. Method: The first question in the EHHIi invites participants to provide their own definition of happiness. Up to six answers for each participant were retained and coded, following a standardized procedure based on multiple raters' comparative classification and a coding system developed and used in previous studies (Delle Fave et al., 2011). Results: While 27 participants (1.14%) stated that happiness “does not exist” or is “unattainable”, the remaining 2341 provided multifaceted definitions, for a total of 5983 answers (2.6 answers per participant on average). The definitions referred to both situations (59%), and psychological states/feelings (41%). Family and close relationships predominated among the former (51%), Harmony/Balance among the latter (30.1%). Findings suggest the usefulness of international studies based on a mixed-method, bottom-up approach to detect overlooked well-being dimensions and to explore their potential for applied research and intervention.
SY 2.2 The Role of Relationships in Well-being: Findings from the Eudaimonic and Hedonic Happiness Investigation (EHHI) U.F. Araujo1, M.P. Wissing2, T. Martos3 1University of Sao Paulo, Sao Paulo, Brazil, 2North-West University: Potchefstroom Campus, Africa Unit for Transdisciplinary Health Research, Potchefstroom, South Africa, 3Semmelweis University, Institute of Mental Health, Budapest, Hungary The aim of this study was to qualitatively and quantitatively explore the role of relationships in well-being as expressed in the experience of happiness, meaningfulness and goals as found in the phase two of the EHHI project. Method: Participants (N=2368) from 10 countries completed the Eudaimonic and Hedonic Happiness Investigation instrument that comprised of open-
ended questions and rating scales on happiness, meaningfulness and goals, as well as a short socio-demographic inventory. Qualitative data were coded and grouped into domain-related categories. Results: Qualitative data showed amongst others that happiness were most often defined in terms of family and other interpersonal relations as life domains. Most meaningful things, goals and most intense happiness experiences are also predominantly associated with family and other interpersonal relations as life domains, whereas contextual (society & community) and transcendental (spiritual) relatedness were far less mentioned. Quantitative findings supported the above, and showed the significance of relationships in the prediction of generally experienced happiness and meaningfulness. Conclusions: Results support earlier empirical findings on the importance of relationships in well-being, but also indicate that all forms of relatedness are not equal in significance. Findings support theories of well-being that view relatedness as an important source or dimension of well-being.
SY 2.3 Experiencing Meaning in Life: Sources of Meaning and Meaningfulness across Life Domains in Adulthood I. Brdar1, J. Nakamura2, L. Soosai-Nathan3 1Faculty of Humanities and Social Sciences, University of Rijeka, Department of Psychology, Rijeka, Croatia, 2School of Behavioral and Organizational Sciences, Claremont Graduate University, Claremont, CA, United States, 3Anugraha Institute of Social Sciences, Madurai Kamaraj University, Department of Psychology, Dindigul, India Background and aims: The process of making, experiencing and maintaining meaning in life may differ in various cultural contexts and life stages. This study investigated what brings meaning to life in adulthood and the contribution of meaningfulness and happiness in specific life domains to the presence of meaning. Method: Participants from 10 countries (N=2368) listed the three most meaningful things in their present life, rated meaningfulness and happiness across 10 life domains and completed SWLS, PANAS and Meaning in Life Questionnaire. Results: The majority of all open-ended answers related to three sources of meaning: family (35%), work (17%) and interpersonal relationships (10%). The meaningfulness across life domains explained 15% of the variance in presence of meaning in life, with family, work and spirituality as strongest contributors. Happiness in life domains explained an additional 8% of presence of meaning. Meaningfulness across life domains, presence and search for meaning significantly contributed to well-being. Relations between meaningfulness and happiness are discussed. Conclusion: Both qualitative and quantitative data confirm that family and work are salient sources from which adults derive a sense of meaning in life. Family/work salience and the relationship of meaning in life to well-being confirm current understandings of meaning in life.
SY 2.4 Happiness in Life Domains and its Relation with Life Satisfaction and Positive/Negative Emotions M.D.R. Hernandez Pozo1, T. Freire2, K. Singh3 1Universidad Nacional Autonoma de Mexico, UNAM, Centro Regional de Investigaciones Multidisciplinarias, CRIM, Cuernavaca, Mexico, 2University of Minho, School of Psychology, Braga, Portugal, 3Indian Institute of Technology, IIT, Department of Humanities & Social Sciences, New Delhi, India Background: The concept and measurement of happiness is complex and yet controversial about its dimensions, related constructs, and its dependence upon cultural components, gender issues, scholar and maturity levels. Aims: This presentation will report findings on the perceived levels of happiness throughout ten life domains and the relationship of these evaluations with life satisfaction and positive and negative emotions. Method: We present findings from the Eudaimonic and Hedonic Happiness Investigation instrument, SWLS and PANAS from the sample of 2368 participants from 10 countries. Results: Domain happiness explains 38.5% of life satisfaction (with standard of life, family, personal growth and work as best predictors), 16.2% of positive emotions and 8.3% of negative emotions. Happiness with personal growth,
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health and work are strongest contributors of positive affect, while unhappiness with relations, work, and community domains best explain negative emotions. Results are in line with previous findings, confirming the importance of work and personal growth as prominent determinants of happiness which exert an important impact over both life satisfaction as well as over the quality of emotions. These international findings emphasize the role of life domains in the conceptualization of happiness and related constructs.
SY 3 Building a Flourishing State: The Impact of the Martin Seligman Residency in South Australia G. Kelly1, R. Earl2,3, K. Bartley4, A. Walker5, S. Murray6, M. Seligman5 1Adelaide Thinkers in Residence, Government of South Australia, Department for Premier and Cabinet, Adelaide, SA, Australia, 2University of Adelaide, Psychology, Adelaide, SA, Australia, 3Adelaide Thinkers in Residence, Government of South Australia, Adelaide, SA, Australia, 4The Department for Education and Child Development, Government of South Australia, Adelaide, SA, Australia, 5University of Pennsylvania, Positive Psychology Centre, Philadelphia, PA, United States, 6St Peter's College, Adelaide, SA, Australia Can mental illness be reduced and wellbeing improved in a population of 1.6 million people? Martin Seligman, the 24th Adelaide Thinker in Residence has tackled this challenge. With 15 partner organisations and 9,000 people engaged at public events, it's a story of vision, commitment, forging alignment and calculated strategy. Seligman's (2011) PERMA theory unified the residency's vision, galvanising diverse partners and culminating in. South Australia's plan to “immunise” young people against mental illness. Central to this strategy is population measurement and evidence-based wellbeing interventions delivered in schools. Chaired by Gabrielle Kelly (Director, Adelaide Thinkers in Residence), this panel includes: Keith Bartley (Chief Executive for the State Department for Education and Child Development); Simon Murray (Headmaster St Peter's College); Rachel Earl (Residency Catalyst) and Amy Walker (University of Pennsylvania). Martin Seligman will act as a discussant. Kelly will describe how this bold vision emerged. Bartley describes the change on the ground around Mt Barker High School, the wellbeing pilot state school. Murray outlines how the Seligman residency accelerated St Peter's College vision. Earl will report on a pilot measurement at Mt Barker High School and Amy Walker will describe how she saw this complex partnership work from the inside and outside.
SY 3.1 Building the will for Flourishing at the Scale of a State G. Kelly Adelaide Thinkers in Residence, Government of South Australia, Adelaide, SA, Australia The Adelaide Thinkers in Residence program drives innovation by bringing world leaders to South Australia to work across different sectors to help solve difficult contemporary challenges, involving many institutions and stakeholders. With an invitation to Prof Martin Seligman to be the 24th Thinker in Residence in 2012 and 2013 the adventure to make South Australia “a flourishing state” began. Gabrielle Kelly will describe this repeatable systems change methodology as it was applied to the Seligman residency. How was the partnership for the Seligman residency established and what were its challenges for the people and their organisations? Can large bureaucracies of health and education ever really work together? How were the partners and investors chosen? How were 9,000 citizens engaged? What brought the police, the local government, the mental health workforce and the schools into the conversation? This is a tale of vision, commitment, forging alignment and calculated strategy. South Australia now intends to become the first state in the world to “immunise” young people against mental illness by measuring their wellbeing and building wellbeing with tested interventions delivered systematically across all schools.
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SY 3.2 Pilot Studies for Measuring Well-Being at Scale R. Earl1,2 1Adelaide Thinkers in Residence, Government of South Australia, Adelaide, SA, Australia, 2University of Adelaide, Psychology, Adelaide, SA, Australia As part of the Seligman residency, pilots to measure the wellbeing of adolescents at Mt Barker High School have been led by residency partners, the Department for Education and Child Development (DECD) and the University of Adelaide (UoA). DECD have used the Middle Years Development Index (MDI), developed in 2006 by Prof Clyde Hertzman's researcher group at the University of British Columbia (UBC). The domains of the MDI have been successfully mapped onto Dr Peggy Kern's EPOCH measure of PERMA for use with adolescents. Building on the South Australian Youth Mental Health Survey (SAYMHS; N = 3913), conducted to identify the prevalence of mental health in South Australian adolescents, the University of Adelaide pilot (N=260; 13-17 years) has been underpinned by two complimentary evidence-based models: Seligman's (2011) Wellbeing Theory (the five elements of wellbeing are PERMA) and Keyes' (2005) Mental Health Continua, a framework that conceptualises mental health and mental illness as separate and complete or incomplete states. This work also contributed to the validation of the EPOCH measure. This presentation will give an overview of the process making these pilots possible, their impact on community decision-making and the prototype learning that could be applied to other schools and communities.
SY 3.3 Towards a Flourishing School M. White1,2, S. Murray3 1St Peter's College, St Peters, SA, Australia, 2The University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia, 3St Peter's College, Adelaide, SA, Australia What impact has the Seligman Residence had on one of the oldest schools in Australia? Established in 1847 St Peter’s College is a leading Independent Anglican day and boarding school for boys with a vision “to be a world-class school where boys flourish”. This presentation outlines the school-wide wellbeing positive education undertaken at St Peter’s College in the context of the School's role as lead partner in the Martin Seligman Thinker in Residence Program. The presentation outlines the rationale adopted by St Peter's College to contribute towards the Thinkers in Residence program to help bring wellbeing to the State of South Australia. The presentation will summarise and reflect on School's method and strategy to develop the world's first measurement of PERMA, the method to engage parents, old scholars, students and the broader community to grapple with evidence-based approaches to wellbeing. Particular reference will be made to the evidence-based models of organizational change employed by the School as developed by Collins (2005), Cameron (2012) and David Cooperrider (2008) that now have substantial impact in the classroom, the sporting field and in the school community.
SY 3.4 Recommendations from the Seligman Residency: Opportunity for Coordinated Action in South Australia A. Walker University of Pennsylvania, Philadelphia, PA, United States Amy Walker supported the Seligman residency with Adelaide Thinkers in Residence and is uniquely placed to provide observations about the Thinkers in Residence methodology and the process and key outcomes of the Seligman residency. In this presentation Amy will share observations about her role as a conduit between Prof Seligman, the University of Pennsylvania and Adelaide Thinkers in Residence and the opportunities and challenges she observed in the residency. In particular, Amy will give an overview of the recommendations that Prof Seligman presented to the Premier of South Australia and the responses observed among Government, local communities and individuals. She will focus on the challenges experienced during the process of arriving at an aligned and systematic set of proven interventions that provide certainty and enough choice across all schools.
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Symposium Abstracts (cont’d) SY 4 Positive Interventions in the Clinical Field: New Challenges and New Responses C. Vazquez Complutense University of Madrid, Madrid, Spain One of the most important contributions of positive psychology is its research on intervention methods for increasing and sustaining well-being. Most of this research initially comes from highly controlled experimental studies that can then be successfully transferred to the clinical field. This symposium gathers innovative interventions in the clinical arena, covering research conducted on a diversity of problems (e.g., alcoholism, chronic pain, and depression), target populations (e.g., children with behavior problems, adult patients, and vulnerable individuals), and methodologies to measure change (self-reports, expert observation, and behavioral and neuroscience-based measures). The symposium includes participants from different research centers and different countries, which will allow for the discussion of commonalities and varieties of positive psychology interventions. All presentations in this symposium have innovative features that, in some respect, go beyond the known limits of existing positive interventions in the clinical field and, therefore, open new research prospects and applied perspectives.
SY 4.1 Positive Psychotherapy for Smoking Cessation: Preliminary Clinical Trials C.W. Kahler1, A.M. Leventhal2, N. Spillane1, A. Day1, A. Parks3, R. Brown1 1Brown University, Providence, RI, United States, 2University of Southern California, Los Angeles, CA, United States, 3Hiram College, Hiram, OH, United States Low positive and high negative affect predict low rates of smoking abstinence among smokers making a quit attempt. Positive Psychotherapy can both increase positive affect and decrease negative affect and therefore may be a useful adjunct to behavioral smoking cessation counseling. We conducted a Stage 1a clinical trial to assess the feasibility and acceptability of a Positive Psychotherapy for Smoking Cessation (PPT-S) intervention that integrates standard smoking cessation counseling with nicotine patch and a package of positive psychology interventions. We delivered PPT-S to a sample of 19 smokers who were low in positive affect at baseline. Rates of session attendance and satisfaction with treatment were high, and most participants reported using and benefiting from the positive psychology interventions. Almost one-third of participants (31.6%) sustained smoking abstinence for 6 months after their quit date. We are currently conducting a pilot randomized clinical trial comparing PPT-S to standard smoking treatment. Preliminary results from the first 40 participants in the trial will be presented.
SY 4.2 The Dynamics of Flourishing in Children Treated with an Eudaimonic Well-Being Enhancing Strategy (Cheers) C. Ruini, E. Albieri, D. Visani, F. Vescovelli University of Bologna, Psychology, Bologna, Italy Flourishing is considered a basic indicator of positive development. A key predictor is the ratio of positive (P) to negative (N) affect (≥2.9). In recovery from mental disorders the increasing of well-being is considered as important as the symptom reduction. This study explores the effect of a specific therapeutic strategy, aimed at improving eudaimonic well-being and resilience in children (CHEERS). Methods: 16 children (mean age=10,13 yrs; SD=1,78) with affective and behavioral disorders underwent 8 sessions of CHEERS. Before, after CHEERS and at 1 year follow-up, children were assessed using both self-rated and observer-rated instruments. We used Symptoms Questionnaire (SQ) subscales for calculating the ratio of positivity (Contentment) to negativity (Depression) and its trend over time. Children reported a significant and lasting improvement, confirmed both by clinician's evaluations and self-report instruments. P/N ratio showed an increasing progress over time: from 1.9 at baseline, to 2.5 at post-treatment and 2.7 at 1 year follow-up. Conclusions: Despite the preliminary nature of the study, outcomes may suggest the feasibility of a clinical intervention aimed at promoting eudaimonic
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well-being in children. The increased P/N ratio may suggest that this intervention was able to facilitate resilience and flourishing in children with emotional and behavioral disorders.
SY 4.3 “Happy Despite Pain”: A Positive Psychology Intervention for Patients with Chronic Musculoskeletal Pain M. Peters, E. Smeets, M. Hanssen Maastricht University, Maastricht, Netherlands Chronic pain is a disabling condition that interferes with daily life functioning and may lead to depressed mood. Dispositional optimism and positive affectivity may help patients to better cope with the challenges of chronic pain. Therefore, interventions aimed at increasing positive affect and optimism could improve adjustment to chronic pain and decrease distress and disability. We developed the “happy despite pain” intervention for patients with chronic musculoskeletal pain, a 7-week program consisting of various positive psychology exercises (e.g. gratitude journaling, savoring, best possible self visualization). We initially tested the efficacy of this intervention in a therapistled repeated n=1 study. Improvements in pain acceptance and decreases in pain catastrophizing were found in 4 of 6 patients. On the basis of patients' feedback we adapted the program slightly. After successful pilot testing of the adapted program we performed a large internet RCT. Three hundred patients were randomized into (1) the “happy despite pain” program, (2) a pain management program consisting of stretching exercises, relaxation and cognitive restructuring or (3) a waiting list condition. Telephone support kept attrition to a minimum. The effects on wellbeing, acceptance, depression and disability immediate post-intervention and at 3 months follow-up will be presented.
SY 4.4 Does MBCT Work against Depression by Changing Real-world Experience of Positive Emotions? A Randomised Controlled Trial Using Ecologically Valid Daily Life Assessments M. Wichers Maastricht University, Psychiatry and Psychology, Maastricht, Netherlands Previous studies showed that positive emotions in particular are important in preventing and recovering from depressive symptoms. Therefore, new strategies are needed to increase the experience of positive emotions in individuals with (risk for) depression. Mindfulness-based-cognitive therapy (MBCT) is known to prevent future episodes of depression and to reduce depressive symptoms. It was hypothesized that MBCT may change daily life activities and experience resulting in increased levels of daily life positive emotions. A randomized controlled trials (RCT: n=130) was conducted to examine whether MBCT increases positive emotional experience, increases engagement in pleasant activities and increases the capacity to experience positive emotions in the context of pleasant activities. Participants were randomized to either an 8-week MBCT training or the control condition without training. Ecologically valid real-life measurements of emotional experience, daily activities and situations were obtained before and after the intervention period using experience sampling techniques (ESM). Results showed that, compared to the control group, MBCT increased daily life positive emotional experience, engagement in pleasant activities, and changed activity-experience interplay. These changes may represent one of the main mechanisms by which MBCT reduces depressive symptoms.
SY 4.5 Positive Psychology Interventions vs. Cognitive-Behavior Therapy for Clinical Depression: A Pilot Study C. Vazquez, G. Hervas, C. Covadonga, L. Irene, D. Almudena Complutense University of Madrid, Madrid, Spain Introduction: Recent research suggests that positive psychology interventions (PPI) are effective for ameliorating depressive symptoms. However, the efficacy of PPI has not been systematically compared to available empirically-based treatments for depression.
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Methods: Adult women with a DSM-IV-TR diagnosis of depression were randomly assigned to one of two conditions: a manualized protocol of empirically-validated PPI (e.g., mindfulness, gratitude, strengths) or a standard CBT treatment (Muñoz et al., 1995). Both protocols had a 10-session group format. Outcomes included clinical measures (e.g., BDI, ATQ-30, RRS, BIS/BAS), well-being measures (e.g., PANAS, SWLS, LOT-R, PWBS, PHI), and attentional biases in processing emotional faces (Tobii eye-tracker X120). Results: PPI and CBT yielded a similar pattern of decreases in clinical measures (e.g. depression, anxiety, negative automatic thoughts, difficulties in emotion regulation), improvement of attentional biases, and increases in some positive outcomes (e.g., positive emotions, optimism and autonomy). Yet, PPI was significantly better than CBT at improving general well-being (PHI) and positive social relations. Conclusions: PPI is at least as effective as a standard CBT treatment. Yet, the superiority of PPI on selected well-being dimensions supports the idea that PPI can be a legitimate therapeutic option for the treatment of clinical depression.
SY 5 Humor and Positive Psychology W.F. Ruch University of Zurich, Psychology, Zurich, Switzerland Humor enriches the scope of positive psychology by contributing topics to positive experience (e.g., amusement), positive traits (e.g., humor as character strength, sense of humor), and positive institutions (e.g., humor in hospitals, schools, the workplace). Humor contributes to wellbeing and humor is one of the interventions increasing life satisfaction. There are a variety of positive effects associated with laughter and humor. The VIA classification of strengths and virtues subsumes humor as a strength under the virtue of transcendence, acknowledging that humor might be related to humanity and wisdom as well. Humor is an ingredient in the life of pleasure but certain forms of humor might be supporting meaning as well and humor is involved in building positive relations. There is a variety of instruments aimed at measuring different aspects of humor with only some of them relating to humor as a strength or guided by virtue and in fact vice may be part of laughter too. Non-virtuous forms of humor might serve as a good control condition for interventions. The present symposium will introduce and discuss a variety of issues related to humor, such as verification of the concept, introduction of new instruments, and the effects of humor interventions.
SY 5.1 The Happiness Café: Serving Positive Psychology with a Smile D. Tomasulo1,2, J. Morgovsky3 1University of Pennsylvania, Positive Psychology, Asbury Park, NJ, United States, 2New Jersey City University, Psychology, Jersey City, NJ, United States, 3Brookdale Community College, Psychology, Lincroft, NJ, United States The Internet has provided a portal for an ongoing access to emerging and classic topics in positive psychology. To enhance this development a 10-minute video introduces three-dozen researchers, concepts, and underlying principles within the field of positive psychology. This presentation will show the video, provide the URL for access to it, http://www.thehappinesscafe.net and show how the material introduced can be directly accessed for students and other interested parties to gain deeper understanding. It is designed to be fun, engaging and educational. The intention beyond public access is for instructors in positive psychology courses to offer students an engaging means of appreciating topics such as: Learned optimism, learned helplessness, the Duchenne smile, the nun study, the Journal of Positive Psychology, The Empathic Civilization, kindness, compassion, gratitude, broaden and build, empathic civilization, positivity ratio, the Mills College Study, The Happiness Project, meditation, mindfulness, signature strengths, resilience, flow, cognitive restructuring, zest, evidence-based data, perception, primary and secondary drives, trauma and, of course, happiness. The researchers included are: Gilbert, Lyubomirsky, Peterson, Fredrickson, Csikszentmihalyi, Diener Emmons, and, so I don't lose my job, Marty.
SY 5.2 Benevolent and Corrective Humor: A Strength Analysis W.F. Ruch University of Zurich, Zurich, Switzerland, Department of Psychology, Zurich, Switzerland The concept of the sense of humor originated in the 18th century and was shaped by both humanism and philosophy. In this tradition humor is kept separate from other forms of the comic, such as wit, satire, and sarcasm. Based on descriptions in the literature the two concepts of benevolent and corrective humor were developed and investigated in several samples. The former describes a humorous outlook on life that entails the realistic observations and understanding of human weaknesses (and the imperfection of the world) but also their benevolent humorous treatment. In contrast, the more satirical stance of corrective humor involves moral based ridicule; i.e., the use of mockery to fight badness and mediocrity. A scale with 12 items in a 7-point answer format was developed and turned out to have sufficient reliability (.76-.84). A review of studies is given where these two concepts are related to other conceptualizations of humor but also to character, everyday behaviors and wellbeing. Studies with the VIA-IS show that these two scales correlate with character strengths in a meaningful way: while both have a positive relationship with wisdom and knowledge, additionally benevolent humor is high in forgiveness whereas corrective humor is low in forgiveness.
SY 5.3 An Overview on Current Research in Playfulness in Adults and its Role in Positive Psychology R.T. Proyer University of Zurich, Psychology, Zurich, Switzerland Paul McGhee (1996) argues that humor is a special variant of play, namely the play with ideas. Peterson and Seligman (2004) use humor even synonymously with playfulness in their classification of strengths and virtues. It has been further argued that playing and being playful elicits positive emotions (e.g., Fredrickson, 2001) and relations with the experience of flow have also been established (Csikszentmihalyi, 1975). Nevertheless, much of the research on playfulness has focused on studies with children. The aim of the presentation is to give an overview on the current status of research on adult playfulness. Different approaches have been employed for uncovering basic components of playfulness; e.g., interviews in focus groups, observation studies, psycho-lexical studies, or questionnaire-based studies. Playfulness has been studied in such diverse areas as academic success, quality of life, stress coping, well-being, health-oriented behavior, or work satisfaction and performance. Current findings will be summarized. An overview on measurement issues and instruments will also be given.
SY 5.4 Clowning and Positive Institutions A. Dionigi1, W. Ruch2, T. Platt2, J. Hofmann2 1University of Macerata, Department of Education, Macerata, Italy, 2University of Zurich, Department of Psychology, Zurich, Switzerland The presentation conceptualizes the work of clowns from a positive psychology perspective and presents results from a variety of studies in health settings. Positive institutions foster positive emotions and support personality development. Clowning induces positive emotions, and clown interactions activate playfulness; therefore clowns potentially have essential ingredients for positive institutions. Clowning is associated with three key concepts: humor, empowerment and supportive relationships (Koller & Gryski, 2008). Over the last two decades there has been a rapid growth of this practice. However, there was little systematic investigation of the nature of the elicited emotions, lack of control groups, and also no research on the effects of the activation, development or countering of decline of strengths. To fill this gap studies were conducted aimed at a) identifying and measuring emotional states induced in adult observers of hospital clown interventions and patients involved in such interventions, and b) investigating facial expressions of dementia patients (in particular frequency and intensity of genuine joy) while they interact with a clown. The outcomes of these studies will be reviewed and it will be argued that the implementation of clowns into a variety of settings has the potential to render these into positive institutions.
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Symposium Abstracts (cont’d) SY 6 Strengths: Producing Real World Outcomes that Matter C. Proctor1, D. Quinlan2, R. Tweed3, S. Dooley3 1PPRC, St Peter Port, Guernsey, 2University of Otago, Dunedin, New Zealand, 3Kwantlen Polytechnic University, Surrey, BC, Canada
SY 6.4 Contribution 1: Strengths: Producing Real World Outcomes that Matter D. Quinlan University of Otago, Dunedin, New Zealand
This symposium will present the development and application of two schoolbased character strengths interventions and new research findings indicating a negative relationship between youth violence and character strengths. Preliminary research findings will be presented demonstrating character strengths interventions’ positive relationship to life satisfaction, classroom engagement, strengths use, relatedness, positive affect, and class climate among children and adolescents, and character strengths negative relationship to youth violence. Research examining the perceptions and beliefs of community stakeholders about the values of programs designed to build personal strengths in an effort to prevent youth from engaging in violence will also be reviewed and discussed.
Awesome Us is a brief classroom-based character strengths programme for 912 year olds, that has demonstrated that strengths interventions can have group as well as individual effects. Students who participated in a preliminary trial of Awesome Us reported significantly higher levels of class climate and relatedness, in addition to positive affect, classroom engagement, and strengths use, compared to a control group. This presentation will discuss the novel strategies used in the programme, and findings from a qualitative study of the student and teacher experience of identifying and using strengths in the classroom.
SY 6.1 Contribution 2: Strengths: Producing Real World Outcomes that Matter R. Tweed Kwantlen Polytechnic University, Surrey, BC, Canada Violence among youth causes harm. This presentation will present evidence that character strength interventions may have a seldom mentioned benefit. They may actually reduce levels of violence among youth. The data are admittedly correlational, but nonetheless, interesting negative relations have been found between youth violence and character strengths including gratitude, forgiveness, and even a form of humility. The data come from a study of over 400 youth aged 12 to 14. Implications of these findings for youth workers will be discussed.
SY 6.2 Contribution 3: Strengths: Producing Real World Outcomes that Matter S. Dooley Kwantlen Polytechnic University, Surrey, BC, Canada The Acting Together, SSHRC CURA project is a 5-year study of the relationship between personal character strengths and the prevention of youth violence. The project was conceived as an action research project involving a steering committee of more than 16 community partners. Based on qualitative research results, this session will focus on the perceptions and beliefs of community stakeholders (parents, service providers, youth) about the value of programs designed to build personal strengths for preventing youth from engaging in violence. We found a great deal of community support for this approach. Our partners were instrumental in the identification of strengths to measure in the quantitative piece of AT-CURA. This session will share some of the key qualitative findings and explore the manner in which these findings complemented the quantitative results of the study.
SY 6.3 Contribution 4: Strengths: Producing Real World Outcomes that Matter C. Proctor PPRC, St Peter Port, Guernsey This presentation will examine the impact of Strengths Gym, a character strengths-based positive psychology intervention program, on adolescent life satisfaction. Strengths Gym is based on the 24 character strengths of the VIA classification and involves students aged 12-14 completing age appropriate strengths-based exercises through in-class activities, open discussion, and realworld homework activities. Preliminary research findings have indicated that adolescents who participate in the program experience significantly increased life satisfaction compared to adolescents who do not participate in the program. Development of the materials and current applications and research will be discussed.
SY 7 Cognition and Positive Emotions: New Advancements from Basic and Applied Research C. Vazquez Complutense University, Clinical Psychology, Madrid, Spain Positive psychology must rely upon findings from basic science. Although there is growing evidence on the cognitive and emotional mechanisms that support well-being, further knowledge is needed on the specific features of these processes. The works presented in this symposium reflect a variety of innovative methodologies and measures to address relevant conceptual problems surrounding the cognitive foundations of well-being. Experts from different countries and research centers will discuss new advancements in the connection between positive mood and cognitive processing (e.g., attentional biases and cognitive flexibility), the prevalence of positive automatic thoughts in the general population, and the effects of positive imagery on objective behavioral measures (e.g., pain threshold and discrimination of safety signals). Thus, this symposium will provide a good reflection of the meticulous work conducted by basic researchers to understand the mechanisms that operate to regulate and sustain well-being.
SY 7.1 Best Possible Self Imagery Leads to improvements in Objective Indicators of Healthy Functioning M.L. Peters, Y. Meevissen, M. Hanssen, J. Boselie, N. Geschwind Maastricht University, Maastricht, Netherlands Writing and imagining a Best Possible Self (BPS; i.e. seeing yourself in a future were everything has turned out for the best) has been found to lead to increases in positive affect, optimism and satisfaction with life. Most studies looking at the beneficial effects of BPS imagery have relied on self-report measures which may be liable to demand effects. Moreover, it remains to be determined whether the increases in positive affect and optimism after by BPS imagery have the same positive effects on health as natural occurring positive affect and optimism. We set out to study the scope of effect of BPS imagery on healthrelated outcomes, using objective indicators. In four different experiments in which we compared a single session of BPS imagery with neutral imagery we found that BPS imagery led to (1) less sensitivity for cold pressor pain, (2) prevention of pain induced performance decrements on a working memory task (3) prevention of physical performance decrements after an ego-depletion task, and (4) better discrimination of safety signals (CS-) in a classical conditioning paradigm. Moreover, a 2-week BPS intervention led to reduced physiological stress reactivity as demonstrated by decreased cortisol responses during the Trier Social Stress Task.
SY 7.2 Persistent Positivity: Automatic thoughts about our Favorite People and Activities E.L. Rice, B.L. Fredrickson University of North Carolina at Chapel Hill, Psychology, Chapel Hill, NC, United States 70
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Despite the rich scientific literature on intrusive thoughts, virtually no prior research has focused primarily on their positive counterparts. Positive automatic thoughts, which occur without the subjective experience of effort or intention, are frequent and varied occurrences in daily life, and the primary aim of the research discussed herein is to better understand the role such cognitions play in shaping our emotions, behaviors, and social interactions. In two studies - one involving an online sample of adults living in the US and another of UNC undergraduates - we examined properties of typical perceived automatic thoughts about participants' favorite activities (i.e., their passions; Vallerand et al., 2003) and how nuances in thought patterns shaped the way participants pursued those activities. In a similar study of UNC undergraduates, we approached analogous questions in the context of romantic relationships by exploring how thoughts about a loved one relate to features of the relationship. We are consistently finding that people frequently experience automatic thoughts about the things and people that are particularly significant in their lives, and that the vast majority of those thoughts are positive, contrary to what the lack of prior research on these cognitions would imply.
SY 7.3 The Influence of Resilience on the Relationship between Positive Mood and Affective Flexibility M. Grol, R. De Raedt Ghent University, Ghent, Belgium Background: The Broaden-and-build theory relates resilience to positive emotions and proposes that cognitive broadening effects play a role in this relationship. Recent research relates flexible processing of emotional material to resilience and reappraisal ability. We investigated the influence of resilience on the relationship between positive emotions and affective flexibility. Method: Thirty-two healthy participants received a neutral or positive mood induction using imagery. Affective flexibility was assessed with a task where participants had to switch between categorizing positive and negative pictures by valence or by the number of humans depicted. Resilience was measured by the Dutch Resilience Scale. Results and discussion: Positive mood was related to easier shifting towards (1) non-emotional aspects of negative stimuli and (2) emotional aspects of positive stimuli. Both have been related to reappraisal ability. Furthermore, resilience moderated the relationship between positive mood and affective flexibility for positive stimuli. Positive mood was only related to greater affective flexibility among participants with moderate and high levels of resilience. Moreover, amongst participants with low levels of resilience a reversed relation was found between positive mood and shifting towards the emotional aspects of positive stimuli. Current results show that only resilient people can benefit from the effects of positive emotions.
SY 7.4 Gaze and Mood: Is Happiness Related to Eye Movements Patterns? C. Vazquez, A. Sanchez Complutense University, Madrid, Spain Background: Subjective well-being (SWB) includes emotional and evaluative components. Yet, the specific connections between SWB and basic cognitive processes are mostly unknown. In this research, we explored the relationship between self-reported SWB (i.e., positive and negative emotions, and life satisfaction) and measures of selective attention patterns to faces reflecting basic emotions (i.e., sadness, happiness, and anger). Method: Eighty-three undergraduate students participated in an experimental task (see Sanchez et al., 2013). Selective attention was assessed by analyzing eye-movement patterns to pairs of emotional faces selected from the Karolinska database (KDEF). Participants' gaze was measured by an ASL 504 eyetracker and Eyenal software. Positive and negative emotions were assessed with the EVEA, and life satisfaction with the SWLS. Results and discussion: Participants' SWB was positively correlated with a pattern of more fixations to positive faces and less fixations to negative faces. Mediation regression analyses showed that the emotional component of SWB, rather than its cognitive component (i.e., life satisfaction), was fully responsible for this association. We discuss the extent to which selective attention biases may not only be a consequence of a positive mood state but also a causal mechanism helping to maintain a positive mental health status.
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SY 7.5 Reducing Depressive Symptoms by Increasing Patient’s Insights into Real-life Patterns of Positive Emotions: A New Clinical Application of Experience Sampling Methodology (ESM) M. Wichers Maastricht University, Psychiatry and Psychology, Maastricht, Netherlands Previous studies showed that positive emotions in particular are important in preventing and recovering from depressive symptoms. New strategies -that can be easily implemented in mental health care- are needed focused at increasing positive emotional experience in individuals with depression. New technology facilitates the clinical application of experience sampling methodology (ESM) via the immediate insight into collected real-life patterns of emotions and behaviour. A randomised controlled trial (RCTs; n=102) was conducted to examine a new therapeutic application of ESM. Real-life measurements of emotional experience and daily life context were obtained using ESM during the six-week intervention period. Weekly ESM-based feedback may help patients to learn in which contexts they experience most positive emotions and to adapt their behaviour accordingly. Patients were randomized to either the training or a pseudo- or control condition. Feedback on daily life positive emotions and the daily life contexts in which these were experienced was beneficial. The training was associated with a longterm (24 weeks) statistically and clinically significant reduction in depressive symptoms which was not the case in the other two intervention arms. Mental health care may benefit from technological developments facilitating continuous monitoring of real-life emotions and behaviour to improve personalized treatment.
SY 8 Cross-cultural Psychological Capital: Having a HERO (Hope, Efficacy, Resilience and Optimism) in Cross-cultural Trigger Events R.J. Reichard Claremont Graduate University, School of Behavioral and Organizational Sciences, Claremont, CA, United States In light of increasing globalization and workplace diversification, today's organizations need employees who can work effectively across cultures. This diverse series of empirical studies examines survey measures, employee experiences, and theory-based training to enhance employees' positive psychological capital (PsyCap) and prepare employees to effectively navigate cross-cultural trigger events, or emotionally-engaging, culturally-novel experiences. In contrast to financial, social, and intellectual capital, PsyCap is a multidimensional construct referring to an individual’s positive psychological state of development, or motivational propensity (Luthans, Youssef, & Avolio, 2007). PsyCap was first conceptualized as referring to workplace psychological resources (Luthans, Avolio, Avey, & Norman, 2007) and is grounded in a large body of theory and research establishing it as state-like, measurable, and impacting performance (Avey, Reichard, Luthans, & Avey, 2011). In this symposium, PsyCap is anchored to the context of cross-cultural interactions and consists of cross-cultural hope, or a cognitive and motivation state composed of both agency and pathways toward cross-cultural goals; crosscultural efficacy, or confidence in one's ability to interact successfully across cultures; cross-cultural resilience, or the capacity to bounce back from negative cross-cultural interactions; and cross-cultural optimism, or a positive expectancy toward cross-cultural interactions. A question and answer session will follow the presentations.
SY 8.1 Validation of a New Measure of Cross-cultural Psychological Capital M. Dollwet DIRECTV, El Segundo, CA, United States To assess and develop cross-cultural psychological skills, a new measure of cross-cultural psychological capital (PsyCap) was validated in two studies. This measure captures a state-like higher-order construct consisting of four components: self-efficacy, hope, optimism, and resilience with regards to crosscultural interactions. In study 1, a diverse sample of 361 participants responded
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Symposium Abstracts (cont’d) to a survey and results confirmed the hypothesized higher-order factor structure of the newly developed cross-cultural PsyCap scale. In study 2, an additional 134 participants completed multiple surveys to further support the findings from study 1 as well as to assess the convergent, discriminant, and predictive validity of cross-cultural PsyCap as it relates to cultural intelligence, openness to experience, ethnocentrism, and cross-cultural adjustment. The majority of the study hypotheses were supported, which confirms the measure's construct validity in assessing cross-cultural skills. The results indicate that the new cross-cultural PsyCap measure provides additional value in assessing cross-cultural skills beyond already existing measures. Therefore, cross-cultural PsyCap, as a new construct, has important implications for the assessment and development of employees who work internationally or within a diverse workplace.
SY 8.2 Cross-cultural Trigger Events: A Grounded Theory Study M. Condren, N. Wilder Claremont Graduate University, School of Behavioral and Organizational Sciences, Claremont, CA, United States In this study, we sought to understand how international experience triggers the development of cross-cultural competence and the qualities of trigger events that foster this development. Researchers used a grounded theory approach to examine responses from 85 U.S. college students, who completed open-ended questions following their return from studying or working abroad. The findings suggest that international experiences enhance an individual's cross-cultural development through engagement in meaningful trigger events by providing a new perspective on a situation and/or one's own identity. More specifically, the results provide a reliable definition of a trigger event within the context of cross-cultural development, which contains five primary components. An individual must
resilience. Optimism was primarily trained by reframing past cross-cultural experiences. As suggested by Bandura (1997) cross-cultural self-efficacy was trained by modeling effective cross-culture interactions, then by allowing individuals to work in groups responding to a challenging cross-cultural scenario. Finally, hope and resilience were trained through an intensive crosscultural goal setting session. Following PsyCap training leaders were immersed in simulated trigger events by watching three culturally novel videos followed by written self-reflection and group discussion. Training was deemed to be effective based on significant positive change from pre-to-post assessments of cultural intelligence and ethnocentrism.
SY 9 Understanding Eudaimonia: The Constituents of a Life Well-Lived A.S. Waterman College of New Jersey, Department of Psychology, Ewing, NJ, United States The concept of eudaimonia originated in classical Hellenic philosophy to refer to what is worth seeking in life. The term is translated from Greek both as “happiness” and as “flourishing”. It has become a key concept within positive psychology for understanding the nature of well-being. Considerations of eudaimonic well-being take us beyond the hedonic view that enjoyment/pleasure/satisfaction is what is most important in life. It raises questions as to what constitutes psychological health and how one ought to live. This symposium is designed to promote an understanding of what eudaimonic well-being means, how psychologists have been studying eudaimonia, and how eudaimonic well-being differs from other conceptions of well-being. The presenters will focus on four constituents of eudaimonia: (a) feelings of personal expressiveness, (b) harmonious passion, (c) the true self, and
(a) engage with a situation that is
(d) meaning in life.
(b) culturally novel and/or displaying radically different cultural norms than his/his own. As the individual engages, he/she draws upon
The presenters will consider the theoretical rationales for their inclusion as elements of eudaimonia along with supporting research evidence. Techniques for promoting the development of eudaimonic well-being will also be discussed.
(c) cognitive or (d) social resources to (e) broaden or enhance his/her perspective on the situation, or even his/her own identity. “Engagement” is composed of three levels or subcategories: (1) Observing/Learning, (2) Interacting, and (3) Integrating/Changing one's self-concept. Further, higher levels of engagement (e.g., Integrating/Changing) were associated with the events being more novel, and rendering greater personal transformation than lower levels of engagement (e.g., Observing/Learning).
SY 8.3 Accelerating the Cross-cultural Development of Leaders through Training S.A. Serrano1, W. Wang2 1The Walt Disney Company, Glendale, CA, United States, 2HCM Technology at Bersin by Deloitte, Bend, OR, United States While international experience has been demonstrated to be an effective teacher of cross-cultural skills, such experiences are often unfeasible due to time and money. Thus, organizations heavily rely on classroom training to accelerate the development of leader's cross-cultural competence (Ange & Inkpen, 2008). Given that cognitive trainings are overrepresented in the literature (Kealey & Protheroe, 1996), our aim in this study was to develop and test a cross-cultural skills training by combining simulated trigger events and broad psychological skills (i.e., cross-cultural psychological capital, PsyCap). To effectively navigate simulated trigger events, leaders were first trained in the four broad psychological skills of PsyCap: efficacy, hope, optimism, and
SY 9.1 Feelings of Personal Expressiveness: A Key to Self-Understanding and Self-Realization A.S. Waterman The College of New Jersey, Department of Psychology, Ewing, NJ, United States Eudaimonic well-being entails a range of personal characteristics including those identified by Carol Ryff under the heading of psychological well-being. These include personal growth, purpose in life, environmental mastery, positive relations with others, self-acceptance, and autonomy. Expression of these characteristics is accompanied by a distinctive set of subjective experiences labeled feelings of personal expressiveness. These feelings include experiences of connection, interest, flow, rightness, validation, meaning, and authenticity. Such feelings are important because they serve to help us identify those ways of acting that consistent with our inner unique personal nature and our best potentials. According to eudaimonic identity theory (Waterman, 1990, 2004, 2011), feelings of personal expressiveness serve as a guide to making better identity decisions. Consistent with self-determination theory, such feelings are the reason intrinsically motivated behaviors are experienced as of value in and of themselves, irrespective of whatever extrinsic consideration may, or may not, be present. Feelings of personal expressive reinforce and sustain behaviors consistent with our potentials even in the face of setbacks. Eudaimonic wellbeing is advanced by increased awareness of feelings of personal expressiveness when they are present and recognition of their relationship to our predispositions and potentials.
SY 9.2 The Role of Passion in Optimal Functioning in Society: A Eudaimonic Perspective R.J. Vallerand Univerisite du Quebec a Montreal, Departement de Psychologie, Montreal, QC, Canada Using the Dualistic Model of Passion (DMP; Vallerand, 2010), the purpose of this presentation is to show the role of passion for activities in achieving optimal functioning in society from a eudaimonic perspective. Passion is
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defined as a strong inclination toward a self-defining activity that people like (or even love), find important, and invest their time and energy in on a regular basis. It has the potential to lead to optimal functioning. However, the actual types of effects experienced will depend on the type of passion underlying activity engagement. The DMP proposes the existence of two types of passion: harmonious and obsessive. Obsessive passion refers to a motivational force where people feel compelled to engage in the activity that they love. Conversely, harmonious passion refers to a motivational force where people engage in the activity willingly and experience a sense of volition and personal endorsement about pursuing the beloved activity. Research demonstrates that harmonious passion goes beyond “feeling good”, leading to the highest levels of optimal functioning in society including high levels of psychological, physical, and relational well-being, high performance with respect to the passionate activity, and high contributions to society.
SY 9.3 Understanding the "Inner" Self". The Role of the True Self in Eudaimonia R.J. Schlegel, J.A. Hicks Texas A&M University, Department of Psychology, College Station, TX, United States A variety of philosophical and psychological perspectives converge in their suggestion that the true self is a key constituent of a happy and meaningful life. This premise reaches beyond the realms of philosophical and psychological theory, as evidenced by the pervasiveness of the true self as a theme throughout literature, film, and folk wisdom. Our research aims to explore whether the popular lay belief in a true self has observable, positive consequences for people's lives. We examine both theoretical and lay conceptions of the true self and review the empirical evidence that supports its role in eudaimonia. The research demonstrates that the accessibility and ease of thinking about one's true self-concept are associated with the experience of meaning and decision satisfaction. These relationships exist because most people hold a “true self as guide” lay theory of decision making that suggests it should be used as an internal compass when making major life decisions (e.g., who to marry, what career to pursue, where to live), providing guidance about which choices are worthwhile. The merits of different approaches to defining the true self, measurement issues, and directions for future research will be discussed.
SY 9.4 Is Meaning in Life a Flagship Indicator of Well-Being M.F. Steger Colorado State University, Department of Psychology, Fort Collins, CO, United States I propose that by virtue of several unique qualities, meaning in life should be considered a flagship indicator of well-being. Hedonia and eudaimonia are more like closely related flavors of well-being than distinct and separate types, each captures something unique about the human experience. Hedonia refers to the pursuit of pleasurable experiences, uninhibited self-expression, and selfgratification with no particular limits or rules. Eudaimonia refers to melding self-expressiveness with the recognition of self-imposed constraints, such as insight and reflection on the self, good relationships, ultimate pursuits, morality, and values. Neither are considered “bad” or “inferior” flavors of wellbeing, but rather compatible and culturally-valued modes of acting in the world. Meaning in life is defined as people's comprehension of their lives and their possession of a sense of purpose. A review of empirical research on meaning leads to a conclusion it is neither a hedonic nor a eudaimonic variable. A life of self-gratification hardly seems meaningful, and one of pleasureless drudgery at service also fails to fit the bill. The meaningful life is derived from the art of balancing both flavors of well-being. The hedonic and eudaimonic traditions will be drawn on to suggest ways of helping people develop meaning in life.
SY 10 Positive Psychology of Sustainability V. Corral-Verdugo Universidad de Sonora, Hermosillo, Mexico
motives, traits and environmental factors, as well as psychological benefits of SB; and providing an overall model of these factors. Panelists Bonnes and Monroe will highlight environmental psychology studies that support, contradict, refine, or raise further questions in light of the target paper. Panelists Steger and Shiota will address the intersection from positive psychology perspectives, potentially including topics such as emotion, emotion regulation, meaning, purpose, well-being or other topics, and also aiming to elucidate, refine, challenge and suggest new questions. These panelists' short responses will be followed by open discussion including the audience. The overall goal of the symposium is to build on past and recent attempts to more deliberately and thoroughly map research questions and programs integrating positive and the psychology of sustainability.
SY 10.1 Response to Corral-Verdugo Target Presentation M. Bonnes Sapienza Università di Roma, Rome, Italy Dr. Corral-Verdugo's paper will be made available in advance and panelists will respond to it from their disciplinary perspectives, to be followed by informal conversation with the audience.
SY 10.2 Response to Corral-Verdugo Target Presentation M.L. Shiota Arizona State University, Phoenix, AZ, United States Dr. Corral-Verdugo's paper will be made available in advance and panelists will respond to it from their disciplinary perspectives, to be followed by informal conversation with the audience
SY 10.3 Response to Corral-Verdugo Target Presentation M. Steger Colorado State University, Fort Collins, CO, United States Dr. Corral-Verdugo's paper will be made available in advance and panelists will respond to it from their disciplinary perspectives, to be followed by informal conversation with the audience.
SY 11 The Influence of the Application of Strengths on Positive Individual Outcomes at Work and in General Life C. Harzer1,2 1University of Zurich, Switzerland, Personality and Assessment, Zurich, Switzerland, 2University of South Carolina, Psychology, Columbia, SC, United States Peterson and Seligman (2004) postulated that the application of (signature) character strengths is fulfilling. A few studies have already empirically shown that the application of strengths is correlated with positive individual outcomes like increases in happiness, meaning in life, and job satisfaction and decreases in depression (e.g., Littman-Ovadia & Steger, 2010; Seligman, Steen, Park, & Peterson, 2005; Wood, Linley, Maltby, Kashdan, & Hurling, 2011). To expand the existing knowledge this symposium will elaborate on (1) the requirements for the application of (signature) character strengths and the impact of the application of (signature) character strengths on positive experiences at work and calling as well as satisfaction with life, (2) the effect of strengths-based management on employee engagement, burnout, and innovative work behavior, (3) the buffering effect of a daily hope intervention on pessimism, negative affect, and emotional exhaustion, and (4) the effects of strengths-based interventions aiming at identifying individual talents and stimulating their subsequent development and use on well-being and personal growth initiative. Results from cross-sectional and intervention studies will be presented highlighting the role of the application of strengths at work and in life in general.
This symposium uses a target paper / panel & audience response format to define and explore intersections between positive psychology and sustainable behavior (SB). Dr. Corral-Verdugo will summarize his recent pioneering paper (distributed in advance) outlining theoretical overlaps; summarizing empirical studies concerning positive antecedents of SB such as positive emotions,
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Symposium Abstracts (cont’d) SY 11.1 Work Is More Fun if the Character Fits the Bill C. Harzer1,2, W. Ruch1 1University of Zurich, Switzerland, Personality and Assessment, Zurich, Switzerland, 2University of South Carolina, Psychology, Columbia, SC, United States We hypothesized that the amount of positive experiences at work and calling is a function of the extent to which situational circumstances at work allow for the application of an individual's highest character strengths (i.e., signature strengths). In two studies participants completed measures for strengths as traits, the applicability of strengths at work, and positive experiences at work. In study 2 participants additionally completed a calling and a life satisfaction measure, co-workers and friends judged the applicability of strengths at work and in private life, respectively. Results showed that the fit between individual signature strengths and those sought by job tasks and norms at work is positively related to the degree of positive experiences. Moreover, the application of four and more signature strengths yielded the highest scores in positive experiences. Similar results occurred for the number of applied signature strengths in private life and life satisfaction. Additionally, only those applying four or more signature strengths at work described their jobs as a calling. In light of these studies, a positive workplace is one that fosters the application of individual signature strengths and consequently facilitates positive experiences and calling. Limitations regarding research design, research and practical implications will be discussed.
SY 11.2 Managing on Strengths: The Effects of Strengths-based Management on Employee Engagement, Burn-out and Innovative Work Behaviour M. van Woerkom, M.C. Meyers, B. Kroon Tilburg University, Department of Human Resource Studies, Tilburg, Netherlands The principle that people can only display excellent performance when they are in position to leverage their greatest strengths is based on the positive psychology movement and is nowadays widely propagated in popular management literature. In this paper we hypothesized that when managers focus on their employees' strengths instead of their weaknesses and give their employees the opportunity to do what they are good at, subordinates may become more engaged, less prone to burn-out and more innovative. We tested these hypotheses using a cross-sectional sample of 78 line managers and 383 subordinates from 78 different profit and non-profit organizations. Self-report questionnaires in paper-and-pencil form were developed. Managers reported their level of strengths-based management and subordinates on their level of engagement, burn-out and innovative work behavior. We applied a multi-level hierarchical regression procedure, allowing us to examine the effects of grouplevel variables (i.e. strengths-based management) and individual-level variables (control variables like gender, educational level, organizational tenure, and age) simultaneously while accounting for the non-interdependence of observations within groups. The results showed that strengths-based management was indeed positively related to employee engagement and innovative work behavior and negatively influenced employee levels of burn-out. These results will be discussed in the symposium.
SY 11.3 Looking Forward to Tomorrow: The Buffering Effect of a Daily Hope Intervention H. Littman-Ovadia1, D. Nir2 1Ariel University Center of Samaria, Department of Behavioral Sciences and Psychology, Ariel, Israel, 2Ono Academic College, Department of Business and Management, Kiryat Ono, Israel This talk will present and demonstrate the effectiveness of a brief daily selfapplied hope intervention. The intervention focuses participants’ cognitions on the positive daily activities or events they can look forward to in their immediate future. Participants completed LOT-R, PANAS, SWLS and BM scales before starting to practice, after 7 days of practice, and one-month postintervention. At baseline, hope intervention group (N=36) and neutral group (N=41) were statistically similar on the variables of interest. At post-test, and also one month later, the intervention group reduced pessimism, negative affect
and emotional exhaustion, although optimism, positive affect, and life satisfaction did not increase. Higher initial optimism increased the effect of the hope condition, but not the effect of the neutral condition, by diminishing negative affect and emotional exhaustion, and increasing optimism. Sixty-one percent of the activities mentioned by the control group participants were activities focused on duties and work, compared to only 28% in the hope condition. No correlations were found between initial optimism or pessimism, and the type of activities raised. The potential of the hope intervention to stimulate hope not only by focusing on future positive events/activities, but also by encouraging the initiation of such positive events will be discussed.
SY 11.4 Making Strengths Work! Using Positive Psychology to Prepare Graduate Students for the Labor Market M.C. Meyers, M. van Woerkom, R.S.M. de Reuver Tilburg University, Department of Human Resource Studies, Tilburg, Netherlands Research has shown that strengths-based interventions, which aim at identifying individual talents and at stimulating their subsequent development and use, have a variety of positive effects; for instance, on individual well-being. We hypothesized that those interventions can also serve as a useful tool to prepare graduate students for entering the labour market by enhancing their well-being, career identity, and personal growth initiative. Moreover, we hypothesized that a strengths-based intervention will have more positive effects on these variables than an intervention focusing on improving students' deficiencies. In order to test these hypotheses, we conducted two quasiexperimental, longitudinal studies among graduate students of a Dutch university. 88 and 95 students respectively were assigned to the two interventions groups and filled in the pre, post, and 5-month follow-up questionnaire. Preliminary results reveal that the strengths-based training led to lasting increases in well-being and personal growth initiative. Contrary to our expectations, both the strengths-based and the deficiency-based training led to significant increases in career identity at post-measurement, but those effects were not maintained over the 5-month follow-up period. Taken together, those results should encourage graduate schools to use strengths-based trainings in order to facilitate the transition of their graduate students to the working environment.
SY 12 Positive Youth Development in Structured Out of School Time (OST) Programs: Insights from Applied Research and Evaluation T. Berry, M.A. Sloper, S. Bialosiewicz, K.V. Harder Claremont Graduate University, School of Behavioral & Organizational Sciences, Claremont, CA, United States The mission of many community-based youth programs is to provide disadvantaged young people with additional opportunities and supports that will promote optimal development. Research on positive youth development has successfully identified the environmental conditions that contribute to thriving (Scales, Benson, Leffert & Blyth, 2000). Structured youth programs outside of school time (OST) have been identified as a prime environment for positive youth development given that programs commonly possess key features of PYD promoting contexts (i.e., positive adult role models, positive peer interactions, engaging activities) (Hall, Yohalem, Tolman, & Wilson, 2003; Larson et al., 2004; Larson 2000; Lerner, 2005). The purpose of this presentation is to share insights from applied developmental research and evaluation efforts related to the mechanisms through which organized OST programs facilitate PYD. First, we will review the current developmental literature on PYD and identify key features of PYD-promoting contexts. Second, we will present findings from current evaluation literature on youth program participation and PYD outcomes. Third, insights and findings from the evaluation of several youth afterschool programs will be presented to provide concrete examples of PYD in action. Finally, a best practices framework will be presented to guide the development and evaluation of programs promoting PYD.
SY 12.1 What Is Positive Youth Development? K.V. Harder Claremont Graduate University, School of Behavioral & Organizational Sciences, Claremont, CA, United States Positive youth development (PYD) is defined as the extent to which youth
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environments provide structured opportunities to support positive relationships and promote youth competence (Lerner, Almergi, Theokas & Lerner, 2005). Program environments that facilitate supportive relationships between youth and adults, perceptions of safety, and feelings of being valued by others are significantly related to higher levels of thriving in education, social relationships and physical health (Scales, Benson, Leffert & Blyth, 2000). Research on PYD suggests that the context of structured, out of school time (OST) activities, as compared to school and leisure time, is particularly conducive to PYD, given that structured programs foster both intrinsic motivation and concentration, crucial elements of optimal youth development (Hansen et al., 2003; Larson, 2000). The purpose of this presentation is to review current developmental research on PYD to examine the key features of PYD and the environments found to promote youth thriving. Additionally, this presentation will focus on the processes and mechanisms through which structured OST activities promote PYD.
SY 12.2 Positive Youth Development in Organized Youth Programs: Trends in Current Evaluation Literature S. Bialosiewicz Claremont Graduate University, School of Behavioral & Organizational Sciences, Claremont, CA, United States Interventionists and researchers alike have begun to recognize the potential of structured youth programs as vehicles for not just academic support, supervision, and safety, but also for positive youth development (PYD) (National Institute on Out-of-School Time, 2003). Despite this growing understanding, youth programs vary considerably in the avenues they utilize to achieve PYD outcomes among their participants. Formal evaluations of such programs are an ideal source of knowledge regarding the processes by which these programs achieve their desired outcomes. This presentation will explore the findings from a content analysis conducted on a sample of 100 published evaluations of programs serving youth populations by describing the types of activities being offered, the dosage and timing of services, and the impact these programs have had on the children and youth populations they serve. The aim of this presentation is twofold; first, to explore the current trends in structured youth programs, and second, to evaluate these trends in light of research on optimal youth intervention and positive youth development.
SY 12.3 PYD in Organized Youth Programs: Insights from Applied Research and Evaluation of Large Multi-site Afterschool Programs M.A. Sloper Claremont Graduate University, School of Behavioral & Organizational Sciences, Claremont, CA, United States Research demonstrates that afterschool programs provide youth with opportunities to develop multiple cognitive (e.g. time management, problem solving) and social (e.g collaboration, helping behaviors) skills contributing to optimal development (Larson, 2008). Using data collected from two large OST programs serving elementary, middle, and high school participants in disadvantaged communities across Los Angeles County, this presentation will discuss multiple important considerations for fostering and assessing PYD in the youth program context, including developmental differences across school levels (elementary, middle and high schools), the relationship between youth motivations for joining programs and youth outcomes, and the importance of disaggregating participant data by student and school-level characteristics. These evaluation data, collected across multiple sites and multiple years, will drive a discussion of (1) the prevalence of PYD outcomes in real world youth programs, (2) important considerations for promoting and assessing positive youth outcomes, and (3) challenges and implications for PYD in youth programs.
SY 12.4 A Conceptual Framework for the Development and Evaluation of Youth Afterschool Programs T. Berry Claremont Graduate University, School of Behavioral & Organizational Sciences, Claremont, CA, United States After school programs funded by 21st Century Community Learning Centers (21st CCLC) or other state/federal agencies typically provide structured academic support, recreation, and enrichment activities. When implemented well, these afterschool activities have been shown to promote outcomes www.ippanetwork.org
consistent with Positive Youth Development (PYD) (Mahoney, Larson, & Eccles, 2005). However, evaluation requirements for federal/state funders tend to prioritize academic outcomes (standardized test scores) over other PYD outcomes, particularly social-emotional outcomes (self-efficacy, prosocial behavior, interpersonal skills, etc.). The purpose of this presentation is to discuss an evaluation framework that balances improved academics while simultaneously enhancing PYD outcomes. The proposed framework builds upon Self-Determination Theory (Deci & Ryan, 2000) and is organized by the following principles: (1) measuring fidelity of implementation differently for enrichment and academic activities; (2) aligning appropriate outcomes to activity level implementation; (3) incorporating measurement of multiple developmental domains; and (4) ensuring youth participate enough in activities to realize youth benefits. After describing the framework, we will discuss how we have used this framework in practice, the potential it has for improving PYD programs afterschool, and the inherent opportunities and challenges that come with it.
SY 13 A Mixed-Method Investigation of Happiness and Interpersonal Processes in US Adults M.T. Warren, J. Nakamura Claremont Graduate University, Psychology, Claremont, CA, United States Happiness and interpersonal processes are central to positive psychology. However, most research uses expert rather than folk definitions of core constructs (e.g., happiness). The presentations in this symposium utilize a mixed-methods approach to contribute to a differentiated understanding of the relation between happiness and interpersonal relationships. As part of the international Eudaimonic and Hedonic Happiness Investigation (Delle Fave et al., 2010), cross-sectional data (N = 216) were collected from working adults (30-60 years) in the US. A unique, low-cost recruitment strategy was used to circumvent many concerns of convenience sampling (e.g., homogeneity). Based on these data, three mixed-method studies are presented: First, themes from qualitative definitions of happiness are described and quantitatively linked to life satisfaction. Second, romantic relationships are considered as a contextual feature of happiness, and people's happiest moments are shown to be interpersonal in nature. Finally, folk definitions of empathy reveal experiences of the perceived positive emotions, cognitions, and behaviors of others (i.e., “positive empathy”). Overall this research extends existing theory to include positive empathy for others, and romantic partners as well as other social relationships as contextual features of happiness. This research breaks new methodological ground by introducing a low-cost way to obtain a heterogeneous sample.
SY 13.1 Harmony, Family and Love: Findings from the US Branch of the Eudaimonic and Hedonic Happiness Investigation B. Wheeler, M.T. Warren, J.P. Dulay Claremont Graduate University, Psychology, Claremont, CA, United States When asked to define happiness qualitatively, participants may provide more information than is gained using only quantitative measures. As part of a larger international study, US participants were asked to provide their unique definitions of happiness. Results illuminated the perceived nature and sources of happiness. Over 10% of responses referenced a theme of harmony, suggesting that happiness research in the United States may benefit from additional examination of this construct (cf. Delle Fave, Brdar, Freire, Vella-Brodrick & Wissing, 2010). In addition, nearly half of all responses defined happiness as involving other people, with 24% of all responses specifically mentioning familial relationships as a component of happiness. Those who mentioned family when defining happiness had significantly higher life satisfaction than those who did not; however, additional analyses suggest that this varies by age. In addition, people in romantic relationships referenced their families more than any other group, and had generally higher life satisfaction. These results suggest that being in a romantic relationship may provide greater happiness as well as a richer context for describing that happiness. Overall findings provide support for the importance of relationships in happiness, and suggest that future research examine the role of harmony.
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Symposium Abstracts (cont’d) SY 13.2 The Role of Romantic Relationships as a Distinct Domain of Happiness B. Branand Claremont Graduate University, Psychology, Claremont, CA, United States Happiness can be analyzed by both the life domains associated with it (context) and its eudaimonic and hedonic aspects (content). In 2010, Delle Fave, Brdar, Freire, Vella-Brodrick, and Wissing, found that of all the life domains studied, the relationship domains of family and social relationships accounted for over half of the responses across seven different countries. The current mixedmethods study extends Delle Fave et al.'s (2010) work to the United States. Specifically, we examined the role of romantic relationships as a distinct contextual feature of happiness. We asked participants to rate their satisfaction with life, their level of happiness in eleven different life domains including romantic relationships, if applicable, and to recall three happy situations during the previous six months. Using regression analysis, the quantitative results indicated that happiness in one's current romantic relationship was a significant predictor of one's satisfaction with life above and beyond all other life domains (β = .226, t = 3.05, p = .003). The qualitative responses echoed these findings, as situations with romantic partners were the second-most cited source of happiness, exceeded only by responses about family. Thus, while family is important, the specific romantic relationship at its base merits additional focus.
SY 13.3 Inclusion of Positive Empathy as a Distinct Construct in Empathy Research P.-J. Liu, T. Chan Claremont Graduate University, Psychology, Claremont, CA, United States Empathy is defined as the interpersonal induction by which positive and negative emotions are shared; however, considerable empathy research focuses on negative emotions (negative empathy), with little attention given to empathy regarding positive emotions (positive empathy). Since sharing positive emotions contributes uniquely to adults' relationship well-being, we aimed to explore lay definitions of empathy and the place of positive empathy in the construct of empathy. Participants were invited to write down their definitions of empathy and rate 6 items concerning empathy. Three items were related to positive empathy, and the other three to negative empathy. Preliminary results indicated that, although participants regarded all items to be related to empathy (4.94 < Ms < 5.80 from a 7-point Likert scale), positive empathy is a distinct construct separate from negative empathy. Using AMOS, structural equation modeling was employed to test competing models. Positive and negative empathy was moderately correlated in the best-fitting model (r=.54; CMIN=.82; CFI>.99; RMSEA< .01; AIC=48), and factors loadings were good for both positive (.78-.87) and negative empathy (.50-.80). During the symposium, open-ended responses will be discussed to illustrate lay definitions of empathy and how these definitions relate to activities involved in romantic relationships.
SY 14 The Collaboration between Science and Culture in the Quest for Human Flourishing J. Pawelski University of Pennsylvania, Positive Psychology Center, Philadelphia, PA, United States Throughout history, human culture has been fundamentally concerned with well-being. Questions regarding the nature of the ideal human life and the best way of cultivating this ideal have occupied a central place in human consciousness for millennia. Music, literature, religion, philosophy, art, dance, theater, and architecture are among the domains that have been developed and practiced across cultures to improve human life. More recently, science has become interested in the question of human flourishing, and at the turn of the twenty-first century, positive psychology was founded as a science of human flourishing. If the quest for human flourishing is to be successful, a robust collaboration between science and culture will be necessary. Science can help test empirically the claims and practices of culture, and positive psychology in particular can help make explicit the well-being function of culture. Culture still provides the positive interventions most of us turn to most frequently to support our own flourishing, including music, movies, literature, religion, art,
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dance, and theater. Culture also provides the content for much scientific research, including methods for increasing positive emotions both inside and outside of the lab, the strengths and virtues on which the VIA Classification is based, and ways for increasing meaning. Further, the humanities (which can be defined as the academic study of culture) can help provide deep theoretical perspectives, conceptual analysis, nuanced experimental constructs, and enhanced understanding of empirical results. In this symposium, we will explore the value of collaboration between science and culture, with a philosopher (James Pawelski) providing a conceptual analysis of the “positive” in positive psychology and examining the turn toward well-being in literary studies, a theologian (Ellen Charry) discussing recent work on well-being in religion, and a Hollywood film producer (Lindsay Doran) exploring the role of well-being in movies.
SY 14.1 What Is the Meaning of the “Positive” in Positive Psychology? J. Pawelski University of Pennsylvania, Positive Psychology Center, Philadelphia, PA, United States It would be hard to find a term more central to positive psychology than the “positive.” At the same time, it would be difficult to find a term that causes more misunderstanding, both among researchers and practitioners in the field and among those outside the field. What is the relation between the positive and the negative? If mainstream therapies are effective, are they negative (because they focus on disease and healing), or are they positive (because they help make people's lives better)? If a bully takes joy in hitting his classmates, is this emotion positive (because it is pleasant) or negative (because it is unethical)? In this presentation, we will look at definitions that have been given for the positive in positive psychology, identify specific tensions in these definitions, and make suggestions for a normative definition to help address some of these tensions.
SY 14.2 Positive Theology E.T. Charry Princeton Theological Seminary, Princeton, NJ, United States According to the World Religion Database maintained at Boston University, in 2010 only 12.5% of the world’s population claimed no religious identity or affiliation. The vast majority of people around the globe are affected in many ways by the religious traditions that claim their loyalty across cultures because religion is not merely a private matter but inevitably has social and political consequences. Among the religiously identified, one-third are Christians. Christianity has deeply affected western culture and directly or indirectly virtually all cultures of the world as it spread throughout the globe. In its western expression, Christianity embraced the medical model of illness, articulated as a recovery from alienation from God as a way to promote morally healthy communities. Developing a positive theology that assumes and promotes human strengths despite recognized weaknesses is a needed complement to the defect-based model of classical western theology. To the extent that members of other religious cultures experience a similar tension between a model of illness and strength, constructing a positive Christian theology may support them in promoting human flourishing in the service of building vibrant and healthy societies.
SY 14.3 Positive Story Telling L. Doran Three Strange Angels, Inc., Los Angeles, CA, United States Since I was first exposed to what my friends in the movie business sometimes refer to as “the cult of Positive Psychology,” it’s become clear to me that movies can get across the teachings of Positive Psychology perhaps better than any other medium. We have the ability to tell stories of optimism, resilience, grit and post-traumatic growth that reach children and adults across the globe, and to create characters who embody the strengths and virtues that we’d like our audience members to discover and develop in themselves. Movies can take the principals of Positive Psychology out of the classroom and out of the therapist’s office and stand them on their feet where we can look at them close up, in real or imagined situations. For the past two years I have been making speeches all over Hollywood reminding those who work there that we have the opportunity (most prefer “opportunity” to “responsibility”) to help the world by making more positive movies, and the response has been enthusiastic. In www.ippanetwork.org
this presentation I will share some of what I’ve learned about positive storytelling and why it’s not quite as simple as giving audiences the happy endings we might think they want.
SY 14.4 The Eudaimonic Turn in Literary Studies J. Pawelski University of Pennsylvania, Positive Psychology Center, Philadelphia, PA, United States Seligman & Csikszentmihalyi (2000) have argued that psychology in the latter half of the twentieth century became focused almost exclusively on the study and treatment of pathology, weakness, and damage. Psychology is not the only discipline to have become fixated on finding problems. In the same time period, the field of literary studies became focused on what Paul Riceour called a “hermeneutics of suspicion,” reading against the grain to uncover false consciousnesses, neuroses, and other pathologies or to reveal a text's hidden complicities in such undesirable ideologies as bourgeois values, patriarchy, orientalism, heterosexism, and imperialist attitudes. Literary critics were suspicious of treatments of well-being, seeing in them subversions of autonomy and perpetuations of oppressive cultural power structures. Because of this suspicion, it became difficult for defenders of well-being to be taken seriously in many literary circles. There are encouraging signs that the field of literary studies is beginning to change, in ways reminiscent of the ways psychology has been changing in the last 15 years. A small but growing number of literary scholars are now publishing books and journal articles on topics of well-being, defending its importance in this field. Among these publications is an anthology of critical essays called The eudaimonic turn: Well-being in literary studies (2013), co-edited by the presenter and literature professor Donald J. Moores. In this presentation, we will examine the eudaimonic turn in literary studies and consider its implications for literary criticism, for education, and for the role of literary culture in the quest for well-being.
SY 15 Where is the 'Person' in Positive Psychology?: A Critical Reflection on the Lack of Qualitative Research in Positive Psychology K. Hefferon1, L. Waters2, A. Ashfield3, J. Synard4 1University of East London, Psychology, London, United Kingdom, 2University of Melbourne, Melbourne, VIC, Australia, 3Leeds Metropolitan University, Leeds, United Kingdom, 4University of Ottawa, Ottawa, ON, Canada In an attempt to separate from the humanistic movement, positive psychology commenced with a strong adherence to the scientific method. However, by limiting itself to the post-positivist epistemological paradigm, positive psychology disregarded a fundamental method of analysis that enables us to understand the intricate and complex stories of the individuals we study qualitative research. It seems amiss within a discipline that focuses on human flourishing that we dismiss a variety of tools that facilitate access to the why and how of optimal human functioning. The aim of this symposium is to highlight the lack of qualitative research in positive psychology as well as demonstrate what qualitative research can bring to the subject area that is missing from a purely quantitative focus. Each presenter will discuss their experience, process and outcomes utilising a different type of qualitative method. More specifically, the presenters will focus on the data produced through qualitative approaches which would have been overlooked through quantitative techniques. Overall, this symposium will challenge the monopolisation of quantitative research in practice and publication as well as highlight the possibilities of qualitative inquiry.
SY 15.1 Why Does Positive Psychology = Positivist Psychology? Uncorking the Research Potential Beyond Surveys, Statistics and Such J. Synard, N. Gazzola University of Ottawa, Educational Counselling, Ottawa, ON, Canada The culture of positive psychology goes beyond its field-defining mandate to understand what makes life worth living (Peterson, 2013). Equally emphasized in the field of positive psychology is the importance of “scientific” study (Peterson, 2013, p. 1; Seligman & Csikszentmihalyi, 2000, p. 5). Over the last decade, the science of positive psychology has convincingly shown that positivity produces better outcomes while identifying the correlates of wellbeing (Sheldon, Kashdan, & Steger, 2011). Few would dispute that positivity works, yet we know very little about “how” and “why” it is effective. Building on previous work (Synard & Gazzola, 2011, 2012), this presentation will focus on the results of a multi-year content analysis of The Journal of Positive Psychology and the Journal of Happiness Studies. Our analysis indicated that www.ippanetwork.org
both of these journals were dominated by a post-positivistic paradigm, with approximately 80% of the empirical papers focusing on quantitative approaches (e.g., self-report surveys and controlled designs). We will explore lessons learned from another applied discipline, counselling psychology, which has embraced pluralistic methodologies (i.e., qualitative and quantitative) and research paradigms (e.g., post-positivism and constructivism).
SY 15.2 The Effects of Gratitude on the Cultivation of Wellbeing and Positive Relationships for School Leaders L.E. Waters, H. Stokes University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia Recent calls have been made to apply the principles of positive psychology to school leadership. The current qualitative study investigated the effect of two well-validated gratitude-interventions upon wellbeing and positive relationships for 27 school leaders. Document analysis was conducted on 27 reflective assessments written by the participants. Miles and Huberman's (1994) framework was used to analyse the data. Results showed that the promotion of gratitude in school leaders served to increase wellbeing by allowing for emotional catharsis, by creating a broaden and build effect and by encouraging an appreciative lens via which to look at the school. The gratitude interventions also cultivated positive relationships through a refocus on appreciative aspects of the relationships and through the beneficent circle. Only a small number of participants reported barriers for gratitude which included feelings of vulnerability, worry that the recipient would feel uneasy and the paradox of having a role that is deficit based and yet having to find aspects of the role to be thankful for. These barriers notwithstanding, the results suggest that gratitude-interventions are an effective way to promote wellbeing and positive relationships in school leaders.
SY 15.3 The Flourishing Narratives of Athletes A. Ashfield Leeds Metropolitan University, Carnegie School of Sport, Leeds, United Kingdom Flourishing has been investigated in a variety of populations and has been conceptualised as mental health, truly living, and optimal well-being. These conceptualisations, however, have been ascertained predominantly through the use of diagnostic scales and large data sets. Reliance on quantitative methodological approaches has constrained the understanding of how flourishing is felt and experienced. The nuances and complexity of how the concept differs between individuals remains under investigated. This presentation illustrates the rich and detailed understanding of flourishing, achieved through the use of both inductive content and narrative analysis of flourishing accounts by international athletes. Furthermore, similar to mainstream psychology, sport psychology has been dominated by resolving problems in sport performance. However, positive psychology offers an alternative theoretical framework within which the positive emotional experiences of athletes can be explored in order to improve and maintain optimal sporting performance. An athlete's flourishing narrative comprised of closely edited quotes and themes from qualitative research findings provides a unique insight into the athlete's flourishing experiences. Athlete-constructed narratives can act as a tool to recreate a 'flourishing performance mind-set' and reflections on the applied use of such narratives to enhance athlete well-being, and potentially performance, will be discussed.
SY 15.4 Corporeality and Trauma: The Role of the Body in PostTraumatic Growth K. Hefferon University of East London, Psychology, London, United Kingdom Posttraumatic growth (PTG) is the phenomenon of surpassing levels of functioning than which existed before a traumatic event occurred. The corporeal self is an overlooked mechanism in the facilitation of PTG, especially within traumas where the body is damaged either from external or internal transgressors. This presentation will review the novel findings found within an interpretative phenomenological analysis of the experience of posttraumatic growth in breast cancer patients. The utilization of this in-depth, idiographic
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Symposium Abstracts (cont’d) methodology enabled the never before contemplation of the role of the body in the process of PTG as well as the potential for unique corporeal PTG outcomes after physical illness and trauma. Furthermore, the aforementioned findings challenge the currently used PTG measurement tools and their lack of embodiment within the assessment of this phenomenon. Finally, this presentation will discuss recent findings from a thematic analysis project that further demonstrate this somatic link 5-years post breast cancer diagnosis.
SY 16 Strengths in Higher Education: Cross Cultural Differences, Assessment and Relationships with Other Well-being Variables V. Flores1, H.A. Marujo2, L.M. Neto2, I. Monjas1, L.J. Martín-Antón1, A. Tutu3, R. Castañón4, R. M. Sinovas1, L. Valdivieso1, A. Redondo1 1University of Valladolid, Psychology, Valladolid, Spain, 2Universidade de Técnica de Lisboa, Psychology, Lisboa, Portugal, 3Universitatea Alexandru Ioan Cuza, Iasi, Psychology, Iasi, Romania, 4University of Valladolid, Department of Didactic of Music at Faculty of Education, Valladolid, Spain Educational organizations have not paid sufficient attention to the personal development of their members. This image is changing, in different countries there is growing interest in developing the well-being of students. Our symposia proposal presented a set of four studies that try to study in more depth some strengths in a university degree, and a pilot positive intervention in hope: First we present the data of a cross-cultural study into levels of hope, optimism and humour in Spanish, Portuguese and Romanian students. Second is a study of Spanish students that tries to analyze the relationships between strengths, social skills and social acceptance. Third we attempt to elaborate a valid set of modern musical excerpts which prompt some emotions, including hope, in students. Fourth study is a positive intervention program in hope with parents whose children have severe special needs. We think that our studies provide us with greater insight into the levels of some strengths in university degree students and the relationships between some of these strengths and other skills. Such knowledge will allow us to create educational positive interventions in university degree students. Keywords: Strengths, hope, humour, cross-cultural study, social acceptance, emotions, hope intervention.
SY 16.1 Hope, Optimism and Humour Sense in University Grade Students: A Cross-cultural Study between Spanish, Portuguese and Romanian Students V. Flores-Lucas1, H.A. Marujo2, L.M. Neto2, A. Tutu3, L. Valdivieso1, R. M. Sinovas1 1University of Valladolid, Psychology, Valladolid, Spain, 2Universidade de Técnica de Lisboa, Psychology, Lisboa, Portugal, 3Universitatea Alexandru Ioan Cuza, Iasi, Psychology, Iasi, Romania Educative organizations have not paid sufficient attention to the personal development of their members, even though diverse works investigation have demonstrated that the success in the life and a professional career are not totally explain by the cognitive abilities or academic knowledge. Previous research has shown that some personal strengths like hope and humour have a great worth in the lecture rooms cause of they improve the self-esteem and self-efficacy; the motivation, the academic performance of the students. So, our main goals is measure the levels of hope, humour sense and optimism in university students, and make a cross cultural comparison between the levels showed in those strengths by 300 Spanish, Portuguese and Romanian university degree students. We used the Snyder's hope scale, the LOT-R and CASH (humour sense questionnaire) to assess those strengths. Our results will allow us have a worth information of the state of university students in those important strengths and analysed the similarities or the differences depending on the nationality and cultural differences. Furthermore, our results allow us establish the possible relationships between those important strengths. Keywords: Strengths; Hope, Optimism, Humour, Cross-cultural study.
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SY 16.2 Which Strengths Are Possessed by the Most Socially Accepted University Degree Students? Relationships between Strengths, Social Skills and Social Acceptation V. Flores-Lucas, I. Monjas, L.J. Martín-Antón, R. M. Sinovas University of Valladolid, Psychology, Valladolid, Spain There are a great number of studies in Positive Psychology which have pointed out the relationship between certain personal strengths, such as hope and personal relationships. It is well known that personal relationships in the classrooms are an important variable when avoiding conflicts. The aim of the present study is to analyze the relationships between the personal strengths and social skills. We also want to discover which strengths are possessed by the students who are more socially accepted by their peers. We assessed 250 university degree students divided into different groups according the classroom they used. We assessed the participants with the VIA-24 (reduced) questionnaire, the hope scale, the LOT-R and a Spanish social skills questionnaire. We also used a rating scale method to identify the more socially accepted students in each classroom group. We are still analyzing our results but the preliminary data allow us to identify some positive relationships between some strengths, including optimism and sense of humour, and social skills. We think studies of this type are worthwhile in order to gain deeper knowledge of the most socially valuable strengths and develop educational programs to improve them. Keywords: Strengths, social relationships, social acceptation.
SY 16.3 Associating Emotions to Popular Modern Music: Can We Get a Validate Set of Musical Excerpts to Evoke Specific Emotions? R. Castañón1, V. Flores-Lucas2, R. M. Sinovas2 1University of Valladolid, Department of Didactic of Music at Faculty of Education, Valladolid, Spain, 2University of Valladolid, Psychology, Valladolid, Spain Interest in the relationships between music and emotion is growing up. Emotional education, through the arts, seems to be suitable for children at school and being conscious of our own responses to musical stimulation is the first step. But we need have some musical excerpts which have been proved and validate that conveyed specific emotions. The aim of our study is make a first approach to validate a set of musical excerpts of modern popular music that conveyed four intended emotions (happiness, sadness, angry and hope). We are especially interested in check if hope as emotion could be mainly easily associated and elicited by specific musical excerpts or if they are mixed musical stimuli which elicit hope and other emotions like happiness. This preliminary study has been conducted in a group of 100 Education grade university students to validate their emotional answers and associations to some musical excerpts of modern music. Our results could be useful to get a set of validate set of musical items which prompts specific emotions and it could be used in classrooms as an instrument to emotional education through arts. Keywords: Music, emotion, education, training teacher
SY 16.4 Enlightening Hope: A Program for Fostering Hope in Mothers and Fathers of Children with Disabilities A. Redondo, V. Flores-Lucas, R. M. Sinovas University of Valladolid, Psychology, Valladolid, Spain Snyder’s Theory of Hope (2002) has shown great potential in developing intervention programs aimed to improve hope, which have been found quite effective across different areas of application. The present paper presents a hope intervention program, “Enlightening Hope” (based on Making Hope Happen by McDermott and Snyder, 1999) for mothers and fathers of children with disabilities, which strives to improve their hope and personal wellbeing. The program consists of eight weekly sessions of group intervention, each with a duration of sixty minutes. The sample was made up of twenty-nine participants whose children attend a Special Needs Education Center. The experimental group consisted of 16 participants and the control group, 13. A www.ippanetwork.org
pre-test and post-test evaluation was administered to check what affects the program has on the following variables: hope (Snyder's Trait Hope Scale), family environment (Moos' Family Environment Scale), psychological wellbeing (Ryff's Psychological Wellbeing Scale), and anxiety (Spielberger, Gorsuch and Lushene's State-Trait Anxiety Inventory). Significant improvement was found in the “autonomy” dimension of Ryff's Psychological Wellbeing Scale. Keywords: Hope · Parents · Intervention · Disability
SY 17 Well-Being and Public Policy: Global Views Using Large Datasets G. Hervas Complutense University of Madrid, Clinical Psychology, Madrid, Spain Positive Psychology is nurtured through different sources, from neuroscience studies and experimental research to community-based surveys. This symposium is aimed to show the methodology and results of some recent studies based on national or international large samples that are anchored in sound theoretical bases on what well-being is. Although these studies differ in their procedures and sampling strategies, they are an important tool to validate consistent dimensions of well-being as well as their sources. Moreover, these studies can help to reveal important underlying factors that can remain masked in smaller studies. The symposium will show some current initiatives in this direction and will also provide a forum to discuss the implications that this type of large-scale studies may have in policy-making at different societal levels.
SY 17.1 Structuring National Accounts of Well-Being: Making the Case for Governments to Systematically Measure Population Well-Being N. Marks Nef-The New Economics Foundation, Centre for Well-Being, London, United Kingdom If societies are going to adopt the improvement of population well-being as an over-arching goal then governments will need to regularly and systematically assess population well-being. This will require not only comprehensive data collection but also well structured accounts. It is not enough for governments to just collect data, they also need to create accounts that understandable and useful. In 2010 the UK Government announced it was to start measuring National Well-being. The Office for National Statistics (ONS) has since surveyed over 250,000 UK citizens about their well-being. However it is yet to be seen if this will make a significant impact on the policy making process itself or whether the general public and media will take these data seriously. This presentation will make the case for having a more comprehensive model of well-being underlying the National Accounts - a model which balances the need for theoretical grounding and ease of communication. The author will present data and questionnaires from Rounds 3 & 6 of the European Social Survey (ESS). He will also draw on nef's work creating a “dynamic model of well-being” for the UK Government Office of Science's Foresight Programme.
SY 17.2 Bigger Is Better: The Extreme Benefits of Population Based WellBeing Assessment A. Jarden Open Polytechnic of New Zealand, Lower Hutt, New Zealand The Sovereign New Zealand Wellbeing Index (SNZWI) is a six year longitudinal study with the aims of a) developing an overall index of New Zealanders wellbeing, b) determining the prevalence of wellbeing among different geographic locations and various demographic groups, and c) investigating the predictors and moderators of wellbeing among New Zealanders, and how these compare to internationally comparative samples. In September 2012 a nationally representative sample of 10,009 (18+ years) individuals completed the 130 question online survey (two further data collection waves of the same participants are scheduled for 2014 & 2016). The questions and scales focused on psychological wellbeing, health and lifestyle, and socio-demographics. Questions were primarily drawn from Round 6 of the European Social Survey Personal and Social Wellbeing module, but additionally included scales such as the Flourishing Scale. Key results and findings will be presented and discussed. The SNZWI is currently the largest, most detailed, and wholly representative wellbeing dataset on the New Zealand population. The particular strength of the SNZWI is its capturing of how society is functioning as a whole, overtime, by focusing on the relationship between www.ippanetwork.org
psychological wellbeing, and on health and lifestyle factors and outcomes.
SY 17.3 What Enhances and what Harms? Exploring Predictors of Life Satisfaction within a Large National Representative Sample G. Hervas, C. Vazquez Complutense University of Madrid, Madrid, Spain The study of well-being requires different methodologies in order to find convergent answers. Large data sets allow for detailed analyses that otherwise cannot be addressed. We review results from a Spanish national representative sample of non-institutionalized adults aged between 18 and 65 years (N = 2,966). The assessment covered sociodemographic, personality, health and activity-related factors. One of the most important results was that, when comparing the influence of different physical and psychological problems, and their cumulative effects on individuals' life satisfaction, greater effect sizes were found for psychological than for physical problems. Overall, our results shed light on what are the most relevant factors affecting well-being in each category (i.e., personality, health…etc.) adding some insights to previous literature. Implications for institutions and policymakers will be emphasized.
SY 18 Creating Sustainably Positive Communities L. Alloro George Mason University, Fairfax, VA, United States
SY 18.1 SOMO Leadership Labs L. Alloro George Mason University, Fairfax, VA, United States SOMO Leadership Labs is a city-wide Well-Being initiative in Cleveland, OH where the work is to find, leverage, connect and build psychological muscle in SOcial-eMOtional (SOMO) leaders - the influential change-agents within networks in systems. Ultimately, SOMO is a leadership framework for organizational development from the inside-out (not top-down) within systems (organizations, communities) by leveraging the SOcial-eMOtional Leaders and calling them to action. SOMO serves as an invitation and a resource for SOcialeMOtional leaders to build their own psychological muscle (using tools from the field of applied positive psychology), allowing them to be better and more equipped change-agents within their networks. In coming together to learn to think expansively, SOMO leaders become more effective facilitators to form super-organisms to innovate differently in business, healthcare, education, etc. and most importantly: get different results. SOMO is a dynamic and socially constructed positive intervention (Alloro, 2008), specifically for place-based transformation: people who share real proximity. We are building a model that can be replicable in other places by using a combination of tools to assess effectiveness of intervention, including online measurements of Well-Being and social-network analyses.
SY 18.2 GoStrengths! R. Jain1,2 1GoStrengths.com, New York, NY, United States, 2GoZen.com, New York, NY, United States GoStrengths! was founded with one commanding purpose: provide teachers, parents and kids with the skills to actively combat the rising epidemic of youth depression and increase Well-Being. There is substantial evidence that fostering skills such as emotional regulation, self-efficacy, empathy, positive emotions, and resilience have the capacity to prevent depressive symptoms and improve Well-Being in school age students (Brunwaser et al., 2009). GoStrengths! empowers teachers and students with these skills by delivering social and emotional learning programs to the K-12 educational community. Modules are delivered wholly online making the program accessible and scalable. GoStrengths! most notable feature is its delivery of programs using full digital animation to translate psychological concepts and create an engaging medium for teaching and learning. GoStrengths! believes implementing universal SEL programming in schools is a cornerstone to building positive communities both online and off.
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Symposium Abstracts (cont’d) SY 18.3 Gratitude Bucket Z. Prager Gratitude Bucket, Sacramento, CA, United States Gratitude Bucket aims to improve the social layer by framing online interactions around gratitude and recognition. The practice of gratitude has been linked to all aspects of Well-Being over the last decade (e.g. Bono, Emmons, & McCUllough, 2004; Emmons & McUllough, 2003). Bringing this practice online provides several advantages including reduced cost of large interventions (Crone et al., 2004), the ability to easily tailor interventions to an individual or group by gender, age, culture, organization, etc. (Brug, Oenema, & Campbell, 2003; Joanna et al., 2011), and the ability to add a layer of social interactivity (Mitchell et al., 2011). Furthermore, interventions presented online can be made uniform across client experiences and consequently, reduce the existence of confounding variables in controlled experiments (Griffiths et al., 2006).Gratitude Bucket is unique among online positive interventions in that it can be used as a stand alone social network or it can be integrated with existing social networks (i.e. Facebook, Twitter, etc.). The early beta version of Gratitude Bucket has been well received as a positive intervention in classrooms and businesses and plans for formal inquiries into its efficacy as a mass positive intervention are being made at the time of this writing.
SY 18.4 PERMACISE E. O'Brien Temple University, Kinesiology, Philadelphia, PA, United States PERMACISE, an energizing community dance fitness/health intervention, dovetails Seligman's 2011 PERMA model of Well-Being (Positive emotions, Engagement, Positive relationships, Meaning, Accomplishment) with 'necessary and beneficial' Physical Activity Training (McKenzie, 1909). The PERMACISE model is a call to health action, in support of and inspired by the 2011 United Nations high-level meeting on Physical Activity and Noncommunicable Diseases. This enjoyable group fitness system offers cardiorespiratory/aerobic, strength, flexibility, and balance conditioning in accordance with American College of Sports Medicine guidelines. PERMACISE strikes a powerful blow against depression, alcoholism, drug abuse, and spiraling non-communicable diseases (cardiovascular, pulmonary lung disease, kidney disease, diabetes). It is a potential solution for the growing, pervasive epidemic of inactivity (Blair, 2012). The PERMACISE dynamic fosters positive growth, inspiring whole health, vitality, positivity, sustained social action, and awe. Seligman (2011) posits group physical activity helps build social capital. Haidt (2007) discusses social capital theory as communitas: moving in rhythm and synchrony as one, revitalizing, and creating a greater sense of meaning. This is similar to group flow, and optimal condition (Csikszentmihalyi, 1990). Elaine will demonstrate how this methodology combining Positive Psychology, Leadership, and Kinesiology is heartening, uplifting, and shaping the well being of diverse individuals, groups, and communities.
SY 19 Creating a Positive Academic Concentration at your University: Serving Incoming Millennials, Gen X, and Gen Y Preparing for the Future S.Y. Kuchenbecker Chapman University, Department of Psychology, Orange, CA, United States US college enrollment increased 37% between 2000-2010,rising from 15.3 to 21 million. Global university enrollment also is growing across age demographics. Many observe that our entering students embrace positive psychology. Whether resulting from media attention, a natural cohort effect reflecting early experiences, or popular parenting styles, the result is that academicians are uniquely positioned to proactively serve our burgeoning Millennial, X, and Y Generations helping them prepare them for the future. This symposium brings together experienced academicians sharing how to: 1) develop research-oriented MA & Ph.D. programs in positive psychology, 2) create a program in Positive Organizational Scholarship, 3) bring research to practice building an applied master's program,
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4) initiate intra-or interdisciplinary positive concentrations at your university, and 5) build an undergraduate positive psychology class across departments. This anel provides a valuable contribution to IPPA's 3rd World Congress, sharing the tools and providing role models to build positive psychology's academic presence. Meeting our students' curiosity with quality evidence-based programs and providing the foundations to increase training and research excellence holds promise as our panel members collaboratively share their challenges and successes building our community and quality positive psychology's global contributions.
SY 19.1 Developing Research-Oriented Ph.D. and M.A. Concentrations in Positive Psychology S.I. Donaldson Claremont Graduate University, School of Behavioral and Organizational Sciences, Claremont, CA, United States Since 1998, there has been a rapid growth of positive psychology research investigations, grants, peer reviewed articles, books, awards, and applications focused on improving human welfare and society. The development of a unique knowledge base, professional journals, and professional associations has inspired many colleges and universities to offer positive psychology courses and academic training programs. In this presentation I will discuss the development of the first research Ph.D. and M.A. concentrations in Positive Organizational and Positive Developmental Psychology at the Claremont Colleges. Special emphasis will be placed on curriculum design, fostering productive research mentoring relationships, how to help students become effective teachers of positive psychology, and career opportunities for those trained as positive psychology researchers. Lessons learned and future directions will be discussed with the hope of inspiring other colleges and universities to invest in the next generation of positive psychology research training programs.
SY 19.2 Creating a Program on Positive Organizational Scholarship J. Dutton University of Michigan, Department of Psychology, Ann Arbor, MI, United States There has been sustained and growing interest in how organizations make a difference to human and collective flourishing. In 2001, the field of Positive Organizational Scholarship (POS) was launched with its first conference and first edited book. Last year the first Handbook of Positive Organizational Scholarship was published (Cameron and Sprietzer, 2012) that contained 79 unique chapters devoted to Positive Organizational Scholarship topics. Clearly there is important and exploding knowledge being developed in this domain. In addition, there are research centers, courses, programs, and degrees emerging that build on this vital and generative core of new knowledge. In this presentation I will share insights gained about how to create and build POS programs and courses in business schools, based on our extensive experience at the University of Michigan, Ross School of Business. We will share ways that we have engaged undergraduates, MBA students, Ph.D students and executives in activities related to POS.
SY 19.3 Master of Applied Positive Psychology (MAPP) Programs: Bringing Research to Practice J.O. Pawelski University of Pennsylvania, Positive Psychology Center, Philadelphia, PA, United States Research in the field of positive psychology is creating significant new knowledge about well-being. Given the importance of this new knowledge for the cultivation of human flourishing, a number of post-graduate programs have been founded around the world with the central mission of helping to support the responsible and effective application of this knowledge in a range of professions. This presentation will focus on the development of the first degree program in positive psychology: the Master of Applied Positive Psychology (MAPP) program at the University of Pennsylvania in 2005. Emphasis will be placed on the curriculum, methods of instruction, faculty, and students. Attention will also be given to the variety of similar programs that have sprung up around the world to fit a diversity of institutional contexts and student needs. www.ippanetwork.org
SY 19.4 Initiating an Intra- and Interdisciplinary Positive Concentration at your University M. Maier1, A. Kanavou2, S.Y. Kuchenbecker3 1Chapman University, College of Educational Studies, Orange, CA, United States, 2Chapman University, Wilkinson College of Humanities and Social Sciences of Political Science - Peace Studies, Orange, CA, United States, 3Chapman University, Department of Psychology, Orange, CA, United States Students brought us together and recognized our mutual shared positive foundations long before our academic pathways merged. “Do you know Mark Maier? He is amazing!” and “Do you work with Dr. Kanavou? You are so alike.” Research studies, teaching philosophies, methods, and shared goals for a better world are at the heart of our nascent proposed interdisciplinary Positive Cluster at Chapman University. Reflecting Chapman's mission “to provide personalized education of distinction that leads to inquiring, ethical, and productive lives as global citizens,” our collaboration institutional proposal blossomed over coffee one sunny afternoon. Drawing courses from Leadership Studies - “Leading as a Way of Serving” (Lead 300), Peace Studies - “Introduction to Peace Studies” (PCST 150) and “Nonviolent Social Change” (PCST 354), highlighting positive peace and community building, and Psychology - Psychology of Learning (PSY 310), Child Development (PSY 323), and Health & Well Being (PSY 437). Our journey within a small private university working together to provide this opportunity for a Positive Concentration that includes interdisciplinary work celebrates the goals of positive psychology. Added bonuses are our growing friendships, mutual interests, shared students, increased academic quality and grant potential, not to mention our great fun along the way.
SY 19.5 Creating a Positive Psychology/Health and Well-Being Undergrad Class at your University: Collaborative Resources for Interdisciplinary Community Building and Step-by-Step Syllabus Design to Academic Approval S.Y. Kuchenbecker Chapman University, Department of Psychology, Orange, CA, United States Tal Ben-Shahar entered the crowded Gallup meeting room in 2006 and quietly took the podium and began sharing his story titled “Teaching Positive Psychology.” Within a few minutes, we found ourselves seated in variations on seated lotus position, learning about butterfly, sitting child, and Padmasana and the journey brings me here today. There are many resources for new faculty including posted Positive Psychology syllabi on Penn’s website from Dr. Ben-Shahar, Dr. Hazel Markus (Stanford), Chris Peterson (U Michigan) and more. Drawing from the best of the syllabi, the students in my first class (2008) worked collaboratively to design the curriculum. New studies published in Emotion, APS, Child Development and more fueled our class experts. We brought a meditation expert/sociology faculty for an introduction to meditation (Fredrickson, et al.), yoga with a faculty yogi/dance instructor (Kiecolt-Glaser, 2010), journaling (Pennebaker, 2006), and visited the Museum of Tolerance together. Engaging students in creating course content while emphasizing the crucial academic research foundations nurtured a class ever growing with exciting new shared studies via class peer experts, and we also built a truly “positive psychology” community within our own university where the foundations of our interdisciplinary work and flourishing began.
SY 20 Positive Business and Positive Organizations: Current Research Findings K. Cameron1, R. Quinn1, C. Mora2, W. Sowden3 1University of Michigan, Ross School of Business, Ann Arbor, MI, United States, 2Determinant, LLC, Ann Arbor, MI, United States, 3University of Michigan, Psychology, Ann Arbor, MI, United States Thankfully, the impact and visibility of Positive Psychology continues to increase. The academic literature, clinical practice, and applications of research findings testify to the success of this work. A related field of investigation Positive Organizational Scholarship - is less visible and less familiar. Despite the fact that Positive Psychology ostensibly rests on three pillars - positive traits, positive emotions, and positive institutions - institution-level research is less evident and less frequently applied. This may be because organizational dynamics introduce a variety of complexities and confounding factors into research settings, research funding seems to be less available, and applying positive practices in organizations introduces much more risk than experimenting with single individuals. www.ippanetwork.org
Nevertheless, research on institutions and on organizations continues with researchers continuing to make progress in understanding positivity in organizations and of organizations. This IPPA symposium proposes to bring together several organizational scholars who will report on the latest research in the field of Positive Organizational Scholarship. Specifically, presentations will be made on the impact of virtuous practices on organizational performance, on the ways in which relationship dilemmas impact institutional performance, on the economic value of purpose and meaningfulness in organizations, and on the effects of financial, health, safety, and relationship well-being on organizational performance.
SY 20.1 Virtuous Practices and Organizational Performance K. Cameron University of Michigan, Ross School of Business, Ann Arbor, MI, United States Emphasis on positivity in organizations in increasing, but the importance and credibility of a positive approach to change—exemplified by Positive Organizational Scholarship—remains controversial. More empirical evidence is needed showing that positive practices in organizations produce desirable changes in organizational effectiveness. Evidence is abundant that positivity affects individual well-being, physical health, emotional well-being, cognition and neuro-functioning, and interpersonal relationships. Evidence of the connection between similar practices in complex organizational settings, however, is sparse. Two studies—one in financial services and one in the health care industry— are reported which investigated the link between virtuous practices and indicators of organizational effectiveness. An instrument to measure virtuous practices at the organization level was developed, and evidence was found that virtuous practices do, in fact, predict organizational performance. More importantly, improvement in virtuous practices predicts improvements in certain indicators of performance over time. Specific examples of how these practices were implemented are provided.
SY 20.2 Organizations of Higher Purpose: The CEO Perspective R.E. Quinn1, A. Thakor2 1University of Michigan, Ross School of Business, Ann Arbor, MI, United States, 2Washington University in St. Louis, St Louis, MT, United States Thakor and Quinn (2013) recently completed a paper that develops a theory for examining how the intersection of business goals and the pursuit of “higher purpose” affect economic outcomes. A higher purpose produces a nonpecuniary social benefit that both the principal and the agent value, and this benefit may be realized at a point in time in the future that lies beyond their planning horizons. Thus, in contrast to the standard principal-agent model, the utility derived from the pursuit of the higher purpose is linked to the pursuit itself, rather than its outcome. The main results are as follows. First, the pursuit of higher-purpose projects diminishes moral hazard, reduces the cost of labor, and increases capital investments. Second, when principals who pursue higher purposes are observationally indistinguishable from those who are only interested in wealth maximization, the equilibrium may involve overinvestments in higher-purposelinked projects. Third, the pursuit of higher purpose can spread under some conditions, and this is facilitated by economic downturns. Fourth, the presence of principals who pursue higher-purpose projects can relax budget constraints for purely-wealth-maximizing principals by “creating” additional resources for them. Finally, when principals need external financing for projects, there are circumstances in which the presence of purely-wealth-maximizing principals is essential for the higher-purpose-pursuing principals to obtain financing. Given these findings, we sought to understand how CEOs orient to the notion of higher purpose. We recently completed 30 interviews. The preliminary analyses suggest that CEOs have a wider view than simply pursuing shareholder value. They recognize the human need for meaning and they suggest that every organization can find a purpose beyond money. They give many examples. For some, the realization of the power of higher purpose comes early in their career, for others it comes as a transformational discovery while serving as CEO.
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Symposium Abstracts (cont’d) SY 20.3 Measuring Well-Being in Organizational Contexts C. Mora Determinant, LLC, Ann Arbor, MI, United States Using as a reference a conceptual model of well-being developed by a health management organization, we created a survey instrument with 36 items. The conceptual model has four domains with three variables in each. We developed three items for each variable with the following structure: predictor of the target behavior (P), indicator of the extent to which the behavior is practiced (I), and effects of the behavior (E). The instrument was offered to the employee population and about 20,000 took the survey. Psychometric analyses revealed high reliability. Exploratory factor analysis reproduced the structure of the survey with 12 main factors, each one with the corresponding variables. Using ancillary data such as health claims, biometric measurements, independent engagement survey, volunteer hours, performance evaluation, and similar outcome variables, we assessed the validity of the instrument. It was found to have strong predictive validity. Seven positive practices describing organization-level variables were also assessed using items from the Michigan Positive Organizational Practices instrument. Several structural equation models were developed using indicator variables from the well-being instrument, the positive practices instrument, and the ancillary data to create the measurement models. A series of latent variables with their hypothesized relationships created the structural model. The presentation will summarize the strongest predictors of positive individual and organizational outcomes.
SY 20.4 Relational Dilemmas and their Effects on Individuals, Relationships, and Organizations W. Sowden University of Michigan, Department of Psychology, Ann Arbor, MI, United States Research has demonstrated a positive and robust relationship between the building and maintaining of positive interpersonal relationships and individual flourishing (Dutton & Ragins, 2007; Gable & Reis, 2010; Peterson, 2006; Ryff & Singer, 2000). Furthermore, success in organizations is rarely the product of an individual's effort; teamwork is the engine that drives performance (Kreitner & Kinicki, 2012; Shriberg, Shriberg, & Kumari, 2005). Modern organizations are made up of complex, dynamic, and ambiguous relational networks where individuals must manage multiple relationships simultaneously. By applying the social dialectical approach to the study of interpersonal relationships (Baxter & Braithwaite, 2007; Baxter et al., 1997; Fletcher, 1993) we see that this relational “web” creates moments in which a person's relationships contradict one another and become intractably conflicted. These moments force individuals to remain loyal to one relationship while simultaneously betraying another. The outcomes of these loyalty / betrayal situations can have dramatic and lasting effects (both positive and negative) at both the individual and collective levels of analyses. These “relational” (i.e., loyalty / betrayal) dilemmas are special cases of the classic moral and social dilemmas which have been used extensively by social scientists to study judgment and behavior (e.g., Foot, 1983; Dawes, 1980; Hardin, 1969; von Neumann & Morgenstern, 1944; Messick et al., 2004; Messick & Brewer, 1983; Kragt et al., 1983; Greene, 2001, 2002; Thomson, 1986, 2011). In this presentation I will review the literature related to the relational dilemma and discuss how research using this paradigm from the positive psychology (Seligman & Csikszentmihalyi, 2000; Peterson, 2006) and positive organizational scholarship (POS; Cameron, Dutton, & Quinn, 2003; Cameron & Spreitzer, 2012) perspective can shed new light on important topics such as individual thriving, behavioral ethics, relationship and group dynamics, and organizational effectiveness.
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SY 20.5 Organizational Healing: Mechanisms for Growth and Strengthening E.H. Powley Naval Postgraduate School, Monterey, CA, United States Disruptions in organizations, though fraught with difficulty, represent a rich area for theorizing about the role of social mechanisms to restore organizational functioning and future strength and growth. This presentation articulates the role of resilience in organizations, clarifies the process of healing after organizational trauma, and advances theory on positive organizations. Organizational resilience refers to the capabilities possessed by organizations that allow them to withstand, or to bounce back from, threats, trauma, and disruptions. The mechanisms of resilience described in resilience activation enable organizations to bounce back from adverse events. Healing refers to the work of repairing relationships and continuity in support of recovery of vital practices, routines, and structures. Healing involves processes and human action patterns that create and coordinate social interactions among organizational members that foster growth and strengthen organizations after major harm. Pivotal social and organizational mechanisms are crucial for the accomplishment of resilience and healing. Social mechanisms explain how structures and actions interrelate to create positive organizational dynamics. Mechanisms such as social support, positive relationships, ritual and ceremony, leadership, and collective action help restore relationships, functions, and processes. Positive dynamics activate resilience so that organizations may effectively handle traumatic events and enable the resumption of organizational functioning. Such dynamics also help organizations become stronger and grow from the difficulty.
SY 21 Signature Strengths: Recent Research Informing Best Practices R.M. Niemiec VIA Institute on Character, Cincinnati, OH, United States Signature strengths are typically defined as top strengths that are energizing, natural to use, authentic to the individual, expressed across settings, and recognized by others as highly characteristic of the individual; early research observed that people have 5 (plus or minus 2) signature strengths (Peterson & Seligman, 2004). This concept of signature strengths is of great interest to researchers and practitioners in the domains of education, business, coaching, and psychology/counseling. But what do we really know about signature strengths? How do the early definitions and numbers hold up? How many signature strengths do individuals have? What are the main criteria for determining a signature strength? What are the best practices involving signature strengths? How do signature strengths fit into existing programs? This symposium will review several new studies, some published and some unpublished on signature strengths research and practice. The VIA Institute has tested several versions of a "signature strengths survey" that used different frameworks in defining and measuring a "signature strength." Researchers have tested signature strengths interventions, including replicating one of the most often cited studies in positive psychology (Seligman et al., 2005). Other researchers have created programs in which signature strengths are integral to the process.
SY 21.1 Signature Strengths: Validating the Construct N.H. Mayerson VIA Institute on Character, Cincinnati, OH, United States The VIA Institute, the nonprofit organization that bridges the science and practice of character strengths, conducted four studies investigating the initial concept, criteria, and suggested quantity of signature strengths in individuals. Studies 1 and 2 used two different approaches to signature strengths criteria defining the strength as energizing, natural, and essential to one’s core character. More than half of the subjects in each study identified having 11 or more signature strengths according to this more general definition. Studies 3 and 4 used different methods to make the criteria more stringent. In these two studies about one third of individuals identified having 11 or more signature strengths and nearly 50% reported having 7 or fewer signature strengths. Additionally signature strengths were found to have significantly higher VIA scores than non-signature strengths.
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These results support the construct of signature strengths and indicate that the average number of signature strengths that people think of themselves as having is larger than positive psychology researchers originally proposed. Narrowing the criteria results in fewer strengths being identified as signature. These and other results will be reviewed including data differentiating signature from non-signature strengths and correlations with measures of flourishing. Implications for practice will be discussed.
SY 21.2 Strengths-based Career Counseling H. Littman-Ovadia1, V. Lazar-Butbul2, B.A. Benjamin3 1Ariel University Center, Behavioral Sciences and Psychology, Ariel, Israel, 2Ariel University Center, Ariel, Israel, 3Israel National Employment Service, Jerusalem, Israel This study demonstrates the effectiveness of strengths-based individual career counseling among job seekers as carried out by vocational psychologists. Career counseling clients completed self-esteem, career exploration, strengths use, and life satisfaction scales prior to the initial counseling session and immediately following the final session. A follow-up was carried out three months post-counseling. At baseline, the strengths-based career counseling sample (N=31) and the conventional career counseling sample (N=30) were statistically similar on the measured variables. As hypothesized, at postcounseling, only the strengths-based sample demonstrated enhanced selfesteem. Both samples reported enhanced daily use of strengths and unchanged career exploration and life satisfaction. However, pre-counseling strengths use predicted post-counseling self-esteem only among the strengths-based clients. At the three-month follow-up, the strengths-based sample assigned a higher rating to the counseling contribution, and reported a higher rate of employment (80.6%) than did the control group (60%). Implications for career counseling with unemployed clients was discussed.
SY 21.3 Strength-Based Interventions: An Overview on Two Recent Studies R.T. Proyer1, F. Gander1, S. Wellenzohn2, W. Ruch2 1University of Zurich, Psychology, Zurich, Switzerland, 2University of Zurich, Zurich, Switzerland The presentation gives an overview on two recent intervention studies conducted by the Zurich-based research group. The first study addresses the question on whether a training of those strengths, which typically correlate most with life satisfaction, leads to a larger increase in life satisfaction in comparison with interventions targeted at strengths, which typically correlate low with life satisfaction. A wait-list controlled study involving N = 178 participants suggested that all participants benefitted from strengths-based interventions but for the group, which worked with the highly correlated strengths an increase in life satisfaction before and after the program has been reported. The second study tests various positive interventions in an online setting (total N = 622) and, amongst others, replicates earlier findings (Seligman et al., 2005) for an increase in life satisfaction and decrease in depression for a group, which used their signature strengths in a new way for a week. Overall, the findings provide support for the effectiveness of strengthsbased positive interventions and replicate and extend earlier findings with German-speaking participants.
SY 21.4 Identifying Individual Signature Strengths and Strengths Profiles of Groups W.F. Ruch University of Zurich, Psychology, Zurich, Switzerland Peterson and Seligman (2004) proposed that individuals have between three and seven signature strengths and these are typically operationalized as the top strengths among the 24 of their classification. They also list 10 criteria that help identifying signature strengths. Applying signature strengths at work and in private life is seen as a key factor in a life of engagement and meaning, which in turn, enhances satisfaction, and is an element of flourishing. The presentation will give an overview of studies conducted by our research group in Zurich that deals with the identification of individual signature strengths, the most salient strengths found in different work settings (banking, leadership in industry and leisure camps, military, education, coaches etc.), and how the application of these strengths links to desired outcomes such as work satisfaction, calling, engagement and meaning. Signature strengths are also compared to the contents of job descriptions. Methodological issues are addressed.
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SY 22 Applying Positive Psychology to the Workplace; New Perspectives on Strengths Use, Job Crafting, Self-determination and Well-Being at Work W. Oerlemans1, M. Van Woerkom2 1Erasmus University of Rotterdam, Rotterdam, Netherlands, 2Tilburg University, Human Resource Studies, Tilburg, Netherlands Empirical evidence supporting the supposed beneficial effects of applying positive psychology principles to the workplace is still sparse, which may inhibit practitioners to implement these practices more often. This symposium addresses this issue by bringing together five empirical studies from three European countries (Croatia, Germany, and The Netherlands) that investigate the relevance of positive psychology principles for organizational contexts. Outcome variables of interest for individuals and organizations such as performance, wellbeing at work, and engagement are discussed. More specifically, the symposium will elaborate on (1) the relationship between character strengths and four different types of job performance, (2) the predictors and outcomes of strengths use in the workplace, (3) the effects of a training in strengths use on employee well-being, psychological capital, work engagement, and commitment, (4) the effect of daily job crafting on momentary work engagement and (5) the role of self-concordant job motivation in the relationship between job demands and well-being indicators on a within-person level. Results from three diary studies, one intervention study and one cross-sectional study will be presented, highlighting the added value of positive psychology principles to the world of work.
SY 22.1 A Weekly Diary Study on the Predictors and Outcomes of Strengths Use in the Workplace M. Van Woerkom1, W. Oerlemans2, A.B. Bakker2 1Tilburg University, Human Resource Studies, Tilburg, Netherlands, 2Erasmus University of Rotterdam, Rotterdam, Netherlands Although the link between the use of strengths and well-being is a key aspect of positive psychology's research agenda, this relationship has hardly been tested in the work context. Moreover, little is known about how organizations can support their employees in using their strengths more often. The aim of this paper is to shed more light on predictors and outcomes of strengths use in the workplace. Sixty-five civil engineers completed a general questionnaire and a weekly diary regarding strengths use support, strengths knowledge, strengths use, and several outcome variables over 6 consecutive weeks. Multilevel analyses showed that strengths use support provided by the organization and individual strengths knowledge led to more weekly strengths use. In turn, weekly strengths use predicted significant change in a range of positive outcomes (self-efficacy, engagement, affective commitment, and proactive behavior) on a within-person level. Moreover, strengths use mediated direct and positive effects of strengths support on weekly changes in three out of four positive outcomes. Our study indicates that strengths use is indeed beneficial for employees and that organizations can help employees to use their strengths more often by providing strengths support and coaching them in identifying their strengths.
SY 22.2 Character Strengths Predict Task Performance, Job Dedication, Interpersonal Facilitation, and Organizational Support C. Harzer1, W. Ruch2 1University of Education in Schwaebisch Gmuend, Schwaebisch Gmuend, Germany, 2University of Zurich, Zurich, Switzerland, Zurich, Switzerland It was hypothesized that character strengths facilitate job performance. Both were investigated considering multiple dimensions (i.e., 24 character strengths; 4 dimensions of job performance) to get a comprehensive overview of their relationships. As different character strengths relate to different pattern of positive behavior, different strengths were expected to correlate with different dimensions of job performance. Two employee samples (N1 = 318; N2 = 108) completed the German adaptation of the Values in Action Inventory of Strengths (Ruch, Proyer, Harzer, Park, Peterson, & Seligman, 2010) to measure the character strengths. The Task Performance Questionnaire (Williams &
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Symposium Abstracts (cont’d) Anderson, 1991), Job Dedication Questionnaire (Van Scotter & Motowidlo, 1996), Interpersonal Facilitation Questionnaire (Van Scotter & Motowidlo, 1996), and Organizational Support Questionnaire (Coleman & Borman, 2000) measured the job performance dimensions. In sample 2, supervisors judged the employees' job performance. We found associations between strengths and job performance replicable across self-reports (sample 1 & 2) and supervisory ratings (sample 2). For example, perseverance, honesty, self-regulation, and prudence consistently correlated with task performance. Interpersonal facilitation was associated with leadership, teamwork, and kindness. Character strengths seem to be promising personality traits as predictors of job performance. Limitations regarding research design, research and practical implications will be discussed.
SY 22.3 The Effects of a Strengths-based Intervention on Employee Wellbeing, Psychological Capital, Engagement, and Commitment C. Meyers, M. Van Woerkom Tilburg University, Tilburg, Netherlands Strengths-based interventions in the workplace aim at identifying individual talents and at stimulating their subsequent development and use. Theory suggests that those interventions have highly positive effects on employee wellbeing and performance; yet, there still is a lack of experimental or quasiexperimental research investigating their hypothesized positive effects. Therefore, we conducted a quasi-experimental study in which we tested the effects of such an intervention on employee well-being, psychological capital, work engagement, and commitment. For this purpose, 120 study participants working in different companies operating in different sectors have been randomly assigned to an intervention group and a waitlist-control group. The intervention itself consisted of a half-day training including preparing and homework assignments. Study variables are being assessed at three different points in time (pre, post, 1-month follow-up) by means of online questionnaires. As the data collection has just been finalized at the moment, study results are not yet available.
SY 22.4 How Daily Job Crafting Increases Momentary Work Engagement: A Day Reconstruction Study W. Oerlemans, A.B. Bakker Erasmus University of Rotterdam, Institute of Psychology, Rotterdam, Netherlands Research suggests that employees can increase their own work engagement through proactive job crafting behaviours. In the present study, we tested the hypothesis that daily job crafting would influence work engagement at the work-activity level (momentary engagement), through the satisfaction of three basic psychological needs (autonomy, competence, and relatedness). Eighty employees filled out a survey and a day reconstruction diary on five consecutive workdays. Job crafting was measured at the day level, whereas psychological need satisfaction and work engagement were measured during work activities over the course of a work day. The dataset included 297 workdays and 2270 work activities. Multi-level analyses showed that daily job crafting behaviors aimed at increasing structural and social resources led to a higher work engagement at the work activity level. Moreover, psychological need satisfaction at the work-activity level mediated direct effects of day-level job crafting on momentary work engagement. The findings show that employees can influence their own engagement during the day through job crafting behaviors.
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SY 22.5 How Motivational Profiles Relate to Psychological Health and Well-Being? D.E. Hatier, J.-S. Leclerc, V. Dagenais Desmarais Université de Montréal, Montréal, QC, Canada Various empirical studies in the line of SDT argue that more self-determined forms of motivation relate to positive psychological outcomes. However, more research is still needed to understand how the combination of different forms influences psychological health. The aims of this study are to identify workers' motivational profiles and verify how these profiles influence positive and negative indicators of psychological health (Keyes, 2005). Validated self-report questionnaires measuring motivation at work (external, introjected, identified and intrinsic), well-being and burnout were administered to 785 Canadians workers from the health sector. A two-stage clustering analysis revealed three distinct motivational profiles: the strongly motivated, the motivated in a controlled fashion and the weakly motivated individuals, F(4, 1560) = 210.7, p < 0.001; Wilks' Lamba = .23; ηp2 = .52. These profiles have different relationships with well-being, F(2, 783) = 96.6, p < .001, and burnout, F(2, 783) = 86.9 ; p < .001. Tukey post-hoc comparisons of the three groups indicate that strongly motivated workers experience more well-being and less burnout, whereas weakly motivated individuals report the lowest levels of well-being and highest levels of burnout. Overall, these findings suggest that being motivated at work is an important ingredient for psychological health and well-being.
SY 23 The Character Strength of Spirituality in Adolescents and Emerging Adults: The Moral Development Functions of Spirituality in Diverse Contexts S.A. Schnitker, T.J. Felke, R. Burnside Fuller Theological Seminary, Graduate School of Psychology, Pasadena, CA, United States The character strength of spirituality has long been recognized as an important attribute by Positive Psychology researchers (e.g., Peterson & Seligman, 2004 include spirituality as one of 24 strengths in the Values in Action classification), but few studies have examined the ways in which this strength facilitates moral development in adolescents and emerging adults. This symposium explores the relation between spirituality and moral development in young people from diverse counties (including China, India, Jordan, Kenya, Peru, the United Kingdom, and the United States), religious traditions (including Atheist, Buddhist, Catholic, Hindu, Humanist, Jewish, Muslim, and Protestant), and contexts (evangelical summer camp, World of Warcraft online communities). Multiple methods are used to examine the effects of spirituality on moral and virtue development, including exemplar methodology, consensual qualitative research, prospective longitudinal studies, in vivo reports, surveys, and interviews. Findings point to the multiple pathways by which spirituality may foster moral and character development.
SY 23.1 The Effects of Spiritual Transformation on Virtue Development in Evangelical Adolescents S.A. Schnitker, T.J. Felke, R. Burnside Fuller Theological Seminary, Graduate School of Psychology, Pasadena, CA, United States Spiritual transformation is a relatively common phenomenon among evangelical youth (Smith & Denton, 2005), but no previously published studies have examined the effects of spiritual transformation on the development of character strengths and virtues utilizing prospective longitudinal designs. Most religions explicitly espouse the idea that genuine transformation should lead to the development of virtues in adherents, and Christian traditions maintain that those who experience a genuine transformation should exhibit virtues or “spiritual fruit.” We tested the hypothesis that spiritual transformation leads to virtue development in two samples of adolescents attending Young Life summer camps. Young Life, active in all 50 U.S. states and 46 countries, is an evangelical organization that seeks to introduce adolescents to the Christian faith. In Study 1 (N = 137) and Study 2 (N = 178), participants' character strengths were measured before they attended summer camp, immediately after camp, and one-year following camp. Adolescents attending camp reported a high incidence of a religious transformation at camp (33% in Study 1 and 84% in Study 2). The incidence of a spiritual transformation at camp predicted increases in the virtues of love, forgiveness, hope, gratitude, and zest from before camp to one year after camp. www.ippanetwork.org
SY 23.2 Moral Development in Spiritual Exemplars from Six Countries: A Qualitative Study of Adolescents from Diverse Religious Traditions P. Ebstyne King Fuller Theological Seminary, Graduate School of Psychology, Pasadena, CA, United States Scholarly literature recognizes an increased interest in the spiritual lives of adolescents (Lerner, Phelps & Roeser, 2006; Roehlkepartain, King, Wagener & Benson, 2009). Despite increases in research and publication, few theoretical models exist that provide insight into the nature and influence of spirituality on moral development in adolescents. The proposed study uses an exemplar methodology as a form of intensity sampling in order to gain clarity on this domain of development. Participants were nominated for living with profound spirituality within their own culture and completed semistructured interviews in their country of origin. The sample included 30 youth, aged 12-21, with 18 males and 14 females from India, Jordan, Kenya, Peru, the United Kingdom, and the United States. The sample included atheist, Buddhist, Catholic, Hindu, Humanist, Jewish, Muslim, and Protestant youth. Participants' discussions of spirituality and morality in their lives were explored in terms of three dimensions of spirituality: transcendence, fidelity, and behavior. Results show that for many participants, morality and spirituality were inseparable, and participants' spiritualities informed their personal values, morals, and ideology. Spirituality is of vital importance to exemplary moral development as it propels strong convictions and clear beliefs that lead to a coherent and sustainable moral life.
Kristjánsson, K. (2012). Positive Psychology and Positive Education: Old Wine in New Bottles? Educational Psychologist, 47(2), 86-105. Waters, L., Barsky, A., & McQuaid, M. (2012). Positive Education: A WholeSchool Approach. International Positive Psychology Association Newsletter, 5(2). Retrieved from http://www.ippanetwork.org.
SY 24.1 Using a Positive Change Model to Lead School-Wide Cultural Change M. White1,2 1St Peter's College, Adelaide, SA, Australia, 2University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia This presentation will outline the school-wide positive psychology changes that have been undertaken at St Peter's College, Adelaide. Established in 1847 St Peter's College is a leading Independent Anglican day and boarding school for boys that seeks to provide “an exceptional education that brings our the best in every boy”. St Peter's College includes over 1300 boys from age three to 18 years old and 230 teachers and staff. Over the past three years, St Peter's College has undergone significant cultural change guided by Cooperider and Sekera's (2003) Positive Change Model which fosters three levels of positive transition: 1) elevation and extension; 2) fusion of strengths and 3) activation of energy.
SY 23.3 Spiritual and Moral Formation in Chinese Emerging Adults Engaged in Multiplayer Online Games R. Hornbeck Fuller Theological Seminary, Graduate School of Psychology, Pasadena, CA, United States A subset of Chinese emerging and young adults who play the massively multiplayer online game World of Warcraft report having spiritual (jingshen) experiences during gameplay. These experiences generally occur during gameplay activities that seem to engage the “moral foundation” cognitive mechanisms outlined by psychologists Jonathan Haidt and Craig Joseph. For example, according to informants “tank” and healer roles afford players opportunities to care for vulnerable group members. While they are giving and receiving care, players often experience affective states symptomatic of care foundation outputs (e.g., a feeling of compassion). Players occasionally interpret these caretaking activities and affective states as having 'spiritual' significance. This presentation examines player reports of in-game spirituality for insights into how mainstream videogames can be cultivated for positive moral/spiritual experiences. Discussion focuses on (1) how WoW gameplay stimuli may intersect with the actual domains of the moral foundations identified by Haidt and Joseph, (2) the cognitive ontologies of in-game spiritual experiences, and (3) extra-game factors that sensitize Chinese players to in-game moral affordances. Data presented include interviews, player testimonials, and surveys collected during 18 months of fieldwork in Wuhan, China.
SY 24 Schools as Positive Institutions L.E. Waters University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia As the field of positive education matures the call has been made for schools to expand beyond the application of student-focused positive psychology interventions to adopt a whole-school approach (Kristjansson, 2012) which embeds the principles of positive psychology into school culture, pedagogy, staff wellbeing and student learning (Waters, Barsky & McQuaid, 2012). The whole-school approach emphasizes the creation of a 'positive institution' for all and expand the focus beyond wellbeing to also incorporate learning and achievement. The school leaders presenting in this symposium have drawn on the emerging research in fields such as positive organizational scholarship and positive organizational behaviour to inform a strength-based approach to staff recruitment, orientation, training, staff performance appraisal and student learning. This symposium will also present the results of large scale research conducted at the University of Melbourne on the role of psychological capital upon staff wellbeing. www.ippanetwork.org
The phase of elevation and extension was conducted through the positive psychology training of the senior leadership team, the development of a new strategic plan and a sponsored public speaking series on wellbeing. The phase of fusion of strengths was conducted through a whole-staff appreciative inquiry summit and whole-staff positive psychology training. The phase of activation of energy is now underway with multiple positive psychology interventions being conducted in areas such as sport, Religious Instruction, English Literature classes, new staff-related policies and a positive psychology interest group.
SY 24.2 Combining Student Centred Learning and Positive Psychology at Carey Grammar to Create Flourishing Learners P. Robson, Y. McCafferty Carey Baptist Grammar School, Kew, VIC, Australia Carey Baptist Grammar School is a leading Australian coeducational independent school committed to learning, wellbeing, service and spirituality. With an open enrolment policy, Carey has 2300 students aged from 6 months to year 12. We work in partnership with families to develop wise, independent and motivated young people who will engage in their communities. Learning at Carey takes place in a challenging education environment in which all students are encouraged to enjoy learning, respect each other and love life. To ensure that our students achieve the most from their learning, Carey has adopted a student-centred learning model which embraces the latest science on pedagogy such as the use of learning intentions, formative feedback and inquiry based learning. Uniquely, Carey has infused the new student-centered learning approach with the science of positive psychology and supports student learning through positive emotions, flow, relationships, process praise and active-constructive feedback. When combined with reliable and successful learning routines which are enhanced by positive psychology, students are able to achieve better academic results more quickly and success breeds success. The presentation will provide preliminary evidence as to the success of Carey's combined student centred learning-positive education model.
SY 24.3 Leading School Wide Cultural Change: A Systems Theory Approach to Positive Psychology P.M. Doll The Peninsula School, Mt Eliza, VIC, Australia The Peninsula School (TPS) is an Early Learning (3yo) to Year 12 (18yo) school located on the Mornington Peninsula, Australia with an enrolment of 1450 students and 340 staff.
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Symposium Abstracts (cont’d) In 2010, TPS commenced a whole-school cultural change applying positive psychology to enhance community wellbeing and student academic performance. This process has been driven by the Senior Leadership Team, guided by Associate Professor Lea Waters, Melbourne University. Systems theory has informed the embedding of positive psychology into staff and student welfare programs, classroom practice, co-curricular programs, school marketing and management practices including recruitment, induction, professional development and performance review. Staff have been trained in positive psychology prior to shifting the focus to pedagogy, the curriculum and co-curricular programs. Parents have been informed of the various stages of the program throughout its implementation, wholeheartedly embracing this initiative. Evaluation of the journey has been a crucial element to the sustainability of this organisation-wide change. A SWOT framework has been used to capture the responses of staff. Parent perception and student wellbeing surveys have also been undertaken at various stages along the journey.
SY 24.4 An Investigation of the Relationship between Psychological Capital and School Leaders’ Workplace Well-Being G.S. Strauss1, L.E. Waters2, A. Somech3 1University of Melbourne, Melbourne School of Psychological Sciences, Melbourne, VIC, Australia, 2University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia, 3University of Haifa, Faculty of Education, Haifa, Israel Fostering the workplace well-being of school leaders is an integral component of the whole-school approach to positive education (Kristjansson, 2012; McGrath & Noble, 2007). Psychological capital may be an important construct related to school leaders’ well-being. Psychological capital is defined as an individual's positive psychological state of development characterized by the resources of hope, optimism, self-efficacy and resilience (Walumbwa, Avolio, & Hartnell, 2010). While researchers have demonstrated that psychological capital is related to workplace well-being across a diverse set of professions (Avey, Reichard, Luthans & Mhatre, 2011), researchers have not yet examined how psychological capital impacts school leaders’ workplace well-being. Using a sample of 456 Australian school leaders, this study investigated the relationships between school leaders' psychological capital and their job satisfaction, organizational commitment, engagement, and mental-health. Multilevel modelling results revealed significant relationships between school leader psychological capital and all outcomes. This study contributes to the growing field of positive education by considering how the whole-school approach needs to incorporate the well-being of school leaders (and not just students). It also contributes to the literature by being the first to apply the positive organizational behavior theory of psychological capital to school leaders.
SY 25 Motivational Interviewing and Positive Psychology/Social Sciences C. Wagner1, K. Ingersoll2, A. Csillik3, M. Bay3 1Virginia Commonwealth University, Richmond, VA, United States, 2University of Virginia, Charlottesville, VA, United States, 3University of Paris Ouest Nanterre la Défense, Paris, France Motivational interviewing (MI) is an evidence-based, client-centered, goaloriented therapeutic approach for assisting with a range of mental health, behavioral health, and substance abuse issues. Developed as an integration of client-centered therapy with research findings from social and cognitive psychology, MI focuses on evoking client motivation to change toward more fulfilling lifestyles. This symposium describes how MI fits with positive psychology and the positive social sciences, and adaptations the presenters have made to more thoroughly integrate a positive perspective into MI. The first presentation describes the philosophical fit of MI and PP/SS, including the
focus in MI on building client confidence and self-efficacy, and the use of empathy to help clients better accept themselves and pursue positive changes rather than focus on deficits or problems. The second presentation considers the relative focus on positive vs. negative reinforcement principles in MI, and describes recent adaptations to focus more on using positive emotions as a core motivational element of the MI approach. The final presentation outlines the explicit use of Fredrickson’s Broaden-and-Build model in the recently developed model of using MI in groups.
SY 25.1 Motivational Interviewing in the Light of Positive Psychology A. Csillik, M. Bay University of Paris Ouest Nanterre la Défense, Paris, France MI and positive psychology share a positive approach of human being, considered as endowed with tendencies towards growth and optimal functioning. As a client-centered therapy, MI builds upon the Rogerian approach, adding motivational strategies to Rogers' supportive conditions, with a focus on empathy. Compassion, a core concept of positive psychology, is considered in the new description of MI as essential to its spirit, as the ability to seek and value the well-being of others. Consistent with a positive perspective, MI emphasizes positive states, including a focus on hope for success in change and confidence about one's ability to change. Understanding and cooperating with client's sources of hope, with a particular focus on selfefficacy, is an important component of MI and is one of the most potent client factors predicting change. Lastly, we propose that MI can be integrated or followed by positive psychology interventions in order to help clients acquire the skills for behaviour change and its maintenance in time. An example of integration will be presented, showing how MI fits PPT in order to enhance treatment adherence among patients with multiple sclerosis and in the prevention or treatment of depression, a major psychological problem associated to MS.
SY 25.2 Integrating Positive Emotions into Motivational Interviewing C.C. Wagner1, K.S. Ingersoll2 1Virginia Commonwealth University, Richmond, VA, United States, 2University of Virginia, Department of Psychiatry and Neurobehavioral Sciences, Charlottesville, VA, United States Motivational interviewing (MI) techniques have been described in cognitive and behavioral terms, as means to positively resolve tension created by unresolved ambivalence about change. This view of motivation is consistent with a negative reinforcement model, in which behaviors are performed to escape from negative states. In contrast, the concept of positive reinforcement involves seeking positive states through behaviors that lead toward more satisfying conditions. From this perspective, motivation involves a desire to experience positive emotions. This paper focuses on the potential role that emotions may play in MI, particularly positive emotions. The authors posit that MI elicits positive emotions of interest, hope, contentment and inspiration by inviting clients to envision a better future, to remember past successes, and to gain confidence in their abilities to improve their lives. Their work incorporates elements of Barbara University’s positive emotions theory into MI.
SY 25.3 Incorporating Fredrickson’s Broaden-and-Build Model into Motivational Interviewing Groups K.S. Ingersoll1, C.C. Wagner2 1University of Virginia, Department of Psychiatry and Neurobehavioral Sciences, Charlottesville, VA, United States, 2Virginia Commonwealth University, Rehabilitation Counseling, Psychology & Psychiatry, Richmond, VA, United States The presenters’ MI group therapy model draws significantly from positive psychology. Their four-phase model of MI groups (1) Engaging the Group, (2) Exploring Perspectives, (3) Broadening Perspectives, and (4) Moving into Action - is positively-focused and future-oriented, and fosters supportive group dynamics to build motivation to make changes that promote greater well-being and fulfillment among group members.
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Fredrickson’s Broaden-and-Build model informs the presenters’ MI group model, and specifically provides the foundation for the third phase of group. Through fostering positive emotions such as hope and confidence, and using MI strategies such as envisioning a better future and leveraging personal strengths, MI groups leaders help members broaden their perspectives to new possibilities and experiences, and actively encourage group members to use the group to build resources for change by highlighting group cohesion, task interdependence, and mutual altruism. The positive environment of MI groups can help members escape downward spirals of negativity and become more creative in fashioning better long-term solutions to life challenges, in part by connecting members to the wisdom and resources of the larger group.
SY 26 Invited Symposium on Positive Development – Moral Formation W. Damon Stanford University, Graduate School of Education, Stanford, CA, United States A dominant direction in moral psychology - recently referred to as the “new science” approach –emphasizes the unintentional and unreflective nature of moral choice. Findings from experiments based upon hypothetical dilemmas have been interpreted to indicate that our moral responses are determined by irrational, biologically-based intuitions; or, alternatively, that people do little more than mindlessly act out set cultural scripts whenever they are confronted with moral problems in everyday life. The presenters at this symposium, each with their own distinct approach and set of concerns, all have taken a broader perspective on the nature of morality, a view that includes an essential role for conscious choice, belief in inspiring ideals, and the formation of key virtues over the lifespan. The research programs discussed in the symposium offer alternatives to the reductionist vision of the field’s most recent direction.
SY 26.1 Humility, Truth, and Faith in Creative Moral Leaders Anne Colby1, W. Damon2 1Stanford University, Stanford, CA, United States,2Stanford University, Graduate School of Education, Stanford, CA, United States This paper will present the results of a study of moral ideals and virtues based on case studies of highly creative leaders who advanced the causes of justice and world peace during the 20th Century. The study focuses on the place of three key virtues - humility, inner truthfulness, and faith - in the life trajectories of creative moral leaders. Extensive biographical and autobiographical accounts of the subjects, along with their published writings, were coded with a systematic qualitative coding scheme that articulates multiple themes for each of the target virtues. The results illuminate the sometimes surprising nature of these virtues, the interconnections among them, and their relationships with moral identity, reflection, emotion, action, development, and culture. Recent theory in moral psychology reduces moral motivation to non-rational emotional responses and intuitions that are shaped by neural processes and cultural contingencies with little role for moral ideals, virtues, or understanding. In contrast, this study investigates the powerful roles of ideals and virtues in shaping moral character, behavior, and emotion. The paper will explore the theoretical significance of the study's findings as well as their implications for the moral lives of ordinary people.
SY 26.2 Positive Factors in the Formation of Environmental Ethics M. Kyle Matsuba Kwantlen Polytechnic University, Surrey, British Columbia, Canada A growing awareness has emerged that psychology can contribute meaningfully to address global climate change (e.g., Swim et al., 2011). However, often the focus has been on identifying the many barriers that prevent us from behaving in ways that would facilitate environmental sustainability (e.g., Gifford, 2011). Following on the work of Colby and Damon (1992), we (Matsuba & Pratt, under review) offer a different, more positive perspective to the issue by studying environmental activists and comparing them to non-activists. Through our own studies of environmental activists (Matsuba et al., 2012; Alisat et al., under review) and those of others (e.g., Chawla, 1999; Horwitz, 1996), we have identified important factors such as early childhood nature experiences, later environmental identity development, and generativity as predictors of proenvironmental behaviors. Borrowing from developmental and personality fields, we propose a model to describe possible pathways toward environmental action that emphasizes positive experiences, self-development,
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and social interactions that move people towards engagement, thus offering a contrasting perspective to the models that focus on barriers which prevent environmental actions.
SY 26.3 The Moral Architecture of Gratitude Robert Emmons, University of California - Davis, Davis, CA
SY 27 Implementing Sustainable Change: Will Positive Psychology Transform a Negative Culture M.A. Hurst1, D. Pacholke2, K. Hyunh3, M. Ta3, L.H. Bikos3 1The Evergreen State College, Olympia, WA, United States, 2Washington State Department of Corrections, Olympia, WA, United States, 3Seattle Pacific University, Clinical Psychology, Seattle, WA, United States With an incarcerated population near 2 million—most of them repeat offenders—the U.S. has ample justification to search for new penal practices. Historically, prison programming has focused on problems, deficits and punishment, but current research and innovations (Hurst, Hyunh, Hall, Ta & Bikos, 2011) suggests strengths-based training, as well as ecological projects (vermiculture, rescue of endangered species) may be effective in building teamwork, citizenship, optimism, etc., (Pacholke; Hurst, et al). Specifically, these efforts address experiences and activities that foster the virtues and character promoted by Peterson and Seligman, flow as conceptualized by Csikzentmihalyi, as well as the development of self-regulation described by Baumeister. Classroom instruction, deliberate practice, and powerful 'real world' accomplishments are seen to promote universally valued strengths (gratitude, hope, love of learning) in this otherwise difficult population. Panel members suggest that a symbiosis between ecological sciences and positive psychology may naturally exist, with mutual benefits to offenders, institutions and communities.
SY 27.1 Positive Psychology Outcomes from Sustainability in Prisons Projects J.R. Trivett1, D. Pacholke2 1The Evergreen State College, Sustainability in Prisons Project, Olympia, WA, United States, 2Washington State Department of Corrections, Olympia, WA, United States The virtues of teamwork, leadership, curiosity and perseverance are being found and fostered in the Sustainability in Prison Projects co-founded by Dan Pacholke, Assistant Secretary of Prisons for Washington State Department of Corrections. In collaboration with scientists and researchers, inmates are directly responsible for rescuing species from their endangered status (examples: Oregon Spotted Frog, Taylor's Checkerspot Butterfly), participating in canine rescue programs, building a renewable, highly productive composting vermiculture, and reducing both fuel consumption and water wastage. Beyond this, offenders are learning skills of self-regulation, pride in civic accomplishment, and finding flow. With brief video documentation, Dan presents evidence of how the physical sciences interrelate with principles of positive psychological science, enhancing the impact of both. Ongoing research suggests reduced recidivism—and more importantly—safer institutions and communities. Contrary to the notion that such positive changes would be costly in prisons, the generation of an ever-wider range of conservation projects has reduced both the economic burden to taxpayers, as well as the horrible human costs of incarceration.
SY 27.2 The Positive Re-Entry Program M.A. Hurst The Evergreen State College, Olympia, WA, United States Character and virtue, or human excellences, have been a focus of the Positive Re-Entry Program (PRP) created in 2003 by Mark A. Hurst, Ph.D. for use in prison settings. Over the past decade, Mark has refined and expanded the program, and included outcome based measures to assess its impact on a variety of life satisfaction measures. In its current formulation as an 8 week program, each session includes opportunities to learn about aspects of positive psychology that are known to help humans flourish. Students are given written material to introduce them to the concepts (gratitude, flow, savoring), homework for deliberate practice outside sessions, and weekly interactive
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Symposium Abstracts (cont’d) presentations and small group seminars for processing their learning. The final sessions are set aside for the development of an ongoing self-directed plan for more positive emotion, building of positive character, and investment in institutions and communities. Self-regulation and resilience skills are incorporated into the model. Mark's current work is the manualization of the program for more widespread use. This presentation will provide a brief overview of program development, didactic and experiential administration. and the significant outcomes found on measures of hope, gratitude, and general life satisfaction.
SY 27.3 The Positive Re-entry Program: The Implementation, Outcomes, and Future Direction of a Positive Psychology Intervention for Incarcerated Inmates K. Huynh, M. Ta, L.H. Bikos Seattle Pacific University, Seattle, WA, United States Upon offenders' release from incarceration many experience difficulty reintegrating into their local communities and have trouble finding stable housing, employment, and social support (Shrinkfield & Graffam, 2009). The optimal time for rehabilitating offenders is during incarceration with programs oriented towards equipping inmates with the skills necessary to reintegrate successfully in their local communities upon release (Wormith et al., 2007). The Positive Re-entry Program (PRP) is an intervention grounded in positive psychology principles to strengthen positive character within participants. Two groups of male inmates (n = 30 for 8-weeks,n = 30 for 12-weeks) were evaluated. Preliminary results from a non-experimental evaluation of PRP with male inmates found statistically significant increases pre and post intervention in: gratitude, hope, life satisfaction, optimism, forgiveness, and meaning in life. Due to these encouraging findings, moving to a truly experimental research design is warranted. A cross-over experimental design is proposed. Past implementations of the interventions have only been conducted with male inmates. To increase external and internal validity of the intervention conducting the program with female inmates is recommended. The presentation will discuss differences between male and female programming and how the authors have tailored a female specific format of the intervention to address women's issues and concerns.
SY 28 Positive Psychology and the Internet: Disseminating Positive Interventions and Assessments over the Internet to the General Public A. Jarden1,2 1Auckland University of Technology, Human Potential Centre, Auckland, New Zealand, 2The Open Polytechnic of New Zealand, Wellington, New Zealand This symposia draws together established and cutting edge online wellbeing scientists who have partnered with entrepreneurs or investors to create commercially successful online applications based on positive psychology; all with the goal of changing the world for the better. Across these talks the speakers identify the technologies that have proved fruitful, the challenges they have faced, adapted to, and overcome, and the successes and hard data that proves that applying positive psychology via the internet can make a real world difference on a large scale.
SY 28.1 HappCo: A Mobile Application of Positive Interventions E. Zhivotovskaya Flourishing Center, New York, NY, United States HappCo is a human potential development company that has created an integrative and holistic approach to behavior change. Working off the PERMAV model of flourishing and the prominent research in positive psychology, HappCo has created a mobile application that combines positive interventions, with self-tracking, social networking and coaching to give users all the tools that they need for behavior change and increased well-being. This brief presentation will highlight HappCo's key features along with the pros and cons of this holistic sophisticated approach. The presentation will include preliminary qualitative and quantitative finds from HappCo user data that will inform participants about individual needs for flourishing as well as contribute to the growing exploration of positive psychology interventions.
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SY 28.2 Happify: Bringing the Science of Happiness to the Masses O. Leidner1, T. Ben-Kiki1, A. Parks2 1Happify, New York, NY, United States, 2Hiram College, Hiram, OH, United States In this presentation, we describe a new online experience called Happify, designed to not only bring the science of happiness to mass market, but also to help advance research the efficacy and effectiveness of positive interventions. Our products (mobile and web apps) incorporate an engaging mental training framework with fun daily activities delivered through media, games, reflective blogging and meaningful social interaction. Founded in early 2012 by successful serial entrepreneurs and funded by savvy tech investors, Happify launched a closed beta in December with thousands of participants. During that time, we have collected initial pilot data on the improvement experienced by Happify users (on average, an accumulated improvement of close to 20% on happiness scores). We have also collected initial usability data, which shows that the average time per visit on Happify exceeds 30 minutes - higher than Facebook, and many other popular websites and social networks. We will conclude our presentation with a discussion of potential opportunities for collaboration with members of the research community.
SY 28.3 Online Mindfulness: A Randomised Controlled Trial of a Fully Automated Online Mindfulness Program J. Mitchell1, B. Klein2, D. Vella-Brodricka1, D. Meyer3, R. Stanimirovicc4 1Monash University, School of Psychology and Psychiatry, Melbourne, VIC, Australia, 2Swinburne University, Melbourne, VIC, Australia, 3Swinburne University, School of Psychology and Psychiatry, Melbourne, VIC, Australia, 4Australian Institute of Sport, Melbourne, VIC, Australia This study tested the efficacy of an online mindfulness program to enhance wellbeing and reduce mental illness symptoms. Method: 623 adults participated (81% female, 70.5% Australian residents, mean age 39.9 years) in a randomised controlled trial investigating longitudinal outcomes for a mindfulness program compared to a waitlist control (WC). Selfreport measures were administered at baseline, post-intervention, one month and three months follow-up, and included the Personal Well-being IndexAdult, Satisfaction With Life Scale, Modified Differential Emotions Scale, Psychological Well-Being, Mental Health Continuum-Short Form, and the Depression Anxiety Stress Scale-21. Results: Hierarchical Linear Modeling analyses indicated that, compared to the WC, the Mindfulness group had a significant reduction in anxiety symptoms. There was an increase in wellbeing at three months for Mindfulness group participants with elevated depression symptoms at baseline. Conclusion: The results support the efficacy of a brief, online mindfulness intervention to universally decrease anxiety and selectively enhance wellbeing. The moderating effect of baseline depression highlights the importance of tailoring interventions to the individual. The Internet offers an opportunity to deliver fully automated, tailored interventions as part of an accessible and sustainable health promotion and illness prevention strategy.
SY 28.4 Social Networking and Gamification: Allies in Self-Improvement R. Broome SuperBetter Labs, LLC, San Francisco, CA, United States In this presentation, data from the self-improvement website SuperBetter will be presented to highlight the benefit of using a gameful approach to improving wellbeing. We will emphasize data looking at the social aspects of the website, including findings that players with allies in the system - both from their personal community (friends/family) and from SuperBetter forums - are more successful at reaching their goals, and that the number one ‘Bad Guy’ for players battling depression is isolation.
SY 29 Post-Traumatic Growth and Inclusive Positivity T. Ito1, M. Ozaki2, N. Hanssen3 1Wako University, Department of Education and Psychology, Machida, Japan, 2Sagami Women's University, Department of Humanistic Psychology, Sagamihara-shi, Japan, 3Flowcom, Oslo, Norway
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First, Nina Hanssen will take up the terror attack in Norway July 22nd against the government, the Norwegian society, inhabitants and especially the murdering of Labor youth at the summer camp which resulted in the death of 77 persons. This presentation will draw some conclusions on how some of the survivors can find flow, engagement and enjoyment after such an extreme experience. Secondly, Takehiko Ito will talk about the spiritual growth of those young people who had suffered from 311 Great East Japan Earthquake. Out of the various tragedies from the disaster, he will show that PTG clearly revealed. Finally, Manami Ozaki will propose the concept of Inclusive Positivity as an ultimate joy, which includes negativity from the transcendental joy, by using the questionnaire data of university students after the 311 Earthquake/ Tsunami Disaster.
SY 29.1 Post-Traumatic Growth in Essays of Children Affected by the March 11 Earthquake, Tsunami, and Nuclear Disaster in Japan T. Ito Wako University, Education and Psychology, Machida, Japan Can we find inclusive positivity in the children after the experience of hardship? The purpose of this presentation is to examine the essays written by children who experienced the Great East Japan Earthquake in order to clarify the characteristics of these essays and explore about the possibilities for posttraumatic growth (PTG) from the five factors in Posttraumatic Growth Inventory by Tedeschi & Calhoun (1996). Totally 161 essays written by schoolaged children were extracted for text mining analysis. The average length of the essays was 601.9 characters and there were a total of 6,052 sentences. The total number of content words for all the essays analyzed was 39,415, and 6,465 words were retrieved. We see clearly in the children's essays the spiritual growth of these young people who had undergone such trauma during the Great East Japan Earthquake, including injuries and serious illness, the death of loved ones, and total disruption of their lives. From out of the various tragedies from the disaster, we see PTG clearly revealed.
SY 29.2 Blessed are those who Mourn: From the PTG Research of the 311 Earthquake/Tsunami Disaster M. Ozaki Sagami Women's University, Sagamihara-shi, Japan The purpose of this study is to provide the evidence to support the theory of Inclusive positivity in such a way as to appreciate negativity from a transcendental viewpoint.The PTG (Posttraumatic growth) of 321 students residing in Tokyo metropolitan area (F=84; M=123; not identified=115) (Average age: 27.67 ± 6.91) was investigated, focused on the relation between PTG and the negative emotions and the attribution style. Results showed that the students who experienced more grief and sorrow had higher PTG, and transformed their worldview, and showed gratitude despite the painful situations. Those who showed more personalized attribution style, who had responsibility for the crises, defined as pessimistic by Seligman, had the highest score of PTG. Those who showed more outer attribution style, which had the highest hope, which is considered optimistic, showed the lowest score of PTG. This outcome suggests that the pessimistic attitude could be more adaptive at the moment of crisis, and the pain contributes to growth. Here I propose the concept of Inclusive Positivity as an ultimate joy, which includes negativity from the transcendental joy.
SY 29.3 Sustainable Happiness & Combat Trauma Recovery: Positive Psychology in Action L.L. Cypers Kamen Harvesting Happiness for Heroes & Harvesting Happiness, Los Angeles, CA, United States The critical issue of PTSD is complicated by stigma. The media espouses a burgeoning epidemic of suicide, homicide, addiction, violence, divorce and second-hand trauma. Our government cannot handle the financial burden of care for our Veterans nor does its standard treatment fully address the heart of the matter. Meanwhile, our Veterans return from war having experienced horrific events that accumulate quickly, especially after multiple deployments. They are physically, mentally and emotionally overloaded with stress. There is mistrust, guilt, shame, embarrassment and a host of other emotions in the warrior mind that prevent Veterans from seeking help. Realizing this tremendous unmet need, I began developing an “outside the box” curriculum to reduce PTSD stigma and guide our warriors to recovery from the traumas of war. In 2010, I founded Harvesting Happiness for Heroes, a 501(c)(3) nonprofit that delivers stigma-free combat recovery services for Veterans and their loved ones.
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Through positive psychology coaching, HH4Heroes helps Veterans balance their minds, bodies and emotions to achieve greater wellbeing. Core areas of treatment include yoga and meditation, as well as constructive dialogue on the principles of positive psychology. HH4Heroes offers mission-driven integrated coaching enabling our Veterans learn to transform Post-Traumatic Stress into PostTraumatic Growth.
SY 29.4 How Survivals from the Terror Attack in Norway 22th July 2011 Can Find Flow, Engagement and Enjoyment after the Extreme Experience N. Hanssen Flowcom, Oslo, Norway The terror attack in Norway July 22nd against the government, the society, inhabitants and especially the murdering of Labor youth at the summer camp resulted in the death of 77 persons. The first Utøya-study by the National Knowledge Center on violence and traumatic stress)released in January 2013 shows that half of the young survivors of the attack at Utøya suffer from posttraumatic stress and have symptoms of depression. The results show that the youths have flashbacks from the day of the attack and are trying to avoid situations that remind them of the event. Some of them also suffer from irritation, having difficulties to sleep, lack of concentration and various mental ups and downs. However, some of those afflicted seem to be able to handle their lives after the attack well, seeking and establishing flow-zones and focusing on a specific work, study, hobby or by simply helping and encouraging other people. How do they do it? What strategies do they use? What can we learn from them? In the presentation in LA I will share some of the conclusions from qualitative research interviews on how some people are able to find flow, engagement and enjoyment after such an extreme experience.
SY 30 Positive Jobs in Positive Organizations I: Providing Evidence-based Theory M. Salanova, P. Torrente Universitat Jaume I, Castelló, Spain Nowadays, it is widely accepted that employees occupy jobs and roles that are imbricated within more general organizational dynamics. Furthermore, this global view of organizations is receiving increasing attention from Positive Psychology. Nevertheless, the current state-of-the-art calls for further theoretical and applied research in order to strengthen the vision of Positive Psychology in the case of optimally-functioning organizations. However, bringing together individual and collective perspectives in the topic is still a challenge to overcome. This day-symposium is structured in two symposia. The first one is focused on providing evidence-based theory and is composed of four contributions. In the first contribution, Youssef and Salanova propose a conceptual model for understanding positivity across levels of analysis combining Psychological Capital with a more general, collectively-oriented HERO Model. Torrente and colleagues consider the influence of a team-level resource over and above the effect of a personal resource as predictors of team and individual work engagement. Acosta and colleagues further develop this idea testing two homologous processes at the team and organizational levels that have organizational trust as a key mediator between resources and objective performance. Finally, Cameron shows the relationship between virtues and organizational-level outcomes completing a multilevel perspective of positive organizations.
SY 30.1 Positive Employees in Positive Organizations: Toward a Conceptual Multi-level Model C. Youssef1, M. Salanova2 1Bellevue University, Bellevue, NE, United States, 2Universitat Jaume I, Castelló, Spain In organizational sciences, two positively-oriented approaches have emerged as offshoots of positive psychology and shifted the emphasis to the positive attributes of individuals and organizations, such as their strengths, performance and wellbeing. These approaches are
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Symposium Abstracts (cont’d) (a) at the individual level, Positive Organizational Behavior (POB) with its constituent psychological resources of Hope, Efficacy, Resilience and Optimism (HERO), combined into the higher-order construct of Psychological Capital (PsyCap); and (b) at the organizational level, Positive Organizational Scholarship (POS) emphasizing elevating processes, extraordinary outcomes, and other unique organizational phenomena that can create a positive environment. While both approaches are thriving and empirical findings to-date are promising, lacking from the literature are the multi-level linkages. This paper seeks to fill this void by proposing a conceptual model for understanding positivity across levels of analysis. Specifically, HERO and PsyCap at the individual level (Luthans, Youssef & Avolio, 2014) are combined with the HEalthy and Resilient Organization (HERO) model at the team and organizational level (Salanova, Lorens, Cifre, & Martinez, 2013) to examine the potential antecedents, correlates, mediators, moderators and outcomes of positivity in and of organizations. Special attention is given to the conceptual and methodological issues involved in “borrowing” positive constructs across levels of analysis.
SY 30.2 Coordination and Task Engagement in Teams: Evidence from a Longitudinal Multilevel Design P. Torrente1, M. Salanova1, S. Llorens1, W.B. Schaufeli2 1Universitat Jaume I, Castelló, Spain, 2University of Utrecht, Utrecht, Netherlands Modern societies are strongly dependent on teams, without exclusively relying on every single and efficient individual. Based on previous research, selfefficient individuals are more prone to experience an individual state of task engagement. Nevertheless, teams require coordination to fulfil its goals and duties. Team coordination has been previously linked to team performance through a shared state of team work engagement using a cross-sectional design. Following the HERO Model, we analyze the predicting role of team coordination across time as an antecedent of individual and team task engagement over and above the effect of self-efficacy beliefs. Three data waves were gathered including 372 university students nested in 79 teams, who carried out three creative tasks communicating by means of a computer-based environment. Hierarchical linear models were conducted within a longitudinal framework. Results showed that team coordination predicted individual work engagement over time, over and above the effect of self-efficacy. Team coordination also predicted team task engagement over time. Promoting team coordination arises as a useful social resource to promote an engagement state both at the individual and the team levels of analysis. This relation was stronger than the effect of self-efficacy beliefs which calls for collective-focused interventions within teams.
SY 30.3 Learn to Trust your Company: A Multilevel Model to Explain Performance H. Acosta1, M. Salanova1, S. Llorens1, P. Le Blanc2 1Universitat Jaume I, Castelló, Spain, 2Eindhoven University of Technology, Eindhoven, Netherlands The current study contributes to our understanding of the role of organizational trust (i.e., vertical and horizontal trust) between healthy organizational practices and performance. The HERO Model (HEalthy and Resilient Organization) was used as a theoretical framework. Data were analysed at the organizational and at the team level. The study sample consisted of 890 employees nested within 177 teams and their immediate supervisors from 35 enterprises. The first two hypotheses addressed the fully mediating role of vertical trust (at the organizational level) and horizontal trust (at the team level). Results of bootstrapping analysis (at the organizational level) and Structural Equation Modeling (SEM; at the team level) supported our hypotheses. Moreover, three additional hypotheses concerning cross-level effects were tested applying multilevel data analysis, in order to test cross-levels effects. Results show that none of the additional cross-level hypotheses were supported. To conclude, our results confirm two independent processes to predict performance operating at the organizational and the team level, respectively. Regarding to practical contributions, healthy organizational
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practices are recommended to boost organizational financial performance via vertical trust. At the same time, healthy team practices enhance team performance via horizontal trust.
SY 30.4 Virtuousness and Performance in Organizations K.S. Cameron University of Michigan, Ann Harbor, MI, United States The term “virtues” refers to attributes that represent moral excellence, inherent goodness, and what represents humanity's very best qualities. Grant and Schwartz (2011) argued that virtues are characterized by a non-monotonic inverted-U effect. Relying on Aristotle's (1999) notion of the “golden mean”, they argued that virtues can be taken too far. However, Aristotle himself argued that virtues themselves represent the golden mean. Excessive or deficient forms of virtues are qualitatively different from virtuousness. For example, Grant and Schwartz suggested that cowardice is a deficient form of courage and recklessness is an excessive form of courage. Yet, these concepts do not represent a quantitative variation on courage but rather qualitatively different concepts. In this presentation, virtuous practices are assessed at the organization level of analysis in financial services and in health care. These virtuous practices include institutionalized gratitude and appreciation, dignity and respect, support and compassion, caring and concern, meaningfulness and purpose, inspiration and positive energy, forgiveness and understanding, and trust and integrity. The results illustrate monotonic relationships between virtuousness and desired outcomes such as organizational climate, profitability, productivity, and customer satisfaction. In contrast to the argument by Grant and Schwartz the more virtuousness in organizations, the greater their organizational effectiveness.
SY 31 Elevating Elevation: Recent Advances A.L. Thomson, J. Siegel, J. Nakamura, M. Navarro, L. Graham Claremont Graduate University, Claremont, CA, United States The proposed panel will seek to illuminate current advances in elevation (i.e., the suite of emotions associated with witnessing the moral excellence of others). Elevation has been linked to a variety of prosocial behaviors, and could potentially be used as a force for increasing charitable donation, mentoring, and other generous actions. The goal of the panel is to discuss recent findings and potential avenues for future elevation research. Projects include, “A moral act, elevation, and prosocial behavior: Moderators of morality,” which focuses on moderators of the elevation experience such as the character of the recipient of the moral deed (Dr. Siegel). “Elevation and mentoring” illuminates the link between elevation and mentoring attitudes and behaviors (Dr. Nakamura). “Moderators of morality II: Personality traits” seeks to explore how one's personality influences their experience of elevation (Andrew Thomson). “Elevation, Serenity, and Gratitude: Distinct emotions with distinct outcomes” contrasts elevation with gratitude and serenity in terms of their relationships to charitable donation behavior (Mario Navarro). Finally, “Adolescents' capacity to experience elevation” examines how age and adolescent's moral development impacts their experience of the complex positive emotion of elevation (Laura Graham).
SY 31.1 A Moral Act, Elevation, and Prosocial Behavior: Moderators of Morality J.T. Siegel Claremont Graduate University, Claremont, CA, United States Elevation refers to the feeling experienced when a moral act is witnessed. The current study sought to illuminate elevation by examining conditions under which elevation is amplified. Study 1 demonstrated that the character of the recipient of the moral deed moderates the relationship between witnessing a moral deed and experiencing elevation. Study 2 replicated the first and included a behavioral outcome measure: donation behavior. Study 3 considered an additional factor: the immoral act. Finally, to ensure the character of the recipient is not the sole moderator, Study 4 experimentally tested a second moderating variable (i.e., the effort required for completing the moral act). As a whole, these four studies consistently support Haidt's conceptualization of elevation, open the door for a new path of theoretical exploration, and introduce a new line of applied research seeking to maximize prosocial behavior by exposing people to acts of morality. www.ippanetwork.org
SY 31.2 Moderator of Morality II: The Personality of Elevation A. Thomson Claremont Graduate University, Claremont, CA, United States
SY 32 Positive Curriculum A. Johnstone Seymour College, Adelaide, SA, Australia
The current project seeks to explore whether individual traits influence that person’s experience of elevation and prosocial motivations. Building on previous research defining components of the moral act that influence elevation, the proposed study continues the march toward determining the contexts under which elevation is maximized. The proposal will illuminate why the specific personality traits of willingness to forgive, emotional intelligence, and emotional stability are hypothesized to impact individual experiences of elevation and resulting motivation to donate to a charitable organization. Learning how to best maximize experiences elevation can inspire others to behave more morally and prosocially themselves, resulting in real world benefits.
Seligman, Ernst, Gillham, Reivich, and Linkins (2009) argue that positive education is an approach to education that fosters traditional academic skills and skills for wellbeing. Positive psychology and wellbeing curriculum has been shown to significantly increase students' hope, resilience, mindfulness, gratitude, and character strengths. However, Kristjánsson (2012) critiqued positive education for its emphasis on well-being curriculum in isolated classroom-based interventions. Waters (2011) argued that in addition to the use of specific interventions focusing on wellbeing skills (e.g., keeping a gratitude journal), students can also be exposed to positive psychology through the inclusion of positive psychology topics into the curriculum of traditional academic disciplines. Pawelski (2011) calls for academic curriculum to take a 'positive turn' in the topics studied within the academic curriculum so that the teachers present topics and subject matter that seek to understand human flourishing. This symposium will present case studies of four schools who have infused positive psychology into four traditional curriculums: English Literature, Visual art, Science and Music. The positive psychology topics infused into these disciplines include appreciative inquiry, character strengths, positive emotions and mindfulness. The new curriculums will be presented together with evidence as to effectiveness of the curriculum on learning and wellbeing.
SY 31.3 Elevation, Serenity, and Gratitude: Distinct Emotions with Distinct Outcomes M. Navarro Claremont Graduate University, Claremont, CA, United States The current set of studies assessed experiences of elevation in relation to two other positive emotions: serenity and gratitude. The authors hypothesized that elevation would be the ideal emotion to motivate prosocial behavior. When the morality of the behavior is made salient, the behavior was predicted to be maximized for the elevation condition. Results from Study 1 indicated that our manipulations successfully elicited elevation, gratitude, and serenity as intended. Study 2 demonstrated that elevation significantly increased charitable donations compared to the serenity condition and a control group. However, elevation did not significantly differ from gratitude in charitable donations. Study 3 indicated that individuals who are elevated donate significantly more to a moral charity compared to an amoral charity while there were no real differences between the amount of donations made to moral or amoral charities for those who felt gratitude.
SY 31.4 Elevation and Mentoring: Experimental Evidence for Motivating Prosocial Behaviors in Relation to Exposure to Written Moral Stories J. Nakamura Claremont Graduate University, Claremont, CA, United States The current project examines the relationship between elevation and prosocial behavior, specifically mentoring, by exposing individuals to a written moral story. Two studies provide empirical evidence to test the hypotheses that people who are more highly elevated will have both more positive attitudes toward mentoring and will be more likely to engage in mentoring behaviors. The data revealed support for both hypotheses. The project contributes to elevation scholarship in that it adds mentoring to the list of prosocial behaviors linked to elevation. Further, results help fill gaps in the mentoring scholarship by using an experimental paradigm to shed light on a specific positive emotion that is conducive to motivating positive attitudes toward mentoring as well increasing the likelihood that participants chose to gather information about how to become a mentor.
SY 31.5 Narratives of Elevation L. Graham Claremont Graduate University, Claremont, CA, United States The current project will analyze the content of elevation narratives and the corresponding prosocial outcomes. In an attempt to contribute to previous research on the behavioral impact of elevation, the proposed study will identify varying types of elevating experiences that lead to specific prosocial outcomes. The proposal will discuss the hypothesized relationship between narrative content and behavioral type and impact across time. A relationship between narrative characters, themes, and extent to which the experience is internalized is projected to have an impact on type and frequency of subsequent prosocial behavior.
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SY 32.1 Fostering a Strengths Focus through Visual Arts A. Johnstone Seymour College, Adelaide, SA, Australia This presentation will explore the how positive psychology can be used to enrich the visual arts curriculum and, thus, promote positive self-concept and a powerful ‘strengths focus’ for students. Critical and visual literacy skills are vitally important for students growing up in the 21st century. This presentation will detail programs in visual art where the concept of strengths may be explored deeply. It will showcase a range of approaches such as: collaborative activities identifying artworks across a range of media that employ symbolism/ exemplify certain clusters of character strengths to begin a dialogue about the nature of values and strengths in action; students exchanging stories with each other about when they have been most proud of themselves or ‘spotted’ strengths in other classmates as a starting point for a mural of class strengths; detailed self-portraits based on strengths to provide students an opportunity to reflect and focus on who they are from the perspective of what is "right" with them. These units of work offer intensive skills development and a deeper conceptual understanding while aiming to bolster student wellbeing through art curriculum so that they can harness their strengths to serve a cause greater than themselves.
SY 32.2 Accentuate the Positive: A Proposed Model of Appreciative Inquiry in Studio Music Education T. Patston1, L.E. Waters2 1The Peninsula School, Faculty of Music, Mount Martha, VIC, Australia, 2University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia Music has undergone a radical transformation in the past five years through the advent of digital technology and the internet. Until recently, instrumental studio teachers in schools have rarely had formal training in pedagogy. The traditional method of studio instrumental training, as practiced in conservatories, is a deficit model where instructors improve student performance by fixing weakness and addressing incorrect technique. Many teachers operate from a fixed mindset perspective, for example believing that students either do or do not have musical talent. A new model of studio teaching is needed that provides a more positive, strength-based framework for instrumental teachers. This paper outlines a new framework which combines positive psychology, appreciate inquiry and the use of technology, including flip learning. The model does not impact upon specific methods based programs, such as Suzuki, but provides an overarching framework to enhance student learning, engagement and performance as well as teacher satisfaction. The framework is currently being trialled in an Australian school and results of this pilot will be presented at the conference.
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Symposium Abstracts (cont’d) SY 32.3 Incorporating Positive Psychology Interventions into the Year 7 Science Curriculum: Impact on Student Well-Being and Academic Outcomes G.K. Brennan1, B. Beatty2, L. Waters2 1Yarrawonga College P-12/University of Melbourne, Yarrawonga/Melbourne, VIC, Australia, 2University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia This pilot study investigated the impact of positive psychology in a Year 7 Science curriculum on student wellbeing and academic outcomes. Participants comprised 55 Year 7 students at a rural, public, co-educational, Australian, Prep-12 College. All students within three science classes completed the Brains and Body Unit as part of the science curriculum. However, in two of three classes the Brains and Body science unit was adjusted to include positive psychology topics such as the study of growth mindsets, mindfulness, neuroplasticity, the study of character strengths of famous scientists. Students in the two experimental classes also completed a series of positive psychology interventions such as investigating their own character strengths, keeping a what went well journal, meditation, and gratitude letters. Prior to the Brains and Body unit, students in all three classes (2 x experimental classes and 1 control class) completed the Positive and Negative Affect Schedule, Satisfaction with Life Survey, Student Connectedness Survey, Learning Confidence and Motivation Questions pre and post intervention. As hypothesised, there were significant improvements in aspects of wellbeing, motivation, learning confidence and academic outcomes of students in the experimental classes relative to the control group following the intervention. Larger replication and extension studies are warranted.
SY 32.4 Positive Psychology in the Classroom: Using Core Virtues and Student Character Strengths to Improve the Way Students Understand Narrative Characterisation in Literature and Film M. White1,2, W. Barbieri1, L. Waters2 1St Peter's College, Adelaide, SA, Australia, 2University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia This study explored the impact of positive psychology on the teaching of English literature for a group of Year 8 and Year 11 students (n = 26; aged 1213 years and n = 59 aged 16 years) who had been taught the Values In Action (VIA) Character Strengths Model alongside an analysis of characterisation in film and fiction writing. Analytical responses based on taught film and narrative texts were collected both before and after a sequence of lessons on the VIA Character Strengths Model. Students' work was analysed (according to criteria stipulated in the Australian Curriculum and South Austraian Certificate of Education Performance Standards) so as to ascertain the effect of the teaching sequence on the students' understanding of, and response to, the literature and film studied. Comparing students' pre and post intervention work, the mean score increased from 13.9/20 to 15.9/20 in Year 8. There was less change in Year 11 there was marked improvement in understanding character when marked against the Australian Curriculum Framework. By teaching students literary skills in context of a strengths-based approach to character development we found that there was a significant impact on students' achievement.
SY 33 Positive Jobs in Positive Organizations II: Implications for Healthy and Sustainable Work Environments M. Salanova, P. Torrente University Jaume I, Castelló, Spain This symposium follows the symposium entitled “Positive jobs in positive organizations II: Implications for healthy and sustainable work environments”. This set of presentations follows the background provided by the previous symposium to focus in its implications for practitioners and managementrelated practices and policies. Salanova and colleagues address from a multilevel point of view, how team efficacy beliefs and transformational leaders contribute to the practical development of individual self-efficacy as a positive strength over time. Then, Vázquez and colleagues propose an example of a model of Human Resource Management driven by the implementation of happiness at
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work in a telecommunications company. In its turn, Spontón and colleagues test the association between positive emotions and work engagement as well as between positive emotions and burnout and suggest avenues for intervention in the organizational context. Finally, Fischer and Kira builds upon positive meaning at work as a source to develop personal and professional resources which may enact positive changes in organizational climate which has implications for promoting organizational and national competitiveness.
SY 33.1 Happiness at Work S. Vázquez, M. Bastida, J. Bastida Universidad de Santiago de Compostela, Santiago de Compostela, Spain Organizations and especially their human resources areas, should contribute to the optimal functioning of people as key to productivity and sustainability of business projects. Following this perspective, we present a study about the impact of a people management model oriented towards happiness at work in a telecommunications company in Spain. Happiness becomes the cross base of all the interventions and politics related to human resources. The sample consists of an experimental group and a control group that responded to a battery of questionnaires related to happiness, emotional intelligence, optimism and personality. Furthermore, we also take into account business indicators (company’s financial results) and general people management indicators such as performance, working environment, absenteeism, turnover, etc. From the analysis of the results, we advance several conclusions resulting from the application of the model.
SY 33.2 The Role of the Emotions in the Prediction of Work-Engagement and Burnout L. Maffei1, E. Castellano1, C. Spontón1, L. Medrano2 1Universidad Católica de Córdoba, Córdoba, Argentina, 2Universidad Nacional de Córdoba, Córdoba, Argentina Positive Organizational Psychology has conducted plenty of research in order to identify factors and characteristics of “positive” employees. In this paper, we evaluate a model in which positive emotions have a direct and positive relation with engagement (hypothesis 1) and a direct and negative one with burnout (hypothesis 2). Negative emotions have a direct and negative relation with engagement (hypothesis 3) and a direct and positive one with burnout (hypothesis 4). We examined the invariability of the model according to gender. 407 employees of private companies participate in this research. The results of structural equations show that the model provides a good fit to the data (CFI = .97; GFI= .97 RMSEA= 0.09) and has a considerable explanatory value (66% of engagement and 60% of burnout). Finally, we discuss the theoretical improvement and the practical implementation of these results to generate psychosocial intervention that promote “positivism”.
SY 33.3 How Positive Meaning Can Drive Individual, Organizational and National Sustainability M. Fischer, M. Kira Aalto University, Aalto, Finland The mounting scholarly and practical attention to the socially and ecologically responsible business practices has also awakened an interest in human sustainability at work. The aim of our paper is to offer conceptual and empirical insights on human sustainability at work and its potential to foster organizational and even national sustainability. The paper builds on four theories: The broaden-and-build theory of positive emotions by Fredrickson, the personal engagement theory by Kahn, the theory of thriving by Spreitzer and colleagues, and the theory of positive meaning by Folkman. These theories indicate that when individuals perceive positive meanings at work, they become personally engaged in their work, and they experience vitality and positive emotions that, in turn, enable broader thinking and acting. Therefore, a positive meaning at work is the source for the development of various personal and professional resources and, thus, for human sustainability. In our paper we trace how such human sustainability emerges and can catalyst positive changes in organizational climate and foster organizational and national competiveness through increased productivity and innovations.
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SY 33.4 How Team Efficacy Beliefs and Transformational Leadership Predict Individual Self-Efficacy: A Multilevel and Longitudinal Study M. Salanova1, A.M. Rodríguez-Sánchez2, K. Nielsen3 1Universitat Jaume I, Castelló, Spain, 2University Jaume I, Castelló, Spain, 3National Research Center for the Working Environment, Copenhagen, Denmark Building up on the Social Cognitive Theory, we study the cross-level effects of team efficacy beliefs and transformational leadership on self-efficacy over time. We propose that perceived collective efficacy and transformational leadership emerge as team-level constructs (employees' shared perceptions about how efficacious are as a team, and how transformational their leaders are) and, in its turn, those predict individual self-efficacy over and above previous levels of self-efficacy. A three-wave longitudinal lab study was carried out among 456 participants randomly distributed in 112 teams which were involved in three group tasks (i.e., to create a slogan for the company, to design a toy, to design a poster to advertise the toy). Each team was brought together during three lab sessions, one session per week during three consecutive weeks (one task each week). Random coefficient models were computed in a lagged-effects design. Results showed that team efficacy beliefs and transformational Leadership at T2 were significant cross-level predictors of individual self-efficacy at Time 3, after considering previous levels of self-efficacy at Time 1 and Time 2. These findings suggest that team levels constructs, such as team efficacy beliefs and transformational Leadership, are important cross-level factors in the development of individual self-efficacy over time.
SY 34 Positive Psychology Perspectives on the Challenge of Reducing Humanity's Global Ecological Footprint M. Wackernagel Global Footprint Network, Oakland, CA, United States Panelists will respond to a presentation by Dr. Wackernagel, one of the creators of the “ecological footprint” model, which rigorously quantifies human use of global biological systems capacity. The footprint measure taps extensive economic and biophysical data to quantify the hectares of agricultural land, built-up land, productive ocean, timber/fiber land and carbon sequestration land currently used by nations and globally. It shows that every year humanity is exceeding and cutting deeper into the ability of these systems to renew themselves. The footprint measure has been applied widely at national, city and individual levels. Those communicating about these daunting trends have been mindful of the potential motivational pitfalls. In this symposium respondents representing conservation and positive psychology will apply what these fields know, and explore needed research, to communicate more effectively. Respondents will draw on existing theory and findings such as work on efficacy, emotion-focused coping, moral elevation, organizational leadership, engagement, meaning, and optimism/pessimism. Audience participation will follow. The goal of this discussion is to tap basic science, and stimulate new research, on ways to positively re-frame and at the same time strengthen motivation, persistence, resilience and other human strengths to meet these very urgent challenges to long-term human flourishing.
SY 34.1 Response to Wackernagel Target Presentation M. Crooke Pepperdine University, Los Angeles, CA, United States Dr. Wackernagel's presentation will be made available in advance and panelists will respond to it from their disciplinary perspectives, to be followed by informal conversation with the audience.
SY 34.2 Response to Wackernagel Target Presentation J. Fraser New Knowledge Organization, New York, NY, United States Dr. Wackernagel's presentation will be made available in advance and panelists will respond to it from their disciplinary perspectives, to be followed by informal conversation with the audience.
SY 35 Building a Positive Education in a Whole School: Governance and Stewardship M. White1,2, M. Seligman3 1St Peter's College, St Peters, SA, Australia, 2The University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia; 3University of Pennsylvania, Positive Psychology Centre, Philadelphia, PA, United States When school Governance and Management consider one in four young Australians aged 16–24 years have had a mental disorder it raises a plethora of questions: What does this mean for the way a whole school educates young people? Are traditional pastoral care systems robust enough? Should more funds be allocated to old-style psychological services? How does a Well-Being agenda change the management and governance structures of a school? Chaired by James Pawelski this symposia presents St Peter’s College’s journey focusing on how in 19 months. St Peter’s College, one of Australia’s largest and oldest Independent Boys’ Schools, was able to operationalize its bold vision and mission from the perspectives of the “Thinker in Residence”, the Headmaster (CEO) and Director of Well-Being & Positive Education. Key decisions and discussion by Governance endorsed and enriched the School’s strategic intent and enabled the School to become a “lead partner” with the South Australian Government to bring Martin Seligman to South Australia who lived on campus at St Peter’s College and advised the school on its Well-Being agenda; thereby enabling St Peter’s College to seek feedback on the schools’ Well-Being strategy.
SY 35.1 The Scientist-Practitioner and Building Positive Psychology Martin Seligman University of Pennsylvania, Positive Psychology Centre, Philadelphia, PA, United States, The scientist-practitioner model is central to the application of positive psychology concepts in “real world” situations. How can the lessons from the scientific laboratory be translated into traditional settings such as schools where there is an abundance of expertise at the hands of master teachers? As educational systems look to data to improve their educational outcomes in numeracy and literacy there is growing area to understanding the Well-Being of both teachers and students. In this Symposium I will outline my observations from the perspective as a key “thought partner” living at St Peter’s College, Adelaide, over two years as it developed its Well-Being goal. The outcome was a powerful partnership between the findings of positive psychology, the evolution in Well-Being measurement and education of staff for all students in Well-Being.
SY 35.2 Building and Defining Strategic Direction and Managing Change Matthew White 1St Peter's College, St Peters, SA, Australia, 2The University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia Good educational governance focuses on effective stewardship. It its core it centres on making decisions and the methods by which decisions are implemented mindful of institutional values and accountability. Schools have the choice to maintain the course or be robust enough to reignite and deepen the core values and behaviours that underscore the aspirations of the community it services. Schools can appear to be static places. However, schools are dynamic and must seek to ensure that their educational programs are contemporaneous. Great educational institutions will equip students with the skills to be able to make disproportionate impact. Leading and managing whole school change is critical in the introduction of strengthen existing. I will outline the strategy developed at St Peter’s College to introduce Well-Being into the broader context of educational growth.
SY 36 Understanding Optimal Youth Development: Complex Views in a Complex World
SY 34.3 Response to Wackernagel Target Presentation E. Markowitz Princeton University, Princeton, NJ, United States Dr. Wackernagel's presentation will be made available in advance and panelists will respond to it from their disciplinary perspectives, to be followed by informal conversation with the audience. www.ippanetwork.org
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Symposium Abstracts (cont’d) M.L. Kern1, T. Krupa2, J. Coffey3, E.A. Steinberg4 1University of Pennsylvania, Department of Psychology, Philadelphia, PA, United States, 2University of British Columbia- Okanagan, Kelowna, BC, Canada, 3Claremont Graduate University, Claremont, CA, United States, 4Temple University, Philadelphia, PA, United States Childhood and adolescence are characterized by hormonal changes, individual characteristics, family backgrounds, school environments, and peer group pressures converge to influence development, setting the stage for lifestyles and attitudes that subsequently influence life trajectories. Parents, educators, and psychologists strive to cultivate optimal youth development. Yet what is optimal? Drawing on social, cognitive, developmental, and cross-cultural perspectives, this symposium explores the complexities of youths' well-being. From a longitudinal perspective, Paper 1 empirically examines positive affect and selfesteem as differential predictors of adult self-esteem and life satisfaction, accentuating the value of separating various aspects of well-being. Paper 2 examines cross-cultural correlates and predictors of well-being in youth from Canada, India, and Zambia, providing insights into cultural similarities and variations in well-being. Paper 3 describes the development and validation of a brief, reliable, multidimensional measure of positive adolescent flourishing; by directly measuring the full spectrum of mental health across multiple domains, we can more directly promote optimal development. Together, these papers highlight the complexities of child and adolescent wellbeing, and demonstrate the value of combining multiple strategies and perspectives, ultimately helping parents and educators promote youths' psychological well-being using evidence-based practices.
SY 36.1 Cross-Cultural Research on Children's Positive Well-Being T. Krupa, M.D. Holder University of British Columbia, Psychology, Kelowna, BC, Canada Despite that surveys show that adults across continents strongly desire high levels of positive well-being for their children (Diener & Lucas, 2004), only recently has research identified the correlates and predictors of happiness in children (for a review see Holder, 2012). In this talk we will summarize our recent findings on happiness, life satisfaction, and hope from thousands of children and adolescents aged eight to seventeen in Western Canada, Northern India and Zambia. We will summarize many of our research findings by describing the relations between several factors (e.g., affluence and impoverishment, connectedness to nature, spirituality, religiousness, and health) and the positive well-being of children and adolescents. We will describe the similarities and differences in the correlates of well-being in children from three different continents. Studies of the factors associated with children's well-being, and factors not associated with well-being, are important. These studies can lead us to discussions and insights related to the directions for new research with children; directions that emphasize the strengths and well-being of children. An ultimate goal of this new research is to develop evidence-based interventions that parents, educators, and health-care workers can employ to promote positive well-being in children and adolescents.
SY 36.2 Adolescent Happiness versus Self-esteem: Which Matters Most for Adult Positive Well-Being? J. Coffey1, M. Warren1, A. Gottfried2 1Claremont Graduate University, School of Behavioral and Organizational Sciences, Claremont, CA, United States, 2Fullerton Longitudinal Study, Fullerton, CA, United States Evidence suggests that high positive affect (PA) and self-esteem (SE), and low negative affect (NA) contribute to positive outcomes (e.g., Lyubomirsky et al., 2005; Orth et al., 2012). Broaden-and-build theory (Fredrickson, 1998) suggests that PA leads to benefits because it broadens thinking, creating opportunities to build personal resources (e.g, rewarding relationships) that pay off over time. This process is not theorized for SE or NA. Moreover, documented benefits of SE may be explained by the PA that accompanies it. We used Fullerton Longitudinal Study (Gottfried et al., 2006) data (N = 112) to test the hypothesis that, when analyzed in the same model, adolescent PA predicts positive outcomes (age 29) whereas adolescent SE and NA does not.
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Participants reported their PA, NA, and SE at age 16; SE and life satisfaction were measured at age 29. Structural equation modeling results indicated that only adolescent PA predicted adult SE and life satisfaction. These findings are consistent with the theory that PA—and not SE or NA—broadens thoughtaction repertoires and builds resources that contribute to long-term positive well-being. While PA, SE, and low NA all have intrinsic value during adolescence, PA may hold specific instrumental value by building prospective positive well-being. SY 36.3 Beyond Depression: The EPOCH Measure of Adolescent Flourishing E.A. Steinberg1, M.L. Kern2, L. Steinberg1, L. Benson2 1Temple University, Department of Psychology, Philadelphia, PA, United States, 2University of Pennsylvania, Department of Psychology, Philadelphia, PA, United States We present the EPOCH Measure of Adolescent Flourishing, a brief measure of adolescent well-being across five domains (engagement, perseverance, optimism, connectedness, happiness). The scale adapts Seligman's (2011) PERMA model to be developmentally appropriate for adolescents. Engagement, connectedness (relationships), and happiness (positive emotion) align directly with the PERMA model. Optimism and perseverance are developmental precursors of meaning and accomplishment in adulthood. To create the measure, hundreds of items were compiled and refined. The final measure consists of 20 items. We conducted two studies, one with 516 adolescent boys from Saint Peter's College, Adelaide, Australia; the second online with 1,515 adolescents (46.5% female) from the U.S. In confirmatory factor analyses, data adequately fit the model (Study 1: RMSEA=.04 [90% CI=.03, .05]; Study 2: RMSEA = .04 [.03, .04]. Scales demonstrated acceptable reliability (engagement: α1=.62, α2=.76; perseverance: α1=.81, α2=.79; optimism: α1=.72, α2=.82; connectedness: α1=.73, α2=.81; happiness: α1=.87, α2=.84), convergent validity with similar measures, and related to greater physical vitality, even after adjusting for negative affect. Future research will further validate the measure and predict outcomes associated with adolescent flourishing. The EPOCH measure is a brief, reliable tool that will be useful for youth organizations to assess and monitor wellbeing across five domains.
SY 37 Invited Symposium: Pursuing Happiness: Cutting-edge Experimental Research on Positive Activities S. Lyubomirsky1, K. Layous1, J. Chancellor1, S.K. Nelson1, C. Haworth2, J. Froh3 1University of California, Riverside, CA, United States, 2King's College London, London, United Kingdom, 3Hofstra University, Psychology Department, Hempstead, NY, United States Happiness not only feels good; it is good. Happy people have more stable marriages, stronger immune systems, and higher incomes than their less happy peers. Randomized controlled experiments have persuasively shown that people can intentionally increase their happiness through simple, selfadministered activities, such as expressing gratitude or practicing kindness. This symposium will present cutting-edge experimental research on positive activities. First, Kristin Layous and Sonja Lyubomirsky will introduce their positive activity model—a new theoretical framework that highlights the optimum conditions under which positive activities successfully increase happiness and the mechanisms by which such increases occur. Next, S. Katherine Nelson and Joseph Chancellor will present data from two new positive activity interventions—demonstrating the efficacy of self-affirmation to increase well-being and the ripple effects of generosity beyond the behavior of the “giver.” Finally, Jeffrey Froh will present results from a curriculum designed to teach gratitude to preadolescents, and Claire Haworth will introduce evidence for a genetic influence on how people respond to happiness interventions. In summary, this symposium will present brand new research on how small and simple activities can transform people into happier—and ultimately healthier—individuals.
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SY 37.1 How Do Simple Positive Activities Increase Well-Being? K. Layous, S. Lyubomirsky University of California, Psychology, Riverside, CA, United States Theory and research suggest that people can increase their happiness through simple intentional positive activities, such as expressing gratitude or practicing kindness. Investigators have recently begun to study the optimal conditions underlying positive activities' success and the mechanisms by which they work. Our positive-activity model proposes that features of positive activities (e.g., their dosage and variety), features of persons (e.g., their motivation and effort), and person-activity fit moderate the effect of positive activities on well-being. Furthermore, the model posits four mediating variables: positive emotions, positive thoughts, positive behaviors, and need satisfaction. We will discuss empirical evidence supporting the model, as well as future directions.
SY 37.2 New Insights from Positive Activity Interventions: Effects of SelfAffirmation and Giving and Receiving Generosity J. Chancellor, S.K. Nelson University of California, Psychology, Riverside, CA, United States In a workplace-based study, we investigated the benefits of practicing and receiving generosity. Participants were randomly assigned to be a “Giver,” a “Receiver,” or to engage in a control task. Givers performed five weekly acts of kindness for randomly selected Receivers over 4 weeks. At posttest, Givers had decreased in depressive symptoms and increased in work engagement relative to control participants. Receivers, too, showed increases in well-being and work engagement relative to controls. Notably, individuals in the Givers' social network reported both increases in well-being and more positive behaviors, suggesting that being near a generous person, even if not the recipient of the generosity, is a positive experience. In two other studies (one conducted in the U.S. and one in South Korea), we sought to examine how affirming one's most important values might lead to positive outcomes beyond self-protection. In both cultures, after 2 weeks, selfaffirmation led to increases in positive affect, meaning in life, flow, and need satisfaction. In S. Korea, the activity also led to increases in life satisfaction and, in the U.S., to decreases in negative affect. The results suggest that selfaffirmation not only buffers people from negative self-thoughts, but also improves overall well-being.
SY 37.3 Moving Past Traditional Interventions: Using a School-Based Curriculum to Teach Children How to Think Gratefully J. Froh1, G. Bono2, R.A. Emmons3 1Hofstra University, Psychology Department, Hempstead, NY, United States, 2California State University, Dominguez Hills, CA, United States, 3University of California, Davis, CA, United States Gratitude is essential to social life and well-being. Although research with youth populations has gained momentum recently, only two gratitude interventions have been conducted, targeting mostly adolescents. This study tests a novel intervention for promoting gratitude among the youngest children targeted to date. Elementary school classrooms (of 8-11 year olds) were randomly assigned to an intervention that trained them to think gratefully about their social interactions or to a control condition. We found that children's awareness of the social cognitive appraisals in receiving help from another (i.e., grateful thinking) can be strengthened and that this, in turn, makes children more grateful and benefits their well-being. A weekly intervention obtained such effects up to 5 months later. A daily intervention produced these effects immediately (2 days later) and showed further that a) children expressed gratitude behaviorally more (i.e., wrote 80% more thank you cards to their Parent Teacher Association) and b) their teachers observed them to be happier. Evidence thus supports the effectiveness of this intervention. We discuss the implications of these results for personal, social and academic functioning, as well as for positive youth development.
influence for the design of intervention and prevention programs? Does finding genetic influence mean that environmental interventions will be relatively ineffective? Or, can we alter the impact of genes by introducing a positive environment during an intervention? We conducted a genetically sensitive well-being intervention in twins to investigate the dynamic roles of genes and environments during an intervention. Twins and their parents logged onto our website once a week for 9 weeks, providing data for baseline, 3 weeks of control tasks, 3 weeks of well-being activities, and a follow-up assessment at week 9. Results indicate that genetic and environmental influences are dynamic: They can change in response to environmental interventions. Finding heritability for a trait tells us very little about whether we can change that trait using environmental experiences. Genes do, however, matter for how individuals respond to interventions. Finding out more about the causes of individual differences in intervention response will help to uncover the mechanisms of the intervention, as well as lead to more personalized and more effective approaches to well-being interventions.
SY 38 Head in the Cloud: Using an Integrative, Collaborative Data Environment to Improve the Resilience and Psychological Health of US Army Soldiers and their Families A.L.U. Perez Research Facilitation Team/Army Analytics Group, Monterey, CA, United States A wealth of data is collected from US Army soldiers over the course of their tenure. Their health, work duties, functioning, and behavior are well documented. Often, this information is collected and managed by different Army organizations, making it difficult for researchers to capitalize on all of the available information. Recently, the Army has made strides to develop a tool to help researchers access vast amounts of data from one location. The Person-event Database Environment (PDE) contains de-identified personnel data from diverse sources within the Army. The PDE enables researchers from Department of Defense, US Government, and academic communities to integrate multiple sources of data easily and securely. This is a boon to military psychological researchers, and social scientists more broadly, because it can assemble datasets containing variables from many sources with large sample sizes. This symposium presents information about the development of and access to this innovative new tool, and highlights several studies that have leveraged the resources of the PDE to examine the psychological health, resilience, and well-being of US Army Soldiers and their families.
SY 38.1 Introducing the Person-event Data Environment M.P.B. Lester Research Facilitation Team/ Army Analytics Group, Monterey, CA, United States The Person-Event Data Environment (PDE) represents a significant step within the Department of Defense community towards improving data-driven decision making, understanding the health and wellbeing of members of the military community, and improving the quality of behavioral science research. Compatible with the Health Insurance Portability and Accountability Act of 1996 and the Privacy Act of 1974, the PDE represents an enterprise solution for bringing a vast amount of personnel data together in one secure location where research questions can be explored. The PDE includes over 60 disparate databases from across the Department of Defense in a single environment where Personally Identifiable Information is removed, then staged in a separate analysis environment where researchers gain access to the data via web connection. The vision for the PDE is to bring the researchers to the data rather than bringing the data to the researchers, and it provides researchers unprecedented access to massive amounts of Department of Defense data for research and analysis purposes, while keeping data secure and protecting individual privacy. The vision also encompasses opening the PDE to nongovernmental researchers in order to broaden our community of researchers, incorporating the brightest minds in academia and the private sector.
SY 37.4 What Do Genetic Influences on Wellbeing Really Mean for the Success of Intervention Programs? C. Haworth1, K. Carter1, K. Layous2, S.K. Nelson2, K. Jacobs Bao2, S. Lyubomirsky2, R. Plomin1 1King's College London, London, United Kingdom, 2University of California, Psychology, Riverside, CA, United States Twin and family studies have shown that most traits, including well-being, are at least moderately heritable. But what are the implications of finding genetic www.ippanetwork.org
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Symposium Abstracts (cont’d) SY 38.2 Psychometric Structure of a Self-report Assessment of Psychological Health in Young Army Soldiers L.L. Vie, L.M. Scheier University of Pennsylvania, Positive Psychology Center, Philadelphia, PA, United States This project examines the underlying psychometric structure of the Global Assessment Tool (GAT), a self-report assessment of psychological health amongst young adult Army soldiers. Data was obtained from the Person-Event Data Environment, a military-civilian collaborative structure that examines resilience and comprehensive soldier fitness in Army soldiers. We used latent variable confirmatory modeling with cross-sectional data to assess both the simple and higher-order factor structure of psychological health in a select cohort of active duty Army soldiers. A multidimensional primary factor model positing distinct constructs of social and personal functioning fit well. Psychological health consisted of family/social relationships, positive and negative emotions, self-management coping skills, meaning and optimism, purpose in life, job commitment/unit cohesion, perceived social support, depression, and anxiety/hostility. A more parsimonious second-order model adequately accounted for the relations among the primary factors. Higher-order factors included perceived support (family and work), well-being (optimism and positive emotions) and psychological distress (depression and anxiety). On balance, the GAT provides an expeditious and cost-effective means of assessing psychological health among Army soldiers. Training programs to improve well-being and psychological health developed and tested with the general population would likely be applicable to select groups of high functioning young adults enlisted in the Army.
SY 38.3 Army Spouse Resilience S.A. Hawkins, A.L.U. Perez, N.L. Reyes Research Facilitation Team/Army Analytics Group, Monterey, CA, United States Nearly 60% of the 1.1 million men and women currently serving in the U.S. Army are married and in the Active Component of the Army alone, there are more than 315,000 spouses who experience military life with their soldiers. Army spouses face many different challenges, including significant life stressors such as relocations and long absences due to their partners' deployments. To better understand the resilience and readiness of Army spouses, the Army's Resilient Families (ARF) project uses data from the Person-Event Data Environment (PDE) to examine spouses' well-being across four dimensions: emotional, social, spiritual, and family fitness. Female Army spouses who completed a Family Global Assessment Tool served as the sample for this study. Results describe the resilience of Army spouses, highlight how the four dimensions are related, and document demographic differences across the dimensions. Taken together, these findings inform the field about the resilience and psychological health of Army spouses, point to potential areas where additional support may be needed for spouses, and indicate the areas of strength exhibited by Army spouses.
SY 38.4 Positive Psychology in the Military Context: An Evaluation of a Large-Scale Program to Improve the Resilience of U.S. Army Soldiers M.N. Herian1, P.D. Harms2 1Personnel Development & Hiring, Lincoln, NE, United States, 2University of Nebraska-Lincoln, College of Business Administration, Lincoln, NE, United States For the past three years, the US Army has been utilizing a positive psychology framework to assess and develop psychological resiliency and well-being in active-duty Soldiers. In that time, more than 1.3 million Soldiers have completed the Global Assessment Tool, an instrument designed to assess resilience in four domains: Emotional, Social, Family, and Spiritual. Over the past three years, we have utilized data contained in the Person-Data Environment (PDE) to relate positive psychological constructs to positive outcomes such as selection to command and early promotions as well as
negative outcomes such as drug and alcohol usage and attrition from the organization. Of particular is evidence showing that positive psychological constructs can predict medical and mental-health usage rates as well as suicide and other acts of self-harm. Our most recent work has been to assess the degree to which positive psychological dimensions can be developed and whether changes on these variables are associated with changes in objective health and well-being outcomes. Implications for policy-making, the usage of positive psychology in applied settings, and the ability of data contained in the PDE to address major societal issues will be discussed.
SY 39 Positive Technologies: An Interdisciplinary Field of Positive Psychology R.M. Baños1,2, C. Botella3,4, A. Gaggioli5, G. Riva6, B.K. Wiederhold7 1University of Valencia, Valencia, Spain, 2CIBEROBN, ISC III, Valencia, Spain, 3University Jaume I, Castellón, Spain, 4CIBEROBN, ISC III, Castellón, Spain, 5Catholic University of Milan, Milan, Italy, 6Universitat Barcelonaà Cattolica Sacro Cuore, Milan, Italy, 7Virtual Reality Medical Institute, Brussels, Belgium "Positive Technology (PT) could be defined as the scientific and applied approach to the use of technology for improving the quality of our personal experience with the goal of increasing wellness, and generating strengths and resilience in individuals, organizations, and society. This new field combines the objectives of Positive Psychology with enhancements of Information and Communication Technologies (ICTs) by focusing on three key variables— emotional quality, engagement/actualization, and connectedness—that are able to transform our personal experience in a tool for building new and enduring personal resources. PT have been classified according to their objectives: hedonic (mood-altering devices, which use ICT's to induce positive and pleasant experiences), eudaimonic (systems designed to support individuals in reaching engaging and self-actualizing experiences) and social /interpersonal (technologies that seek to improve the connectedness between individuals, groups, and organizations) The aim of the present symposium is to contribute into this line, describing several PT applications designed for different devices and with different target populations. Furthermore, we analyze the efficacy to each applications and discuss the importance of these developments in the positive psychology field as well as the possibilities that ICTs will give to positive psychology".
SY 39.1 Positive Technology B.K. Wiederhold1, M.D. Wiederhold2 1Virtual Reality Medical Institute, Brussels, Belgium, 2VirtualReality Medical Center, San Diego, CA, United States Positive technology (PT) may be described as a technological extension of existing therapy. PT seeks to improve the quality of our personal thoughts, feelings, and emotions, focusing on the wellness model as opposed to a disease model of mental health. The goal of Positive Psychology (PP) is to focus on one's positive attributes and strengthen them, rather than focusing on the negative aspects of the individual and seeking to eliminate those negative attributes. PT uses this successful framework and adds technological programming or devices to the equation in an attempt to more swiftly advance the progress of the individual. Three main dimensions: hedonic, eudaimonic, and social/interpersonal exist. The goal of this presentation will be to demonstrate the potential of PT through a concrete example of how PT has been used effectively to improve mental health and well-being in each of the three dimensions. Also to be discussed is a set of precautions that we must take when embracing PT. Finally,we will suggest a vision for the future o fPT and its ability to improve the lives of citizens.
SY 39.2Towards Mobile Positive Technologies: Opportunities and Challenges A. Gaggioli1, G. Riva2 1Catholic University of Milan, Milan, Italy, 2Università Cattolica del Sacro Cuore, Milan, Italy The increasing diffusion of smartphones and wearable devices offer new ways of monitoring and promoting mental wellbeing. The advanced computing and sensing capabilities offered by mobile technologies allow to unobtrusively record a variety of behavioral data in real time. Further, the flexibility afforded
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by these devices allow to increase patient engagement in treatment and to facilitate adherence to practice, through the provision of ubiquitous and immediate feedback. In this contribution, we describe recent developments in the field of mobile healthcare (or mHealth), by focusing in particular on mobile mental health applications. First, we examine the potential benefits associated with this approach, providing examples from existing projects. Next, we discuss opportunities to develop positive interventions based on mobile tools, explaining the possible differences in focus between "mobile mental health" and "mobile wellbeing" applications. Finally, we discuss some open challenges associated with the implementation of this approach, ranging from issues related to treatment validation, to implications for privacy and security.
SY 39.3 Modifying our Personal Experience Using Positive Technologies G. Riva1, A. Gaggioli2 1Università Cattolica del Sacro Cuore, Milan, Italy, 2University of Milan, Milan, Italy Positive psychology may be the science of personal experience: its aim should be the understanding of how it is possible to manipulate the quality of personal experience with the goals of increasing wellness, and generating strengths and resilience in individuals, organizations, and society. In this process a key role may be played by Positive Technologies. Specifically, we suggest that it is possible to manipulate the features of our personal experience in three separate but related ways: (a) By structuring it using a goal, rules and a feedback system: The goal provides subjects with a sense of purpose focusing attention and orienting his/her participation in the experience. (b) By augmenting it to achieve multimodal and mixed experiences. Technology allows multisensory experiences in which content and its interaction is offered through more than one of the senses. (c) By replacing it with a synthetic one. Using VR it is possible to simulate physical presence in a synthetic world that reacts to the action of the subject as if he/she was really there. The presentation will discuss these claims by presenting different PT applications and their outcome within different users.
SY 39.4 Positive Mood Inductions Procedures Using Positive Technology R.M. Baños1,2, E. Etchemendy2, S. Quero2,3, A. García-Palacios2,3, C. Botella2,3 1University of Valencia, Valencia, Spain, 2CIBERobn, ISC III, Santiago de Compostela, Spain, 3University Jaume I, Castellón, Spain Positive psychology researchers posit that “the capacity to experience positive emotions may be a fundamental human strength central to the study of human flourishing” (Fredrickson, 2001). Different authors have studied the effects of positive emotions using mood induction procedures (MIPs) (Fredrickson, 2003; Isen, 1987). MIPs are experimental procedures which aim is to provoke in an individual a transitory emotional state in a non-natural situation and in a controlled manner. Recently, MIPs have taken advantage of Information and Comunication Technologies, especially virtual reality (VR), to overcome some of their traditional limitations (Baños, 2006). The aim of this work is to present the usefulness of VR to induce positive emotions. Four VR environments to induce positive emotions have been developed by our group, simulating different contexts (a park, a meadow,…). They have variations in order to evoke either joy or relax on users. This work describes each VE and offer data obtained in several studies with different samples. The results obtained show the efficacy and the utility of VR to induce positive emotions. Finally, we discuss the potential of these ICT based procedures in Clinical and Health Psychology.
SY 39.5 Improving Positive Mood and Personnel Strengths Using a Selfapplied CBT Internet-based Program C. Botella1,2, A. Mira1, A. García-Palacios1,2, S. Quero1,2, D. Nagy1,3, A. Riera1, G. Molinari1, I. Moragrega1, R.M. Baños2,4 1University Jaume I, Castellón, Spain, 2CIBERobn, ISC III, Santiago de Compostela, Spain, 3University of Babes-Bolyai, Cluj-Napoca, Romania, 4University of Valencia, Valencia, Spain
strategies to monitor coping and promote emotion regulation. Also, Information and Communication Technologies (ICT) can help us in this task. We have developed an intervention program ICT based: Coping with Stress and Emotion Regulation Program (Smiling is Fun), a self-applied program via the Internet. It is based on classical CBT techniques, but also it includes other specific strategies based on positive psychology. The aim of this paper is to present the evolution of the scores of the 58 depressed participants in the different variables measured after completion of each one of the 8 modules that includes Smiling is Fun. Measurements were: Overall Anxiety Severity and Impairment Scale (OASIS); Overall Depression Severity and Impairment Scale (ODSIS); Positive and Negative Affect Scale (PANAS). The statistical analysis reflects improvement on the variables measured and significant differences between different modules. Participants increase their positive affect and decrease their negative affect and anxious symptomatology. The results support the use of these procedures to promote positive affect and to improve existing psychological treatments.
SY 40 Novel Measures and Applications in Positive Health Psychology S. Pressman1, J. Milam2, A. Hassett3 1University of California, Irvine, Psychology & Social Behavior, Irvine, CA, United States, 2University of Southern California, Preventative Medicine, Los Angeles, CA, United States, 3University of Michigan, Department of Anesthesiology, Ann Arbor, MI, United States Positive factors, such as positive affect, have been shown to be predictors of better health outcomes, ranging from resiliency (e.g., successful adaptation to disease) to increased longevity. Further, novel biomarkers can provide more objective evidence of the relationships between positive factors and health outcomes. This seminar highlights three diverse positive health research studies. The first is an intervention study conducted by Joel Milam, Ph.D. This randomized study of childhood cancer survivors examined whether a brief resilience-based phone intervention could improve adaptation to their disease and care seeking behaviors. The second study will be presented by Afton Hassett, Psy.D. Her research evaluated the use of a new positive affect subscale and its validity in a sample of chronic pain patients. Results indicate that this new measure may be superior in this population as compared to other popular measures of positive affect. Finally, Sarah Pressman, Ph.D., will present findings from her research examining whether the biomarker oxytocin, thought to be a pathway to better health due to its stress buffering effects, is associated with measures of positive emotion and social support. She will explore the associations with oxytocin receptor subtypes, as well as circulating hormonal oxytocin.
SY 40.1 A Brief, Resiliency-based Program for Childhood Cancer Survivors Increases Health Care Self-efficacy and Intent to Seek Survivorship Care J. Milam1, R. Slaughter1, A. Ritt-Olson1, S. Sherman-Bien2, K. Meeske1, A. Hamilton1 1University of Southern California, Preventive Medicine, Los Angeles, CA, United States, 2Jonathan Jaques Children's Cancer Center Miller Children's Hospital, Long Beach, CA, United States Background: Long-term medical follow-up care is important for childhood cancer survivors (CCS) because they are at high risk for multiple comorbidities. Resiliency factors, including posttraumatic growth (PTG; experiencing positive changes from negative life events) and health care self-efficacy (HSE; confidence in ability to get care), are associated with preventive care and represent targets for programs designed to improve follow-up care. Methods: A brief phone-based intervention, focused on PTG and HSE, to increase intention to make a survivorship clinic appointment was pilot tested in a randomized controlled trial among 33 adolescent and young adult CCS. The program involved a single phone call where CCS were asked to describe their cancer experience, identifying strengths and growth within their narrative, and discussing how their strengths/resources could help them prioritize follow-up care. Results: Pre-Post test results indicate that participants in the program arm demonstrated significant increases in their intent to seek survivorship care and HSE (p's< .05) vs. no increases in the control arm. There were no differences in PTG in either study arm.
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Symposium Abstracts (cont’d) Conclusion: Eliciting resiliency narratives that include personal strengths that help CCS successfully adapt to the cancer experience can potentially improve health care utilization following diagnosis and treatment for childhood cancer.
SY 40.2 Is Oxytocin a Plausible Pathway for Positive Emotions or Positive Social Perceptions to Benefit Well-Being? S. Pressman1, O. Gillath2, J. Patel2 1University of California, Psychology & Social Behavior, Irvine, CA, United States, 2University of Kansas, Psychology, Lawrence, KS, United States Background: Oxytocin (OT) has been dubbed the “cuddle”, the “trust”, and the “anti-stress” hormone. Both positive emotions and positive social factors have been hypothesized to benefit wellbeing via their effects on OT. Surprisingly, no research has examined whether these psychosocial factors are, in fact, related to circulating levels of this measure. Method: Resting salivary OT was collected from 115 undergraduates (52% female) in conjunction with measures of trait positive affect (PA) and perceived social support. It also examined the variant (rs53576) in the oxytocin receptor gene (OXTR) which has been previously tied to pro-social tendencies. Results: Tangible social support was associated with circulating OT (β = -.22, p < .05), with a marginal association for Appraised support (β = .18, p = .08). PA was not associated with OT (p = .18). Similarly, only social support (the Belonging subtype), was related to differences in OXTR (F(1,114) = 6.89, p < .01) with a marginal association with overall social support (F(1,114) = 2.88, p =.09). PA was not associated with OXTR. Conclusions: OT may be a specific pathway connecting positive social perceptions to wellbeing, while PA may utilize alternate physiological mechanisms. Future work should examine to what extent OT mediates socialhealth connections.
SY 40.3 The Hospital Anxiety and Depression Scale Positive Affect Subscale: A Preliminary Evaluation of its Utility for the Assessment of Resilience in Patients with Chronic Pain A.L. Hassett, C.M. Brummett, J. Goesling, R. Wasserman, D.A. Williams University of Michigan Medical School, Anesthesiology, Ann Arbor, MI, United States Background: The objective of this study was to assess the performance of a positive affect subscale contained within the Hospital Anxiety and Depression Scale (HADS) in patients with chronic pain. Method: 483 patients reporting chronic pain completed a battery of validated questionnaires including the HADS. The HADS is a 14-item self-report instrument with two 7-item subscales (anxiety and depression). The positive subscale consists of six items that assess positive emotions. Validity and reliability were assessed. Results: The HADS positive affect subscale had good internal consistency (0.86). Pearson correlations supported the validity of the HADS positive affect subscale as its score was significantly related to the PANAS positive affect scale (r=0.60, p< .001) and life satisfaction (r=0.50, p< .001) and inversely related to the PANAS negative affect scale (r=-0.60, p< .001). Further, the relationships between the HADS positive affect subscale score and clinically relevant variables were significant including pain severity, pain interference, symptom severity and functional status. Compared to the PANAS positive subscale and the HADS depression and anxiety subscales, the HADS positive affect subscale demonstrated similar or stronger relationships with clinically relevant measures. Conclusion: The HADS positive affect subscale is a promising measure of resilience in chronic pain patients.
SY 41 Mind, Body, and Flow O. Davis1, F.Ø. Andersen2, C. Peifer3, L. Järvilehto4,5 1Quality of Life Laboratory, New York, NY, United States, 2Aarhus University, Copenhagen, Denmark, 3Universität Trier, Trier, Germany, 4Aalto University, Helsinki, Finland, 5Filosofian Akatemia, Helsinki, Finland As research on flow continues, scientists have been discovering the relationship between flow and both physical and mental processes. This symposium highlights the work of an international cadre of scientists who will show how flow functions in the nervous system, the dual-processing theory, and learning in the STEM sciences. Corinna Peifer (Germany) will present a study that investigates sympathetic arousal, parasympathetic arousal, and HPA-axis activation in relation to flow, showing that the sympathetic activity is nonlinearly related to flow, parasympathetic activity has a linear relationship, and HPA-axis activation interacts with those systems to produce the effects. Lauri Järvilehto (Finland) will explain the cognitive processes of flow in light of the Dual Processing Theory, showing that flow activities occupy a person's conscious capacity (System 2), which in turn frees up the non-conscious capacity (System 1) to act autonomously and allows people to function optimally in a culturally-evolved environment. Frans Ørsted Andersen (Denmark) will present his studies of hands-on learning in the STEM sciences, showing how these experiences promote flow in the classroom and enhance student learning opportunities. Orin Davis (USA) will be the discussant and will integrate these results into a clearer picture of flow. SY 41.1 Flow and Dual Processing L. Järvilehto1,2 1Aalto University, Helsinki, Finland, 2Filosofian Akatemia, Helsinki, Finland The dual processing theory of thought is the leading theoretical framework in cognitive psychology. According to this position, the human mind consists of two complementary systems, System 1 and System 2. Advocated most prominently by Jonathan Evans (2010) and Daniel Kahneman (2011), the theory offers a powerful framework for explaining many cognitive phenomena. In flow, a person is totally immersed in a given activity (Csikszentmihalyi 1990), which can be elucidated through the framework of the dual processing theory. During flow, a person’s conscious capacity (System 2), is taken up entirely by the task at hand, thus enabling the non-conscious mind (System 1) to function without obstruction. Indeed, during flow, System 2 is evoked only when an obstacle is encountered that cannot be resolved by the autonomous processes of System 1. The System 1 can be argued to consist of two kinds of processing: phylogenetic and ontogenetic. Phylogenetic processing concerns processes acquired by biological evolution (e.g., instincts). Ontogenetic processing concerns processes acquired by individual development (e.g., skills, habits). In modern society, the latter are particularly critical for the flow state; the autonomous processes we have acquired by experience and practice enable us to function optimally in a culturally-evolved environment.
SY 41.2 Engagement and Motivation in STEM (Science, Technology, Engineering and Math) Education F.Ø. Andersen Aarhus University, Copenhagen, Denmark For decades, in most of the western world, STEM subjects (science, technology, engineering and math) have not interested students as much as others, even as there is increasing demand for STEM competences. A Danish project, FUF, aims at finding ways to close the “STEM gap” by creating: More student motivation for and engagement in STEM subjects. More productive STEM teacher roles and better STEM teaching. More constructive STEM student roles and deeper STEM learning. To meet these goals, several middle school classes tested a new STEM lab. During program evaluations, researchers measured student flow using the ESM method, flow observation sheets, and flow interviews. The results show high levels of student flow during the test period, which suggest a link between higher levels of flow and higher levels of learning (compared to normal STEM lessons at school). But, the results point to the necessity of STEM education to focus more on “hands on” activities and open-ended experiments, as well as more opportunities for group work and internet research in the classroom. Also
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motivating and engaging are the wilder “mythbuster” STEM activities that include a perceived lack of control and security (despite the reality of adequate safety measures).
SY 41.3 The Relation of Flow-Experience and Physiological Arousal under Stress - Can U Shape it? C. Peifer1, A. Schulz2, H. Schachinger1, N. Baumann1, C.H. Antoni1 1University of Trier, Trier, Germany, 2University of Luxembourg, Walferdange, Luxembourg In this study, we investigate psychophysiological processes during flowexperience, the positively valenced state of absorption with an optimally challenging task. Whereas recent studies suggest that increased (compared to low) physiological arousal facilitates flow-experience, nothing is known on the relation between flow and high arousal as in response to a salient stressor. We suggest that the relation of flow with sympathetic arousal and hypothalamicpituitary-adrenal (HPA) axis activation follows an inverted u-curve rather than a linear function: moderate physiological arousal should facilitate flowexperience, whereas excessive physiological arousal hinders flow. We treated 22 healthy male participants with a Social Stress protocol. Then, participants performed a complex computer task for 60 minutes and rated their flowexperience directly after task completion. We found an inverted u-shaped relationship of flow-experience with indices of sympathetic arousal and cortisol, parasympathetic indices of heart rate control during stress were linearly and positively correlated to increased flow-experience. Our results suggest that moderate sympathetic arousal and HPA-axis activation and possibly a coactivation of both branches of the autonomic nervous system support task-related flow-experience. Interestingly, the same pattern of physiological processes was found to increase cognitive performance: We, thus, suggest that flow is the positive experience accompanying and sustaining optimal performance.
SY 42 Practices in Positive Psychology in a Latin American Country M.E. Garassini1,2, C. Yacsirk3, M.E. Aquique4 1Universidad Metropolitana, Ciencias del Comportamiento, Caracas, Venezuela, 2Sociedad Venezolana de Psicología Positiva, Junta Directiva, Caracas, Venezuela, 3Universidad Metropolitana, CENDECO, Caracas, Venezuela, 4Universidad Metropolitana, Didáctica, Caracas, Venezuela Objectives: 1.- To describe positive interventions in Latin American countries. 2.- To describe the different environments where these practices go on. Studies on positive psychology interventions in Latin America consider that these countries have a high level of well-being in spite of not being the ones with the highest level of economic development. In this symposium, we will describe Latin American contexts with strong relations networks, on one hand. On the other one, we will describe 5 different kinds of environments and projects to develop positive psychology interventions: writing, social interventions, education, work and personal development. The success of these practices helps to understand the “Paradox of the Latin American Well-being ". Likewise, we will describe some practices performed in Venezuela as a typical representation of the Latin American countries. To sum up, cultural shared characteristics Latin American countries have such as the mixture of culturally affluent people while others live in poverty, the importance of family and religion and other similar features can be the source of explanation and paradox of the levels of well-being existing in these countries.
SY 42.1 Positive Psychology in Chile: Training, Interventions and Educational Programs on Applied Positive Psychology C. Ibañez Chilean Institute of Positive Psychology, Santiago, Chile Programs and activities based upon positive psychology in Chile developed from 2001 to date by the Chilean Institute of Positive Psychology are described. Programs have been designed to help individuals, teams, organizations and professionals in using concepts, approaches, tools and practices of positive psychology to increase well-being. Programs include workshops, courses and seminars on optimism, resilience, positive emotions, positive leadership, a diploma on positive psychology, a master on positive psychotherapy and a master on positive coaching. Objectives, contents, numbers of hours and participants, reaction appraisals as well as cumulative numbers are shown. Evaluations and academic achievement for each program, if it proceeds, are www.ippanetwork.org
also shown. Newspapers notes and reports and two country level measures of happiness and subjective well-being done by important institutions are commented to show the positioning of positive psychology in public opinion in Chile.
SY 42.2 Positive Psychology in Brasil: Measuring and Promoting Positive Children and Adolescents. Ecology of Human Development and Positive Psychology in Interventions M. Poletto, A.P. Lazzaretti de Souza, S.H. Koller Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil This presentation gets studies and interventions of the Centre for Psychological Research CEP-RUA/UFRGS based on Positive Psychology perspective. Another theory used is the Ecology of Human Development from the Russian psychologist Urie Bronfenbrenner that works with PPCT model influence, person-process-context-time of human development. The Biological approach has the health in emphasis, an open view and visibility to potentials, motivations and human capabilities. The positive psychology came to get a depth view of these points underlined by Bronfenbrenner. These integrated perspectives work as basis on researches and interventions. The project Juventude em Cena was a social technology developed in three editions that worked with teenagers about youth leadership and to develop and awakening the potentialities and capabilities. The ProjectEscola que Protege is another social technology with two editions until this moment that trained health and education professionals. This is a program that works with subject of Positive Psychology (for example: work satisfaction, conflict mediation at school, subjective well-being, resilience). Among the themes researched are: meaning of life, positive strengths, subjective well-being and positive affects in children and teenagers. Keywords: positive interventions, human development, Positive Psychology.
SY 42.3 Positive Psychology in Venezuela: Environments and Projects to Develop Positive Psychology Interventions: Writing, Social Interventions, Education, Work and Personal Development M.E. Garassini Universidad Metropolitana, Science Behavior, Caracas, Venezuela Previous studies of Positive Psychology Interventions in Venezuela consider our country with a high level of Well-being in spite of not being countries with the highest level of economic development. On one hand, we will describe the Venezuela context with strong relations net. On the other hand, will describe 5 different kinds of environments and projects to develop positive psychology interventions: writing, social interventions, education, work and personal development. The success of these practices helps to describe the “Paradox of the Latin American Well-being ". In this presentation we will describe the practices realized in Venezuela, a typical representation of the Latin-American countries. The results of all the positive interventions show the cultural shared characteristics in our country, the power of writing, the meaning of strong and big social network in communities, the importance of school and teachers learning and teaching the principal concepts of Positive Psychology and the optimism of workers in this field. Keywords: positive interventions, human development, Positive Psychology
SY 43 A Systemic Approach to Positive Education L.G. Oades1, P. Robinson2, T. Rashid3, S. Zolezzi4, A.M. Hemsley5, R. Riedel6 1Australian Institute of Business Wellbeing, Sydney Business School, Wollongong, NSW, Australia, 2University of Wollongong, School of Psychology/AIBWB, Wollongong, NSW, Australia, 3University of Toronto, Scarborough, Toronto, ON, Canada, 4Knox Grammar School, Head of Positive Education, Sydney, NSW, Australia, 5University of Wollongong, Kooloobong Village Accommodation Services, Wollongong, NSW, Australia, 6University of Wollongong, Faculty of Education, Wollongong, NSW, Australia Positive Education has been defined as “the development of educational environments that enable the learner to engage in established curricula in addition to knowledge and skills to develop their own and others' wellbeing” (Oades, Robinson, Green & Spence, 2011). Therefore, an effective and sustainable Positive Education intervention requires a systemic understanding
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Symposium Abstracts (cont’d) and not be reduced to a transaction solely between teacher and learner. However, there is a paucity of research and practice addressing holistic and sustainable approaches to Positive Education interventions. In this symposium Positive Education is presented as a holistic endeavour consisting of education environments (schools and universities) where research and best practice are strategically integrated into the systems and processes so that the leaders, teams/departments, staff, students, parents and the wider community are aligned. Essentially, it is suggested that positive education programs need to exist within a positive organisational system, enabling the people involved to have positive psychological experiences. This symposium examines the development of positive educational programs based in secondary institutions in Australia and tertiary institutions in Australia and Canada, employing the systemic approaches to positive education.
SY 43.1 Positive Education = Positive Psychology x Positive Organisations L.G. Oades Australian Institute of Business Wellbeing, Sydney Business School, Wollongong, NSW, Australia This paper argues for a systemic and organisational approach to understanding positive education. Positive Education has been defined as “the development of educational environments that enable the learner to engage in established curricula in addition to knowledge and skills to develop their own and others' wellbeing” (Oades, Robinson, Green & Spence, 2011). Therefore, an effective and sustainable Positive Education intervention requires a systemic understanding and not be reduced to a transaction solely between teacher and learner. This paper provides the conceptual framework for the examples in secondary and tertiary organisations that will follow.
SY 43.2 Kooloobong Village: Developing a Positive University Residence A.M. Hemsley University of Wollongong, Kooloobong Village Accommodation Services, Wollongong, NSW, Australia The University of Wollongong is currently building, Kooloobong Village, one of its self-catered accommodation sites that houses University students. The aim during its construction and initial operational set up is to develop its programming and management based on positive education and positive organisational principles, both of which use principles and evidence from positive psychology to enhance wellbeing, learning and business outcomes. This direction of a “positive residence” provides UOW with a range of potential advantages including: a) educational and wellbeing improvements for UOW students living in Kooloobong Village b) market differentiation based on program offerings c) closer links with Faculty members through research based program evaluation d) positioning of UOW residence alongside broader “positive education” initiatives happening in Australian secondary school sector. This 'positive residence' may possibly be the world's first tertiary sector residence based on these principles.
SY 43.3 Flourishing in First Year University T. Rashid University of Toronto, Toronto, ON, Canada The university campus is a fertile setting for students to flourish - to grow intellectually, socially and emotionally and to translate this growth into action, habit and purpose. However, most universities campuses do not systematically
facilitate student’s holistic growth. University of Toronto Scarborough, through its program called Flourish is attempting to do so. This presentation discusses the results of Flourish project that examines stressors and strengths of incoming first year university students at UTSC.
SY 43.4 The Importance of Purpose in Life for Secondary Students R. Riedel University of Wollongong, Faculty of Education, Wollongong, NSW, Australia Purpose in life is defined as “a stable and generalized intention to accomplish something that is at the same time meaningful to the self and consequential to the world beyond the self” (Damon, 2008, p.59). A systemic, whole school approach has been applied to the positive education program. Through a mentoring program and a wisdom studies subject, young men (Years 7-12) were encouraged to discover their purpose in life, and set goals to help attain it. Education on purpose in life is of vital importance to young people, because purpose stimulates goals and provides direction, narrowing their attentional focus on goal attainment (Damon, Menon & Cotton Bronk, 2003). As such, they are less likely to engage in destructive behaviours that are detrimental to their accomplishment (Damon, 2008). The aims of this study were to: i. Examine the relationship between purpose and well-being in Year 10 and 11 students, ii. Did the participants' purpose in life change over the course of the positive education program? and, iii. Did any changes in purpose in life correlate with levels of well-being? The results underscored the importance of educating students on purpose in life, because it acted as a protective factor for well-being.
SY 43.5 Sustainable Positive Education - Safeguarding Buy-In P. Robinson University of Wollongong, Sydney Business School, SYDNEY, NSW, Australia For decades educational reform has expressed the need for more collaborative approaches that include all key stakeholders (Dickerson, 2011; Oades, Robinson, Green & Spence, 2011; James, Dunning, Connolly, & Elliott, 2007; Hargreaves, 1994; Rosenholtz, 1989). A positive approach to strategic change and development starts with the notion that people will commit to what they create (Silbert & Silbert, 2007), a common approach in organisations but rare in the emerging research and practice of Positive Education. As part of the design, delivery and measurement of a six year strategic Positive Education Program and drawing from an appreciative inquiry framework, this study was a first step in ascertaining what leaders, staff, students and parents believed was working well in their school and what specifically needed improvement. Results of this study were immediately implemented within the Positive Education intervention suggesting resistance to change was minimised and buy-in from key stakeholders was significantly improved. The practical implications resulted in changes to school systems, structure, and practices for leadership, pastoral care, curricula/co-curricular, boarding and professional development. This was an important first step in obtaining meaningful commitment by key stakeholders to the Positive Education Program and sustainability of support and motivation in the years that followed.
SY 43.6 Positive Education at Knox Grammar: A Systemic and Whole-ofSchool Approach S. Zolezzi Knox Grammar School, Sydney, NSW, Australia Knox Grammar School is an independent, Uniting Church, day and boarding school for boys in Sydney, Australia, that has approximately 2,500 students. The Positive Education Program aims to increase the total fitness and resilience of every student and staff. The Knox program involves all staff in the implementation of the Program The Knox Positive Education Program is a multi-level initiative that promotes wellbeing through an informal mentor group program, a formal wisdom study curriculum and ongoing staff/parent training in Positive Education Key elements of the Mentor Program are: • To increase the mental fitness and resilience of every student
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• Every student has an individual mentor who has received expert training in Positive Psychology • The mentor helps students to identify their strengths and set academic and personal goals • Students are introduced to activities and exercises scientifically proven to increase levels of wellbeing and performance An integral part of the Knox Wisdom Studies is a commitment to social justice. Each Social Justice initiative supports a framework of learning which incorporates a social, emotional and spiritual development supported within our Positive Psychology framework. Every Knox staff receives training over three days in Positive Psychology and coaching skills.
SY 44 Flow at Work O. Davis1, J. van den Hout2,3, L. Ceja4 1Quality of Life Laboratory, New York, NY, United States, 2Technical University of Eindhoven, Eindhoven, Netherlands, 3Fontys University of Applied Sciences, Tilburg, Netherlands, 4IESE Business School, Barcelona, Spain Research on flow has been showing that the phenomenon is highly complex and can manifest under a host of circumstances and in a variety of forms. This symposium highlights the mechanisms that both underlie and foster several types of flow in the context of the workplaces in several different countries. All three research studies will also show new advances in the theories that explain flow. Orin Davis (chair, USA) will focus on microflow experiences, which reflect effective use of interstitial time and promote higher productivity, job satisfaction, and work-related self-efficacy. Jef van den Hout (Netherlands) will present his research on the mechanisms and antecedents of team flow, and show how team flow leads to synergy and higher performance. Navarro, Ceja, Pöppelbaum, and Gomes (Spain and Portugal) will present research that analyzes the highly dynamic and fluctuating nature of the flow experience in the workplace, and also describe how flow varies during the workweek.
SY 44.1 Temporal Patterns of Flow in the Workplace J. Navarro1, L. Ceja2, J. Pöppelbaum1, D. Gomes3 1Universitat Barcelona, Barcelona, Spain, 2IESE Business School, Barcelona, Spain, 3Universidade de Coimbra, Coimbra, Portugal According to Csikszentmihalyi (1990) flow refers to a 'sudden and enjoyable merging of action and awareness' in that actions follow each other spontaneously and unselfconsciously, yet there remains a careful monitoring of feedback in relation to the activity. Flow has been described as a state of 'being in the zone', when affective and cognitive modes are perfectly synchronized, giving rise to people's greatest performances and personal bests. Studies show that flow is a highly unstable process that undergoes continuous changes across time. The present study aims to capture the dynamic character of flow by studying its temporal patterns across time. The study tracked 60 employees who completed daily surveys over 21 consecutive days (6,982 observations). Results of time series analyses indicated the emergence of daily and weekly patterns of flow. More specifically, during a normal working week, Mondays present the global minimum of flow experiences, whereas Tuesdays and Fridays present the maximum levels of work-related flow. The results confirm the highly fluctuating nature of flow over time, indicating that the use of research designs such as the experience sampling method can provide insight into the processes influencing employee flourishing as they unfold during the course of a day and workweek.
SY 44.2 The Theory Team Flow J. van den Hout1,2, O. Davis3 1Technical University of Eindhoven, Eindhoven, Netherlands, 2Fontys University of Applied Sciences, Tilburg, Netherlands, 3Quality of Life Laboratory, New York, NY, United States Research has suggested that flow in teams can enhance the teams' effectiveness, productivity, performance, and capability. Team flow is the individual experience of flow during the execution of one's personal task in the team. Team members can help each other enter team flow by providing the external conditions for individual flow experiences which are:
(d) no fear of failure, (e) distractions excluded from consciousness. Treating team flow as an individual experience emerging from the group’s dynamic, we developed a model that describes team flow with seven main antecedents: (1) Harmony (2) Clear Shared Goals, (3) Open Communication, (4) Internalized Personal Goals, (5) Mutual Trust, (6) Focus, (7) Challenge-Skill Balance. When every member of the group is simultaneously experiencing team flow, there is full team flow. In full team flow the group will likely exhibit synchronicity and very high performances. The theory is tested by conducting interviews with practitioners. Subsequently, a questionnaire that measured the different conditions for team flow is conducted. This questionnaire was administered to 620 respondents. Based on the results of this questionnaire the theory of team flow and the conditions are empirically validated.
SY 44.3 Microflow in the Workplace O. Davis Quality of Life Laboratory, New York, NY, United States Prior research on microflow (Davis, 2010) has shown that microflow is a flowtype experience in which several of the nine characteristics of flow (Csikszentmihalyi, 1996) are compromised. These compromises differentiate microflow from “deep flow,” but also imply that microflow may vary by how context affects the flow characteristics. The present study analyzes the nature of microflow in the workplace, and shows how people can make the most of the short time blocks between planned events by engaging in a flow-type experience. This study shows that even microflow activities that occur in these short periods still provide some of the theorized benefits of “deep flow,” including higher productivity, job satisfaction, and work-related self-efficacy. The results also relate microflow to increases in quality of work products, higher company loyalty, and better use of time. The presentation will review the results of the study and compare them with findings from prior research on microflow to show how the phenomenon is context-dependent. The implications for the nature of optimal experience as a general construct will be discussed. In addition, the presentation will cover the challenges of measuring microflow, and how future studies can assess flowtype experiences more effectively.
SY 45 Relational Savoring, Healthy Relationship Functioning and Intervention Strategies J. Borelli1, F. Bryant2, D.K. Bond3, J. Snavely3, M. Burkhart3, D. Sbarra4, D. McMakin5, H. Rasmussen1, J. Coffey3, S. Chung1, A. Wang1, S. Ruiz6, P.-Y. Lin7 1Pomona College, Psychology, Claremont, CA, United States, 2Loyola University Chicago, Psychology, Chicago, IL, United States, 3Claremont Graduate University, School of Behavioral and Organizational Psychology, Claremont, CA, United States, 4University of Arizona, Psychology, Tucson, AZ, United States, 5University of Pittsburgh, Pittsburgh, PA, United States, 6University of California at Davis, Davis, CA, United States, 7University of Southern California, Los Angeles, CA, United States Savoring is the conscious, reflective, and active process of deeply enjoying and cognitively attending to pleasure during or after a given experience. Savoring relationship-relevant experiences (e.g. reminiscing about a positive moment shared with another) may help engender a greater sense of connection between
(a) balance of challenge and skill (> average), (b) clear goals, (c) immediate feedback, www.ippanetwork.org
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Symposium Abstracts (cont’d) two people (Bryant & Veroff, 2007). In the current studies, we examine the benefits of “relational savoring,” or instances in which one savors an experience that occurred in temporal and physical conjunction with another person to whom one is emotionally close. Using an array of research designs and samples, the three studies presented herein offer unique perspectives on relational savoring: the first examines the association between parents' demonstrated capacity to savor a relationship experience with their school-aged children and attachment security; the second evaluates the feasibility of an experimental relational savoring program among the non-deployed spouses of military service members during a military deployment; and the third discusses the results of two studies examining the effectiveness of a brief relational savoring exercise among parents of young children and members of long-distance relationships. Finally, Dr. Fred Bryant will discuss the presentations in terms of their contribution to the literature examining the benefits of savoring.
SY 45.1 Relational Savoring and the Quality of the Parent-child Relationship D.K. Bond1, J. Borelli2 1Claremont Graduate University, School of Behavioral and Organizational Psychology, Claremont, CA, United States, 2Pomona College, Psychology, Claremont, CA, United States Research has demonstrated that savoring positive memories promotes physical and mental health. In this study, we examined whether relational savoring was associated with greater relational health, specifically evaluating whether parents' demonstrated capacity to savor experiences with their children was related to attachment security. As part of a larger study, 60 parents of schoolaged children (Mage= 9.83 years old) were prompted to savor a positive memory they had with their children and to write a detailed description of that memory. Using a relational savoring coding scheme designed for the purpose of this study, six trained coders (ICC = .810) evaluated parents' responses. Parents reported on their attachment style using the Experiences in Close Relationships scale. Children had previously completed the Child Attachment Interview, which was coded by trained and reliable coders such that children were classified as secure or insecure (i.e., dismissing, preoccupied, disorganized) in their attachment. Parents of secure children demonstrated significantly greater relational savoring than parents of dismissing children (F1,57=5.474, p=.023), and lower parental attachment avoidance was associated with greater relational savoring (b=-.242, p=.043). Results and implications will be discussed in light of attachment theory and the savoring literature.
SY 45.2 Relationship Satisfaction Differentially Predicts “We-talk” in Personal versus Relational Savoring J. Snavely1, S. Ruiz2, J. Coffey1, P.-Y. Lin3, S. Chung4, A. Wang4, D. Sbarra5, D. McMakin6, J. Borelli4 1Claremont Graduate University, School of Behavioral and Organizational Psychology, Claremont, CA, United States, 2University of California at Davis, Davis, CA, United States, 3University of Southern California, Los Angeles, CA, United States, 4Pomona College, Psychology, Claremont, CA, United States, 5University of Arizona, Psychology, Tucson, AZ, United States, 6University of Pittsburgh, Pittsburgh, PA, United States Military deployment introduces unique stressors in romantic relationships. Relationship satisfaction (RS) may be one important factor in protecting couples during deployment. Research demonstrates that while discussing an ongoing deployment, non-deployed spouses (NDSs) with higher RS exhibit a relational orientation (i.e., more frequent first person plural speech, “we-talk”), a factor related to positive outcomes in couples undergoing stress. Here we use an experimental design to ask: 1) Does relational savoring (focusing on a positive experience with one's partner) during deployment produce greater “we-talk” relative to personal savoring? and
Thirty NDSs reported their RS pre-deployment. During the deployment they were randomly assigned to engage in one of two savoring tasks: 1) relational savoring: reflection on times of feeling cherished/protected/accepted by their spouses; 2) personal savoring: reflection on a positive/private emotional experience. We-talk was significantly higher in the relational condition, t(27.83)=-3.35, p< .01. A regression indicated a significant interaction (p< 0.3): RS and greater we-talk were correlated positively in the relational condition and negatively in the personal condition. Results and implications for relational savoring in protecting stressed relationships will be discussed.
SY 45.3 Enhancing Perspective-taking and Relationship Satisfaction through Relational Savoring M. Burkhart1, H. Rasmussen2, J. Borelli2 1Claremont Graduate University, School of Behavioral and Organizational Psychology, Claremont, CA, United States, 2Pomona College, Psychology, Claremont, CA, United States Parents of young children and members of long distance relationships face unique relational challenges. In order to weather these challenges, they may need to focus on the positive aspects of their relationships. We propose that relational savoring may enhance the salience of positive relational memories, thereby boosting relationship satisfaction and enhancing perspective-taking in response to the types of stressors these individuals are likely to face. Here we present the results of two short-term experimental studies designed to evaluate the benefits of a brief relational savoring exercise as compared to a personal (non-relational) savoring and a control task. In each study, 500 individuals (adults in long distance relationships, parents of young children) were randomized into one of three experimental conditions. Responses to a vignette depicting a stressful relationship scenario, presented after the experimental task, were coded for perspective-taking. Although data collection is still underway, preliminary results suggest that compared to the other two conditions, subjects in the relational savoring condition used more positive emotion words when describing how they felt about their relationship following a hypothetical stressor. Discussion will focus on the contribution of these findings to the literature on savoring and close relationships. SY 46 Positively Different: Experiences and Expressions of Well-Being in the Context of Culture and Diversity S.P. Harrell, N. Moshfegh, G.L. Anderson, E. Park, N.Z. Bellete Pepperdine University, Graduate School of Education and Psychology, Los Angeles, CA, United States While attention to specific cultural considerations has received relatively little attention in positive psychology, research on the construct of well-being has been pioneering in this regard. Understanding the role of culture in well-being is critical in order to develop culturally-syntonic strategies to enhance wellbeing for individuals, groups, and communities. This symposium examines the determinants, experiences, and expressions of well-being in four different sociocultural groups in the United States. The first presentation looks at cultural factors that are important in understanding well-being among Iranian Americans, a highly understudied population in the field of psychology as a whole. The second presentation examines well-being within one of most pathologized groups in the United States-- urban African American youth. The third presentation examines well-being in a Korean cultural context emphasizing issues of immigration and acculturation. Finally, the fourth presentation highlights sociopolitical influences on well-being among lesbians in the United States and implications for developing a sense of belongingness and positive identity. The symposium will conclude with integrative comments by the chairperson including the identification of recommended directions for research in order to continue to progress in our understanding of the cultural dimensions of well-being and how to facilitate well-being in diverse groups.
2) Does savoring task (i.e., relational vs. personal) moderate the relationship between pre-deployment RS and discussion of relational topics (indicated by “we-talk”)?
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SY 46.1 Cultural Considerations in the Well-being of Iranian Americans N. Moshfegh Pepperdine University, Graduate School of Education and Psychology, Los Angeles, CA, United States As research on the concept of well-being has increased over the years, there still remains a large gap in the literature on the cultural informants of well-being and its correlates. Although numerous studies have attempted to capture the determinants of well-being and mental health across cultures, some ethnic minority populations still continue to be overlooked. Iranian Americans are one of the many ethnic minority populations that have not been given enough attention within mental health literature. Given the vast increase in the Iranian population within the US, it is imperative to increase research that can inform the development and/or validation of culturally-appropriate evidence-based practices to utilize with this population in the clinical setting. In order to inform researchers and clinicians to better address the well-being of Iranian Americans, the proposed presentation will discuss available conceptual and empirical literature pertaining to the mental health of Iranians and implications for understanding and facilitating well-being in this population. Critical issues relevant to the well-being of Iranian Americans such as history and politics, acculturation challenges, gender role expectations, the importance of pride and class status, the centrality of family, the trauma associated with immigration and pre-immigration experiences, and specific cultural phenomena will be examined. SY 46.2 More than Gangs, Drugs, and Rap Music: Urban African American Youth and Well-Being G.L. Anderson Pepperdine University, Graduate School of Education and Psychology, Los Angeles, CA, United States Described as a developmental transition profoundly influenced by the interactions of genetic and environmental stimuli, as well as a critical period for the acquisition of skills needed in adulthood, past social science research on adolescence has fixated upon the risks and challenges. However, the concept of maximizing well-being, as opposed to merely treating psychopathology, is a powerful current theme in the area of mental health. Research on well-being should explore the peculiar, culturally-shaped ways in which people live good lives and construct meaning about it. Urban African American adolescents are a population that is particularly pathologized in United States society. Most of the research on the development of urban youth has been approached from a deficit perspective. For example, there are many studies that highlight the poverty, crime, drugs, and inadequate educational resources in the neighborhoods of these individuals. It is critical to also examine the strengths of this group. This presentation highlights well-being considerations among urban African American youth. Experiences and expressions of well-being among urban African Americans adolescents will be discussed. Protective factors, including positive institutions and organizations, that promote resilience and positive development will also be described. SY 46.3 Immigration, Acculturation, Collectivism, and Intergenerational Considerations in the Well-Being of Korean Immigrants and Korean Americans E. Park Pepperdine University, Graduate School of Education and Psychology, Los Angeles, CA, United States Research and theory in Western psychology has traditionally considered white, middle-class, heterosexual men as the normative standard. Although increasing during the past three decades, there continues to be relatively little attention to incorporating ethnic background, or the culture of an individual, as a variable for consideration. However, with the growing diversity of the U.S. population, the importance of cultural competency in both research and practice has received increased recognition in psychology in recent years. The positive psychology community has made progress in defining, re-defining, and refining the construct of well-being with some attention to issues of cultural diversity. Although there have been attempts to understand multicultural aspects of well-being, some ethnic minority groups still have not gotten much attention in the literature. This presentation will focus on examining well-being in the context of the Korean American experience. Collectivism, immigration, acculturation issues, subgroup cultures within Korean-American immigrants, the multidimensional nature of identity, and intergenerational conflict will be among the issues explored that impact wellbeing in this population. The manner in which well-being is expressed in the context of cultural norms and values will also be discussed. www.ippanetwork.org
SY 46.4 Sociopolitical Dynamics, Developmental Considerations, and the Well-Being of Lesbians across the Lifespan N.Z. Bellete Pepperdine University, Graduate School of Education and Psychology, Los Angeles, CA, United States Although psychology has increased its focus on positive and strengths-based research and treatment modalities, there is not sufficient attention paid to the unique issues relevant to specific social and cultural identity groups. In particular, the U.S. lesbian population is one group that is largely overlooked in psychology's frame of well-being. Given the noted stressors of being a sexual minority in a heterosexually-dominated society, and the related difficulties in “coming out,” it is important for mental health providers to understand wellbeing and special issues within this population through culturally appropriate evidence-based practices. This presentation will discuss available literature on U.S. lesbian well-being within different cultural and age subgroups, and dynamics for understanding common issues and distinctions within this population. What constitutes “the good life” for a stigmatized group that faces discrimination is important to examine in a contextualized way. Key issues relevant to the well-being of U.S. lesbians include the sociopolitical context of the national and local debate on LGBT issues, perceived family and community support, life stage upon “coming out,” ethnic and immigrant affiliation, gender dynamics, religiosity, education, and socioeconomic status. The importance of belongingness to mitigate the experience of social rejection will be highlighted SY 47 How to Become a Good Faculty Mentor and How Being a Good Faculty Mentor Becomes You T. Chan, B. Branand, J. Koch, J. Nakamura Claremont Graduate University, Positive Developmental Psychology, Claremont, CA, United States The academic mentoring literature has primarily focused on understanding the benefits mentorships garner for students, however this leaves the story of the mentor relatively untold. Mentoring has been vastly cited to be integral in the undergraduate and graduate educational experience (e.g., Johnson & Huwe, 2003; Johnson, 2007). To appreciate the full complexity of academic mentorships, the current three studies examine the benefits and costs for mentoring faculty. The symposium will present three studies that explore the mentors’ standpoint, using personality and developmental, as well as positive psychological perspectives. The first two studies include Erikson’s (1950) developmental constructs of intimacy, generativity, and ego integrity. The first study surveyed retired academics to test whether retrospective accounts of past mentoring behaviors predicted current outlooks on life. The second study surveyed current academic mentors to examine the associations of personality and mentoring relationship characteristics with effective mentoring. The final study used paired data from both faculty and students and tested two types of optimism, self-reported behaviors, and perceptions of mentoring partners' behaviors as predictors of satisfaction. Findings will be discussed in terms of implications for academic mentoring and future research in the area. SY 47.1 Generativity and Ego-integrity Returns on Past Mentoring Investments T. Chan, J. Nakamura Claremont Graduate University, Positive Developmental Psychology, Claremont, CA, United States Are there enduring implications for academics who mentor or have mentored students? A considerable amount of evidence suggests that mentoring results in both short and long-term outcomes for students (Allen & Eby, 2010), however for academics who mentor, relatively little is known about the enduring outcomes. The current study provides a glimpse of the enduring outcomes related to mentoring by using retired academics' retrospective reports of past mentoring behaviors and current outlooks on life. In this study, 261 retired academics of various disciplines across the US were surveyed about their past relationship with students, current satisfaction with life, feelings of life contribution and contentment. Participants ranged from 53-96 years of age and had been retired an average of 7.5 years. Structural equation models (SEM) were used to determine whether retrospective reports of past mentoring predicted current life outlooks. Results revealed that past mentoring predicted how retired academics felt about their life contribution and satisfaction with
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Symposium Abstracts (cont’d) life, after controlling for age, gender, and number of offspring. However, past mentoring behaviors did not directly predict how retired academics felt about the meaning and contentment with their lives. The results provide a glimpse of the enduring developmental implications of mentoring in academia. SY 47.2 Intimacy and Generativity as Factors in Academic Mentoring B. Branand, J. Nakamura Claremont Graduate University, Positive Developmental Psychology, Claremont, CA, United States Studies have shown that mentored graduate students reap benefits including greater satisfaction with their programs and enhanced networking and career success (Brown, Daly & Leong, 2009). While there is a plethora of literature on how mentors help protégés develop, there is a paucity of information on how mentors themselves develop. The current study investigates developmental aspects of academic mentoring using Erikson’s (1950) theory of personality development. Specifically, this study explored whether resolving Erikson’s intimacy and generativity stages, along with achieving intimacy in mentoring relationships, was associated with effective mentoring. Mentoring effectiveness was assessed by measuring productive mentoring attributes as described by Kram (1985). Participants were 237 graduate school science professors selected from a random sample of 40 universities across the US. Structural equation modeling analyses were conducted and significant positive associations were found between intimacy in life, generativity, and effective mentoring. Intimacy within the mentoring relationship was also found to be positively related to effective mentoring and mediated the relationship between intimacy in life and effective mentoring. This study contributed to the understanding of the vital role of mentoring, by demonstrating that mentors who have developed an aptitude for intimacy and generativity are likely to be more effective mentors. SY 47.3 Situational Optimism and Coping Behaviors as Factors in Satisfaction with Mentorship J. Koch, J. Nakamura Claremont Graduate University, Positive Developmental Psychology, Claremont, CA, United States Aspects of personality such as dispositional optimism and coping style have been linked with satisfaction in intimate relationships (Assad, Donnelan, & Conger, 2007). This study explored similar constructs within mentoring relationships. Analyses tested whether optimism regarding a student's future, or use of coping behaviors previously associated with dispositional optimism were related to relationship satisfaction. Participants were graduate students (n = 113) and professors (n = 121), including 50 complete mentoring dyads. Participants completed measures of situational optimism regarding the student's academic and professional future dispositional optimism, and coping behaviors. Results revealed that dyadic relationship satisfaction were positively associated with both groups' situational optimism, but neither group's dispositional optimism. Furthermore, dyadic satisfaction was positively associated with both groups' reports of their partners' coping behaviors. Both students and mentors were more satisfied when they reported that their partner used more optimism-associated behaviors. Interestingly, partners' accounts of each others' coping behaviors were unrelated to either group's self-reported behavior. Individuals involved in mentoring may benefit from conscious use of optimistic coping strategies, and an increased attention to how their behaviors are perceived.
Evidence from two sources is presented. First, an empirical study conducted in collaboration with the University Of Pennsylvania: Participants read a negatively valenced classic style news story and one of five experimentally manipulated variants, which drew on positive psychology principles to slightly alter the language and emotional valence. Across participants, affect significantly declined after reading the classic story. Some positive versions proved more effectual for inducing positive emotion, whilst still being viewed as fair and balanced reporting. Secondly, a strategic high-level approach by the national broadcaster: Danish Broadcasting Corporation, “constructive journalism”, is presented with a summary of the effects analyzed through theories of negativity (Baumeister et al., 2001), complexity (Csikszentmihalyi, 1993; Knoop, 2011), and Good Work (Gardner, Csikszentmihalyi & Damon, 2002). SY 48.1 Positive News Journalism H.H. Knoop1, L. Kern2, C. Gyldensted2, M.B. Keener2 1Aarhus University, Aarhus, Denmark, 2University of Pennsylvania, Philadelphia, PA, United States Both media and positive psychology seek to improve the human experience. Media in its many forms has become an increasingly large part of our lives, and as such, can play a crucial role in our well-being. This symposia presents the latest theory, research findings and applications related to the constructs of positive media generally, and positive news journalism more specifically. Mr. Knoop is the President of the European Network for Positive Psychology, and Miss Keener and Miss Gyldensted are both MAPP graduates with extensive experience working in professional media. Together they create the context for a new dialogue about what "positive media" and “positive journalism” can be, and explain how research findings in innovative journalism techniques are being applied in the Danish market. This symposia is focused on how the media, and specifically news/current affairs coverage can be innovated to carry a more constructive message, and how media creators and consumers can be educated, thus fostering more positive action and flourishing in global populations. SY 48.2 Positive Media: An Introductory Exploration M.B. Keener University of Pennsylvania, Philadelphia, PA, United States Media has become an increasingly large part of our lives, and therefore plays a crucial role in our well-being. Positive psychology, the science of well-being, can both enrich and be complemented by the new potentialities of media, which in many ways also seeks to improve the human experience. I create the context for a new dialogue about what "positive media" might be. By adopting a positive lens and discussing exemplars in different formats such as film, games, social media, apps, television, etc., this paper explores the ways media effectively incorporates elements of well-being. Through this positive approach, we gain an appreciation for what media does well. The paper also recommends ways that people can consume media in support of their well-being, and ways media creators can design content that optimizes human flourishing. Lastly, the paper encourages a dialogue between the important fields of positive psychology and media. With a partnership between these fields, it posits the opportunity for dramatically increasing global well-being.
SY 48 Constructive, Critical Journalism Informed by Positive Psychology H.H. Knoop1, C. Gyldensted2 1Aarhus University, Department of Education, Aarhus, Denmark, 2Media Professional, Copenhagen, Denmark
SY 48.3 Family Wellness Rescue: A Television Series Aimed at Guiding Obese Families toward Wellness and Well-Being P. Tandon University of Pennsylvania, Psychology, Philadelphia, PA, United States
Consuming news reports often have a substantial negative emotional impact on users, while also having a desensitizing effect. This is a concern for both the journalism profession and for society.
I left the news media world (I was formerly an anchor and producer for CNBC in Delhi, India) to come back to Penn for the Masters of Applied Positive Psychology. I inherently felt that news media (so also myriad other forms of media) was making viewers, including my own, psychologically ill, as sensationalized and cherry-picked as it is. I pursued positive psychology as a way to utilize my knowledge and skills in media to propagate psychological flourishing, rather than psychological morbidity. My Capstone masters thesis, ‘Positive Psychology and the Media,’ was a call for the synergy and cultivation of more positive forms of media. Since graduation, I have been working hard
However, now journalists have begun to ask whether positive reporting and positivity should have a stronger standing in news reporting, thus
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strengthening the foundational values and ethics in journalism? And the answers we find indicate that it should, that indeed the news media can benefit from using positive psychology.
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to cultivate exactly that, and am currently shooting a pilot episode for television, where I would, as host of the series, guide families struggling with obesity (and all of the illnesses that accompany it, including diabetes, hypertension, depression, heart disease, addictions to medication, etc) not just toward weight loss, but toward wellness, thriving, flourishing. This is the perfect amalgamation of positive psychology and the media, and I would be thrilled to share this exciting project with my colleagues at IPPA-to collaborate, to perpetuate, and to inspire. SY 49 The Trials and Triumphs of Applying Positive Psychology in the Real World V. King The Change Space, London, United Kingdom This symposium will draw on experience from across three continents of applying evidence based positive psychology interventions in organisations to improve employee engagement and performance and build resilience. Contributors are all University of Pennsylvania MAPP graduates who have gone on to apply the research in a range of different workplace settings - from large global corporates, to organisations recovering from earthquakes to schools. They’ll share what they’ve found works and what doesn’t. SY 49.1 The Trials & Triumphs of Applying Positive Psychology in the Real-World L.C. Hone Aut University, Human Potential Centre, Auckland, New Zealand Lucy’s presentation will cover the challenges to implementing positive psychology in organisations at both the individual and setting level. Drawing upon her communication skills from her background in journalism, she will focus on how to effectively communicate the academic findings of positive psychology to lay audiences making them palatable and meaningful, without sacrificing academic rigor. In keeping with the “warts and all” tone of this Symposia, Lucy will share the techniques that have resonated with employees, and those that have left them cold. At the setting level, she will also detail her efforts to promote the health side of New Zealand's Health & Safety industry, which to date has a stated goal of achieving “Zero Harm Workplaces”. “I hope to do for New Zealand Health & Safety what Seligman did for psychology, introducing employers to the notion that there is so much more to H&S than the absence of accidents” says Lucy.
SY 49.2 Authentic Culture P. Teagarden The Teagarden Group, New York City, NY, United States Business M.O.dels often overlook the M.O. of the individuals, which has been proven to hinder productivity as it undermines the engagement of employees. This has resulted in a wave of 'culture change initiatives', in the corporate world, expected to meet this challenge. Certified in over 35 psychometric tools, including those used to measure personality, behaviors, skills and culture, Pamela's presentation will focus on the ways in which we define culture inside an organization, what we miss in the typical measurement of culture and how we might better position culture to reframe engagement - so that productivity is increased and people stay engaged. Using metrics around authenticity, she will show seemingly subtle changes to the people practices inside organizations that can produce dramatically different results to business drivers. Using her grounded research on engagement and productivity along with other studies that show the cost to business due to disengaged employees, she will summarize what positive impact measuring and maintaining an authentic culture can have on the bottom line of a company's financials. SY 49.3 Corporate Training - How Do We Teach Positive Psychology Experientially in Organizations? L. Sansom LVS Consulting, Kingston, ON, Canada Lisa Sansom has over 20 years of professional experience using positive psychology in organizations. Her background includes education, financial organizations, health care and entrepreneurial start-ups. She is a leadership coach with her MBA from the Rotman School of Management and her MAPP from the University of Pennsylvania. She currently coaches MBA teams to be high-performing and works with leaders of all hierarchical levels to help them create positive organizational cultures with greater interpersonal impact. Lisa will share her experiences providing corporate training to a variety of audiences, including public and private sectors, students and experienced professionals, job-seekers and career-changers. She will talk about what concepts have been well-received as well as the interactive exercises that she has created to teach research-based models such as ACR (Active-Constructive Responding), growth mindset and optimistic explanatory style. As Lisa delivers highly-customized and interactive workshops to corporate audiences, she has been playing with several different pedagogies and methodologies to increase participant learning and enthusiasm. As such, she is also creating a "positive pedagogical model" for instructors to use in similar contexts.
Special Sessions Positive Psychology in Film – Taking Positive Psychology to Hollywood Lindsay Doran, Three Strange Angels, Inc., Los Angeles, CA In my career as a Hollywood executive and film producer, I have spent a lot of time and effort analyzing what makes films work. What helps people connect to a story and to the characters within the story? What do audiences value, what strengths and virtues do they admire, and what, in their minds, constitutes a hero? Not surprisingly, I have found positive psychology perspectives and research to be especially helpful in answering these questions. I have developed a talk on “The Psychology of Storytelling,” analyzing America’s most popular movies from the perspective of positive psychology, and in particular through the lens of PERMA. In the last two years, I have given this talk more than 25 times—to major studios, animation companies, talent agencies, production companies, and marketing groups, as well as to organizations such as Women in Film and the British Academy of Film and Television Arts. It has also become the subject of a New York Times article and a TEDx talk. Why has positive psychology resonated so deeply in Hollywood? In this presentation, I will share what I have learned from giving these talks and how PERMA just might be permeating the world of entertainment.
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Positive Health Lecture Award – Finding Benefit in the Experience of Chronic Disease Annette Stanton, University of California – Los Angeles, Los Angeles, CA Objectives: 1. Describe the most frequently cited benefits of adults living with chronic disease 2. Describe the conceptual and methodological issues in the research on finding benefit 3. Describe the predictors and consequences of finding benefit in chronic disease 4. Consider interventions for promoting finding benefit in chronic disease .
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Workshop Abstracts WK 1 Mindfulness Interventions: Experiential and Scientific Perspectives I. Ivtzan UEL, Psychology - MAPP (Masters in Applied Positive Psychology), London, United Kingdom Mindfulness meditation has become more and more popular as a positive psychology intervention and it is important for us to examine some of the fundamental characteristics of such work. What is it that constitutes a mindfulness meditation? How do we apply a mindfulness intervention, within positive psychology, in a rigorous manner? What are the potential pitfalls for such studies? This session incorporates three dimensions: A theoretical discussion over mindfulness, its meaning and role in positive psychology, and its relationship with wellbeing; a research dimension where we discuss methodological and other practical questions regarding the usage of mindfulness within the scientific framework; and a third experiential dimension, where we experience a number of mindfulness meditation techniques that could be used as an intervention. As part of the second dimension (research) data from a number of studies I conducted during the last year will be shared and discussed. These studies include: a) A 2-month mindfulness intervention investigating the influence of mindfulness on levels of authenticity, b) a mindfulness intervention weekend retreat and its impact on the selfdiscrepancy gap and c) a qualitative study examining the influence of a 2-month mindfulness intervention on the participants' experience of self-acceptance.
WK 2 Cultivating Emotional Balance (CEB), the New Kid on the Block in Evidence-based Mindfulness Programs V.L. Kettering1, J.S. Fajans1, M. Lamartina2 1Claremont Graduate University, Claremont, CA, United States, 2University of Wisconsin-Madison, Madison, WI, United States The following submission proposes an interactive workshop intended to impart practical techniques designed to enhance emotional balance and selfregulation. The intention for this workshop is to offer a facilitated discussion of the efficacy of evidence-based mindfulness programs for heterogeneous populations. Further, the session will serve as an introduction to the Cultivating Emotional Balance (CEB) program. CEB is 42-hour psycho-educational program, designed by Paul Ekman PhD and B. Alan Wallace PhD, which emerged from the 2000 Mind & Life conference-a conversation between scientists and the Dalai Lama on the question of how to address destructive emotions in society. The program draws upon empirical, psychological research on emotion as well as age-old contemplative practices rooted in Buddhist philosophy. The aim of CEB, and the proposed workshop, is to help participants develop their skills of emotional regulation and focused attention using didactic and experiential methods. Participants will be introduced to techniques to develop greater flexibility and choice in cognitive and emotional processing, train attention, and create meaningful aspirations. At the time of this submission, there are more than 140 teachers from over 25 countries trained to teach the CEB program.
WK 3 Positive Identities: Exploring our Stories through Positive Psychology and Narrative Practice M. Tarragona Universidad Iberoamericana, Psychology, México, Mexico Narrative practices are ways of engaging in conversations in coaching and therapy to help people be their “preferred selves”. They are based on narrative psychology, which posits that our stories play a very important role in our lives: we create meaning from events by organizing them as stories, and the ways in which we narrate our experiences have an impact on our thoughts and feelings, our relationships and our identity. How we construct our stories can either make problems bigger or help us come up with new possibilities. With certain kinds of conversations we can find solutions and develop new stories that can strengthen our efforts to be how we want to be. Like positive psychologists, narrative theorists and practitioners, for over three decades, have questioned
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the emphasis on pathology that has characterized many psychological interventions and the effects that these have on people. Narrative practices coincide with positive psychology in their focus on what works well, people’s personal agency, creativity, values and strengths. In this experiential workshop, participants will explore some of the 5 dimensions of the PERMA model of wellbeing in their own lives, through narrative exercises that are respectful, curious and fun.
WK 4 Words and Well-being: Health and Growing through Stories D. Tomasulo1, T. Rashid2 1University of Pennsylvania, Master of Applied Positive Psychology, Philadelphia, PA, United States, 2University of Toronto, Health & Wellness Centre, Toronto, QC, Canada Therapy mostly begins with a story of a client troubled by heavy psychological burden. The therapist carefully unpacks the story by uncovering traumas, examining faulty thinking or drawing attention to dysfunctional relationships. Rarely, the therapist inquires about stories of resilience, growth, and meaning, and even less often looks for patterns in these positive personal narratives. Without dismissing or minimizing the negative accounts, this workshop presents strategies and processes that can help clients to explore and express their positive experiences that can be integrated into their accounts of distress towards healing and growth. Based on empirically validated Positive Psychology interventions, this workshop is aimed for a variety of clinicians who want to help their clients to craft and re-craft life narratives towards well-being, not just amelioration of their symptoms. It will draw from theory and practices used in Positive Psychotherapy, Narrative Psychology, and Psychodrama. Through a mix of didactics and experiential exercises, clinicians will learn skills to uncover places where their clients get struck and facilitate narrative processes which can help them to reinterpret their inertia and move towards growth.
WK 5 Beyond Sex: What is the Role of Sexuality in Human Flourishing? B. Booth Widener University, Chester, PA, United States What is the role of sexuality in human flourishing? Sexuality is a dynamic dimension of our humanity and a rich area for investigation in a field dedicated to human flourishing and well-being. Positive psychology provides a conceptual space—a metaphysical orientation toward the positive—to focus on that which makes sexuality valued and fulfilling. Cultural barriers have made it difficult to address, including ignorance about what sexuality encompasses, ambivalence about its nature as an essentially negative or superficial force, and dominant social discourses that frame our understanding of sexuality in particular ways. Psychological measures of sexual satisfaction or sexual function are inadequate representations of how sexuality is experienced and made meaningful, thereby limiting our understanding. In this workshop, I will take participants on an interactive journey exploring sexuality through the lens of well-being. I will draw on existing research and present the most recent findings from my own basic research, as well as offer application models derived from insights at the crossover between positive psychology and human sexuality. After the workshop, participants will be able to describe what sexuality is and how it can be incorporated into a holistic picture of well-being, and use models for enhancing sexual well-being.
WK 6 Using Positive Psychology to Build Lawyer Resilience L.R. Richard1,2, P. Davis-Laack2,3, D. Shearon2,4 1LawyerBrain LLC, Wayne, PA, United States, 2LawyerStrong LLC, Wayne, PA, United States, 3pauladavislaack.com, Wauwatosa, WI, United States, 4Thriving Lawyers, Nashville, TN, United States The legal profession is the largest single profession in the world, and its members are uniquely unhappy, stressed and thin-skinned. This workshop will introduce original research on the lawyer personality and then build on these data to explain several strategies that the presenters have used to help lawyers fortify their resilience. The presenters will use case studies from their work with lawyers to show how positive psychology interventions can best be delivered to lawyers and their organizations.
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WK 7 PROPEL: An Evidence-based Positive Psychology Coaching System Which Has Been Shown to Generate Quantum Improvements in Personal and Organizational Performance T. Muha PROPELperformance, Annapolis, MD, United States Aim: Provide an overview of a structured implementation of a positive psychology coaching methodology shown to produce personal and organizational transformation. Methods: Six years of positive organizational development research conducted in partnership with Johns Hopkins Hospital have resulted in a systematic coaching methodology based on 6 positive psychology principles known as PROPEL: Passion, Relationships, Optimism, Proactivity, Energy, and Legacy. In the course of a year-long group coaching program the PROPEL principles are defined for staff in operational terms that facilitate cognitive and behavioral changes. Specific tools and techniques have been developed to help staff incorporate the 6 positive psychology principles into their work life. Results: Hundreds of staff who have participated in the coaching program describe powerful stories of personal transformation and demonstrate significant improvement in their ability to create and sustain a positive culture on their units. Units which have participated in the PROPEL program have achieved quantum increases on many measures, e.g. Gallup Q12 Staff Satisfaction Survey, National Database of Quality Indicators, and Press Ganey Patient Satisfaction Surveys. Turnover rates and use of sick leave have dramatically decreased, resulting in substantial cost containment for the organization. Conclusion: A systematic Positive Psychology group coaching application has produced remarkable results.
WK 8 To See Ourselves as Other See Us: Reciprocal Strengths Recognition Practices and Outcomes in Schools M. Linkins1,2, J. Gillham3, M. Judd1,2 1VIA Institute on Character, Cincinnati, OH, United States, 2Mayerson Academy, Cincinnati, OH, United States, 3Swarthmore College, Psychology, Swarthmore, PA, United States During the past two years, a number of public and private schools in the United States, Canada, Brazil, and South Africa have initiated systemic efforts to infuse VIA character strengths-based practices and curricula. A core component of each of these programs involves reciprocal strengths endorsement practices students recognizing strengths in other students, teachers recognizing students’ strengths, and students recognizing teachers’ strengths. Seeing one’s own strengths through the eyes of others seems to be a uniquely transformative process that effects positive change at both the individual and group level. This workshop presents a range of strengths-spotting "lenses" and strategies that have been developed and implemented across a wide range of school settings. The session features video footage from classrooms and interviews with students and educators. Quantitative and qualitative data related to both teacher and students outcomes will be presented.
WK 9 Positive Team Coaching: Flourishing People, Teams and Organizations D. Brennan1,2, K. Hellbom2 1Brennan Associates, Tucson, AZ, United States, 2Business Coaching Center, Ltd., Helsinki, Finland As coaches we are passionate for working with leaders and teams in organizations. We see individuals and organizations fail to achieve their goals as a result of challenges, uncertainty, isolated thinking, and untapped potential. Often we see underutilization, overwork, and overwhelm occur within one team. People are an organization's primary resource and their potential is the currency of importance for success. Our world needs passionate, committed, and engaged individuals to support organizations to achieve positive results and a sustainable future. Our work with leaders and teams is a fascinating and enlightening journey. We help groups develop into synergistic teams. As the team develops, the individuals also grow. The emerging positive culture supports interdependence, collaboration, learning, synergy, and results. As team coaches, we learn with our teams, experiment with theory, and apply theory to practice. This session presents participants with information gained through literature review and applied research. We will share our work with Positive Team Coaching drawing from Positive Deviance, Positive Beliefs, and Appreciative Inquiry. We will include examples of successes and failures from our experiences and encourage discussion with the group. Participants will also engage in case review and role-play exercises using theory as support in their work. www.ippanetwork.org
WK 10 Positive Re-Entry: Using Positive Psychology in Prison Settings M.A. Hurst The Evergreen State College, Olympia, WA, United States Positive qualities of character and virtue are thought to be universally valued, and observable in individuals, institutions, and across cultures (Peterson, 2005). These excellences have been found, and fostered, within widely diverse environments. There has been growing support for strengths-based prison rehabilitation programs, as compared to the history of mixed results in fixing deficits (Clements, Althouse, Magaletta, Fagan, & Wormith, 2007; Seligman & Csikszentmihalyi, 2000). This workshop is based on the Positive Reentry Program (PRP), designed to discover and develop such qualities in inmates, to assist them in making an effective return to their communities. This 8-session intervention was developed to a) nurture positive emotion and build character, b) reduce recidivism, c) increase family well-being, and d) introduce the correlates of flourishing while offenders are still incarcerated. Deliberate practice of skills related to optimism, savoring, and flow, is used as homework between sessions. A repeated outcome evaluation shows significant changes pre- and post-test on hope, gratitude, and life satisfaction, (Hurst, Huynh, Hall, Ta, & Bikos, 2011). Workshop participants will experience a mock PRP session using actual materials, lessons, and activities, aimed at increasing resilience (Reivich, 2011), strengthening self-regulation (Baumeister, 2011), and developing goal-directed plans for positive change (Snyder, 2005).
WK 11 Mindfulness and Sport Psychology Strategies to Help Athletes/Performers Achieve in the Face of Fear A.L. Baltzell Boston University, Counseling and Human Development, Boston, MA, United States This workshop will focus on helping consultants empower athletes, and other performers, whose achievement is adversely affected by performance anxiety. Case study examples of athletes who have experienced, and overcome, such experiences with the strategies offered will be provided. This workshop will offer five strategies to help athlete/performers cope with pre-performance fear. 1. Creating Empowering Self-Talk Cues: Participants will learn about the basics of self-talk and practice using this mental skill specifically to help athlete/performers shift to empowering appraisals of high-pressure performance demands. 2. Normalizing fear: Participants will explore nuanced approaches to helping athletes accept fear-based emotions. 3. Commitment to a specific, discrete task-at-hand: Participants will consider how to help athlete/performers prepare in advance what to focus on momentto-moment before performance fear hits. 4. Seeing and Feeling successful execution of key performance moments: Participants will learn how to help clients create empowering images. 5. Noticing One's strengths: Participants will consider helping athletes/performers focus on their strengths in the face of performance demand. The presenter will explain this series of strategies, offer case examples and provide time for participants to practice each strategy in dyads and in small group work.
WK 12 Positive Supervision & Intervision F. Bannink Owner Therapy, Training, Coaching and Mediation Practice, Amsterdam, Netherlands Until recently most of us thought that learning from our mistakes is more powerful than learning from our successes, but new research shows that this is not true (Histed et al. 2009). We do probably learn more from our successes than from our failures, due to the plasticity of our brains. Traditional supervision & intervision tend to be preoccupied with problems, limitations and deficiencies. In Positive supervision & intervision the focus shifts from reducing what is wrong to building what is right. Empowering supervisees and colleagues indicates the intention to, and the process of, assisting them to discover and expend the resources and tools within and around them. This workshop is aimed at all professionals who would like to adopt a (more) positive approach to supervison & intervision, or would simply like to increase the range of techniques available to them.
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Workshop Abstracts (cont’d) Bannink, F.P. (2010). 1001 Solution-Focused Questions. Handbook for Solution- Focused Interviewing (NY: Norton). Bannink, F.P. (2012). Practicing Positive CBT (Oxford: Wiley). Bannink, F.P. (2012). Positieve supervisie en intervisie [Positive Supervision & Intervision] (Amsterdam: Pearson).
WK 13 Demonstration of the Virtual Gratitude Visit D.J. Tomasulo1,2 1New Jersey City University, Psychology, Asbury Park, NJ, United States, 2University of Pennsylvania, Master of Applied Positive Psychology, Philadelphia, PA, United States The gratitude visit (Seligman, Steen and Peterson, 2005) is one of the best known and most quoted of the positive psychology interventions. People deliver a letter of gratitude to a person who had been particularly kind to them, but have never properly thanked. This has had positive effects, with greater scores on happiness and lower scores on depression for a month following. A virtual gratitude visit (VGV) extends the gratitude visit paradigm. Psychodrama (Moreno & Fox, 1987) is an experiential form of therapy and theory originally developed by Jacob Moreno. It is a widely employed therapeutic model, which has a variety of therapeutic uses from educational role-playing through trauma work (Tomasulo, 1998, Razza and Tomasulo, 2005). The gratitude visit lends itself to psychodrama when the person you wish to extend your gratitude to may be unavailable, or deceased, and may even be used on a fictional or historical character. It is a technique centrally employed in InteractiveBehavioral Therapy, evidence-based therapy for people with intellectual and psychiatric disabilities (Tomasulo & Razza, 2011;Razza and Tomasulo, 2011a; Razza and Tomasulo, 2011), which has shown positive changes on such measures as Global Assessment of Functioning (GAF) and Quality of Life Scale (QLS).
session is an introduction to applying environmental psychology’s core concepts, with a focus on environmental modifications that are quick to execute and budget friendly. These include, for example, changes to wall colors, light temperatures, tactile contrasts, and furniture arrangements. The influence of aesthetic aspects of the physical environment on the immune system will be comprehensively addressed, as well. The workshop will explore applications of environmental psychology in residential, workplace, educational, commercial, and healthcare contexts and provide attendees with the tools they need to begin to use environmental psychology in their work.
WK 16 Creating Happiness: A Step-by-Step Program for Clients and their Coaches L. Delizonna ChoosingHappiness.com, San Francisco, CA, United States How can we coach individuals to enhance sustainable happiness? This “how to” coaching program guides individuals through a step-by-step process for enhancing sustainable happiness. This skill-building program provides practical tools and research-based techniques including assessments; perspective changing, analytical exercises; and guided meditation practices. The goal of the program is defined as increasing one's positivity ratio to hit the positivity tipping point. The program has been developed into a systematic, manualized happiness intervention entitled "Self-Coaching for Happiness." This program is designed to be used by (1) individuals working on their own to advance personal development (i.e., a “self-help” tool), (2) coaches and therapists to employ with clients or workshop participants, or (3) consultants to increase positivity in the workplace.
WK 14 The Automatic Positive Thinking Program™: Assessment and Basic Mechanism for Improved Well-Being D.R. Baldwin1, W. Conklin2, V. Tucker3, S. Phillips1 1University of Tennessee, Department of Psychology, Knoxville, TN, United States, 2Crossroads Integrated Health Systems, Morristown, TN, United States, 3Stepping Out Incorporated, Morristown, TN, United States
Developed at Stanford University, “Self-Coaching for HappinessÔ” has been used as a handbook in university positive psychology courses, workshops, and individual therapy and coaching with a total of over five hundred students and clients. Groups have ranged from 10 to 120 participants. Currently, our happiness course is the most popular course in the Continuing Studies Department at Stanford University.
The Automatic Positive Thinking™ program is a positive psychological intervention that seeks to stimulate healthy thinking and productive behaviors. We examined the effectiveness of this intervention on several self-report (e.g., satisfaction with life, happiness, optimism, hope, & self-esteem) and physiological measures (e.g., salivary cortisol & heart rate variability) of wellbeing in 3 non-clinical studies. Participants were recruited from undergraduate psychology classes. All intervention groups were exposed to eight 75-minute sessions of A.P.T. training per semester. The control groups were not exposed to the intervention. In Study 1, participants were exposed to either the A.P.T. group (n = 14) or control group (n =47). Only self-report measures were taken in this study. In Study 2 (N=71), salivary cortisol was sampled and a placebo group (expression of gratitude) was added. Study 3 (N= 23) examined the effectiveness of this intervention on cardiovascular functioning and attempted to identify possible mechanisms (e.g., need to belong, enhanced self-efficacy, lower stress). Significant between and within-group differences were found with respect to the dependent measures. In general, the A.P.T. participants reported enhanced well-being after the intervention. The intervention also yielded lower salivary cortisol and heart rate levels. Discussion centers on treatment efficacy and underlying mechanism(s).
Preliminary research suggests that participants benefit significantly. Preworkshop to post-workshop self-report measures show an increase in happiness and cognitive flexibility.
WK 15 Positive Space - Creating Places Where People Can Thrive S. Augustin Design With Science, La Grange Park, IL, United States Through research and practice, environmental psychologists have learned to create places where people thrive. For decades, environmental psychologists have been gathering information about how elements of the physical environment, such as color, scent, texture, and spatial composition influence human wellbeing and emotional state. However, their insights generally remain scattered through academic journals published by groups such as the American Psychological Association and the Association for Psychological Science. This
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WK 17 HOW to Find the “WHY” of Life: A Research-Based Process to Uncover One's Purpose and Find Meaning in Life C. Rockind1,2, E. Lahti2 1CLeaR Coaching, New York, NY, United States, 2University of Pennsylvania, Philadelphia, PA, United States Have you ever wondered what is the meaning & purpose of life? Do your clients complain of depression because they don’t know who they are or what they want in life? Do the questions “What am I doing here on earth?” or “What can I do to contribute to this world?” keep your clients up at night? Though Frankl popularized this topic decades ago, the study and application of meaning and purpose is gaining interest in popular media and positive psychology. Purpose has been found to correlate with increased life satisfaction, improved physical and mental health, higher self-esteem, and greater resilience to obstacles. Therefore, it is of critical importance that positive psychology practitioners understand the constructs of purpose and meaning, and are able to help clients uncover their purpose in life. A major component in the pursuit of a life of purpose is having an ‘action-mindset’. As such, we will also be discussing the Finnish concept of sisu as a psychological key competence and power resource which enables individuals to overcome obstacles on the path to achieving their purpose. Sisu is a new term in the field of positive psychology, and we propose that it may contribute to our understanding of the determinants of the ‘good life’. Come join MAPP Alums Carin Rockind and Emilia Lahti in an experiential and scientifically-grounded process that shows you how to uncover your life purpose - and how to help clients do the same! Be prepared to take an active approach as we spend a meaningful 60 minutes peeling away the layers towards true purpose.
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WK 18 Utilizing the Seven-Axis System of Positive Psychological Assessment in Conceptualization of Clients and Treatment Outcomes J.L. Magyar-Moe1,2 1University of Wisconsin - Stevens Point, Psychology, Stevens Point, WI, United States, 2Riverwood Counseling Associates, Stevens Point, WI, United States There are many applications of positive psychology within the practice of counseling and psychotherapy. These applications include not only specific client activities and exercises informed by research in positive psychology, but also client conceptualizations, definitions of successful therapeutic outcomes, and the process of psychological assessment. In this presentation, the applications of positive psychology to each of these components of counseling and psychotherapy will be addressed. More specifically, the Seven-Axis System of Positive Psychological Assessment (Magyar-Moe, 2009) will be explained and connections will be made between this model and balanced conceptualizations of clients and treatment outcomes based upon the Complete State Model of Mental Health (Keyes & Lopez, 2002). Finally, information will be shared regarding the importance of attending to all aspects of the client's environment and cultural identities in the process of conducting positive psychological assessment via utilization of the Four Front Approach (Wright and Lopez, 2002) and ADDRESSING models of assessment (Hays 1996, 2001).
WK 19 A Canadian School Division’s Journey with Positive Psychology: The Application of Positive Psychology and Appreciative Inquiry to Respond to a Communities’ Changing Context R.C. Kerr1, D.J. Tomasulo2,3 1Greater Saskatoon Catholic Schools, Coordinator Student Services, Saskatoon, SK, Canada, 2New Jersey City University, Psychology, Jersey City, NJ, United States, 3University of Pennsylvania, Positive Psychology, Philadelphia, PA, United States This workshop will share how Greater Saskatoon Catholic Schools (GSCS), a publicly funded school division in Saskatoon, Saskatchewan has translated Positive Psychology and Appreciative Inquiry (AI) literature into practical applications to increase positivity and inspire action for change in their organization. Professional development opportunities made available to staff and community partners to learn about positive psychology and its application have provided personal and professional benefits for participants. These professional development opportunities led by Dr. Daniel Tomasulo, have had a far-reaching impact on educational and mental-health institutions in Saskatchewan. Following these professional development opportunities, increased positivity, collegial cooperation, creativity, and productivity were some of the benefits observed in GSCS and in partner institutions. This has created greater openness to future opportunities for innovation and expanded community partnerships. In order to respond to the challenges created from unprecedented immigration to Saskatoon, the implementation of AI has allowed GSCS to build on their organization's strengths. It has been discovered that AI provides a process, platform and language for how to apply positive psychology research within organizations. The application of positive psychology has allowed GSCS staff to shift their attention from a deficit focus, to building on student, staff, and organizational strengths.
WK 20 Happiness Works! How to Create Happy High Performing Teams with an Innovative Tool N. Marks1,2, V. King3,4 1Happiness Works, London, United Kingdom, 2New Economics Foundation, Centre for Wellbeing, London, United Kingdom, 3Action for Happiness, London, United Kingdom, 4The Change Space, London, United Kingdom
using the results from those that participated but will also include inter-active, experiential elements so that participants can feel as well as understand the possibility of intervening in a systemic way.
WK 21 Romance and Research: Can Positive Psychology Help Couples Improve their Relationships? S. Pileggi Pawelski1, J. Pawelski2 1Self-Employed, Philadelphia, PA, United States, 2University of Pennsylvania, Positive Psychology Center, Philadelphia, PA, United States Martin Seligman and Mihaly Csikszentmihalyi (2000) defined positive psychology as the science of positive subjective experience, positive individual traits, and positive institutions. Significant research results in each of these areas has enabled practitioners to apply positive psychology to enhance positive emotions, cultivate human strengths, and transform schools, businesses, hospitals, and law practices. Christopher Peterson is well known for his claim that the most important finding in positive psychology is that “other people matter,” telling his students that good relationships may be the “single most important source of life satisfaction and emotional well-being across different ages and cultures.” In this workshop, we focus specifically on romantic relationships. Can positive psychology help couples improve their relationships? Although there is as yet no comprehensive treatment of this question in the field, there are a number of research results that are important for such relationships. This interactive workshop will focus on a few of them, including the importance of maintaining a proper positivity ratio (Fredrickson, 1998), of promoting a healthy passion (Vallerand, 2010), of celebrating good times (Gable et al., 2006), of expressing appreciation in optimal ways (Algoe et al., 2010), and of creating strengths dates (Seligman & Peterson, 2004). WK 22 The 13th Step: Thriving in Recovery B. Reese1,2 1Jefferson College of Health Sciences, Health Psychology, Roanoke, VA, United States, 2Virginia Tech-Carilion Research Institute, Roanoke, VA, United States The area of addiction, especially the process of recovery, has received little attention from the science of positive psychology. This workshop is aimed at anyone interested in better understanding the neuroscience regarding the process of recovery, the subjective happiness of those in recovery, and positive psychology interventions to promote thriving in recovery. Specifically, current neuroscientific research showing that addiction is a disease of the brain; that relapse is part of the recovery process; and how a brain in recovery can heal and grow positively due to neuroplasticity will be described. The workshop also includes findings - and their implications - from research using the Subjective Happiness Scale (SHS) (Lyubomirsky & Lepper, 1999) embedded in a larger survey conducted by the International Quit & Recovery Registry (IQRR) and using the Amazon Mechanical Turk (AMT) crowd-sourcing service to poll hundreds of participants in recovery for more than one year (Bickel, et al, in press). Finally the two topics - neuroscience and subjective happiness will be brought together by exploring what positive psychology interventions enhance the neuroplasticity necessary to thrive in recovery.
WK 23 Applied Positive Psychology in Coaching E. Lavendt University of Copenhagen, Nutrition, Exercise and Sports, Copenhagen N, Denmark Background: Positive psychology is applied in coaching through the use of research results, theories, models, interventions and assessments. However, most research products come without a “user's guide” and practitioners therefore have to invent their own ways of applying the information in practice.
To make a positive impact in the work place, and for this to be sustainable, positive psychology applications need to be designed for teams and whole organisations as well as for individuals.
Objective: In this workshop the participants will learn how some of the best educated and most experienced coaches from around the world integrate research from positive psychology into their practices.
This workshop will give participants an experience of the potential for using insights from PP at an individual, team and organisational level simultaneously, facilitated by the unique, evidence-based and user-friendly Happiness Works survey - that over 150 organisations have used within the last year.
Research content: Forty two coaches - from the US, Canada, Mexico, UK, Denmark, Finland, Israel, China, New Zealand, and Australia - have been interviewed about how they work. The interviews have been video recorded and will be made freely available on the internet. The results from the study consist of recommendations for how research, theories, models, assessments and interventions from positive psychology can be used in coaching practice.
Going beyond traditional employee engagement surveys, the results of the survey create robust measures of organisational happiness and well-being, reveal the drivers of happiness and well-being at work and help identify positive and negative issues and trends within teams and organisations. Importantly the tool is designed to facilitate dialogue and action that is bottom-up as well as top down and to deliver benefits to employees and the organisation alike.
Process: The workshop will consist of short presentations, discussions, Q&A, and hands-on involvement from participants.
Participants will be given the opportunity to try the survey for themselves before the workshop. The workshop itself will not only introduce the survey www.ippanetwork.org
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Workshop Abstracts (cont’d) WK 24 Applying Positive Psychology in Low-Resource Settings: Lessons from CorStone's Girls First Program in India S. Leventhal1, J.E. Gillham2,3, K. Sachs1 1CorStone, Mill Valley, CA, United States, 2Swarthmore College, Psychology Department, Swarthmore, PA, United States, 3University of Pennsylvania, Psychology Department, Philadelphia, PA, United States Many of India's 115 million adolescent girls are highly at-risk: for instance, 57% of girls ages 6-16 will drop out of school and 22% of women ages 20-24 give birth before age 18. Recent evidence suggests that positive psychology and related interventions can reduce behavioral problems and high-risk sexual activity, and can improve social-emotional skills and academic achievement. However, few such programs have been implemented or empirically examined in low-resource communities, despite great potential for impact. This workshop presents 'Girls First-India', a positive psychology intervention for adolescent girls, as a model for working with marginalized populations in the US and/or overseas. The program, developed by CorStone, has achieved promising results in India's slums. A quasi-randomized controlled trial among 884 slumdwelling girls in Surat revealed that greater program attendance predicted greater increases in optimism, p< .05, and prosocial behavior, p< .001, and decreases in conduct problems, p< .001, and peer problems, p=.001, through 8-month followup. In 2013, Girls First will reach 4,260 high-poverty girls in 120 Indian schools. This workshop aims to reduce the research and intervention gap among lowresource populations worldwide. Workshop participants will have opportunities to discuss ways to apply their expertise, with attention to possible opportunities and challenges. WK 25 Mental Imagery Applied to Enhanced Well-Being L. Ievleva1,2 1RMIT University, Health Sciences, Melbourne, VIC, Australia, 2Soul in Motion, Avalon Beach, NSW, Australia Mental imagery is central to generating neuroplasticity and optimising client outcomes. It is a widely utilised evidence-based tool in health and performance, and is an effective intervention to enhance personal effectiveness in the attainment of a broad range of goals. The approach provides individuals with a strategy for creating better self-images, sustaining positive change and breakthroughs, and increasing capacity to pursue their potential. Neuroscience has demonstrated that mental imagery is a far more powerful technique than standard CBT (e.g., self-talk and affirmations). That is, the reach of mental imagery extends far beyond language, and is the major portal of the brain for creating and accelerating change. Technically, applying mental imagery is virtually applied neuroplasticity. The workshop material draws upon insights from applied research; highlights how mental imagery is the key mechanism in many Positive Psychology interventions; and demonstrates specific applications for enhanced wellbeing. Upon completion of this workshop participants will understand: 1. The neuroscience of mental imagery. 2. The role of mental images in emotional processes and behaviour change. 3. How mental imagery can be applied to reprogram emotional reactivity into a more optimal range. *The material covered in the mental imagery workshop has been endorsed by the ICF. WK 26 Getting SuperBetter: Using Gameful Technology to Improve Well-Being A.M. Roepke1, J. McGonigal2, R. Broome2 1University of Pennsylvania, Psychology, Philadelphia, PA, United States, 2SuperBetter Labs, LLC, San Francisco, CA, United States Can gameful technology make us happier and healthier while bridging the gap between academia, industry, and people striving for well-being? In this workshop you will hear the story of SuperBetter -- a web-based/iPhone-based self-help tool -- from its origin as an invention by world-renowned game designer Dr. Jane McGonigal during her recovery from a traumatic brain injury, to a social network that touched thousands of lives. We will dive into the site and see users' behavior through the eyes of a data scientist -- drawing on data from 170,000 registered players -- revealing new methods and measures that help us understand people's
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efforts to improve their well-being. We will also detail the methods and results of collaborative research with UPenn: a randomized controlled trial investigating if SuperBetter can shine not only as a novel and engaging tech toy, but also as a tool for overcoming depression. You will learn how we adapted classic CBT and positive psychotherapy, and turned them into playful and engaging activities to support participants' recovery from depression. Finally, we will help you level up your own design skills with our recommendations for adapting other validated interventions with a more gameful approach. WK 27 Happiness 101 - Designing an Innovative and Skill Based Program Leading to Positivity, Healthy Body and Healthy Mind S. Kearney, R. Joslin Red Deer Primary Care Network, Red Deer, AB, Canada One in five Canadians will experience mental illness in their lifetime (CAMH). The mental illness burden increasingly affects life expectancy, quality of life and health care (Mathers & Loncar, 2006). 40% of mental health patient referrals to the Red Deer Primary Care Network (RDPCN) present with depression or depression-like symptoms. RDPCN designed and implemented an innovative seven week group program grounded in positive psychology. The program, Happiness 101, focuses on increasing levels of happiness in the languishing, depressed and flourishing. It is based on empirical research and skill-oriented incorporating thirteen strategic interventions targeted to happiness pathways (Seligman, 2005). Interventions involve simple and mindful activities such as engaging in good deeds, writing gratitude letters, and planning social activities. To date, RDPCN has conducted over 35 programs with 500 physician - referred participants. Program evaluation reflects the helpfulness of information and tools, reduction in participants' distress, and increase in self-efficacy. Quality of life assessment demonstrates statistically significant improved and sustained scores in physical and mental health over time. This engaging interactive workshop will focus on practical considerations in program development, experiential objectives, key messaging, meaningful presentation of empirical evidence, utility of interventions, and program adaptation to a variety of settings and audiences. WK 28 The High Performance Mindset at Work M.E. Bernard1, P. Robinson2 1University of Melbourne, Melbourne Graduate School of Education, Parkville, VIC, Australia, 2Positive Psychology Institute, Sydney, NSW, Australia This workshop is based on research findings that psychological capital (mindset) contributes to positive workplace performance and satisfaction as well as positive organizational outcomes. The positive organizational development literature also identifies practices for supporting transfer of training to the workplace and an organizational process for learning and development throughout all levels of an organization. This workshop has three parts: Part 1. High Performing Mindsets Drive High Performing Organizations. The characteristics of high performing organizations will be described (engagement, innovation, quality of life, productivity) followed by a research-driven analysis of the mindset of work high performance (commitments, behavioral strengths). Part 2. Learning and Development Program The High Performance Mindset at Work. Participants will view excerpts from e-learning course and participate in activities designed to build self-awareness of and to strengthen their high performance mindset. A focus will be on how a mindset can assist people in positively responding to tough situations at work including overcoming performance blockers. Part 3. A Strategic Model for Organizational-Wide Implementation and Sustainability. Here, different organizational processes will be reviewed that support transfer of training of the high performance mindset and sustainability including: executive, management, human resource, recruitment, data-driven decisions, learning and development, coaching and culture. WK 29 Using Positive Psychology to Promote Resilience in the Aftermath of the Christchurch (NZ) Earthquakes L. Hone AUT, Human Potential Centre, Auckland, New Zealand In 2011, a 6.3 magnitude earthquake rocked New Zealand's second largest city, my home town of Christchurch, killing 185 people and causing severe damage to the city's infrastructure and over 100,000 homes. Having just completed a MAPP degree at the University of Pennsylvania, I was called upon by Government departments, corporations, and community groups to apply positive psychology to boost the personal resilience of Christchurch residents in the aftermath of the www.ippanetwork.org
quakes. This Workshop relays my personal role in the psychosocial response to the Christchurch quakes, as I endeavored to distill the knowledge from Karen Reivich's Resilience course at Penn in a way that would be helpful to my fellow citizens.
will give participants a taste for how Applied Improvisation can create deep-seated learning, improve psychological functioning, and increase authentic social connectedness (Mauss, et al., 2011).
Reading academic papers by Reivich and Tedeschi for my masters was one thing, but working out how to deliver this knowledge to people who didn't even feel comfortable gathering in a big building as after-shocks continued to shake our battered city was quite another. I spent days writing presentations targeting different audiences, from fire fighters and businessmen, to teachers and the elderly. It has been a very humbling experience and our journey is far from over.
WK 33 A Positive New Approach for the Environmental Movement S. Sherman Transformative Action Institute, Los Angeles, CA, United States
WK 30 Positive Psychology and High Performance Work Teams S.A. Asalone, J. Sparrow ASGMC, Inc., Asbury Park, NJ, United States Can research from positive psychology assist increased performance of work teams in organizations? Are the factors contributing to high performance teams amenable to influence from the application of positive psychology? The answer is affirmative as evidenced from both current research and practice. Organizations globally are embracing work teams as a solution to improve productivity, increase employee engagement and encourage creative and critical thinking. Though teams are not the panacea, when formed and fostered properly they offer a suitable option to organizations striving to maximize engagement and productivity. The factors of high performance teams are not inert, but can be developed and nourished. Positive psychology can influence some of the factors that enable high performance teams assisting both their development and continuation. Positive psychology research and application will be explored regarding how they affect organizations, teams and individuals toward the success of high performance teams. Each of the characteristics of high performance teams will be examined. Research and applications of positive psychology will be offered regarding how they enhance each characteristic. Specific best practice ideas will be offered on which research and applications enhance the development and sustainability of the characteristics of high performance teams. WK 31 Positive Education Research & Best Practice Applications P. Robinson University of Wollongong, Sydney, NSW, Australia Positive Education is currently a hot topic with a growing body of research, strategic interventions and context specific evidence-based practical activities. Positive Education (PE), has recently been defined as “the development of educational environments that enable the learner to engage in established curricula in addition to knowledge and skills to develop their own and others' wellbeing” (Oades, Robinson, Green & Spence, 2011). Positive Education Practices (known here as PEPs) are mostly drawn from Positive Psychology Interventions (PPIs) extracted from Positive Psychology studies conducted primarily on adult samples. Therefore, whilst there are a growing number of schools adopting PEPs, there is a distinct shortfall of scientific evaluation within this context. With teacher burnout, student dropout, and mental illness on the rise in schools and the community, there is a shortfall of evidence on the effects of PPIs and PEPs in school settings. Learning outcomes from this workshop are designed to inform the participants of the current research and best practice activities in Positive Education being utilised by psychologists, leaders, teachers, students and parents. Participants also have the opportunity to complete a specific action plan to apply to their own work setting. WK 32 Applied Improvisation Workshops for Positive Organizational Development J. Fort Re: Solutions, Claremont, CA, United States This workshop will offer practitioners a taste of Applied Improvisation, a technique that helps groups improve their communication, collaboration, and creativity. Born from a synthesis of improvisational theater training and group process facilitation, Applied Improvisation is grounded in experiential learning theory (Kolb & Kolb, 2009; Kayes, Kayes, & Kolb, 2005). This workshop approach helps participants overcome blocks in their mental models by accessing their embodied intelligence and using facilitated reflection and dialogue to produce social learning (Duffy, 2003). Using participant input, the facilitator will select two Applied Improvisation exercises to show participants how the Action-Reflection-Synthesis-Application cycle helps organizations confront and overcome interpersonal challenges. This learner-centered approach is a great tool for helping organizations broaden and build their organizational culture and team identity (Fredrickson, 2001; Kayes, Kayes, & Kolb, 2005) By creating a fun and exciting environment, the facilitator www.ippanetwork.org
In 1992, more than 1700 of the world's leading scientists -- including a majority of the living Nobel Laureates - warned that the future of humanity was at “serious risk.” We needed to make dramatic changes “if vast human misery is to be avoided and our global home on this planet is not to be irretrievably mutilated.” Unfortunately, these dire warnings have not led to significant positive change. More than two decades later, most serious environmental problems have only gotten worse. Are there solutions? This workshop examines the most effective strategies for solving environmental problems. Scott Sherman has studied examples of “positive deviance” among organizations working on issues of sustainability, conservation, and environmental justice. There are successful strategies for social and environmental transformation, which are quite distinct from the approaches that have failed in the past. These new ideas offer insights for how positive psychology can apply to social and environmental change. WK 34 SMART Strengths Delivery in Schools: Developmental, Cultural, and Socioeconomic Considerations J.M. Yeager1, D. Shearon2, C. Saylor3 1The Culver Academies, Center for Character Excellence, Culver, IN, United States, 2SMART Strengths, Nashville, TN, United States, 3The Citadel, Krause Center for Leadership, Charleston, SC, United States Strengths-based programs in schools are most effective when teachers and support staff who deliver the curriculum have already done “strengths work” in their own lives and have considered SMART Strengths' lessons based on fit for the school's mission, culture, community and environment. Delivery and efficacy must also vary within developmental context. The S-M-A-R-T acronym stands for Spotting, Managing, Advocating, Relating, and Training strengths. The workshop will provide illustrations of the delivery of the S-M-A-R-T strengths model at schools with underserved student populations, an independent boarding school, and a rural high school that has embraced the “School of Inquiry” teaching methodology. Pilot programs from Charleston, SC illustrate the adaptability and potential applications of SMART Strengths (SS) with Title I middle and high school (primarily African American) student populations. Preliminary impact data will be presented for college volunteers and youth served in five public school groups and one summer program. Qualitative data will be shared from a pilot program in Plymouth, IN, a rural school district, and Culver, IN, an independent boarding school. Similar aspects of delivery, as well as nuanced differences in approach based on culture and socio-economic status will be examined. WK 35 Engaging Coaching Students in Positive Psychology: Experiences with Combining the Magic and Empirical Research in a Well-Established Coach Training Program J.E. Auerbach, S. Foster, J. Aronoff College of Executive Coaching, Pismo Beach, CA, United States The MAPP program's magic has set the gold standard for imparting knowledge of positive psychology (PP) principles within an executive education format, inspiring other programs across the globe. This paper's presenters describe how they have engaged coach trainees in the benefits of positive psychology for themselves and their clients via a 12-week PP telecourse (taught since 2004), an elective in an International Coach Federation Accredited program. The course promotes empirical methods, generates excitement about the contributions of researchers in PP, and teaches strategies for deploying PP coaching applications. The first author will present five years of student satisfaction survey data of PP course content highlighting which topics were most valued. The second author will articulate how PP research findings can be successfully integrated into a revenue/performance-driven culture in corporate settings, drawing upon her consulting experiences in the US and Europe. The presenters will also share telecourse topics that depart from the core content of MAPP and other PP programs. These include the importance of assessing whether a client's identified strengths are those found to be empirically correlated with success at a particular level in an organization and aligning the strengths of coach and coachee to accelerate the coaching process.
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Conversation Hour Abstracts CH 1 Applying Positive Psychology in Lifestyle Medicine to Promote Health and Well-Being L.S. Lianov1,2, V.L. Kettering3 1American College of Lifestyle Medicine, Woodburn, OR, United States, 2University of California, Davis, CA, United States, 3Claremont Graduate University, Claremont, CA, United States This conversation hour will address the integration of positive psychology into the healthcare system. Dr. Liana Lianov, current president of the American College of Lifestyle Medicine (ACLM), will facilitate a discussion about a new branch of patient care, lifestyle medicine (LM). LM is defined by the ACLM as “the use of lifestyle interventions in the treatment and management of disease.” The primary aim of the LM movement is to achieve health behavior change through empirically-based strategies. Many prevalent health issues are amenable to improvement with patient nutrition, exercise, sleep, meditation and other lifestyle choices. Thus, the LM movement identifies conditions in which individuals are supported and motivated to engage in behaviors that promote wellness. The session will bring together clinicians and researchers working in different settings to contribute to the ongoing dialogue about how patients can best be served and empowered. The conversation will be focused on the integration of principles of positive psychology with LM efforts to create a new paradigm in healthcare.
CH 2 Combining Neuroplasticity & Positive Psychology in Clinical Practice to Increase Positive Development across the Lifespan J. Shaffer1,2 1University of Washington, Department of Psychiatry & Behavioral Sciences, Seattle/Bellevue, WA, United States, 2Ideal Aging, LLC, Bellevue, WA, United States We need a science-based discussion by informed presenters to increase awareness of benefits of integrating brain-plasticity based strategies into positive psychology to add dignity to aging, emphasize science-based ways to maximize human potential, and enhance evolving human intelligence with vigorous longevity. We can afford clients unprecedented hope for Positive Development across the Lifespan when including neuroplastic-based interventions. Neuroplastic gains with 50% increased lifespan were demonstrated when rats were held and spoken to. These lab rats were “enriching heredity” throughout the human equivalent of 90 years. Researchers believe humans can achieve similar gains at any age. Increasingly studies in humans find improvements in brain chemistry, architecture and performance associated with lifestyle choices. Using touch, talk, education and other positive psychology techniques clinicians can enhance this trend toward better functioning, greater Well-Being and heightened motivation to make healthy lifestyle choices that can drive brain plasticity in a positive direction. The gains of this integrative approach can exceed the sum of the component parts when interventions target brain sites considered most vulnerable to the so-called “normal decline of aging”. Thomas Insel's call to facilitate the profound shift in how we promote mental health is urgent with the global trend of humans living longer.
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CH 3 Conversation Hour on Positive Psychology in China Y. Zhao Tsinghua University, Psychology, Beijing, China It will be moderated by Dr. Kaiping Peng. Prospective topics include: · What is Happiness to Chinese people · Collectivism and Happiness · How to study and apply positive psychology in China · The future of Positive Psychology in a Chinese Cultural Context The conversation hour will cover topics in both research and application. Dr. Peng will open the conversation hour by a short speech, followed by few other invited speakers' short speeches. It will mainly be free discussions between Chinese and international scholars, students, practitioners, educators, entrepreneurs and professionals.
CH 4 Whole School Approaches to Psychological Well-Being: EvidenceBased Strategies for Building Communities of Well-Being Z. Alford1, F. Huppert2, D. Kolpak1, M. White1,3 1St Peter's College, Adelaide, SA, Australia, 2Well-Being Institute, University of Cambridge, Cambridge, United Kingdom, 3University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia Moderated by Professor Felicia Huppert, Director of the Well-Being Institute from the University of Cambridge this conversation hour focuses on the development of whole-school psychological services from a positive psychology lens that includes staff and students. There has been shift in mental health discourse from a welfare model to Well-Being models for schools (DEEWR 2009). What impact should this have on psychological services provided in schools? Whole school community change will be explored with specific focus on shifting the school view of psychological services from pathology to promotion and prevention, bringing positive psychology into the 1:1 counselling setting and the classroom, and providing a strategic framework for the implementation of Well-Being strategic approach. This conversation hour is based on the applied research of a whole-school strategy for the integration of psychological services and health models at an all boys school, 3 - 18 years old, St Peter’s College in Adelaide, Australia (n = 1338). St Peter’s College has developed one of the world’s largest evidence-based whole school strategies to Well-Being.
CH 5 Positive Environment, Sustainability, and Conservation O.E. Myers1, D. McMillan2, R. Gupta3, M. Monroe4, C. Bruni5, E. Markowitz6, N. Davis7 1Western Washington University, Huxley College of the Environment, Bellingham, WA, United States, 2St. Olaf College, Northfield, MN, United States, 3New Knowledge Organization, New York, NY, United States, 4University of Florida, Gainesville, FL, United States, 5Claremont Graduate University, Claremont, CA, United States, 6Princeton University, Princeton, NJ, United States, 7University of California Irvine, Irvine, CA, United States Open discussion for any conference attendees who have wanted to have more opportunity to follow up on ideas generated by the pre-conference workshop, keynote, symposia, and/or paper sessions dedicated to the “Positive Environments, Sustainability, and Conservation” Highlighted Conference Theme.
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CH 6 Neuroscience and Positive Psychology: Opportunities, Challenges and Implications J. Thayer Ohio State University, Columbus, OH, United States
CH 7 Creating a Common Language in Positive Psychology H.E. Krebs Claremont Graduate University, School of Behavioral and Organizational Sciences, Claremont, CA, United States
Positive psychology is interested in finding out more about the antecedents and consequences of Well-Being. Researchers and practitioners in the field are increasingly turning to tools from neuroscience for help in finding answers. Supported by a grant from the John Templeton Foundation, The Positive Psychology Center at the University of Pennsylvania has established the Templeton Positive Neuroscience Research Awards to support the exploration of novel questions at the intersection of Positive Psychology and Neuroscience. Studies by its first cohort of grantees has explored a range of topics, from the biological bases of altruism to the neurogenetics of positivity and resilience. In this conversation hour, Dr. Julian Thayer will lead members of the positive neuroscience community, including Professor Martin Seligman, in a discussion about findings and lessons learned so far. We will also explore important, interesting and hopefully, provocative questions that warrant consideration as positive neuroscience moves forward.
The field of positive psychology currently struggles with perceived legitimacy in the eyes researchers, professionals and lay-people due to preconceptions that are associated with the term “positive.” Students and researchers alike often have difficulty explaining the concepts of positive psychology to others in a way that clearly conveys its aims, processes and impacts. Since positive psychology is currently in its formative stages, a consistent vocabulary is crucial to allow professionals to convey its importance, generate new ideas and inspire further confidence in the field. Many researchers have used terminology to explain positive psychology concepts effectively. The field would greatly benefit from an integration of their ideas to create a standardized form of language that may be used to teach the current and upcoming generations of scientists and practitioners.
• What are the hopes and opportunities for positive neuroscience? • What challenges do we face as we proceed to develop a field of positive neuroscience? • What implications does positive neuroscience have for practice?
This conference presents a prime opportunity for a discussion on the topic of standardized language in the field among researchers from various subdisciplines. Their diverse perspectives will allow for the most impactful terminology to be included in the dialogue. The goal is to promote and inspire the publication of definitive literature, which may provide a common language for positive psychologist to use in the description, implementation and explanation of the concepts.
Individual Paper Abstracts IPS 1 - Individual Paper Session 1: Positive Emotions and the Environment
IPS 1.1 Existential Concerns and Psychological Needs: A Basis for Positive Motivation toward the Natural World D.K. McMillan St. Olaf College, Psychology, Northfield, MN, United States Materialistic value orientation is associated with a host of negative psychological outcomes as well as low interest in environmental issues, negative attitudes toward the environment, and overconsumption (Kasser, 2002). Motivation for sustainable lifestyles thus requires a very different basis. Materialistic pursuits may aim - unsuccessfully - to address basic psychological needs such as safety, security, and other existential concerns. This presentation discusses research from self-determination theory, existential psychology, and terror management theory suggesting positive, non-materialistic motivations for connection to nature and sustainable lifestyles. For example, existential writers have long emphasized the psychological centrality of existential concerns such as death, isolation, responsibility/ freedom, and meaninglessness (e.g., Pyszczynski, Greenberg, & Solomon, 1999; Yalom, 1980). This presentation proposes that each of these existential issues can be reconceptualized as one side of a dialectic: i.e., life is as true as death; connection is as real as isolation; createdness balances individual responsibility/freedom; and a sense of meaning can be just as real as meaninglessness. These more life-affirming aspects of existential concerns can be important sources of motivation, and this presentation examines research regarding how connection with the natural world can support these aspects.
IPS 1.2 Motivations for Eco-restoration Volunteerism: Qualitative Approach to Uncovering Positive Psychology's Role on Pro-environmental Behavior S.T. Asah1, M. Lenentine2, D. Blahna3 1University of Washington, School of Environmental & Forest Sciences, Seattle, WA, United States, 2University of Washington, Seattle, WA, United States, 3USFS, PNW, Seattle, WA, United States Efforts to restore and ensure the sustainability of the urban environment are increasingly dependent on volunteers—people who devote their time and energy, apparently without pay, to help restore and conserve urban ecologies. Understanding why people volunteer can help practitioners enhance community involvement in environmental restoration and conservation. It is therefore important to understand what motivates environmental volunteerism. Several scholars have examined environmental volunteer motivations, but have mostly used quantitative methods. Quantitative methods employ predetermined motivations and response options that do not allow volunteer www.ippanetwork.org
respondents to express their motivations in their own words and frames of references. Consequently, volunteerism is 'known” to be driven, for the most part, by environmental motivations. We included two open-ended questions in a survey of 242 volunteers from 34 events in the Seattle-Tacoma metro area in Washington State. The open-ended questions asked volunteers why they volunteer and what they perceive as benefits of volunteerism. We conducted a thematic and frequency analysis of volunteers' expressed motivations and perceived benefits. We found that eco-restoration and conservation volunteerism is mostly motivated by both hedonic and eudaimonic elements of wellbeing, more so than environmental reasons. We discuss the implications of these results for pro-environmental behavior and sustainability.
IPS 1.3 Social Identity Framing Promotes Positive Emotions about Environmental Sustainaility V. Seyranian1, W. Crano2 1University of Southern California, Los Angeles, CA, United States, 2Claremont Graduate University, School of Behavioral and Organizational Sciences, Claremont, CA, United States Social identity framing (Seyranian, 2012) suggests that implicating social identity may be important in promoting environmental sustainability. Inclusive language (“we”, “us”) is a central communication tactic in this process that communicates normative information about who the group is and what it stands for. It also encourages individuals to experience group-based emotions (Smith, Seger, & Mackie, 2007). This research examined whether inclusion helps both high and low social identifiers to experience positive emotions about environmental sustainability after experiencing a group victory. 430 students watched a video of their university football team either win or lose a game to a rival team. Then, they completed a survey after reading either an inclusive or non-inclusive speech promoting renewable energy. Results showed a significant interaction between inclusion, victory/loss, and identification on positive emotions, F(1,430) = 4.55, p< .05. Follow-up simple effects showed that low identifiers exposed to inclusion (M=4.47, SD=1.15) versus non-inclusion (M=3.67, SD=1.22) were more likely to experience positive emotions about sustainability after a group-based victory, F(1,109)=12.40, p< .05. No significant effects emerged for high identifiers. These findings suggest that inclusion promotes positive emotions about environmental sustainability among low identifiers after a positive group event. Implications for positive conservation psychology are discussed.
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Individual Paper Abstracts (cont’d) IPS 1.4 How Priming Memories of Transcendent Experiences Influence Pro-Environmental and Pro-Social Values and Behaviors N. Davis Univ. of California, Irvine, Social Ecology, Santa Monica, CA, United States Post-materialist and self-transcendent values are identified as some of the strongest predictors of pro-environmental behavior. However, little research focuses on how these values develop and/or are primed in day-to-day life. This study explores the characteristics of transcendent experiences (e.g. similarities and distinctions from 'flow') and how they influence value orientations and self-reported pro-environmental and pro-social behavioral intentions. A within-subject experimental design had undergraduate students from two countries (United States, N=620 and Dutch, N=80) respond to two matched online surveys, where the second survey primed respondents to describe a transcendent experience. Additional questions on experience characteristics (physical location, companions, length of time) and demographics were also included. Analysis suggests that the salience of proenvironmental values, concern and self-reported environmental and social behavior increased after priming the experience. Results highlight the critical importance of exploring in more depth the ‘behind the scenes’ characteristics and impacts of these experiences for both pro-environmental research and interventions in the real world.
IPS 2 - Individual Paper Session 2: Flow: Attitudes and Values
IPS 2.1 Flow Experience of Japanese Junior High School Students and its Effects on their Attitude toward Learning, Appreciation of Working with Others and Resilience K. Asakawa Hosei University, Intercultural Communication, Tokyo, Japan A total of 118 Japanese junior high school students (52% females) participated in a three-year longitudinal study of academic and social development from the 2009 through 2011 academic years. In the middle of each academic year, students' subjective experiences while attending classes were evaluated using Class Experience Forms (CEFs). In addition, students' attitude toward learning, appreciation of working with others, and resilience were measured several times during the period of the study. The results showed that the classes, evaluated as in the flow condition (high challenge/high skill) by the students, created an optimal state of experience for them. In addition, 2009— 2011 correlational analyses showed that students' increase in the flow experience while attending classes was positively associated with their increases in the levels of attitude toward learning, appreciation of working with others, and resilience. Moreover, not only the flow experience in the 2011 academic year, but also the average flow experience in the 2009 and 2010 academic years predicted the levels of resilience and some aspects of attitudes toward learning at the end of the 2011 academic year. These results appear to indicate long-term effects of the flow experience on students' academic and psychological development.
IPS 2.2 Empirical Verification of Some Principles of the Flow Theory A. Olah, H. Nagy Eotvos Lorand University Budapest, Personality and Health Psychology, Budapest, Hungary The paper reviews empirical studies to verify the following statements of the flow theory: learning is more effective in flow; the flow experience is a motivator of the development of capabilities; the activity in flow is less burdening than in antiflow, so we get less tired in flow. 2172 pupils (12-14 years old) gave data during different classes (by ESM) about flow experience. The analysis of the relation of flow experience and the test checking the knowledge of the material of the class reinforced that the contribution of flow to the test results is higher than that of IQ or GPA. The second longitudinal study followed the sport career of 4251 talented sportsmen from 12-14 during 10 years. The results showed that those adolescents, who could reach later the Olympic qualification as adults, were
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experiencing significantly more flow during trainings that those peers who could not reach this qualification. In the third study 40 men (18-25 years old) played a computer game while they were monitored by EEG. The analysis showed that the prefrontal activity in flow decreased significantly compared to antiflow, indicating that the brain doing the same work in flow gets less burden than in antiflow.
IPS 2.3 Using the Goal Disruption Paradigm: The Differential Response of Autotelics E. Warren Claremont Graduate University, Psychology, Claremont, CA, United States The current study examines the differential response of autotelics to a goal disruption experience using the paradigm of Goal Disruption Theory (GDT). GDT examines outcomes common to individuals who have experienced a failed or threatened, personally relevant goal. Autotelism is defined as the ability to create and sustain flow experiences and is operationalized in the present study as the frequency of flow experience, consistent with research on autotelism. Autotelics have been described as responding to thwarted performance goals differently than non-autotelics, therefore the GDT paradigm is highly appropriate to examine this differential response. Results indicate that those higher in autotelism who were asked to recall and write about a goal disruption reported experiencing higher positive affect, a lower perceived need for goal achievement, lower willingness to harm oneself for goal achievement, and lower dichotomous thinking. These results may suggest that autotelism provides an important buffer to a goal disruption experience.
IPS 3 - Individual Paper Session 3: New Direction in the Measurement of Emotions
IPS 3.1 Emotion: The Self-Regulatory Sense K.T. Peil Northeastern University, Harvard Divinity, EFS International, Cambridge, MA, United States A dynamic systems model broadly redefines and recasts emotion as a primary sensory system - perhaps the first sense to have emerged, serving the biological function of “self-regulation”. Drawing upon the physical sciences and the field of epigenetics, the model suggests that human emotional perceptions provide an ongoing stream of “self-relevant” sensory information concerning optimally adaptive states between the organism and its immediate environment, along with coupled behavioral corrections that honor a universal self-regulatory logic. With its ancient substrates exemplified by the molecular circuitry in the E. coli bacterium, the model suggests that the hedonic (affective) categories emerge directly from fundamental positive and negative feedback processes, and that their good/bad binary appraisals relate to dual self-regulatory behavioral regimes - evolutionary purposes, through which organisms actively participate in natural selection, and through which humans can interpret “right” and “wrong” states of balanced being and optimal becoming. The self-regulatory sensory paradigm transcends anthropomorphism, unites divergent theoretical perspectives and isolated bodies of literature, and challenges some timehonored assumptions; suggesting that emotions are better understood as regulating us, providing a service crucial to all semantic language, learning systems, evaluative decision-making, and optimal physical, mental, and spiritual health. Implications for moral psychology are discussed.
IPS 3.2 Wuzzup? A Mobile Experience Sampling Application for Mental Health and Well-Being Research T. Chin1, N.S. Rickard2, D.A. Vella-Brodrick1,2 1The University of Melbourne, Melbourne Graduate School of Education, Parkville, VIC, Australia, 2Monash University, School of Psychology and Psychiatry, Clayton, VIC, Australia The experience sampling method (ESM) offers researchers the opportunity to study and understand the dynamic interactions of affect, experiences, and behavior in daily social and situational contexts. Wuzzup, a mobile ESM application for use with iPod Touch devices was developed to evaluate a youthled mental health program. This presentation features the use and findings of the mobile application by 80 participants aged 14 to 16 years. Data were www.ippanetwork.org
collected across three time-points, over a period of three to six months. Participants responded twice daily, on an iPod, to random time-based prompts over the course of one week, yielding 3360 data points. The use of ESM through mobile devices, such as iPods, offer a unique insight into an individual's real-life responses to naturally occurring positive and negative events. Strategies used by participants in response to these experiences enable us to assess the level of implementation of skills taught in the mental health program. Wuzzup also provides researchers with an engaging and intuitive tool for collecting large volumes of ecologically valid data. This methodology also offers the flexibility to investigate both between- and within-individual variations in measures of mental health and well-being and is an ideal complement to survey data.
IPS 3.3 Can an App Boost Well-Being at Work? Results of a Randomised Controlled Workplace Trial to Test a Mindfulness Meditation Smartphone App S. Bostock, A. Steptoe University College London, Epidemiology and Public Health, London, United Kingdom There is growing interest in the potential benefits of mindfulness in the workplace. Standard group-based therapies are impractical for many employees. We investigated whether a self-guided mindfulness meditation programme, delivered via a smartphone app, could improve well-being at work. We recruited 238 healthy employees from two large UK-based companies. At baseline, well-being and job strain were assessed using validated questionnaires. Blood pressure and mood were measured 5 times over a work day. Participants were randomised to a wait-list control group or to download the Headspace app, a 45-day programme of 10-20 minute guided audio meditation exercises (www.getsomeheadspace.com). After 8 weeks, 96% participants completed follow-up measures. Progress of the intervention group through the programme ranged from 0-45 days (0-725 minutes), mean 16.6 (SD 12.9). The intervention was associated with significant increases in wellbeing, positive affect and mindfulness and decreased systolic blood pressure, job strain and negative affect relative to the wait-list group (repeated measures ANCOVAs, group*time interaction p>.05). Longer meditation practice, based on downloads from the app, predicted greater changes in well-being and affect. Psychological outcomes remained stable 10 weeks later. This trial suggests that self-administered mindfulness training using an app can improve psychological well-being and reduce stress at work.
IPS 4 - Individual Paper Session 4: Youth and Well-Being
IPS 4.1 Violence and Children's Satisfaction with Life: A Comparative Analysis in Ten Developing Countries J.C. Oyanedel Universidad Andrés Bello, Mathematics, Santiago, Chile Satisfaction with life is a highly researched topic. Nevertheless, the literature that links this construct to school violence in the global South is either scarce or non-existent. This work will present the results of an international large scale project on school violence funded by Plan International carried out between 2009- 2011. The countries included in this work are Benin, Rwanda, Peru, Guinea Bissau, India, North Sudan, Cameroon, Paraguay, Philippines and Ghana. This work will present how violence (psychological, physical and against property) and related risk factors (at individual, household and school levels) have an effect on children's life satisfaction, measured by Diener's Satisfaction with Life Scale. Results show significant differences across regions (Asia-Africa- Latin America), but also similarities, meaning that could be factors, such as trust in people and institutions, that shape satisfaction with life in childhood with independence of cultural frameworks.
IPS 4.2 Using Comics and Board Games to Assist Counselors and Educators to Interactively Teach Pro-Social Behavior to Youth E.P. Copeland1, T. Devine2, S. Solway3, S. Mcmanus3 1Chicago School of Professional Psychology, Academic Affairs, Los Angeles, CA, United States, 2Arizona State University, New College of Interdisciplinary Arts and Sciences, Phoenix, AZ, United States, 3Chicago School of Professional Psychology, Clinical Psychology, Chicago, IL, United States The paper will: describe the initial research undertaken to establish validity and reliability of an assessment instrument that presently serves as one measure of childhood psychological health, the Child and Adolescent Wellness Scale (CAWS); illustrate how the concepts from the CAWS evolved into a board game and a comic; and report on the results of an empirical study designed to determine the extent middle school students developed social emotional competencies as a result of identification with characters in a board game that focuses on principles of wellness. Results demonstrated that emotional wellness can be fostered through engagement with a fantasy game that used identification to garner interest from the players. We argue that the CAWS represents a step forward in translating positive psychological concepts into practice and that the teaching of emotional competencies in youth can be enhanced by playing board games focused on the principles of wellness.
IPS 4.3 Decades in Review: A Meta-Analysis of Well-Being Programs for Children and Adolescents S. Cowen Brigham Young University, MFHD, Heber City, UT, United States Preliminary research on well-being programs for children and adolescents was reviewed and synthesized with meta-analytic procedures. Twenty preliminary, qualifying studies were included in this study and were examined for socialemotional learning, coping skills, self-esteem, and academic improvement outcomes. The overall effect size for self-esteem was significant (d = .32, p < .05), however, the overall effect size for the combined outcomes was not significant (d = .07, p = .13). Suggestions for future research include using larger samples, more follow-up procedures, utilizing external factors to strengthen well-being, and standardizing well-being measures. These effect sizes and suggestions might change as we finish coding and analyzing approximately 30 more studies to add to the current data for a more comprehensive meta-analytic study to present at the IPPA conference.
IPS 4.4 Subjective Happiness among People with Disabilities in Malaysia: A Grounded Theory Method F. Bullare-Bahari1, M. Halik1, R. Ismail2 1University Malaysia Sabah, School of Psychology & Social Work, Kota Kinabalu, Malaysia, 2University Malaysia Perlis, Counselling Centre, Kuala Perlis, Malaysia The main objective of my research is to explore the 'Subjective Happiness' among disabled people in Malaysia employing the Grounded Theory. A total of 43 disabled Malaysians, both men and women, participated in this study. Data were collected from 18 respondents in an in-depth interview and detail information was gathered from 25 respondents in the focus group interview. The interview and observational data were analyzed using the constant comparative method. This method was chosen to minimize the influence of preconceptions. Constantly comparing and memoing eventually leads to a core category. The core category in my research is 'Subjective Happiness'. From the results of the interviews, observation and memos, I discovered that the aspects of the disabled towards 'Subjective Happiness' are: (1) satisfaction, (2) self, (3) meaning, and (4) positive thought and emotion. In this study I have also found that there are four major factors of 'Subjective Happiness' and they are (1) social interaction, (2) support, (3) social justice and (4) self-qualities. This research can be beneficial to the field of positive psychology, the disabled community, various institutions, government and community in general.
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Individual Paper Abstracts (cont’d) IPS 5 - Individual Paper Session 5: Post-Traumatic Well-Being
IPS 5.1 Gratitude, Subjective Well-Being, and PTSD Symptoms among Israeli Youth Exposed to Ongoing Missile Attacks: The Significance |of Gender Y. Israel-Cohen1, F. Uzefovsky2, O. Kaplan3 1College of Management Academic Studies, Research Unit of the School of Business, Rishon Lezion, Israel, 2Hebrew University of Jerusalem, Psychology Department, Jerusalem, Israel, 3College of Management Academic Studies, Dean of the School of Business Administration, Rishon Lezion, Israel Recent studies have suggested that gratitude may serve as a protective factor against the effects of extreme stress, working through positive emotions to build resilience. Yet, the literature on the relationship between gratitude and PTSD is scant. In a sample of 913 Israeli middle and high school students exposed to ongoing missile attacks, this study examines the association between gratitude and PTSD symptoms. Particular attention is paid to what components of subjective well-being (conceptualized as a combination of life satisfaction, positive affect and negative affect) may mediate this relationship. Measures of gratitude and SWB were taken pre and post missile attacks, as well as measures of PTSD two months following the attacks. Our findings reveal a sex-specific negative association between gratitude and PTSD, so that this association exists for adolescent boys only. This association is fully mediated by life satisfaction, not positive affect as suggested by previous literature. While positive affect was correlated with gratitude, it was not correlated with PTSD. Conversely, negative affect was correlated with PTSD, but not with gratitude. This is the first study to offer empirical evidence regarding the association between gratitude, SWB, and PTSD in a youth sample under threat of missile attacks.
IPS 5.2 Positive Development after Cancer: The Point of View of Pediatric Brain Tumor Survivors C. Lanoue1,2, S. Jutras1,2 1Université du Québec à Montréal, Psychology, Montréal, QC, Canada, 2Centre for Interdisciplinary Research in Rehabilitation of Greater Montreal, Montreal, QC, Canada Survivors of a pediatric life-threatening illness often face serious difficulties and suffer long-term sequelae that can hinder their development (Bleyer, 2005; Ris et al. 2011; Servitzoglou et al., 2008). Yet, they can experience well-being and positive outcomes (Barakat et al., 2006; Parry & Chesler, 2005). We asked 49 survivors of a pediatric brain tumor (8-35 years old), what they consider important for their well-being, what they do to feel well, and whether they find any benefits from the cancer experience. Responses were content analyzed. Correlations between themes mentioned and age of participants show that younger and older survivors have distinct perceptions on positive development. For older participants, going to school, having a job, and being self-sufficient were salient to their well-being. A larger number of older participants also reported taking care of their relationships and acting accordingly to their goals and values. Most participants identified some benefits associated with the experience of cancer; new values and courage were most often mentioned by older survivors. From the point of view of survivors, positive development appears as possible after a pediatric brain tumor. We will discuss cognitive maturation and life challenges that may explain differences observed between younger and older survivors.
IPS 5.3 Stressful Life Events and Predictors of Post-Traumatic Growth among High-Risk Youth T.E. Arpawong1, J.E. Milam1, P. Sun1, H. Land2, J.B. Unger1, S. Sussman1,3 1University of Southern California, Preventive Medicine, Los Angeles, CA, United States, 2University of Southern California, Social Work, Los Angeles, CA, United States, 3University of Southern California, Department of Psychology, Los Angeles, CA, United States Background: Experiencing stressful life events (SLEs) may elicit positive psychosocial change in some individuals, referred to as Post-traumatic Growth (PTG). In this novel study, we evaluate longitudinal predictors of
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PTG among vulnerable, ethnically diverse, older youth. We examine whether PTG results from theoretical predictors, multiple types of SLEs, as well as the severity of SLEs. Methods: Students were recruited from alternative high schools (n=564; mean age=16.8), where they participated in a drug abuse intervention. Surveys were administered in-person, by phone or mail-back. Multi-level regression models were constructed to examine predictors of PTG, controlled for sociodemographic variables, propensity-to-attrition, and treatment group. Results: On average, participants reported experiencing 3 or more SLEs in the past 2 years. The majority reported developing PTG as a result of their most life-altering SLE. Predictors of PTG included younger age, fewer SLEs, a curvilinear variable for severity of the SLE, less general stress, motivation-toimprove, being in Emerging Adulthood, and an interaction between Hispanic ethnicity and future time perspective. Conclusions: High risk, older youth report SLEs that reflect their unique life stage and set of circumstances. Because certain variables predict PTG over time, findings suggest potential intervention targets to promote positive psychosocial adjustment to SLEs.
IPS 5.4 Being a Thriver: Unifying the Concepts of Post-traumatic and Post-Ecstatic Growth J. Mangelsdorf1,2 1Free University of Berlin, Psychology, Berlin, Germany, 2Max Planck Institute for Human Development, Berlin, Germany A person who endures through hardship is called a survivor. A “thriver” is something more - an individual who not only passively experiences a traumatic or ecstatic life situation, but also thrives as a result. Why are some people more likely to grow than others? Comprehensive Growth Ability (CGA) is a new framework, unifying posttraumatic and post-ecstatic growth theories. According the model, people who experience growth after traumatic events are also more likely to experience growth after highly positive events. It suggests that it is not the quality of an experience, but the way it is processed that is crucial for human flourishing. Research proposes that a positive counter-factual mindset mediates the direct effect on growth, while the prevalence of positive emotions and supportive relationships are the crucial moderators. 504 participants in 37 countries completed questionnaires regarding their life experiences, perceived growth, emotions, relationships, and counter-factual mindset. Structural equation modeling showed that post-traumatic and postecstatic growth are highly interrelated. Positive affect and supportive relationships moderate, while counter-factual thinking mediates the effect of major life events on growth. CGA proposes a new understanding of positive human development that can enable more people to thrive, whatever their life path will be.
IPS 6 - Individual Paper Session 6: Measurement of Youth Resilience and Well-Being
IPS 6.1 The Antecedents of Felt-Responsibility for Constructive Change Y.-T. Kao I-Shou University, Dept. of Healthcare Administration, Kaohsiung, Taiwan, Republic of China Felt responsibility for constructive change is considered as a proactive psychological mechanism linking job characteristics and proactive performance. This study is designed to explore the antecedents of this particular mechanism. Both transformational and transactional leadership are tested. In addition, procedural justice climate is examined to test the substitute of leadership. Totally, 454 staff nurses from three hospitals participated in the survey. After controlling the demographic information, proactive personality, role-breadth self-efficacy and LMX, the results indicated transformational leadership predicates the magnitude of feel responsibility for constructive change. Moreover, procedural justice climate moderates the relationship between transactional leadership and felt responsibility for constructive change revealing the substituting effect.
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IPS 6.2 The Relationship between Gunas & Well-Being P. Khanna1, K. Singh1, S. Singla2, V. Verma2 1Indian Institute of Technology - Delhi, Humanities & Social Sciences, New Delhi, India, 2Indian Institute of Technology - Delhi, New Delhi, India
contribute to wellbeing was also confirmed. However, both findings were apparent only when appropriate advanced statistical tests (e.g., multilevel regression) were performed, as opposed to popularly used traditional analyses (e.g., using simple composite scores).
The Indian perspective of personality deals with the tri-dimensional classificatory scheme of Gunas - Sattva, Rajas and Tamas , entailing physical, mental and spiritual elements of personality. Sattva Guna has been characterized with cleanliness, truth and mental equilibrium; Rajas Guna with desire for gratification and material pursuits and Tamas Guna with mental imbalance, anger, depression and darkness (Wolf, 1998). The present study aims to explore the relationship between three Gunas and well-being. Two different samples were taken in this research. The first sample included 80 Indian professionals, 51 males and 29 females (Mean age=28.8 years & SD= 7.19). The second sample comprised of 110 students, 82 males and 28 females (Mean age=21years & SD=2.72). Vedic Personality Inventory (VPI - Wolf, 1998) and Mental Health Continuum - Short Form (MHC-SF - Keyes, 2009) were administered to both samples. Across both samples, Sattva was found to be significantly positively correlated with Subjective Well-Being (SWB) and Psychological Well-Being (PWB). Rajas showed significant negative correlation with SWB and PWB while Tamas showed significant negative correlation with Social Well-Being (SWB) and PWB. Further, the study focuses on the relationship within these three Gunas, to understand the Indian model of Personality.
Implications include that the method of sampling drastically impacts and differentiates the nature of experiences captured, which then has to be analyzed with statistical sensitivity.
IPS 6.3 Assessing Subjective, Behavioural and Psychobiological Indicators of Adolescent Well-Being in Response to Youth-Led Mental Health and Well-Being Programs D.A. Vella-Brodrick1,2, T. Chin1, N.S. Rickard2 1University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia, 2Monash University, School of Psychology and Psychiatry, Melbourne, VIC, Australia Youth-led mental health programs which adopt Positive Psychology and Positive Youth Development approaches have the potential to foster psychological well-being in young people. Subsequently a number of youthled programs are currently being delivered in both school and community settings. However, most of these programs have not been empirically evaluated and depend on anecdotal or formative feedback about program success. In this presentation a comprehensive assessment method including subjective (online surveys), behavioural/contextual (Experience Sampling Method) and psychobiological (hormone assays) indicators of well-being will be outlined and illustrated with the evaluation of three youth led programs run by a notfor-profit organisation in Melbourne, Australia. The sample included over 250 male and female students aged 14 to 16 years. Mixed design ANOVAs indicated that these youth-led programs were effective in improving some areas of mental health such as positive emotions, life satisfaction, meaning and engagement, compared to control participants. This presentation will focus on discussing real world issues related to undertaking research with young people including gaining consent, collecting data through iPod Touch devices, participant retention, working with complex systems and facilitator characteristics and skills. Well planned and evaluated youth-led well-being programs can provide effective and accessible mental health services for young people.
IPS 6.5 Can You ever Forgive Me: It Depends on How Happy I Feel about Myself X.D. Yue, F. Jiang City University of Hong Kong, Dept. of Applied Social Studies, Hong Kong, China Previous research shows social identity and happiness contributes to one's willingness to forgive, but little is known about what their joint impact is on forgiving behaviors. In this paper, the authors tested whether making an ingroup identity salient and increasing happiness lead to greater forgiveness of a perpetrator, and what the interaction effect is. Study 1 indicated that people in Philippines who felt happier than people in Hong Kong, were found more willing to forgive than their counterparts in Hong Kong. Filipinos tended to be more forgiving when in-group members and out-group members were killed; conversely, Hong Kong people, tended to forgive less when their ingroup members were killed than when their out-group members were killed. In Study 2, participants' emotional feelings were manipulated (happy, neutral, and sad). Results showed that happy emotion leaded to more forgiveness than did sad emotion and in-group member got hurt leaded to less forgiveness than did out-group member got hurt. More importantly, Consistent with Study 1, happy participants tended to forgive the perpetrator more no matter their ingroup or out-group members were hurt; Sad participants tended to forgive less when their in-group members were hurt than when their out-group were hurt.
IPS 7 - Individual Paper Session 7: Cross-Cultural Studies of Hope and Well-Being
IPS 7.1 Hope, Optimism, Positive Attributes and Life-Satisfaction across the Lifespan in Germany and Switzerland: An Internet Study among 11400 Participants A.M. Krafft1, A.M. Walker2 1University of St. Gallen, St. Gallen, Switzerland, 2Swissfuture, Zug, Switzerland In November 2012 Swissfuture and the University of St. Gallen conducted an internet survey among 11400 participants in Germany and Switzerland asking them how optimistic they are for 2013 regarding their personal lifes, the economic and political environment as well as social issues. We also wanted to know about their concrete personal and societal hopes, their main hope spending “personalities” or “role models” and current practices to make their individual hopes happen. Furthermore we assessed the self-reported levels of hope, optimism, positive relations, meaning in life, positive emotions, religiosity/spirituality and satisfaction in life with singular multi-item-scales. With SPSS we explored dependencies between variables and identified relevant demographic sub-groups.
IPS 6.4 A Methodological Exploration on Experience Sampling Methods A. Kukita Claremont Graduate University, School of Behavioral and Organizational Science, Claremont, CA, United States Experience Sampling Method (ESM) has demonstrated a wide range of utilities in social sciences, resulting in its increasing popularity (Hektner, Schmidt, & Csikszentmihalyi, 2006). The present study examined the relationship between different sampling methods measuring the same construct of meaning, comparing beeper method, diary method, and traditional one-time survey.
We can report about significant differences in personal and societal hopes as well as in levels of optimism, hope, positive emotions, meaning, etc. across the lifespan. While younger people have basically a more optimistic approach to life (in the short and in the long term), the levels of hope, positive emotions, satisfaction in life etc. develop positively with the age. Furthermore, a shift from hedonic to more eudaimonic hopes becomes evident across the Lifespan.
ESM was employed with a platform called PACO on Android-operated smartphones. Participants (N = 58) from across the United States were randomly signaled up to six times during seven days of participation (n = 2,255), at the end of each day also answering daily experience questionnaire (n = 396), also completing one-time exit survey at the end of participation (n = 48). A hypothesis that participants' experiences have different weights on their endof-day evaluations of meaningfulness was confirmed. Another hypothesis that people generally differ both in their baseline wellbeing and how experiences www.ippanetwork.org
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Individual Paper Abstracts (cont’d) IPS 7.2 Further Evidence on the Potential of Strengths-Based Online Interventions F. Gander, R.T. Proyer, W. Ruch University of Zurich, Zurich, Switzerland Various strategies on how well-being can be enhanced have been presented so far, but only few studies examined long-term effects. Replications and extensions of earlier findings are rare. We aimed at replicating and extending the findings of Seligman, Steen, Park, and Peterson (2005). The study pursued three goals: (1) replicating positive effects for the gratitude visit, three good things, and using signature strengths in a new way-interventions but without informing participants on a potential impact of the interventions on their well-being; (2) testing variants of existing interventions (three good things for two weeks; combining the gratitude visit and three good things, and noting three funny things); and (3) testing further interventions (counting kindness, gift of time, and another door opens) in an online setting. 622 adults participated in the study and were randomly assigned to one of nine intervention groups, or the placebo control condition (early memories). Happiness and depressive symptoms were assessed on five time periods (pretest, posttest, 1-, 3-, and 6 months follow-up). In comparison with the placebo-group, well-being increased in eight out of the nine intervention groups and five groups decreased in level of depression. The study provides support for a positive effect of online interventions.
IPS 7.3 Positive Developmental Markers in Adolescents: Content of Personal Strivings and Well-Being N. Fernandez, R. Thomas, S. Schnitker Fuller Graduate School of Psychology, Pasadena, CA, United States Personal strivings are defined as those things that a person “typically tries to do” on a daily basis (Emmons, 1999). Numerous studies have shown that the contents of adults' strivings have unique effects on well-being, even after controlling for demographic and other personality variables. However, few studies have examined the distinctive role of strivings in adolescent well-being. Data from four samples of adolescents (total N = 717 adolescent from the USA and Liberia) attending religious summer camps will be presented to address this deficiency. A short, nomothetic scale measuring internal, external, and spiritual content of adolescent strivings was developed and validated. Scores on the three strivings factor predicted both eudaimonic (e.g., character strengths from the VIA, meaning in life, attachment) and hedonic (e.g., life satisfaction) well-being variables even after controlling for the Big Five. In addition, intrinsic striving mediated the relation between Big Five traits and well-being, and extrinsic striving moderated the effects of traits on well-being such that high extrinsic striving attenuated the well-being effects of traits. The implications for character development and positive development in adolescents will be discussed. Conference Themes Addressed: Positive Development across Lifespan
IPS 7.4 Sources of Hope among People Experiencing Homelessness R.G. Tweed Kwantlen Polytechnic University, Department of Psychology, Surrey, BC, Canada Interviews were conducted with over 100 residents of a variety of ages at a homeless shelter. They were asked whether they had hope that their lives would change in a positive way. They were also asked to describe any recent events that provided a sense of hope that their lives could change in a positive way. Also, levels of hope were assessed with a rating scale questionnaire. The purpose of the study was to learn more about both the nature of hope for people in this difficult life situation and also to gain practical knowledge of
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supports that might facilitate a sense of hope for people experiencing tragedy. A varied set of events providing hope emerged. These included various types of social support events (emotional, tangible, informational, and exhortational support), a variety of experiences related to recognizing one's own traits, and various reminders of progress toward one's goals. Seeing progress toward goals provoked hope more often than did merely taking steps toward one's goals. The findings suggest the relevance of expectancy theory and hope theory when considering strategies for helping people experiencing tragic situations.
IPS 8 - Individual Paper Session 8: Positive Schooling Across Cultures
IPS 8.1 A Whole-School Approach to Measuring Well-Being in Students and Staff M. White1,2, M. Kern3, A. Adler3, L. Waters2 1St Peter's College, Adelaide, SA, Australia, 2University of Melbourne, Melbourne Graduate School of Education, Melbourne, VIC, Australia, 3The University of Pennsylvania, Philadelphia, PA, United States Drawing on recent advances in the field of positive psychology, we present a multi-dimensional, whole school framework for measuring wellbeing within the school environment, organized around Seligman's (2011) PERMA model of flourishing. We apply this framework to assess student and staff wellbeing at an entire school - St. Peter’s College, Adelaide, Australia. We report the student and staff baseline measurement strategy, present a snapshot of student and staff wellbeing, and test cross-sectional relations between the PERMA wellbeing pillars and physical health, job satisfaction, and organization commitment. 514 students and 143 staff completed a wellbeing questionnaire. Students with higher levels of optimism and happiness reported greater physical vitality. Staff with higher levels of meaning reported better physical health, and staff with higher levels of engagement and accomplishment reported greater job satisfaction and organizational commitment. By directly assessing subjective perspectives of wellbeing across multiple domains, and by incorporating both student and staff perspectives, there is potential to change the focus and conversation toward wellness promotion at all levels in the education system.
IPS 8.2 Psychological Strengths in early Adolescence and a Reduced Risk of Developing Mental Health Problems and Educational Difficulties in early Adulthood S.C. Marques1, S. Lopez2, A.M. Fontaine3, S. Coimbra3, J. Mitchell4 1Porto University, Faculty of Psychology and Educational Sciences, Porto, Portugal, 2Gallup and Clifton Strengths School, Omaha, NE, United States, 3Porto University, Porto, Portugal, 4Swinburne University, Melbourne, VIC, Australia The aim of this study was to investigate whether high levels of hope and life satisfaction during early adolescence are associated with a reduced risk of developing mental health problems and educational difficulties during early adulthood. Measures of hope, life satisfaction, stressful life events, mental health and student engagement were administered to 367 students on two occasions, separated by 5 years. Results showed that students with high levels of hope and life satisfaction at the mean age of 12 years were at a reduced risk of developing mental health problems and school engagement difficulties at the mean age of 17. These associations remained significant after controlling for age, gender, preexisting mental health problems and difficulties on school engagement at the mean age of 12. Early adolescents with lower levels of hope and life satisfaction who experienced several stressful events had a superior risk of developing mental health problems and difficulties of engagement at school during early adulthood, while those with higher levels of hope and life satisfaction were not exposed to this vulnerability. Findings support that hope and life satisfaction operate as psychological strengths during earlyadolescence, and are associated with a reduced risk of developing adverse psychological and educational outcomes.
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IPS 8.3 Character Strengths as Helpful Resources in School Children M. Weber1,2, W. Ruch1 1University of Zurich, Zurich, Switzerland, 2University of South Carolina, Columbia, SC, United States In the present study we investigated character strengths to be helpful resources in the school context. We examined the relationships between character strengths and satisfaction with school experiences, academic self-efficacy, positive classroom behavior, and school success. A sample of 247 12-year-old school children completed the Values in Action Inventory of Strengths for Youth (VIA-Youth) and measures on school-related satisfaction and academic self-efficacy. Furthermore, teacher-ratings on positive classroom behavior, and grades from students' school reports were collected. Love of learning, zest, gratitude, perseverance, and curiosity were positively correlated with schoolrelated satisfaction. Hope, love of learning, perseverance, prudence, and others were positively correlated with academic self-efficacy. Character strengths of the mind (e.g., self-regulation, perseverance) were predictive of school success. Character strengths explained about one fourth of the variance in positive classroom behavior, with perseverance, love of learning, and prudence showing the most substantial positive correlations. A mediation model that postulated the predictive power of classroom-relevant character strengths on school success, mediated through positive classroom behavior showed a significant indirect effect. Character strengths seem to matter in different contexts at school, and seem to be relevant for subjective (e.g., satisfaction) and objective (e.g., grades) outcomes, and for positive behavior in classrooms.
IPS 8.4 The Role of Values in Supporting Student Well-Being and Positive Education C.M. Broadbent, M. Boyle Australian Catholic University, Faculty of Education, Canberra, ACT, Australia A Values Education and Student Wellbeing Schools Project has been implemented through curriculum and staff professional development across primary and secondary schools in Canberra, Australia. The Project comprised two stages: 1. School-based project implementation and reporting related to key objectives; 2. Research conducted by two universities on the impact of the first stage to enable development of a whole school approach to values education, student wellbeing and positive education. The paper discusses the research design, collaborative processes, and outcomes of the project. Qualitative and quantitative methodologies were utilised to collect data across eight schools. An analysis of the data identified a number of themes and patterns that highlighted the positive impact of the project on the school culture affecting students and staff as well as their behaviour. Attitudes and practices changed and improved to a significant extent especially with respect to student leadership and participation in values education. There was also evidence of the integration of values education as a component of the core curriculum rather than as an additional program. An increase in parent involvement in the school was also noted along with a more positive perception of the school in the community.
IPS 8.5 Maximizing Mindful Learning: An Innovative Mindfulness Intervention Improves Elementary Students' Academic Achievement Positively and Pragmatically L. Bakosh1, R. Snow2, J. Tobias3, J. Houlihan4 1Sofia University, Oswego, IL, United States, 2Sofia University, Santa Cruz, CA, United States, 3Cranfield University, School of Management, Bedford, United Kingdom, 4Inner Explorer, Franklin, MA, United States This paper discusses results from one of the first studies linking mindfulness training to improved academic achievement in traditional United States public elementary schools, as demonstrated by grade outcomes, particularly in mathematics, science and reading. Social and Emotional Learning programs based on mindfulness - the capacity to pay attention to the present moment with curiosity and kindness (Kabat-Zinn, 2003) - have been shown to positively impact children's readiness to learn (Diamond, 2011). Utilizing a quasi-experimental design, we show that even 10 minute per day exposure to prerecorded mindfulness trainings significantly enhances students' academic performance compared to a control group after two months, without disrupting teaching operations. This is achieved using an innovative audio-based mindfulness program that requires neither expert trainers skilled in mindfulness nor changes to classroom curriculum. The study follows the call
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of Richard Davidson and colleagues (2012) for more rigorous empirical studies to understand how to foster socio-emotional dispositions in educational settings. Its findings suggest that such an experiential, bottom-up mindfulness program may not only be successful in raising achievement but also costeffective, and hence particularly relevant for theory and practice in inspiring significant improvements in academic performance in resource-constrained K12 classrooms both effectively and pragmatically.
IPS 9 - Individual Paper Session 9: Youth Development and Connectedness with Nature
IPS 9.1 Children and Adolescents' Application of Character Strengths to Environmental and Conservation Activities A. Metzger1, B. Oosterhoff1, A. Syvertsen2, L. Wray.Lake3 1West Virginia University, Psychology, Morgantown, WV, United States, 2Search Institute, Minneapolis, MN, United States, 3Claremont Graduate University, Claremont, WV, United States The development of character strengths in childhood and adolescence may be an important precursor to civic engagement. However, little is known about how youth align specific character strengths and civic action. The current study utilized Q-sort methodology to explore the types of character strengths 87 children and adolescents (Mage= 13, 9-19, 52% female) applied to people who engage in environmental or conservation activities and tested for age and gender differences. Participants sorted 12 character strengths (leader, futureminded, responsible, humble, creative, forgiving, purposeful, generous, joyful, thrifty, grateful, amazed) into five categories ranging from “most like” to “least like” based on how well the strengths described “someone who engages in environmental or conservation activities.” Youth were most likely to identify future-mindedness, generosity, and responsibility as being central to environmental action. Boys and girls did not statistically differ in their ranking of individual character strengths. Additional analyses indicated that with age, youth increasingly rated people who engage in environmental activities as purposeful and future-minded, suggesting a more nuanced understanding of environmental activities in relation to character among older youth. Discussion will focus on the application of these findings to character and civic development research and include additional person-centered findings utilizing Q-factor analysis.
IPS 9.2 Experiential Purchasing as a Function of Approach versus Avoidance Motivation R. Iyer1, R.T. Howell2 1University of Southern California, Los Angeles, CA, United States, 2San Francisco State University, Department of Psychology, San Francisco, CA, United States Psychologists recommend that individuals purchase experiences, as opposed to material goods, as a way to improve their subjective well being, yet little is known about why individuals tend to make experiential purchases. The current research connects the tendency to make experiential purchases to approach (as opposed to avoidance) motivation, a fundamental psychological distinction. Across a wide array of measures, experiential purchasers were found to have greater subjective well-being, to be more sensitive to potential rewards, to be more prone to approach related emotions, to be more social, and to endorse approach oriented values, while being less sensitive to negative emotions, all of which is indicative of a general approach motivation. By increasing approach motivation, psychologists may be able to promote experiential purchasing, but results testing one potential manipulation, power priming, demonstrated a potential pitfall in developing broadly targeted interventions, as across three studies, power priming had differential effects on individuals with different educational backgrounds. The discussion focuses on how future research can target approach motivation in order to promote experiential purchasing, providing a positively framed avenue toward creating a post-materialist world.
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Individual Paper Abstracts (cont’d) IPS 9.3 A Longitudinal Study of the Development of Happiness and Connectedness with Nature C.M. Bruni1,2, J.M. Schroeder2, P.W. Schultz2 1Claremont Graduate University, Psychology, Claremont, CA, United States, 2California State University, San Marcos, CA, United States Why do some children grow up to be more connected with nature than others? To answers this question, we conducted a longitudinal study to examine the development of connectedness with nature during childhood. Preliminary growth curve analyses using hierarchical linear modeling (HLM) found that at the explicit level, connectedness with nature decreases over time; however, implicitly, it increases over time. Recent work in positive psychology has shown that connectedness with nature is related to measures of well-being. The current study examined the effects of a measure of well-being on connectedness with nature over time. One hundred eighty-eight participants completed measures of connectedness with nature and subjective happiness over over 7 years. Participants ranged from age 9 to 17 (97 boys and 91 girls) and completed the initial measures at ages 9, 10, or 11, and then subsequently across 7 waves of data collection. Analyses using HLM examined the predictive nature of happiness on the explicit and implicit growth in connectedness with nature over time. Implicitly, the change over time in happiness is predictive of the change over time in connectedness with nature; however, explicitly it is not. Implications of these findings and future research will be discussed.
IPS 9.4 Positive Youth Development through Engagement in an Immersive Conservation Experience R. Gupta, J. Fraser New Knowledge Organization, New York, NY, United States A summer internship program for urban youth aiming to develop environmental stewardship, life skills, and interest in environmental careers is anticipated to have noticeable impacts beyond the program. A close understanding of these impacts is possible by examining ways in which youth connect their participation to self-perceived positive changes. Across the different locations where the internships occurred, 10 focus groups were conducted to learn about youth's experiences. A discussion format was used to gather interns' feedback in a collaborative, interactive setting. Analysis of the conversations was conducted using a pre-determined coding scheme with concepts relevant to the program's outcome. New emergent codes were identified and added to the existing coding scheme. Results indicated that the internship had positively increased youth's self-efficacy, communication skills, and spurred interest in environmental issues. As a result, youth saw themselves in a new light, creating new identities. Youth's self observations in the medium term highlighted the multiple ways that an immersive conservation experience can lead to positive impacts. The findings indicate that opportunities for youth to critically reflect on their experiences while in the program can actively help develop new identities, for their growth as socially responsible citizens.
IPS 10 - Individual Paper Session 10: Health and Treatment: East and West
IPS 10.1 Positive Psychology and Ayurveda: Convergent Pathways to Health Promotion A. Delle Fave1, L. Soosai-Nathan2, L. Negri1, A. Morandi3, N. Nambi4 1University of Milano, Dept. of Pathophysiology and Transplantation, Milano, Italy, 2Madurai Kamaraj University, Anugraha Institute of Social Sciences, Dindigul, TN, India, 3Ayurvedic Point, Milano, Italy, 4Unnimooss Foundation, Thrissur, Kerala, India The growing empirical evidence of the protective role of optimism, resilience, meaning, autonomous regulation, self-efficacy and psychological well-being in health management has highlighted the astonishing potential of psychological resources in supporting healthy behaviors, risk prevention and successful adaptation to chronic illness.
The central role of subjectivity and individual responsibility in health management represents one of the basic pillars of Ayurveda, the traditional Indian system of medicine, formally systematized during the 1st millennium BC and presently undergoing remarkable expansion in the West, thanks to the increasing number of clinical trials and studies in genetics, biology and pharmacology providing solid scientific support to its diagnostic classifications and intervention practices. In this presentation the conceptualization of health and disease in Ayurveda will be illustrated, highlighting its integrated approach to the individual as a biopsycho-social entity, and the key role played by subjective evaluation and personal agency in health promotion and disease management. Convergences between the diagnostic and treatment procedures characterizing Ayurveda and constructs and interventions developed within positive psychology will be highlighted. Preliminary findings showing correlations between well-being and personality dimensions and Ayurvedic constitutional typologies among 202 adult participants will be discussed. Future research directions will be envisaged. IPS 10.2 Clinical Applications of Positive Psychology to Addiction Treatment among French Speaking Clients F. Crespo1, N. Park2 1Centre Phenix Plainpalais, Geneva, Switzerland, 2University of Michigan, Psychology, Ann Arbor, MI, United States Practices based on positive psychology have been continuously expanding in various settings around the world. However, applications to clinical populations such as people with serious addiction problems are rare. In our pilot study, techniques based on positive psychology were introduced as part of treatment for patients with heroin addiction in a clinical setting- the Phenix Center of Plainpalais in Geneva, Switzerland. Baseline status and progress in patient's mental health throughout the treatment were measured using questionnaires and interviews including character strengths survey (Peterson and Park). Results showed significant abstinence and increases in various character strengths, including moderation, persistence, openness to the world, and gratitude among patients. The current study demonstrates the promise of applying approaches based on positive psychology to addiction treatment among French-speaking patients.
IPS 10.3 Positive Emotions and the Success of Alcoholics Anonymous G. Vaillant Harvard Medical School/Brigham and Women's Hospital, Boston, MA, United States In a 70 year prospective follow-up of disadvantaged Inner City men and of Harvard Graduates, the 64 men who achieved stable abstinence (mean duration 19 years) attended 20 times more Alcoholics Anonymous (AA) meetings than the 76 men who remained chronic alcoholics all their lives. Over the decades of follow-up both the abstinent and the chronic alcoholics had each received multiple experiences with conventional medical treatment. I believe that the reason that AA works is that it discovered the use of positive emotions as a therapeutic tool fifty years before academic psychology discovered Positive Psychology. Medical and psychiatric therapy address, often negative, cognitions; AA addresses the limbic system and positive emotion. There are two principles that AA and its Twelve Steps use to affect the limbic system: first, its emphasis on admitting dependence on and attachment to others, leading to the positive emotion of love and second, the recognition that to keep it you have to give it away leading to the positive emotion of joy. Both principles are counterintuitive and militate against the world of cognitive enlightenment that since the 18nth Century has taken over modern medicine. Both emotions provide effective antidotes for addiction, The first three Steps of AA are: we that our lives had become unmanageable; and we came to believe that a Power greater than ourselves could restore us to sanity; and we made a decision to turn our will and our lives over to the care of God as we understood Him. To turn oneself over to a trusted other as long as if is not “me” (AA has always been clear that the definition of “God” was the alcoholic's choice) is to allow oneself to feel loved. But to feel loved is to give up control - the very process that makes love so dangerous to us all. Physiologically, during the leap of faith required by the first Three Steps, both oxytocin and parasympathetic nervous system arousal replaces the sympathetic system's overstimulation (A.K.A chronic fear) that plagues every alcoholic. AA also asks that we replace our resentments with “an attitude of gratitude”
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(another positive emotion) and that we “should fake it until we make it.” Like much of Positive Psychology, such positive precepts are anathema to many psychotherapists. However, in my own 70-year longitudinal study of alcoholics, 2500 hours of psycho/chemotherapy to 50 alcoholics produced a single case of sustained abstinence. In contrast, sticking with AA for 30+ meetings with its “attitude of gratitude” eventually produced sustained abstinence in more than 80%. The second component of AA is guiding new members toward joy via the last two Steps of AA. Positive emotions, like joy, were not discussed academically until the 21st century. The PANAS, academia's most used measure of positive emotions, still does not mention love or joy but focuses on more cognitive states of mind. But since 1950 limbic emotions have been emphasized in AA's 11 Step Prayer:
the identity styles proposed by Berzonsky (informational, normative, diffuseavoidant) in a sample of 500 Pakistani adolescents aged 15 to 21 years. Data obtained through the questionnaires were analyzed through SEM and findings revealed that the autonomous orientation positively predict the information identity style which results in high psychological well-being (β = .13, p = .05) and positive development among adolescents. Whereas the impersonal orientation positively predict the diffuse avoidant style which leads to low psychological well-being (β = -.12, p = .01). Individuals who develop internalized system of needs and motive as well as strengthening the believe in oneself that one can regulate his / her own behavior leads to active work out for developing their identity and an integrated sense of self worth which in turn leads to high psychological well being. Previous researches also help us to understand these findings (Seonens et al., 2005; Smith et al., 2010); the implications are discussed in cultural context.
Lord, make me an instrument of your peace Where there is hatred, let me sow love. Where there is injury, let me sow forgiveness; . . . Where there is sadness, let me give joy; . . . The twelfth step, of course, is: “As the result of these Steps: we tried to carry this message to alcoholics, and to practice these principles (positive emotions/A.K.A. spirituality) in all our affairs. Joy is what we all feel when we give to a charity by choice and what recovering alcoholics feel when they share their strength, hope and experience with “a still suffering alcoholic”. Unlike “happiness” joy is not drive reduction or all about me. Joy is connection. Joy is all about the other; yet joy, love and addiction share similar terminal neural pathways. Secure attachment (A.K.A. Love) as extrapolated from brain imaging studies of mother-child attachment is, like addiction, associated with reduction in amygdala firing and increases in nucleus accumbens activity. Imaging researchers have found that the joy of giving to your favorite charity, like cocaine, stimulates the nucleus accumbens. In short, like methadone in opiate addiction the positive emotions provide a safe, nonpharmacological substitute for alcohol.
IPS 11 - Individual Paper Session 11: Adolescent Development: From Social Media to Relational Wisdom
IPS 11.1 Vantage Sensitivity: A New Concept for Variability in Response to Positive Experiences M. Pluess King's College London, London, United Kingdom The notion that some people are more vulnerable to adversity as a function of inherent risk characteristics is widely embraced in most fields of psychology. This is reflected in the popularity of the diathesis-stress framework which has received a vast amount of empirical support over the years. Much less effort has been directed towards the investigation of endogenous factors associated with variability in response to positive influences. One reason for the failure to investigate individual differences in response to positive experiences as a function of endogenous factors may be the absence of adequate theoretical frameworks. According to the differential-susceptibility hypothesis individuals generally vary in their developmental plasticity regardless of whether they are exposed to negative or positive influences. Based on this well-supported proposition, I will introduce the new concept of Vantage Sensitivity reflecting variation in response to exclusively positive experiences as a function of individual endogenous characteristics. After presenting empirical evidence for vantage sensitivity featuring behavioral, physiological, neuroimaging and genetic factors as moderators of a wide range of positive experiences ranging from family environment and psychotherapy to educational intervention, I will point out important conceptual differences between vantage sensitivity and theoretically related concepts before discussing practical implications.
IPS 11.2 Psychological Well-Being as an Outcome of Motivational and Identity Styles among Pakistani Adolescents S. Tariq, R. Hanif, J.A. Malik Quaid-i-Azam University, National Institute of Psychology, Islamabad, Pakistan
IPS 11.3 "Do We Have to Wait Till We’re Old?": The Cultivation of Relational Wisdom across the Lifespan K. Skerrett Northwestern University, Counseling Psychology & The Family Institute, Evanston, IL, United States Wisdom has played a key role in attempts to understand the positive nature of human behavior since the time of Aristotle. More recently, neuroscientists, cognitive and lifespan developmental psychologists have made empirical contributions designed to broaden our conceptualization of the wisdom domain. The relational dimension has received less attention despite burgeoning evidence of the mental and physical health benefits associated with positive relationship functioning. This paper integrates the author's work on resilience and positive functioning in committed partnerships and proposes that the development of a “We” perspective is the epitome of relational wisdom. Relational wisdom is defined as the capacity to develop and maintain a mindset of mutuality, or 'weconsciousness'. It involves capacities for self reflection, attunement to self and other, evaluation of the uniqueness of each situation and the ability to balance conflicting aims. It is proposed to be the master virtue of relationship development, related to virtues of knowledge, curiosity, generosity, gratitude, compassion, built through mastering adversity and cultivated through dialogue across the lifespan of the partnership. The resulting 'stories of US' become touchstones to what is most precious and vital in the relationship. The paper concludes with implications for future research, relationship education and psychotherapy.
IPS 11.4 Visual Analysis of Geocoded Twin Data Shows Regional Differences in the Nature and Nurture of Adolescent Well-Being O.S. Davis1, C.M. Haworth2 1University College London, UCL Genetics Institute, London, United Kingdom, 2King's College London, MRC Social, Genetic & Developmental Psychiatry Centre, London, United Kingdom Nature and nurture, our genetic background and the environment we grow up in, affect all complex human characteristics. Twins, identical and fraternal, provide a natural experiment that allows us to tease the two apart, and the Twins Early Development Study (TEDS) of 10,000 pairs of UK twins has been instrumental in showing that both genes and environments are important for a wide range of child and adolescent behaviors. Recently we developed a new approach to twin data that shows that the balance of nature and nurture is affected by where we grow up: in some regions our environment is more important, whereas other regions draw out the genetic differences between us. We have used this information to produce interactive maps of genetic and environmental hotspots across the UK for positive traits such as subjective happiness, life satisfaction, gratitude and grit, as well as outcome measures such as school achievement. In collaboration with scientists, clinicians and practitioners, these maps have helped us to identify environments, such as income inequality, that influence the development of these traits. We will make these maps freely available to promote further discussion and collaboration across disciplines in exploring the origins of child and adolescent wellbeing.
Self-Determination Theory (SDT; Deci & Ryan, 2000) and Berzonsky's (1990) identity style model provide the theoretical framework for investigation of the psychological well- being as an outcome of relationships between the causality orientations defined by SDT (autonomous, controlled, and impersonal) and www.ippanetwork.org
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Individual Paper Abstracts (cont’d) IPS 11.5 What's it Like to be 17? Using Supercomputers and Social Media to Study Positive Human Development J.C. Eichstaedt1, M.L. Kern1, H.A. Schwartz2, L. Dziurzynski1, M.E.P. Seligman1, L.H. Ungar2 1University of Pennsylvania, Department of Psychology, Philadelphia, PA, United States, 2University of Pennsylvania, Computer & Information Science, Philadelphia, PA, United States Language in social media is an exceptionally rich dataset for tracking the psychological states of large populations as they discuss the activities and relationships that constitute their everyday lives. Schwartz et al. (2013) introduced an open language approach that identifies the dominant naturally occurring words and phrases that most distinguish people as a function of characteristics such as age or gender. We apply this method to positive human develop by combining big data available through Facebook, computational linguistic techniques, and psychological theory. Using a dataset of over 70,000 Facebook users and 20 million Facebook status updates, we examine the dominant concerns, affective states, and psychological processes of people across the life span, and present them in visual summaries that are intuitive and easily accessible. We highlight and discuss revealing language features, including words and automatically generated categories and concerns that distinguish age groups, as well as patterns of theoretically-interesting word use across the full age range. We use the tool to test the developmental hypothesis of the aging positivity effect, and are able to robustly replicate the findings based on other samples and methods. Our study suggests that novel methods of computational psychology are an invaluable complement to existing methodologies.
IPS 12 - Individual Paper Session 12: Clinical Applications: From Well-Being to Chronic Illness
IPS 12.1 Eliciting Compassionate Goals in a Lab-Based Stress Task and Field Experiments of Moral Elevation: Beneficial Effects on Cortisol and Positive Psychological States T.M. Erickson1, J.L. Abelson2, G. Scarsella3, A. McGuire3, A. Maddox1, J. Crocker4 1Seattle Pacific University, Psychology, Seattle, WA, United States, 2University of Michigan, Psychiatry, Ann Arbor, MI, United States, 3Seattle Pacific University, Clinical Psychology, Seattle, WA, United States, 4Ohio State University, Psychology, Columbus, OH, United States Compassionate goals (Crocker & Canevello, 2008) are characterized by striving to help others and avoid selfish pursuits during social interactions. Recent longitudinal research in student and clinical samples suggests that daily compassionate goals predict subsequent increases in positive relationship outcomes and decreased stress. However, little experimental research has manipulated compassionate goals and associated effects. Here we report on (a) field studies experimentally manipulating goals via videos inducing “moral elevation” (i.e., feeling uplifted) and (b) manipulation of compassionate goals during a lab-based stressor task to blunt cortisol responses. In the field studies, watching brief daily “morally elevating” video clips over 6 or 10 days led to higher compassionate goals compared to comparison conditions of emotionally neutral videos or amusing (positive, but nonelevating) videos. Additionally, whereas self-reported physical symptoms of elevation (e.g., lump in throat, chills) decreased across days, affective and motivational effects persisted over time. In the mock job-interview stress task, participants talking about using a job to help others demonstrated lower cortisol secretion than participants who were asked to adopt standard selfpromotion goals during the job interview. Thus, this research suggests ways to elicit compassionate goals and causal evidence of beneficial emotional and physiological effects.
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IPS 12.2 Optimism Predicts Fewer Symptoms and Hospitalizations in Patients with Heart Failure K.S. Whittaker, C.L. Rush, D.S. Krantz Uniformed Services University of the Health Sciences, Medical and Clinical Psychology, Bethesda, MD, United States Background: Optimism has positive effects on health. We prospectively and cross-sectionally examined relationships of dispositional optimism to heart failure (HF) outcomes including symptoms, functional status, and HF hospitalizations. Methods: 125 HF patients (95 males; age 56.7 ± 11.6) were studied at baseline and 3 months. Measures included dispositional optimism (Life Orientation Test; LOT), HF symptoms (Kansas City Cardiomyopathy Questionnaire; KCCQ), functional status (6 Minute Walk Test; 6MWT)), and follow-up hospitalizations (28-month mean). It was hypothesized that higher optimism would predict fewer symptoms, better functional status, and fewer HF hospitalizations. Multivariate linear regressions evaluated these relationships. Results: Controlling for demographic and medical covariates, optimism predicted fewer HF symptoms at baseline and 3 months (KCCQ: Model R2=0.25,p< 0.001,β = 0.45,p< 0.001;3 months: Model R2=0.14,p= 0.02,β = 0.26,p= 0.005), and better baseline Functional status (6MWT) (Model R2=0.20,p< 0.001,β = 0.20,p= 0.03), but marginally predicted 3-month 6MWT (Model R2=0.23,p< 0.001,β = 0.15,p= 0.09). Optimism predicted fewer followup HF hospitalizations (Model R2=0.22,p= 0.001,β = -0.20,p= 0.02). Conclusions: Optimism predicts a range of positive outcomes in HF patients including fewer symptoms, better functional status, and fewer HF hospitalizations. Future research should explore psychological and biological mechanisms linking optimism to these HF outcomes.
IPS 12.3 Model of Personal Growth in Chronic Illness (MPGCI) and Chronic Illness Perception (ChIP) M.M. Kossakowska University of Social Sciences and Humanities, Sopot Faculty, Sopot, Poland This presentation contains the empirical verification of the Kossakowska's Model of Personal Growth in Chronic Illness among patients depending on chronic illness perception (ChIP). Personal growth is defined as the benefitfinding and benefit-reminding (Tennen, Affleck, 2005). According to the Common-Sense Model of Self-Regulation of Health and Illness (Leventhal, Brissette, Leventhal, 2003) illness perceptions are related to coping with chronic illness. The aim of this study is to find the predictors for personal growth among people with chronic diseases (eg. multiple sclerosis, cancer, dermatoses...). A cluster analysis (n=722) revealed four types of ChIP. The study shows differences in personal growth determinants between patients with each type of ChIP. Patients suffering from chronic diseases completed: 1/ the Illness Perception Questionnaire-Brief (Broadbent, Petrie, Weinman, Main, 2006) to assess the perception of their chronic illness; 2/ the Coping Orientations to Problems Experienced and 3/ the Silver Lining Questionnaire (Sodergren, Hyland, 2004) to assess their ability to see benefits in their experience of illness. Multiple regression analyses was carried out for each type of ChIP. The results indicated differences in coping strategies and determinants of personal growth. Relationships between illness perception, coping strategies and personal growth are discussed further in this presentation.
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IPS 12.4 Well-Being of Rural Women in India K. Singh1, J. Kaur1, D. Singh2 1IIT Delhi, Dept. of HUSS, Delhi, India, 2Pt N R S Government College, Rohtak, India Relationship between subjective well-being (hedonic) and psychological wellbeing (eudemonic) along with another Indian module of happiness which is satchitanand (inner source of happiness) has been explored through mixed methodology. The present research has three objectives: a) to study the SWB and PWB of the Indian rural women and to seek the correlation between the two modules; b) to compare the results with the other socio- cultural groups from existing literature and c) to explore their own definitions and perceived factors affecting their wellbeing. A total of 221 women (Age range = 15-60 years) from villages of Haryana were voluntarily participated. Standardized tools were used to assess SWB and PWB. For the third objective, focused group discussions were recorded. Correlational analysis revealed a positive association between SWB and PWB, a finding in line with previous studies. Surprisingly, not much difference was seen between the SWB and PWB of rural women in comparison to studies conducted in other socio- cultural groups . Taking the support of our findings through focused group discussions, present paper also focused on culture specific definitions of well -being and its perceived effective factors like cultural association, the availability of support networks, altruistic activities etc.
IPS 13 - Individual Paper Session 13: Insight, Play, and Creativity
IPS 13.1 Seeing the Good in the Bothersome: The Mental Itch behind Insight M. Jarman Florida Atlantic University, Psychology, Boca Raton, FL, United States Intrinsic motivation and creative skills (e.g., ideation) are often thought to be some of the best predictors of “Aha!” moments of insight. The present dissertation research, however, drew from a complexity perspective to suggest that a “mental itch” (i.e., an experience of psychological unease coupled with a felt urgency to do away with the unease) was more important in the insight process. A mental itch was theorized to have a destabilizing effect on an individual's cognitive structures that would lead to a state of heightened interdependence between cognitive elements from which insights high in magnitude and frequency are more likely to occur. Given this theoretical account, the mental itch was predicted to explain variability in insight experience (e.g., radicality) above and beyond motivational and ideational predictors. New mental itch and insight experience scales were created to test the research hypotheses across four separate online studies (total N = 1264) in which workers answered questions about insight experiences while working to solve a challenging problem at work. The results supported all hypotheses concerning the explanatory power of the mental itch, demonstrating the importance of such a cognitive state in maximizing a person's potential to have radical and intense insight experiences.
IPS 13.2 Leisure Studies and the Study of Play: Differences and Similarities R.A. Stebbins University of Calgary, Sociology, Calgary, AB, Canada Leisure studies and the study of play --- two disciplines centered on positiveness in life --- share an interest in play as an activity. Nonetheless, the two approach this activity from different angles, such that both largely ignore the theoretical and empirical work done in the other. This paper, based on Norbeck's definition of play and those of some other scholars studying play and leisure, establishes the common ground occupied by the two fields. Three concentrations are identified: 1) play as disinterested activity (Huizinga); 2) play as interested activity in games, both sport and non-sport; and 3) play as interested activity in art. The latter two concentrations square with Caillois's ideas on play. From the standpoint of leisure studies, Concentrations 2 and 3 draw attention to play activity that fosters fulfilling amateur and hobbyist activity and equivalent activity in work. These areas of leisure and work are treated of within the serious leisure perspective as “serious pursuits.” Scientific interest in leisure's core activities (i.e., the on-the-spot enactment a positive www.ippanetwork.org
leisure or work interest) should include their playful moments and their inspiring, fulfilling ramifications. Herein lies the complementarity of these two fields of positive social science.
IPS 13.3 The Real Creativity Crisis M.A. Runco, G. Jaeger University of Georgia, Torrance Creativity Center, Athens, GA, United States The present research explores the possibility that the US is experiencing a “creativity crisis.” Initial evidence for such a crisis was covered by Newsweek (2010) and several other similar publications, and data showing declines were reported in 2012. Those data were not convincing, however, and probably only labeled “a crisis” because that made it sensational enough for Newsweek. Yet there is an enormous problem that deserves the label, "crisis." It is result of technology, and in particular social networks. Networks are prevalent, so the problem is widespread enough to view it as a crisis. (Facebook has 605 million users.) The hypothesis examined here is that network usage is negatively related to creative thinking. The reason: Networks are extrinsically-oriented, while creativity depends on intrinsic processes. Indeed, many of the requirements of creativity (autonomy, nonconformity, intrinsic motivation) are undermined by networking. Correlations between several reliable estimates of creativity and various indices of network usage will be examined. If creative potentials tend to go unfulfilled, many aspects of social and technological evolution will slow or stop. It would be a real crisis.
IPS 13.4 Sensitivity to Beauty and Goodness - Structure and Life Outcomes A. Güsewell, W. Ruch University of Zurich, Zurich, Switzerland The present study examines the two models of the sensitivity to beauty and goodness that were proposed within the context of positive psychology: appreciation of beauty and excellence (Haidt & Keltner, 2004), and engagement with beauty (Diessner, Solom, Frost, Parsons, & Davidson, 2008). To investigate this issue, the Appreciation with Beauty and Excellence Test (ABET; Güsewell & Ruch, 2012) was developed, and included into a structural equation modeling analysis (N = 439) together with the Appreciation of Beauty and Excellence (ABE) subscale of the Values in Action Inventory of Strengths (VIA-IS; Peterson, Park, & Seligman, 2005), and the Engagement with Beauty Scale (EBS; Diessner et al., 2008). The resulting model comprised a secondorder factor of responsiveness, and three distinct, but related dimensions (i.e. nature, artistic beauty, and non-aesthetic goodness), and was labeled responsiveness to the good and beautiful (RGB). The interrelation between the RBG-model and the strengths proposed by Peterson and Seligman (2004) was studied. Finally, the predictive quality of the RGB model with respect to positive emotion dispositions, and involvement into musical practice was considered. Results were discussed with regard to the question of how RGB contributes to the good life.
IPS 14 - Individual Paper Session 14: Relationships and Work
IPS 14.1 Getting Better at Being Together: Assessing Validity of a Developmental Differentiation Scale R.B. McKenna1,2, D.M. Haney2, K.K. Wenzel2 1Center for Leadership Research & Development, Seattle, WA, United States, 2Seattle Pacific University, Industrial Organizational Psychology, Seattle, WA, United States Few would deny that pressure and anxiety impact our ability to function well in relationships. Leadership differentiation assumes that leading well in relationships is a function of both the individual and the system of relationships around them (Bowen, 1978). The focus of the study was to test the structural validity of the Developmental Differentiation Scale. Over 400 leaders from a range of organizational contexts and ages completed this scale as a part of a developmental tool known as the Leading Under Pressure Inventory. This selfreport measure is designed to assess a leader's behavior tendencies under pressure and strategies for dealing with that pressure. The aim of this study was three-fold, to: (a) test the structural validity of the scale,
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Individual Paper Abstracts (cont’d) (b) compare fit indices for constrained and unconstrained two factor structures, and (c) given findings of inadequate fit, estimate, propose, and test an alternative factor structure. Through an alternating model approach that included all 18 items, the unconstrained two-factor structure fit better than the constrained structure, though neither maintained ideal fit. Using exploratory factor analysis (EFA), a final model consisting of 6 items was tested and showed a strong theoretical and psychometric fit.
IPS 14.2 Positive Excellence: An Exploration of the Potential Impact of Positive Psychology on the Road to Excellence and Expertise D.L. Lerner1,2 1New York University, Child and Adolescent Studies, New York, NY, United States, 2University of Pennsylvania, Positive Psychology Center, Philadelphia, PA, United States The search to understand the origins and development of human excellence and expertise reaches back to ancient times. The introduction of empirical research methods has created much new knowledge in these areas, but the majority of investigations and the resultant findings have focused on physical mechanisms and structures associated with the acquisition of expertise rather than the variety of adaptive psychological states. This paper reviews the recent history and development of the fields of expert behavior and positive psychology, discusses their aligned pursuits, and explores the potential impact that positive psychology -- particularly positive relationships -- may have on the process of developing and optimizing expertise. I suggest that an integration of the fields of expert performance and positive psychology can lead to breakthroughs in the quest for personal and professional excellence.
IPS 14.3 Positive Reappraising or Faking Positive Emotions: What Works Best for Work Performance? O.A. David1,2, F.A. Sava2, D. David1,3 1Babes-Bolyai University, Department of Clinical Psychology and Psychotherapy, Cluj-Napoca, Romania, 2West University Timisoara, Department of Psychology, Timisoara, Romania, 3Icahn School of Medicine at Mount Sinai, Department of Oncological Sciences, New York, NY, United States Background: Speaking in front of an audience during business meetings is a common but challenging task in many occupational fields, particularly for those who suffer from social anxiety. Our aim was to investigate the comparative efficacy of the positive reappraisal versus suppression by faking as emotion-regulation strategies used by socially anxious subjects in a stressful work task. Method: 93 subjects were included in this study presenting threshold social anxiety symptoms, and were randomly allocated to the three conditions. The subjects received the task to give an impromptu speech - similar to a job interview - in front of a group of experts. The subjects reported their levels of anxiety before and after using the emotion-regulation strategy, and their performance was rated by three independent experts. Results: Results obtained show no differences between the two emotionregulation strategies in terms of anxiety, distress or performance. Both positive and functional reappraisal had better results compared to the control group in terms of the self-confidence reported by the subjects. Conclusion: Results have important implications for developing psychological interventions for social anxiety and improving performance and quality of life at work in this population.
IPS 14.4 Work and Well-Being in Japan: The Divergence between the Importance of and the Satisfaction with Work and its Impact on the Overall Happiness Level T. Tiefenbach, F. Kohlbacher German Institute for Japanese Studies (DIJ), Business & Economics Section, Tokyo, Japan In economics it is generally assumed that people are satisfied, when they get what they want, and that they further usually exactly know what will satisfy them. Recent research in happiness studies has shown however, that people tend to mispredict their utility systematically. Although a balanced work life and stable employment are considered important policy goals by labour unions around the globe, this is especially in Japan the case, a country known for its long working hours and growing number of irregular workers. This raises the question whether satisfaction with those work related aspects really increases the well-being of the workers. Based on the 2010 National Survey on Lifestyle Preferences commissioned by the Japanese Cabinet Office, this paper aims to unravel how and to what extent the importance of and the satisfaction with work related aspects affect the overall happiness level. Preliminary findings suggest that the satisfaction with ones workplace only has an impact on happiness when considered as important, while a balanced work life increases happiness independent of being considered as important or not. Further, people considering a stable employment as important turn out to be less happy independent of their actual level of satisfaction with employment security.
IPS 15 - Individual Paper Session 15: Leadership, Relationships, Citizenship, and Competence at Work
IPS 15.1 Development of Authentic and Mindful Leaders: A Longitudinal Study on How Experiential Training Succeeds L. Baron ESG UQAM, Organization and Human Resources, Montreal, QC, Canada This empirical study examined the efficacy of a three-year training program using planned trigger events and peer coaching to foster development of authentic leadership and mindfulness. Data was collected over a three-year period from 99 mid-level managers from five different cohorts. Results from ttests analysis indicate that self-assessed perceptions of authentic leadership increased over time among participants. Specifically, the participants scored significantly higher after completing the second and third year than they did at the beginning of the first and second year, respectively. Latent growth modeling (LGM) analysis aiming to evaluate individual trajectories,showed systematic change and interindividual variability in this change. Also, our results indicate the participation in the program was associated with an increase in mindfulness, which was also associated with authentic leadership, as some components of eudemonic well-being. Given the characteristics of this type of leadership, many authors had suggested that its development involves complex processes that training programs would be unlikely to address (Avolio & Gardner, 2005). These results are thus important, as they demonstrate that participation in a professional development program can be associated with the development of authentic leadership and mindfulness. The features of the program used in this study will be discussed.
IPS 15.2 Quality of Work Relationships and Work Well-Being: Differences between Vertical and Horizontal Relationships L. Lin1, L. Lu2 1Claremont Graduate University, Department of Psychology, Claremont, CA, United States, 2National Taiwan University, Department of Business Administration, Taipei, Taiwan, Republic of China Work relationships manifest social capital in workplace, and further encourage the development of high-quality social integration at work. However, the friendly and congenial association at work has remained relatively underexamined. This paper aims to understand the importance of high-quality relationships in the workplace on employees' psychological well-being, by focusing on two distinct dimensions: vertical relationships among supervisors and subordinates, and horizontal relationships among coworkers. Using structured questionnaires, a sample of 310 full-time employees of public/private organizations in Taiwan was surveyed. Results showed that highquality relationships between coworkers, as well as those between supervisors
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and subordinates, have positive impacts on employees' well-being. In addition, we found that vertical relationships have great influences on job satisfaction in the work-related domain, but horizontal relationships also permeated into nonwork-related domain of our lives, contributing to one's subjective well-being. Overall, this study empirically demonstrated the importance of social and emotional aspects at work in terms of their positive impacts on employees' working attitude and happiness. The impacts deriving from two aspects of workplace relationships were further differentiated, showing managerial implication that organizations should build their informal structure to heighten the characteristics of horizontal relationships, including mutual trust, reciprocity, and less hierarchical power distance.
IPS 15.3 The Influence of Integrative Happiness Model to Organizational Citizenship Behaviour R. Dachlan Tarumanagara, Psychology, Jakarta, Indonesia This study aimed to test the hypothesized model of integrative happiness includes the dimensions of integrative nature hedonia, eudaimonia and spiritual. Furthermore, also tested whether integrative happiness would affect organizational citizenship behaviour. Data were collected through questionnaires to 750 employees who were selected by random cluster sampling technique from 14 companies (7 manufacturing companies and 7 service companies). The data were statistically processed through a Structural Equation Model approach which calculated using Lisrel program. These results proved that happiness was an integrative concept that covers hedonia, eudaimonia, spiritual. The three dimensions were related to each other. Integrative happiness model were created by 13 indicators in which 4 indicators have dominant contribution, such as emotional balance, have a purpose in life, can receive the advantages and disadvantages of himself and act patiently in life. Furthermore, this also proved that integrative happiness model influenced organizational citizenship behaviour. It can be concluded that happiness is multi dimensions construct and become a good predictor to organizational citizenship behaviour.
IPS 15.4 Effect of "Recognition of Acquired Competences" for Vulnerable Volunteers: A Randomized Controlled Trial M.J. van Wezep, A.M. Rijkaart, H. Kroon, H. Michon Trimbos Instituut, Netherlands Institute of Mental Health and Addiction, Utrecht, Netherlands RAC-v, Recognition of Acquired Competencies for volunteers, is an intervention which is based on the strengths of people. People with a ‘large distance’ to the labour market because of social and psychological vulnerabilities can determine their experience, skills and talents in a certificate. Our aim is to study the effectiveness of this intervention: does it result in participants feeling more empowered? In addition we are interested in how the participants of EVC experience the intervention and how this intervention works to their opinion. Both the control (1 year waitlist) and the experimental group (RAC) are assessed three times (T0, T6, T12 months) using standardised questionnaires. For answering the question how this intervention works we used semi-structured interviews with 21 participants and 12 workers supported RAC. In total 257 clients (126 EVC; 131 waitlisted) of 26 organisations were recruited. At T6, a significant, positive effect was found on empowerment and insight in competences in RAC-participants. The qualitative part of the study suggests that participating in EVC enhances awareness of one’s personal strengths, increases self-confidence, and strengthens faith in future activities. In our presentation we will discuss also the latest results regarding the 12 months follow-up outcomes (follow-up rate is 76%).
IPS 16 - Individual Paper Session 16: The Regulation of Positive Emotions
IPS 16.1 Sustainable Positive Affect N.S. Schutte University of New England, Psychology, Armidale, NSW, Australia
Positive Affect Facilitation measure, which contains two subscales, Selfcongruent Activity and Varying Activity. Higher scores on Positive Affect Facilitation were associated with more positive mood and with maintenance of positive mood over a one month period. Higher scores on Positive Affect Facilitation were also associated with positive life outcomes outcomes one might expect to be associated with sustainable positive affect, such as fewer symptoms of depression and anxiety, and greater well-being as indicated by less negative affect and by more life satisfaction, relationship satisfaction and work satisfaction. Scores on Positive Affect Facilitation were associated with scores on measures of theoretically related characteristics, including mindfulness, personal expansion and growth, and emotional intelligence. Individuals who reported meditating scored higher on Positive Affect Facilitation than other individuals. Finally, Positive Affect Facilitation was not redundant with the Big Five dimensions. The results suggest that facility for sustainable positive affect may be an important psychological characteristic.
IPS 16.2 Should We Learn First to Up-regulate our Positive Emotions or to Down-Regulate our Negative Ones? Comparative Benefits of Three Interventions F. Weytens1,2, O. Luminet1,2, M. Mikolajczak1 1Université Catholique de Louvain, Louvain-la-Neuve, Belgium, 2Belgian National Fund for Scientific Research (FNRS), Bruxelles, Belgium Research has long demonstrated the importance of the ability to down-regulate negative emotions to promote psychological and physical well-being, as well as to maintain fulfilling social and marital relationships. More recently, research has highlighted the importance of (not just low negative affect, but also) positive emotions to increase subjective happiness, somatic adjustment and to sustain flourishing relationships. As these two types of emotion regulation strategies share common benefits, the question of their relative efficacy can be risen. In order to increase psychological, physical and social adjustment, is it preferable to decrease the frequency/intensity/duration of negative emotions or to increase frequency/intensity/duration of positive ones? The present study aims at answering this question. In order to compare benefits of those types of emotion regulation on psychological, somatic and social well-being, we randomized 150 subjects in four conditions (positive emotion up-regulation VS negative emotions downregulation VS positive and negative emotion regulation VS control). Each experimental group followed a 18-hours program in order to learn how to regulate their emotions. As the study is still in progress, results will be discussed at the conference.
IPS 16.3 Global Health Psychology - A New Vision of Health and Wellness J. Ghannam1, K. Sood2 1UCSF, Psychiatry and Global Health Sciences, San Francisco, CA, United States, 2Kellogg School of Management, Chicago, IL, United States The UN predicts that by 2030, untreated mental health conditions will be the second leading cause of morbidity in the world. To date, very little in the way of research or intervention strategy using positive psychology principles has been integrated into Global Mental Health treatment and prevention. Given the many pressing Global Health crises, we see a tremendous opportunity to harness the potential of Positive Psychology to improve the lives and well-being of a large and growing, underserved population worldwide. Our recent work in the slums of Mumbai suggests that slum dwellers are at high risk for psychological disorders due to adverse living conditions and resource deprivation. We conducted a study in a slum of approximately 14,000 people, to examine the frequency of mental health disorders and to develop new slumspecific instruments to be used in community-based screening. We developed a resiliency training model that educates, equips, and empowers individuals and communities to believe in their talents and abilities, to live with full selfexpression, and to make positive contributions, thereby creating better conditions and more opportunities for the next generation, Global Health and Positive Psychology together, posits an opportunity to promote the well-being of individuals and low-resourced populations worldwide.
Six studies investigated a proposed new individual difference characteristic, facility for sustainable positive affect, consisting of connected behaviors and cognitions that allow individuals to maintain a high level of positive mood. Exploratory and confirmatory factor analyses resulted in the creation of the www.ippanetwork.org
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Individual Paper Abstracts (cont’d) IPS 16.4 Emotional Contagion and its Relationship to Mood D.R. Arakawa University of Hawaii, Psychology, Honolulu, GU, United States Emotional contagion has been defined as “the tendency to automatically mimic and synchronize expressions, vocalizations, postures, and movements with those of another person's and, consequently, to converge emotionally” (Hatfield, Cacioppo, & Rapson, 1994, p. 5). Study 1 explores the influence of personality on emotional contagion. Specifically, I propose that people's susceptibility to emotional contagion will be affected by their stable disposition towards happiness/sadness. Study 2 investigates the impact of a person's shortterm (primed) mood on his or her susceptibility to emotional contagion. Two competing theoretical traditions will be compared to investigate just how mood—both stable and short-term—affects contagion. In sum, these studies suggest that affect, whether enduring or transient, does indeed affect susceptibility to emotional contagion. Moreover, this investigation suggests the relationship between mood and emotional contagion is an interactive one; i.e., that being in a happy mood makes a person more likely to catch the emotions of others.
IPS 17 - Individual Paper Session 17: Outdoors, Leisure, and Sports
IPS 17.1 Leisure Activities and Adolescent Psychological Well-Being S. You Hankuk University of Foreign Studies, College of Education, Seoul, Korea, Republic of There is considerable evidence that leisure participation contributes to adolescents' well-being. While a number of studies have revealed that leisure participation contributes positively to adolescents' well-being, others have indicated that leisure participation has negative associations. One possible explanation for these discrepant findings is the different definitions and measurements of leisure participation applied in these studies. The relationship between leisure and adolescents' well-being may depend on the type of activity (e.g., physical, social). In general, previous literature has focused on the effects of physical active leisure participation on physical health outcomes; few studies have been done on the role of other types of leisure and its effects on mental health outcomes. This study examined the impact of leisure types on leisure satisfaction and its subsequent effects on adolescents' psychological well-being on a sample of 3,449 Korean adolescents. Results showed that (1) active leisure (e.g., physical activity) had a positive impact on leisure satisfaction, (2) passive leisure (e.g., television viewing and video game playing) had a negative impact on leisure satisfaction, (3) social leisure (e.g., talking on the phone, meeting friends) had no significant effect on leisure satisfaction, and (4) leisure participation had significant effect on well-being via leisure satisfaction.
IPS 17.2 Leisure Education as a Means for Promoting Optimal Functioning in Adolescents' Lives T. Freire1, L. Caldwell2 1University of Minho, Braga, Portugal, 2Penn State University, Pennsylvania, PA, United States Much is written about positive psychology and healthy adolescent development. A topic often overlooked, however, is the role leisure can play in adolescent development from a positive psychology perspective. This topic is important because leisure is a prime context for adolescents to experience flow, meaning, happiness, relatedness, and so on. But it is also a context for
boredom, stress, alienation, and risk behaviors. Based on the concept of Optimal Leisure and the Leisure Activity-Context-Experience (LACE) Model, we will take a prevention perspective and address the need for leisure education in promoting positive experiences and preventing negative experiences of adolescents. We will describe two leisure education programs and present results showing their impact in adolescents' lives in different cultural contexts (USA, South Africa, and Portugal). We will focus in particular on the importance of teaching adolescents to develop intrinsic leisure interests and avoid boredom, the importance of being self-regulated, self-determined and positively engaged within daily life. Discussion and results highlight the importance of teaching youth how to make the most of their leisure time in order to reap the positive benefits of leisure and avoid negative outcomes through understanding the conceptual relation between optimal leisure and positive development.
IPS 17.3 Happy Feelings in the Outdoors H.S. Løvoll1, J. Vittersø2 1Volda University College, Sport and Outdoor Education, Volda, Norway, 2University of Tromsø, Psychology, Tromsø, Norway Nature itself can be a source of stress reduction and vitalization. Nature can also be a playground for personal growth and passionate activities. A group of 26 Norwegian outdoor students was followed during a 5-day glacier course. At the end of each day participants reported on their best (or peak) experience of the day and their overall experiences during the whole day (n= 130 peaks, 130 whole). Life satisfaction and personal growth, obtained both before and after the trip, showed a significant increase from pre-measures to postmeasures: The mean life satisfaction scores went from 5.66 to 6.01 (t[24] =3.13, p=.005). The mean personal growth scores went from 3.69 to 3.98 (t[24]=4.07, p=.000). To explain the increase in PG, the feeling state “interest” during the peak moments accounted for 24% of the variance in the PG post scores (F[1,22]=6.62, p=.018). None of the peak experiences were able to explain changes in SWLS. However, the feeling state “pleasure“ reported for the whole day accounted for 28% of the variance in the post SWLS scores (F[1,24]=8.90, p=.007). In addition of explaining emotional “highs”, experiences in nature might have an emotion regulative effect.
IPS 17.4 Sport Coach Happiness and Well-Being: A Consideration of Seligman’s Full Life and PERMA Model of Well-Being A.L. Baltzell Boston University, Counseling and Human Development, Boston, MA, United States The purpose of this presentation is to consider theoretically based predictors of happiness and well-being of high school coaches. Results are drawn from a mixed method study of high school coach values and happiness (n=500). Empirical support for Seligman's (2002) model of happiness, the Full Life, and his PERMA Well-being model (Seligman, 2011) emerged. Specifically, there was support for the Full Life model using linear regression modeling, with the overall regression model significant (p < .0001) and strong coefficient of determination (R2) .56. All factors of the PERMA well-being model, with the exception of positive relationships, were significant with the overall linear model remaining significant (p < .0001). Additional exploration happiness and well-being were explored with an open-ended prompt, “What is your greatest source of joy in coaching?” Respondents to this prompt included 486 of the coaches. Thematic analysis was implemented. The main sources of joy for athletic coaches included, in order of most raw data codes per theme: 1. Athlete Development, 2. Coaching Roles and Contributions, 3. Program Development, 4. Relationships, and 5. Team development. The findings will be discussed. The implications of this data for interventions and future research will be considered.
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IPS 17.5 Learning to Flourish through Sport and Exercise L.M. Miller1, C.C. Carpenter2 1American Military University, Sports and Health Sciences, Worthington, OH, United States, 2Capella University, Human Services, Minneapolis, MN, United States Positive human development includes change and continuity toward positive emotions, engagement, relationship building, meaningfulness, and accomplishment (Seligman, 2011). Physical development may play a key role in positive human development in combination with social, cognitive, and emotional development. Physical development and athletic involvement provide foundations of health, well-being, and physical and mental performance skills. For many people with high work or school pressures, sport and exercise development may become low priorities (Centers for Disease Control and Prevention, 2012). This presentation will include suggestions for understanding the role of sport and exercise interventions that impact positive human development based on the analysis of several empirical studies and six sport leader case studies. Research on positive psychology topics such as high performance strategies and happiness will be included. The content will focus on how exercise and sport involvement may benefit from positive psychology interventions. Recommendations will be included for future positive sport and exercise development interventions that change the way we think about the impact of physical development on flourishing. Literature on these topics will be synthesized in this presentation to more closely weave together and connect current literature on flourishing to the perspectives of actual experiences in sport and exercise.
DB 1 SIPPA Student Data Blitz Symposium J. Coffey1, J.S. Bullock2, J.P. Dulay1, P. Dursun3, Z.B. Ehsan4, J. Van Allen5, O. Davis6 1Claremont Graduate University, School of Behavioral and Organizational Sciences, Claremont, CA, United States, 2Northwestern University, Evanston, IL, United States, 3Afyon Kocatepe University, Afyon, Turkey, 4University of New South Wales, Sydney, NSW, Australia, 5University of Kansas, Cincinnati, OH, United States, 6Quality of Life Laboratory, New York, NY, United States In this event, 10 students (advanced undergraduate, masters, or doctoral) will present a quick overview of their research and receive feedback from an international panel of researchers (the discussant and 2-3 additional judges). The 10 students will be selected from a pool of students whose abstracts were nominated for this opportunity by IPPA review panels. Students will have 1 slide and 3 minutes in which to present their work. This may be a dissertation, master's thesis, honors thesis, or a “side” research project. Each student will be able to explain only one project. The goal is for students to explain research in an engaging, jargon-free fashion that could be understood even by a layperson, and to get feedback from outside researchers. Observers will have the opportunity to see how potential editors might view research projects, and get a taste of the peer review process. Although the event is meant to be advisory, friendly, and fun, there will be recognition for the top projects. Similar events have been put on in other psychology organizations, including the APA (and in divisions of which the discussant is a member), and have become a popular event attended by students and faculty alike.
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Author Index
A
F 155 Aarsland A. S 221 Abbasi M. F 075 Abdel-Hafiz M.M. S 130 Abedin A. IPS 12.1 Abelson J.L. F 018 Abou-Ziab H. SY 30.3 Acosta H. S 251 Adeuja K. IPS 8.1 Adler A. F 151 Aguerre C. F 050 Ahmadi M.R. F 050 Ahmadi P. F 050 Ahmadi S. F 148 Ahu K. S 155 Aitken N. S 020, S 160, SY 4.2 Albieri E. CH 4, F 051 Alford Z. F 004 Al-Heeti K.N.M. S 033 Ali M.E. F 076 Allen A. SY 18.1 Alloro L. F 052 Almeqren M. SY 4.5 Almudena D. S 096, S 138 Altizer K.P. F 175 Alvarez Gasca M.A. F 222 Amaral M.M. F 077 Ambler V.M. S 031 Amin Ramadan M. F 188 Amiri S. S 190, F 139 An S. SY 41.2, SY 41 Andersen F.Ø. F 228 Anderson A.J. Anderson G.L. F 018, SY 46.2, SY 46 F 034 Andersson Arntén A.-C. F 189 Ando S. Andrade Palos P. F 107, F 158, F 208, S 184 F 055 Andreu-Mateu S. F 078 Anil S. S 060 Ann S.J. F 172, F 173, S 215 Anstedt T. SY 41.3 Antoni C.H. F 124, SY 42 Aquique M.E. IPS 16.4 Arakawa D.R. F 037 Aranda Corrales C.L. F 026, F 190 Arantes V.A. SY 2 Araujo U. Araujo U.F. F 026, F 190, SY 2.2 F 034 Archer T. S 119 Arcusa A. F 212, F 213 Armstrong A. WK 35 Aronoff J. F 174 Arouty D. IPS 5.3 Arpawong T.E. S 186 Arshava I. IPS 1.2 Asah S.T.
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Asakawa K. Asalone S.A. Ascenso S. Ashfield A. Ashraf M. Asik-Dizdar O. Atkins A.F. Auerbach J.E. Augustin S. Azizian A.
IPS 2.1 WK 30 F 001 SY 15.3, SY 15 F 185 S 001 S 140 WK 35 WK 15 F 156
B S 249 Babouraj N. F 115 Bahari F. F 150 Bahrami Ehsan Z. F 167 Bai-Koh S. SY 22.1, SY 22.4 Bakker A.B. IPS 8.5 Bakosh L. WK 14 Baldwin D.R. IPS 17.4, WK 11 Baltzell A.L. S 171 Bandeira C.M. F 053, WK 12 Bannink F. F 055 Banos R. F 056, F 122 Baños R. Baños R.M. F 123, SY 39.4, SY 39.5, SY 39 F 168 Baños Rivera R.M. SY 32.4 Barbieri W. F 064 Barclay G. F 064 Barclay K. S 064 Barker-Collo S. IPS 15.1 Baron L. F 191 Barongan C. F 123 Barrajón E. F 192 Barrio A.M. F 072, SY 3 Bartley K. F 108, F 109 Bassett S.M. Bastianello M.R. S 068, S 069, F 027 SY 33.1 Bastida J. SY 33.1 Bastida M. F 228 Bates S.C. Batthyany De La Lama L. F 005 , F 006, F 031 SY 41.3 Baumann N. SY 25.1, SY 25 Bay M. F 182 Beale J.T. F 079, F 080 Bearden A.G. SY 32.3 Beatty B. S 140 Becerra A. S 209 Belik I. F 143 Bell R. Bellete N.Z. F 018, SY 46.4, SY 46 F 101 Belz E. F 157 Benavides C.M. SY 21.2 Benjamin B.A. SY 28.2 Ben-Kiki T. S 011 Bennett M.E.R. SY 36.3 Benson L. F 110 Benson L.E. F 127 Bensoussan A.
F 081, WK 28 Bernard M.E. S 109 Bernardo V. SY 12.4, SY 12 Berry T. Betancourt Ocampo D. F 107, F 158 SY 12.2, SY 12 Bialosiewicz S. Bikos L.H. F 070, F 138, SY 27.3, SY 27 F 028, F 029, S 170 Bilbao M.A. F 230 Biswas-Diener R. F 116 Bitran M. IPS 1.2 Blahna D. S 191 Blahovska I. F 248 Blanco L.M. F 169 Blanco Baldo J. F 247 Blanco Donoso L.M. S 119 Blasco T. S 162 Blatny M. F 049 Bligh M. F 054 Boerner M. S 144 Bohlmeijer E. S 145 Bohlmeijer E.T. S 127 Bolhasani F. F 163 Bonaiuto M. SY 45.1, SY 45 Bond D.K. SY 10.1 Bonnes M. Bono G. F 194, F 227, S 225, SY 37.3 S 182 Boon S. WK 5 Booth B. Borelli J. SY 45.1, SY 45.2, SY 45.3, SY 45 S 005 Borg E. SY 7.1 Boselie J. F 070 Bossen M. IPS 3.3 Bostock S. Botella C. F 055, F 056, F 122, F 123, SY 39.4, SY 39.5, SY 39 F 129 Botha L. F 136 Boudreault P. F 229 Boujut E. F 127 Bourchier S. IPS 8.4 Boyle M. Branand B. SY 13.2, SY 47.2, SY 47 SY 2.3, SY 2 Brdar I. F 134 Breda A.I. WK 9 Brennan D. SY 32.3 Brennan G.K. F 195 Brennan J.C. F 122 Bretón-López J. F 151 Bridou M. IPS 8.4 Broadbent C.M. F 003 Brohm M. SY 28.4, WK 26 Broome R. F 073, S 018, S 019 Brouwers S. SY 4.1 Brown R. F 024 Brown T. SY 40.3 Brummett C.M. CH 5 Bruni C. IPS 9.3 Bruni C.M. SY 45 Bryant F. www.ippanetwork.org
S 159 Bue A. F 196 Buitendach J.H. F 197, S 211 Buitendach J. F 233 Bull A. F 198, F 199 Bullare F. IPS 4.4 Bullare-Bahari F. F 230, DB 1 Bullock J.S. F 070 Bullock R. SY 45.3, SY 45 Burkhart M. SY 23.1, SY 23 Burnside R. S 177, S 201, S 202 Buro K. S 249 Büssing A. S 016 Butalov D. F 022 Butler J. F 097 Butterfield C.
C S 042 Caballero F.F. IPS 17.2 Caldwell L. S 107 Calhoun D. F 203 Calvanese N.G. S 254 Calzadilla V.M. SY 20.1, SY 20 Cameron K. SY 30.4 Cameron K.S. F 175 Campos Resendiz M.A. F 015, F 017 Canto-Vadillo J. F 082 Cao H. F 200, F 229 Cappe E. S 106 Caprini F.R. F 159 Carcel M.M. F 194, S 225 Card N. S 026 Cardenal Hernáez V. F 248 Carmona I. IPS 17.5 Carpenter C.C. F 168 Carrillo A. S 139 Carro N. SY 37.4 Carter K. F 170 Cassingham C. SY 16.3, SY 16 Castañón R. SY 33.2 Castellano E. F 152 Castonguay A. F 007, SY 2.1 Castro Solano A. F 124 Catalá A.M. S 118 Ceballos A.R. F 168 Cebolla A. SY 44.1, SY 44 Ceja L. F 097 Celniker J. F 123 Cervera J.M. S 209 Cesar M.C. F 125 Chae J.-H. F 008 Chalmers R.P. F 152 Chamberland P.-É. SY 13.3, SY 47.1, SY 47 Chan T. SY 37.2, SY 37 Chancellor J. F 002 Chand O'Neal I. F 201 Chang K.B.T. F 063 Chang K.-J. S 107 Chang Y.-F. S 107 Chapman B. SY 14.2 Charry E.T.
Chaves C. S 041 Chavez R.L. F 134 Chen H. F 231 Chen Y.-T. F 063 Cheng H.F. F 058 Cheon K.A. F 141 Cheung F. S 246 Chiang C.-P. F 009 Chikoko G. F 197 Chin T. IPS 3.2, IPS 6.4 Chiviacowsky S. F 153 Chmiel A.K. F 178 Chmiel L. F 018 Cho H. F 111 Choi J.-W. F 125 Chopik W.J. F 179 Chou S.C. F 160, F 161, F 162 Chow P. F 008 Chraczynski K.J. S 173 Chu H.C.A. F 059 Chu T.-L. F 009 Chung S. SY 45.2, SY 45 Chung Y. F 083 Ciavaglia A. S 017 Ciccocioppo A.L. F 132 Cilliers C. F 129 Clark L.A. F 114 Coffey J. DB 1, F 180, SY 36.2, SY 45.2, SY 36, SY 45 Coghlan A. F 144 Cohn M.A. F 112 Coimbra S. IPS 8.2, S 166, S 232 Colatruglio P. S 048 Colby A. SY 26.1 Coleman B. S 234 Colicino C. F 097 Condren M. SY 8.2 Conklin W. WK 14 Connolly P.-S. F 171 Cooper J. F 228 Copeland E. S 147, IPS 4.2 Corbett J. S 070 Corrales Dórame S.A. F 037 Corral-Verdugo V. SY 10 Costa A.M. S 209 Costa B.C.G. F 065 Coulombe S. F 030 Covadonga C. SY 4.5 Cowen S. IPS 4.3 Crabtree S. F 232 Cranford J.A. S 158 Cranney J. F 150 Crano W. IPS 1.3 Crawford M.R. F 068, F 069 Crespo F. IPS 10.2 Cridland C.L. F 233 Crocker J. IPS 12.1 Crooke M. SY 34.1 Crouch A. S 229 Cseh G.M. F 102 Csikszentmihalyi M. F 104 Csillik A. SY 25.1, SY 25
Cuijpers P. Cypers Kamen L.L. Czar A.C.
S 143 SY 29.3 S 152
D Dachlan R. IPS 15.3 D'Acuña S. F 116 Dagenais Desmarais V. SY 22.5, F 246 Daltuva J.A. F 245 Damon W. SY 26.1 D'Aubeterre M.E. F 203, F 187 David D. IPS 14.3 David O.A. IPS 14.3 Davis N. CH 5, IPS 1.4 Davis O.S. IPS 11.4 Davis O. DB 1, SY 44.2, SY 44.3, SY 41, SY 44 Davis S.W. S 096, S 138 Davis-Laack P. WK 6 Davoodian A.A. F 172, F 173 Davoodian B.A. F 172, F 173 Day A. SY 4.1 De Dominicis S. F 163 De La Lama L.F 005 , F 006, F 031 De Manincor M.J. F 127 De Raedt R. SY 7.3 De Reuver R.S.M. SY 11.4 De Wit D.J. S 146 Dehne Baillon A. S 055 Del Rio E. F 056 Delaney H. S 108 Delas Y. F 010 Delichte K. F 084, F 095 Delizonna L. F 172, F 173, S 215, WK 16 Delle Fave A.IPS 10.1, SY 2.1, SY 2 Detkong T. F 128 Devine T. IPS 4.2 Dib S.A. S 109 Diki D. F 085 Dinnel D.L. F 113, F 114 Dionigi A. SY 5.4 Diseth T.H. S 115 Doll P.M. SY 24.3 Dollwet M. SY 1.1, SY 8.1 Donaldson S. F 049, SY 1.1, SY 1.2, SY 1, SY 19.1 Dooley S. SY 6.2, SY 6 Doran L. SY 14.3 Dotson L.A. F 145, F 146, F 147 Dowdy E. F 014 Du Plessis A. F 129 Duberstein P. S 107 Dubin M. F 103 Duckitt J. F 185 Dulay J.P. DB 1, SY 13.1 Duncan S. S 151 Dunn M.M. S 011 Duoung B. F 148 Duque A. S 197 Dursun P. DB 1 Dutton J. SY 19.2 www.ippanetwork.org
Dziurzynski L.
IPS 11.5
E Earl R. F 072, S 007, SY 3.2, SY 3 Ebadi P. F 115 Ebstyne King P. SY 23.2 Echeverría G. F 116 Ecker D. F 024, S 251 Ehsan Z.B. DB 1 Eichstaedt J.C. IPS 11.5 Eid M. S 024, S 025 Eilertsen M.E. S 115 Eisenberg R.L. F 113 Ell K. S 111 Elmore W. F 244 Emmons R.A. F 194, SY 37.3 Enumo S.R.F. S 106 Erickson T.M. IPS 12.1 Eriksson T. S 241 Escobar Valero P. F 168 Espinosa R. S 165, S 197 Espinoza M. F 123 Esquerdo G. F 123 Etchemendy E. F 122, SY 39.4 Etesamipour King A. F 188 Everett B. F 097 Everts F. S 197
F Fagley N.S. S 210, F 205 Fahey P. F 127 Fajans J.S. WK 2, F 130, F 131 Fan F.M. S 141 Farfallini L. F 122 Fatehi M. S 130 Fathalipouri P. S 126, S 128, S 129 Felke T.J. SY 23.1, SY 23 Fenouillet F. F 010 Feravich A. F 154 Fernandez N. IPS 7.3 Fernandez T.A. F 086, F 095 Ferrada C. F 029 Ferrari S. S 022 Ferreira M.J. F 061 Filo K. F 144 Fischer M. SY 33.3 Fisler J. F 077 Flessati S.L. F 132 Flores-Lucas V. SY 16.1, SY 16.2, SY 16.3, SY 16, SY 16.4 Florsheim P. S 084 Fontaine A.M. IPS 8.2, S 166, S 232 Fonte C. F 061 Ford B.M. F 134 Forrett R. F 194 Fort J. WK 32 Foster D.D. F 134 Foster S. WK 35 Franco B. F 097 Fraser J. IPS 9.4, F 011, F 012, F 013, SY 34.2 Fredrickson B.L. SY 7.2
Freire T.
IPS 17.2, F 060, S 098, S 099, SY 2.4, F 061 Frey Johnson E. S 055 Friedman E. S 023 Froh J. F 174, S 225, SY 37.3, SY 37 Froh J.J. F 227, F 194 Fruiht V. F 087 Fuchs R. F 184 Fulquez Castro S.C. S 175 Funes Moreno C.W. F 034 Fung H.H.L. S 097 Furlong M.J. F 014
G Gabora L. S 070 Gaggioli A. SY 39.2, SY 39.3, SY 39 Galen M. SY 1.2 Gallegos Guajardo J. S 174, S 175 Gander F. IPS 7.2, F 032, S 050, S 051, SY 21.3 Garassini M.E. F 124, SY 42.3, F 033, S 049, SY 42 Garcia D. F 034, F 035, F 036, F 224, F 225 García - Álvarez D. F 186, F 187 García-Palacios A. F 056, F 123, SY 39.4, SY 39.5 Garman K.A. F 234, F 235 Garrosa E. F 247, F 248 Gaxiola Romero J.C. F 037 Gazzola N. S 248, SY 15.1 Geddes A.J. S 234 Gentry R. F 201 Gerritsen D.L. S 145 Gerson M.W. F 134, S 168 Geschwind N. SY 7.1 Gessert C. F 170, S 169 Ghanbari Z. S 126, S 127, S 128 Ghannam J. IPS 16.3, F 164 Ghobari Bonab B. S 221 Gibson K. S 064 Giebenhain J. F 170, S 169 Gilbert K. F 097 Gillath O. SY 40.2 Gillham J. WK 8, WK 24 Giolito V.J. F 236 Goesling J. SY 40.3 Goldstein A. F 088 Gomes C.M.A. F 065 Gomes D. SY 44.1 Gomez Resendez J.L. F 175 Góngora-Coronado E. F 015, F 016 , F 017 González Álvarez I. F 045, F 046 González Gallegos N.A. S 174 González González A. F 158 González-Fuentes M.B. F 208 Gottfried A. SY 36.2 Goveas J. S 107 Grabois B.C. S 229
129
Author Index (cont’d) Gradisek P. F 038 Graham L. SY 31.5, SY 31 Grassi L. S 160 Greenberger S. F 089 Grimm C.J. F 209 Grol M. SY 7.3 Gross-Schulman S. S 111 Grouden M.E. F 165, F 166 Guan M. F 082 Guerra S. S 229 Guillén V. F 055 Gulamani T. S 057 Gupta R. IPS 9.4, F 011, F 012, CH 5, F 013 Gupta S. S 157 Gurtovoy J. F 210 Güsewell A. IPS 13.4 Gute D. F 090 Gute D.S. F 104 Gute G. F 090, F 104 Guterman J.J. S 111 Guthrie Yarwood M.F. F 149 Gutierrez V. F 159 Gyldensted C. SY 48.1, SY 48
H Hadi Sadeghi S. F 150 Haga H. F 139 Halik M. IPS 5.1 Hall B. F 138 Hamelin A. F 136 Hamilton A. S 226, SY 40.1 Han S. F 237 Han Y. F 125 Haney D.M. IPS 14.1, F 024, F 070, F 071 Hanif R. Withdrawn Hansen D. F 238 Hanssen M. SY 4.3, SY 7.1 Hanssen M.M. F 066 Hanssen N. F 155, SY 29.4, SY 29 Harder K.V. SY 12.1, SY 12 Harms P.D. SY 38.4 Harn P.L. F 062 Harrell S.P. F 018, F 019, SY 46 Harris C. F 174, F 227 Harzer C. F 039, SY 11.1, SY 22.2, SY 11 Hashim I.H. F 181 Hassett A. S 158, SY 40 Hassett A.L. SY 40.3 Hatier D.E. SY 22.5 Hatier D.-E. F 246 Hawkins S.A. SY 38.3 Hawkinson C. F 024 Hawley C.E. F 212, F 213 Haworth C. SY 37.4, SY 37
130
Haworth C.M. Hayman K.J. Hazel J.
IPS 11.4 F 214 F 156
Hefferon K. F 182, F 225, SY 15.4, SY 15 Heffner T. F 239, F 240 Heidrich C. F 153 Heintz S. S 037 Heisey J. F 103 Hellbom K. WK 9 Hemsley A.M. SY 43.2, SY 43 Henderson M. S 043 Henderson S. S 193 Hendrick C. F 149 Herian M.N. SY 38.4 Hernandez B. F 029 Hernandez Pozo M.D.R. SY 2.4, SY 2 Hernandez-Pozo M.D.R. F 175 Hernández-Pozo R.R. S 121 Herrera A. F 040 Herrero R. F 056 Hertz E. F 117 Hervas G. S 041, S 042, SY 17.3, SY 4.5, SY 17 Hewett J.A. F 091 Hickory M. F 023 Hicks J.A. SY 9.3 Hill E. S 043 Hills K.J. S 078 Hirao K. F 105 Hjemdal O. S 115 Hofmann J. S 038, S 039, SY 5.4 Hogh A. S 243 Hojjat M. S 182 Holder M.D.S 071, S 167, S 234, F 068, F 069, F 178, F 226, SY 36.1 Hone L. WK 29 Hone L.C. F 215, SY 49.1 Hong N. S 060 Horike H. F 137 Horike K. F 216 Hornbeck R. SY 23.3 Hosie J. S 091 Hossein pour M. S 126, S 129 Houlihan J. IPS 8.5 Howard F. S 064 Howell A.J. S 177, S 201, S 202 Howell R.T. IPS 9.2, S 173 Howells A. F 217 Hsia S. F 070 Hsiao F.-H. F 063 Hu J. F 041 Huang C.-S. F 063 Huber M.M. F 092, F 093 Huebner E.S. S 078 Huppert F. CH 4 Hurst M.A. F 138, SY 27.2, SY 27, WK 10 Huta V. F 218, S 155, S 214 Hutz C.S. S 069, S 171, F 027
Huynh K. Huynh K.H. Hyland A. Hyunh K.
SY 27.3 F 138 S 107 SY 27
I Ibañez C. F 219, F 220, SY 42.1 Icekson T. F 241 Ievleva L. WK 25 Im W.Y. F 141 Ingersoll K. S 058, SY 25 Ingersoll K.S. SY 25.2, SY 25.3 Irene L. SY 4.5 Ironson G. F 118 Irvine K.N. F 143 Isabel C. F 247 Iskajyan M. S 159 Ismail R. IPS 5.1 Israel-Cohen Y. IPS 5.2 Ito T. S 067, SY 29.1, SY 29 Ivtzan I. WK 1 Iwasaki S. S 149 Iyer R. IPS 9.2
J Jacobs Bao K. SY 37.4 Jacobsmeyer A. F 097 Jaeger G. IPS 13.3, F 002 Jain A. F 067 Jain R. SY 18.2 Jang H.A. S 060 Jang K.-I. F 125 Jarden A. S 151, SY 17.2, SY 28 Jarden A.J. F 020 Jarman M. IPS 13.1, F 021 Jaros L. S 023 Jarvilehto L. F 242 Järvilehto L. SY 41.1, SY 41 Jassi A. F 226 Jelinek M. S 162 Jenkins J. F 070 Jian X. F 221 Jiang F. Jiménez P. F 116 Jin Y. F 139, S 190 Johansen U. F 231 Johnson B.A. F 228 Johnson S. S 084 Johnstone A. F 120, S 117, SY 32.1, SY 32 Jon D.I. S 060 Jones B. F 042 Jose P. S 142 Jose P.E. F 165, F 166 Joseph S. F 054 Joslin R. S 217, WK 27 Jourdan-Ionescu C. F 136 Jovell E. S 119 Judd M. WK 8 Jung M.H. S 060
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Justeson R.L. Jutras S.
F 094 IPS 5.3, F 030
K Kadva F. Kahler C.W. Kaiser R.S. Kamei H.H. Kanavou A. Kao Y.-T.
F 095, F 100 SY 4.1 S 066 F 222 SY 19.4 IPS 6.1
Kaplan O. IPS 5.1, S 010, S 110, S 244 Kaplan R. S 107 Kappelmayer M. S 152 Karlin B. F 148, S 159 Kasdorf J. F 156 Kauko-Valli S.A. F 223 Kaur J. IPS 12.4 Kaur K. F 176 Kavanagh S. F 140 Kearn M.L. F 093 Kearney S. S 217, WK 27 Keener J. F 076 Keener M.B. SY 48.1, SY 48.2 Keiser H.N. F 106, S 104 Kelly G. F 072, SY 3.1, SY 3 Kelmanowicz V.B. S 152 Kelsch C.B. F 118 Kenttä P. F 243 Kern L. SY 48.1 Kern M. IPS 8.1 Kern M.L. IPS 11.5, F 110, F 195, SY 36.3, F 022, SY 36 Kerr R.C. WK 19 Kersbergen L.A. F 113 Kesari S. F 196 Kettering V.L. CH 1, WK 2 Key-Roberts M. F 244 Keyserling W.M. F 245 Khalilipour S. S 128 Khanna P. IPS 6.2 Khurana A. S 133 Kim E.S. F 119 Kim H.M. F 141 King K.R. F 245 King V. SY 49, WK 20 Kira M. SY 33.3 Kirce R. F 024, F 070 Kirce R.D. F 023 Kirkpatrick-Husk K. F 070 Kjell O.N.E. F 034, F 035, F 036, F 224, F 225 Klein B. SY 28.3 Kloppers P. F 129 Knoop H.H. SY 48.1, SY 48 Kobayashi R. F 105 Koch J. SY 47.3, SY 47 Koetting K.K. S 004 Koetting K.'. F 142 Koetting L.D. S 004
Kohlbacher F. IPS 14.4 Koller S.H. SY 42.2 Kolpak D. CH 4 Koopmans R.T. S 145 Kordmirza Nikoozadeh E. S 059 Kornprasi R. F 128 Koss S. F 226 Kossakowska M.M. IPS 12.3, F 043 Krafft A.M. IPS 7.1 Kraft T.L. F 108, F 109 Krakauer M. F 227 Krantz D.S. IPS 12.2 Krebs H.E. CH 7, F 044 Kremer H. F 118 Krentzman A.R. S 158 Krieshok T. S 035 Kronik A.A. S 009 Kroon B. SY 11.2 Kroon H. IPS 15.4 Kroska E.B. F 109 Krupa E.A. S 234 Krupa T. SY 36.1, SY 36, S 234 Kuchenbecker S.Y. F 096, F 097, SY 19.4, SY 19.5, SY 19 Kukita A. IPS 6.4, F 098 Kuller L. S 107 Kunkel J. S 151 Kuo W.-H. F 063 Kwiatek P. F 043, F 121
L Lahti E. WK 17 Lai J.C. S 063 Lai Y.-M. F 063 Lamartina M. WK 2 Lambert L.T. S 217 Lampa E. S 237 Land H. IPS 5.2 Langione K. F 205, S 210 Langley S. S 072 Lanoue C. IPS 5.4 Larose S. S 146 Larson E. F 110 Lau N. S 225 Lavendt E. WK 23 Law D. F 093 Layous K. SY 37.1, SY 37.4, SY 37 Lazar-Butbul V. SY 21.2 Lazzaretti de Souza A.P. SY 42.2 Le T.T. S 115 Le Blanc P. SY 30.3 Leclerc J.-S. F 246, SY 22.5 Lee E.J. S 008 Lee J.M. S 161, S 208 Lee J.-E. F 125 Lee N.-B. F 125 Lee Y.-M. F 099 Leead T. S 233 Lehman J. F 095, F 100 Leidner O. SY 28.2 Leighton F. F 116 Leite J.R. S 209
Lemke B.U. S 154 Lemke M. S 084 Lenders E. F 078 Lenentine M. IPS 1.2 Leon Pizarro C. S 119 Leontjevas R. S 145 Lepeshkin G. S 230 Lepeshkina T. S 230 Lerner D.L. IPS 14.2 Lester M.P.B. SY 38.1 Leukel C. F 184 Leventhal A.M. SY 4.1 Leventhal S. S 123, WK 24 Leyva G. S 200 Li H.G. S 203 Li Q. S 224 Li Y. F 177 Lianov L.S. CH 1 Lim J. F 134 Lin L. IPS 15.2, S 216 Lin P.-Y. SY 45.2, SY 45 LIn W.-W. F 009 Lindberg K. S 198 Linkins M. WK 8 Lipman E.L. S 146 Littman-Ovadia H. S 255, SY 11.3, SY 21.2 Liu C.Y. S 012 Liu P.-J. SY 13.3 Liu Y.-F. F 063 Llorens S. SY 30.2, SY 30.3 Lochner K. S 024, S 025 Lomas T. F 227 Longhurst M. F 074 Lopes L. S 209 Lopez I. S 042 Lopez S. IPS 8.2, F 010, S 166, S 231, S 232 Lorencini G.R.F. S 106 Loss A.B.M. S 106 Løvoll H.S. IPS 17.3 Lozada M. S 139 Lu C. S 245 Lu F.G. S 150 Lu L. IPS 15.2 Luciano E.C. S 018, S 019 Luís P. F 047, F 048 Luminet O. IPS 16.2 Lunden L.M. S 173 Lupano Perugini M.L. F 007 Lynds J.M. F 134 Lyon A. F 040 Lyons M. S 078 Lyrintzis E. F 103 Lyubomirsky S. SY 37.1, SY 37.4, SY 37 Lyvers M. S 218
M Machicote L. F 095, S 086 Macías Mozqueda E.Y. S 175 Mackey C.B. S 043 MacNeela P. F 140 www.ippanetwork.org
Maddox A. IPS 12.1 Madero J. F 159 Madrazo V. S 054 Maffei L. SY 33.2 Magyar-Moe J.L. S 082, WK 18 Magyaródi T. S 100 Mahoney J. S 023 Maier M. SY 19.4 Makin C. S 218 Makvandi B. S 126, S 129 Malcomson N. S 163 Malik J.A. IPS 11.2 Mangelsdorf J. IPS 5.5 Mannella K. S 158 Marco S. S 239 Marion G.S. S 096, S 138 Markowitz E. CH 5, SY 34.3 Marks N. SY 17.1, WK 20 Marques S.C. IPS 8.2, S 166, S 232, S 231 Martín-Antón L.J. SY 16.2, SY 16 Martinez I.M. S 247 Martin-Krumm C. F 010 Martins M. S 209 Martos T. SY 2.2 Marujo H.A. SY 16.1, SY 16, S 189, F 047, F 048 Masoni L. S 022 Massoud W. S 027 Matias G. F 061 Matias G.P. S 098, S 099 Matsuba, K SY 26.2 Matthews K. S 107 Mayerson N.H. SY 21.1 Mazza D. S 169 McCafferty Y. SY 24.2 McCall T. S 094 McCann W.J. S 096, S 138 McCormick K. S 064 McGarrity S.L. F 114 McGonigal J. WK 26 McGuire A. IPS 12.1 McIllwain D. F 233 McKenna R. IPS 14.1, F 023, F 024, F 071, S 251 McMakin D. SY 45.2, SY 45 Mcmanus S. IPS 4.2 McMillan D. CH 5, IPS 1.1 McNeil T. S 081 McQuaid M. S 117 Meca A. S 054 Medrano L. S 087, SY 33.2 Meeske K. S 226, SY 40.1 Meevissen Y. SY 7.1 Melguizo C. S 239 Mena-Nájera A. F 017 Mendez A.J. F 118 Meng X. F 082 Mergler S. S 229 Messina C. S 107 Metzger A. IPS 9.1, S 040, S 046 Meulenbeek P. S 143, S 144 Meyer D. SY 28.3
Meyers C. SY 22.3 Meyers M.C. SY 11.2, SY 11.4 Michon H. IPS 15.4 Mikolajczak M. IPS 16.2 Milam A. F 211 Milam J. S 226, SY 40.1, SY 40 Milam J.E. IPS 5.4 Milano N. S 229 Milkovich L. S 217 Millán A. F 187, F 203, S 049 Millanes Vargas R.M. F 037 Miller J. F 132 Miller L.M. IPS 17.5, F 183 Min J.-A. F 125 Miquelon P. F 152 Mira A. SY 39.5 Miragall M. F 168 Mirapeix R. S 119 Mitchell J. SY 28.3, IPS 8.2, S 166, S 232 Moghadasi M. S 126 Mohammadalipoor Z. S 221 Mohd Zaharim N. F 181 Molavi H. F 188 Molés M. F 055 Molin F. S 237 Molinari G. F 056, SY 39.5 Momeni Javid M. S 219, S 220 Monjas I. SY 16.2, SY 16 Monroe M. CH 5 Mora C. SY 20.3, SY 20 Moradoghli R. S 156 Moragrega I. SY 39.5 Morales Sánchez A. S 174 Moran G.S. S 010, S 110 Morandi A. IPS 10.1 Moreno-Jiménez B. F 247, F 248 Moretti L. S 087 Morgovsky J. SY 5.1 Morita A. F 139, S 190 Moshfegh N. F 018, SY 46.1, SY 46 Moskowitz J.T. F 112 Mothes H. F 184 Motie H. S 130 Motl T.C. S 035 Mourão J. F 060 Mouton A.R. S 153 Mowbray O. S 158 Muha T. WK 7 Mukherjee D. S 120 Multon K. S 034 Mumm D. S 013, S 014, S 015 Murphy D. F 054 Murray S. S 117, SY 3.3, SY 3 Myerchin Sklaroff L. S 111 Myers G.E. CH 5
N Naderi Nobandegani Z. S 219, S 220
131
Author Index (cont’d) Nafstad H.E. SY 2.1 Nagy D. SY 39.5 Nagy H. IPS 2.3, S 100 Nakamura J. F 021, F 104, SY 2.3, SY 31.4, SY 47.1, SY 47.2, SY 47.3, SY 13, SY 31, SY 47 Nambi N. IPS 10.1 Natividade J.C. S 171, S 172 Nava H.D.H. S 121 Navarro J. SY 44.1 Navarro M. SY 31.3, SY 31 Naylor M. S 151 Negri L. IPS 10.1 Nelson S.K.SY 37.2, SY 37.4, SY 37 Nemec P. S 110 Neto L.M. SY 16.1, SY 16, F 047, F 048 Neto L.M.V.A. S 189 Newton R. F 079, F 080 Nicholson J. S 257 Nicolson N.A. S 098, S 099 Nielsen K. SY 33.4 Niemiec R.M. SY 21 Nierenberg B. S 229 Niino N. F 139 Niolon R. S 147 Nir D. SY 11.3 Nosenko D. S 185, S 186 Nosenko E. S 186 Nosenko G. S 185 Notter O.S. S 142
O Oades L.G. SY 43.1, SY 43 O'Brien E. SY 18.4 O'Connor B. S 070 Odahowski M.M. S 090 Oerlemans W. SY 22.1, SY 22.4, SY 22 Offidani E. S 021 Ognev A. S 135 O'Grady P. S 092 Olah A. IPS 2.2 Oláh A. S 100 Oliveira M.Z. S 172 Oliveira M. F 047, F 048 Oosterhoff B. IPS 9.1 Ordenes L. F 029 Orozco M. F 018 Ortiz A. S 087 Ottolini F. S 022, S 160 Ovejero Bruna M. S 026 Owens R.L. S 034, S 035 Owoc E. S 182 Oyanedel J.C. IPS 4.1 Ozaki M. SY 29.2, SY 29
132
P
Pacholke D. SY 27.1, SY 27 Pacico J.C. S 068, S 069 Palazzotto S. F 044 Pande N. S 157 Parada A. F 116 Paredes Gómez D. F 045, F 046 Park E. F 018, SY 46.3, SY 46 Park E.H. S 060 Park H. S 161 Park J. S 076, S 077, S 078 Park N. IPS 10.2, F 088, F 119, F 179, S 112 Park S.-Y. F 083 Parks A. SY 28.2, SY 4.1 Parmsund M. S 241 Parsons C.L. S 179, S 180 Passmore H.-A. S 201, S 202 Patel J. SY 40.2 Patston T. SY 32.2 Pavese-Kaplan E. F 024 Pavez J. F 028, S 170 Pawelski J. SY 14, SY 14.1, SY 14.4, WK 21 Pawelski J.O. SY 19.3 Paz A.J. F 169 Pearce K. S 155 Pearson D. S 091 Pearson D.G. F 102 Pecoraro A. F 121 Pedrals N. F 116 Peifer C. SY 41.3, SY 41 Peil K.T. IPS 3.1 Pellegrino C.N. F 222 Pelletier L.G. S 155 Pena C.V. F 018 Pereno G. S 087 Perez A.L.U. SY 38.3, SY 38 Perez R. S 225 Pérez-Díaz M. F 016 Perkins R. F 001 Perstling M. S 189 Peskova K. S 192 Peters M. SY 4.3 Peters M.L. SY 7.1, F 066 Peterson C. F 119, F 179, S 112 Phillips L.H. F 102 Phillips S. WK 14 Piazza G. S 160 Pileggi Pawelski S. WK 21 Pillay K. S 211 Pinheiro V.P. F 190 Pitt D. S 188 Platt T. S 038, S 039, SY 5.4 Plomin R. SY 37.4 Pluess M. IPS 11.1 Poblete N. F 029 Poirier N. F 200 Poletto M. SY 42.2 Pöppelbaum J. SY 44.1
Porras S.E. S 118 Portovedo C. S 195 Potok Y. S 255 Pots W. S 144 Pousa E. S 119 Powley E.H. SY 20.5 Prager Z. SY 18.3 Pressman S. SY 40.2, SY 40 Pressman S.D. F 108, F 109 Preuss A. S 024, S 025 Prevett S.M. S 167 Prianka A. S 105 Proctor C. SY 6.3, SY 6 Progovac A.M. S 107 Provencio M. S 165, S 197 Proyer R.T. IPS 7.2, F 032, S 050, S 051, S 052, SY 21.3, SY 5.3 Pruzinsky T. F 234, F 235 Purkett T.A. F 113
Q Quero S. F 055, SY 39.4, SY 39.5 Quinlan D. SY 6.4, SY 6 Quinn R. SY 20 Quinn R.E. SY 20.2
R Ramos P.J. S 223 Ranjan A. S 070 Rao M.R. SY 1.4 Rashid T. S 057, SY 43.3, SY 43, WK 4 Rasmussen H. SY 45.3, SY 45 Redondo A. SY 16.4, SY 16 Redondo Redondo A. F 045, F 046 Reese B. WK 22 Reevy G. S 123 Rego A.C. S 189 Reichard B. F 049 Reichard R.J. SY 8 Reinfjell T. S 115 Repetti R.L. F 167 Reppas P. S 053 Revanales H. S 048 Reyes N.L. SY 38.3 Rice E.L. SY 7.2 Ricetti S. S 209 Richard L.R. WK 6 Riches B.R. S 040 Rickard N.S. IPS 3.2, IPS 6.4 Riedel R. SY 43.4, SY 43 Riera A. SY 39.5 Rigabert A. S 165 Rigotti A. F 116 Rijkaart A.M. IPS 15.4 Ring C.E. F 113 Ritt-Olsen A. S 226 Ritt-Olson A. SY 40.1 Riva G. SY 39.2, SY 39.3, SY 39 Rivera M. F 096
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Rivero C. F 047, F 048 Roben zudeh S. S 127 Roben Zudeh S. S 130 Roberts S. S 227, S 228 Robins T.G. F 245 Robinson E.A.R. S 158 Robinson P. S 114, SY 43.5, SY 43, WK 28, WK 31 Robitschek C. F 074, S 017, S 140 Robles Aguirre F.A. S 174 Robson P. SY 24.2 Roche H. F 070 Rockind C. WK 17 Rodríguez-Sánchez A.M. SY 33.4 Roepke A.M. WK 26 Romero P. S 195 Rose S. S 085 Ross S.R. F 106, S 104 Ruaro C.A. S 209 Ruch W. IPS 7.2, IPS 8.3, , F 032, F 039, F 073, S 018, S 019, S 050, S 051, S 052, SY 11.1, SY 21.3, SY 22.2, SY 5.4 Ruch W.F. S 037, S 038, S 039, SY 21.4, SY 5.2, SY 5 Rudd C. F 023 Ruini C. S 020, S 021, S 022, S 023, S 160, SY 4.2 Ruiz M.A. S 042 Ruiz S. SY 45.2, SY 45 Runco M.A. IPS 13.3, F 002 Ruscio D. F 227 Rush C.L. IPS 12.2 Russo-Netzer P. S 010 Ruvalcaba Romero N.A.S 174, S 175 Ryff C.D. S 023
S Saby C. S 073 Sachar R. S 133 Sachs K. S 123, WK 24 Sadlo G. S 101 Salama-Younes M. F 075, S 027, S 028, S 029, S 030, S 031, S 032, S 033 Salanova M. S 247, SY 30.1, SY 30.2, SY 30.3, SY 33.4, SY 30, SY 33 Salehieasl Y. S 127, S 128 Saloum W. F 156 Sanchez A. SY 7.4 Sánchez Xicotencatl C.O. F 107 Sanders L.S. S 181 Sandgren M. S 005 Sansom L. SY 49.3 Santos F.R.M. S 109 Saquib N. S 107 Saslow L.R. F 112
Sava F.A. IPS 14.3 Saylor C. WK 34 Saylor C.F. S 011 Saytakova R. S 135 Sbarra D. SY 45.2, SY 45 Scarsella G. IPS 12.1 Schachinger H. SY 41.3 Schalock K.J. F 114 Schaufeli W.B. SY 30.2 Scheier L.M. SY 38.2 Scheier M. S 107 Schlegel R.J. SY 9.3 Schmalenberger S. F 170, S 169 Schneiderman N. F 118 Schnitker S. IPS 7.3 Schnitker S.A.S 053, SY 23.1, SY 23 Schofield G. F 020, S 151 Scholes L.E. S 132 Scholes M.D. S 187, S 188 Schöndube A. F 184 Schreurs K. S 144 Schroeder J.M. IPS 9.3 Schultz P.W. IPS 9.3 Schulz A. SY 41.3 Schulz Begle A. F 002 Schutte N.S. IPS 16.1 Schwartz H.A. IPS 11.5 Schween R. F 184 Segui M.A. S 119 Seligman M. SY 3, SY 35.1, IPS 11.5 Sepehri Shamloo Z. F 050 Serrano B. F 122 Serrano S.A. SY 8.3 Seymour F. S 064 Seyranian V. IPS 1.3 Shaffer J. CH 2, S 061, S 062 Shaheed J. F 201 Shakenia F. F 188 Shany H. S 244 Sharma V. F 176, S 116 Shaw C.J. S 136 Shearon D. WK 6, WK 34 Sheehan K.P. S 085 Sherman S. WK 33 Sherman-Bien S. S 226, SY 40.1 Shiota M.L. SY 10.2 Shiri S. F 213 Shiryak M. S 006 Shoemaker W. S 035 Shore W. S 055 Shubert J. S 040, S 046 Siddall J. S 078 Siegel J. SY 31, SY 31.1 Sigulem D. S 109 Sikström S. F 034, F 035, F 036, F 224, F 225 Silva E. F 060 Silva F.J.P. S 209 Silva H. F 097 Silva L.R. S 209 Silveira K.A. S 106 Silverman S. S 229
Singchawala N. S 065 Singh D. IPS 12.4 Singh K. IPS 12.4, IPS 6.3, F 067, S 133, SY 2.4 Singla S. IPS 6.3 Sinovas R.M. F 045, F 046, F 047, F 048, SY 16.1, SY 16.2, SY 16.3, SY 16.4, SY 16 Sirles D.N. S 017 Siu O. S 245, S 246 Skerrett K. IPS 11.3 Skrzypińska K. F 121 Slaughter R. SY 40.1 Slaughter R.I. S 226 Slezackova A. S 191, S 192 Slight N.J. S 183 Sloan L.R. S 235 Sloper M.A. SY 12.3, SY 12 Smalbrugge M. S 145 Smeets E. SY 4.3 Smit F. S 143 Smith C. F 127 Smith J.C. S 107 Snavely J. SY 45.2, SY 45 Snege S.L. S 209 Snow J.A. F 228 Snow R. IPS 8.5 So H. F 111 Södergren B. S 237 Solcova I. S 162 Soler M.J. S 047 Solway S. IPS 4.2, S 147 Somech A. SY 24.4 Song D.H. F 141 Song H. S 165, S 197 Song L.Z. S 074, S 203 Sood K. IPS 16.3, F 164, S 212, S 213 Soosai-Nathan L. IPS 10.1, SY 2.3 Sorna Kamatchi B. S 105 Sowden W. SY 20.4, SY 20 Sparrow J. WK 30 Sperling J. F 167 Spezio M.L. F 237 Spillane N. SY 4.1 Spontón C. S 087, SY 33.2 Spurlin S. S 252 Srijindarat U. S 095 St. George D.P. S 045 Stanimirovicc R. SY 28.3 Stansberry Beard K. S 103 Starman J.D. S 013, S 015 Starr L. F 170, S 169 Stebbins R.A. IPS 13.2 Stefaniak T. F 043 Steger M. SY 9.4, SY 10.3 Steiler D. S 249 Steinberg E.A. SY 36.3, SY 36 Steinberg L. F 110, SY 36.3 Stephens D. S 054 Steptoe A. IPS 6.2 Stevanovski S. S 057
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Stew G. S 101 Steward H. S 169 Stivelman D. S 229 Stockton S.L. S 148 Stoetzer U. S 241, S 253 Stokes H. SY 15.2 Stöllman Å. S 237, S 241 Strauss E. F 129 Strauss G.S. SY 24.4 Streit P. S 164 Strizzolo G. S 160 Sud N. S 113 Sueyoshi E. S 067 Suh M. S 208 Sun J. S 112 Sun P. IPS 5.4 Sung Y.T. S 012 Sussman S. IPS 5.4 Svartengren M. S 241 Swim J. F 013 Synard J. S 248, SY 15.1, SY 15 Syvertsen A. IPS 9.1, S 046 Syvertsen A.K. S 040 Szeto A. F 118 Szvarca D. S 112
T Ta M. F 138, SY 27.3, SY 27 Taghizadeh M.A. S 221 Talarico V.H. F 222 Tandon P. SY 48.3, S 212, S 213 Tariq S. IPS 11.2 Tarragona M. WK 3 Taslimy L. S 126 Taupier K. F 030 Tavares H. F 222 Teagarden P. SY 49.2 Teerenstra S. S 145 Teixeira A. F 060 Teotia A. S 157 Thakor A. SY 20.2 Thayer J. CH 6 Thoen M.A. S 140 Thomas R. IPS 7.3 Thompson N.H. S 091 Thompson P.M. S 250 Thomson A. SY 31.2, F 157, SY 31 Thorberg F.A. S 218 Tian Y. S 124, S 125 Tiefenbach T. IPS 14.4 Tindle H. S 107 Tirro V. S 178 Tobenas M.M. S 229 Tobias J. IPS 8.5 Tobo P.R. F 222 Tokuyoshi Y. S 149 Tomasulo D. SY 5.1, S 002, S 003, WK 4 WK 13, WK 19 Toms E. S 218 Tondar M. S 126, S 127, S 128, S 129, S 130
Tondar S. S 126, S 127, S 128, S 129, S 130 Topuz C. S 196 Torrente P. SY 30.2, SY 30, SY 33 Trivett J.R. SY 27.1 Trousselard M. S 249 Trull L. F 194 Tse C.K.D. S 097 Tsigina O. S 135 Tucker V. WK 14 Tugade M. Withdrawn Tutu A. SY 16.1, SY 16 Tweed R. SY 6.1, SY 6, IPS 7.4
U Uliaszek A. Ulitenko T.V. Underwood J.J. Ungar L.H. Unger J.B. Urquiaga I. Uzefovsky F.
S 057 S 036 F 018 IPS 11.5 IPS 5.4 F 116 IPS 5.2
V Vaezi G.R. F 050 Vaillant G. IPS 10.3 Valdivieso L. SY 16.1, SY 16 Valenzuela Hernández E.R. F 037 Valerio Carbajal J.A. F 175 Valiente C. S 165, S 197 Vallerand R.J. SY 9.2 Van Allen J. DB 1 Van den Hout J. SY 44.2, SY 44, S 102 Van Kessel P. S 222 Van Wezep M.J. IPS 15.4 Van Woerkom M. SY 11.2, SY 11.4, SY 22.1, SY 22.3, SY 22 Vancleef L.M.G. F 066 Vanderpol J. S 205 Vara L. F 168 Vasquez-Pinto L.V. F 222 Vásquez-Velázquez I. F 015, F 016 , F 017 Vazquez C. S 041, S 042, SY 17.3, SY 4.5, SY 7.4, SY 4, SY 7 Vázquez S. SY 33.1 Vázquez García M.P. F 037 Vella-Brodrick D. SY 2, SY 28.3 IPS 3.2, IPS 6.3 Vendramini J.M.M. F 222 Venning A. S 007 Verma V. IPS 6.3 Vernooij-Dassen M.J. S 145 Vescovelli F. S 020, S 021, SY 4.2 Vickers-Willis M.H. S 131 Vicuña B. S 108 Vie L.L. SY 38.2 Vingård E. S 237, S 241
133
Author Index (cont’d) Visani D. Vittersø J. Voloaca M. Vrodos J.
S 160, SY 4.2 IPS 17.3 S 155, S 214 S 080, S 081
W Wackernagel M. Wagner C.
SY 34 S 058, SY 25 SY 25.2, SY 25.3 Waldenström M. S 237 Walker A. SY 3.4, SY 3, IPS 7.1 Walker C.N. S 137 Wallace R. S 107 Walls R.L. S 011 Wandeler C. F 095, S 238 Wang A. SY 45.2, SY 45 Wang B.A. S 194, F 180 Wang H. S 245 Wang L. S 124, S 125 Wang W. SY 8.3 Wang Y. S 245, S 246 Wang Y.C. S 256 Warber S. F 143 Warren E. IPS 2.3, S 252 Warren M. F 021, SY 36.2 Warren M.T. SY 13.1, SY 13 Wasserman R. SY 40.3 Waterman A.S. F 218, SY 9.1, SY 9 Waters A.F. F 134, S 168
Waters L. IPS 8.1, F 078, S 094, S 132, S 188, SY 32.3, SY 32.4, SY 15 Waters L.E. SY 15.2, SY 24.4, SY 32.2, SY 24 Weaver J. F 070 Weaver K. S 107 Weber M. IPS 8.3 Weldon C. S 225 Wellenzohn S. S 050, S 051, S 052, SY 21.3 Weller P.D. S 011 Wenzel K.K. IPS 14.1, F 024, F 070, S 251 Weytens F. IPS 16.2 Wheeler B. SY 13.1 White M. CH 4, IPS 8.1, F 051, S 080, S 094 SY 24.1, SY 3.3, SY 32.4, SY 35.2 Whiteman J.D. S 071 Whittaker K.S. IPS 12.2 Wichers M. SY 4.4, SY 7.5 Wiederhold B.K. SY 39.1, SY 39 Wiederhold M.D. SY 39.1 Wilder N. SY 1.3, SY 8.2 Willemse G. S 143 Williamon A. F 001 Williams A.-L. F 234, F 235 Williams D.A. SY 40.3 Williams M.M. F 172 Williams P. S 132
Wills E. S 242 Wilson C. F 143 Wilson M. F 182 Win A. S 215 Wink B. S 193 Wissing M.P. SY 2.2 Wittgensetin A. F 031 Wittgenstein A. F 005 , F 006 Wittmann D. S 016 Wolsko C. S 198 Womack V. S 235 Wong B. S 215 Woolgar S.R. S 177 Wray.Lake L. IPS 9.1 Wray-Lake L. S 040, S 046, S 216 Wright J.J. S 101 Wright S.F. S 101 Wu P.L. F 062 Wu S. S 111
X Xiaohong S. Xu Z.F.
S 176 S 236
Y Yabuwaki K. Yacksirk C. Yacsirk C.I. Yacsirk C. Yakovlev S.
F 105 S 254 S 239 SY 42 S 230
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Yang P.-S. Yeager J.M. Yi R. Yoshida K. You S. Youssef C. Yu F. Yue X.D. Yue X.
F 063 WK 34 F 049 F 095, S 083 IPS 17.1, F 014 SY 30.1 S 190, F 139 IPS 6.5 S 063
Z Zacarias Salinas X. S 184 Zaccoli R. S 085 Zadeh Mohammadi A. S 127 Zalles C.E. S 044 Zand F. S 243 Zavarce P. F 040, S 044, S 048, S 049, S 195 Zenner J. S 122 Zhang D. S 240, S 199 Zhang N. S 141 Zhao Y. S 056, CH 3 Zhivotovskaya E. SY 28.1 Zhu Z. F 082 Zikratov G. S 016 Zilberman M.L. F 222 Zobell C.J. F 228 Zolezzi S. SY 43.6, SY 43 Zolezzi S.A. S 093 Zusevics K.L. S 084
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