final program
July 23-26, 2011
P
Philadelphia,
Pennsylvania, USA
Philadelphia Downtown Marriott
Ph
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executive committee
table of contents
Committees .................................................2
Welcome Messages ...................................3
General Information ...................................5
Schedule At A Glance ...............................8
Program Schedule ....................................11
Floor Plan ....................................................51
Program Abstracts ....................................55
Author Index ............................................103
Antonella Delle Fave, President
Robert Vallerand, President-Elect & 2nd World Congress Chair
Ed Diener, Past President
Carmelo Vázquez, Secretary
Dianne Vella-Brodrick, Treasurer
Ray Fowler, Senior Advisor
Martin Seligman, Senior Advisor
James Pawelski, Executive Director
board of directors
Tal Ben-Shahar
Jade Bender
Ilona Boniwell
Kim Cameron
Alejandro Castro Solano
David Cooperrider
Mihaly Csikszentmihalyi
Robert Emmons
Michael Frese
Anthony Grant
Nick Haslam
John Helliwell
Felicia Huppert
Ren Jun
Rose-Inza Kim
Hans Henrik Knoop
Michael Lamb
Richard Layard
Shane Lopez
Helena Marujo
Mario Mikulincer
Luís Miguel Neto
Nansook Park
Christopher Peterson
Radhika Punshi
Jack Rachman
Willibald Ruch
Sombat Tapanya
Margarita Tarragona
George Vaillant
Ruut Veenhoven
Joar Vitterso
Marié Wissing
Philip Zimbardo
congress committee
Robert J. Vallerand, Chair
Jade Bender
Robert Emmons
Anthony Grant
Helena Marujo
Mario Mikulincer
Nansook Park
Margarita Tarragona
directorate
Administrative Director: Gene Terry
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message from the president of IPPA
Dear World Congress Delegate,
Since 2009, when the first World Congress of Positive Psychology took
place, an impressive variety of research and intervention initiatives have been
developed to expand our knowledge about human resources and potentials,
and to promote the well-being of individuals and communities.
New scientific journals focused on well-being were launched. Initiatives
such as seminars, webinars, and workshops addressing both research and
applied aspects of positive psychology were organized in several countries
around the world. New impulse to the dissemination of positive psychology
came from non-Western countries; South Korea, China and India, in
particular, hosted regional and international conferences, providing precious
contributions to the cross-cultural investigation of the constructs and
intervention models developed so far, and offering suggestions for a deeper
and broader understanding of individual and collective well-being. The
International Positive Psychology Association (IPPA) actively contributed
to these initiatives through its financial and scientific support, deriving great
benefit from them both in the number of its members and in the variety of
their competences and cultural background. The development of SIPPA
(the students’ section of IPPA) was another important new initiative which
is ceaselessly growing, thanks to the commitment of young, devoted and
enthusiastic members from all over the world.
Such a complex and manifold development will be reflected in the activities
offered to the attendees in the Second World Congress. Pre-conference
workshops, symposia, and poster sessions will address a wide range of
topics related to positive psychology. Prestigious speakers from the five
continents will offer insights on the most recent theoretical advancements
and applications of positive psychology in the domains of health, education,
development, work, relationships, social policies, and clinical interventions.
Renowned scholars from various disciplines will highlight connections and
synergies of positive psychology with economics, business, biomedical and
social sciences. We are well aware that IPPA has two equally important souls:
the academic one and the professional one. The Conference Committee
has made all efforts to harmonize the needs and expectations of attendees
belonging to each of them.
Therefore, we are delighted to invite you to attend the Second World
Congress of Positive Psychology, and to contribute to its success through
your active participation, involvement and suggestions.
My warmest wishes for a fruitful congress
Antonella Delle Fave
President
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message from the congress chair
The growth of positive
psychology has been
remarkable. The number
of psychologists, social
scientists, practitioners,
and students who are
involved in the science
and application of what
it is that makes life
worth living has not only
steadily increased over
the past decade, their
contribution has exploded on all fronts: scientific articles and
books, new journals, popular books, new academic programs
and courses, and this is only the beginning.
Of great interest, is that the growth of positive psychology
has been making great strides at the international level. The
International Positive Psychology Association (IPPA) was
created in 2007 to promote such an impact so that positive
psychology be it at the theoretical, research, or application
levels is shared among scientists, practitioners, and students
from different countries and made accessible as broadly as
possible.
In this vein, IPPA is proud to sponsor this Second
World Congress on Positive Psychology in Philadelphia,
Pennsylvania, USA. An outstanding program has
been organized: keynote addresses by leading positive
psychologists from around the world, international symposia
on important topics in the field, workshops on best practices
in positive psychology, poster sessions from researchers,
practitioners, and students from every continent, as well as
exhibitions by leading publishing houses and technological
innovators. And let’s not forget the outstanding half-day preconference workshops.
Organizing a conference of this magnitude necessitates a
total team effort, and it was clearly the case here. I would like
to thank members of the Organizing Committee for their
important contribution: Jade Bender, Bob Emmons, Tony
Grant, Helena Marujo, Mario Mikulincer, Nansook Park, and
Margarita Tarragona. In addition, Executive Director James
Pawelski, the Executive Committee: Antonella Delle Fave
(President), Ed Diener (Past President), Carmelo Vasquez
(Secretary), Dianne Vella Brodrick (Treasurer), the Board
of Directors, as well as Senior Advisors Ray Fowler and
Marty Seligman and Christopher Peterson (Past Congress
Chair) all chipped in. A sincere thanks also goes to the Talley
Management Group (especially Lisa Astorga and Gene
Terry) who helped immensely from start to finish.
I hope you enjoy the conference and attend as many sessions
as possible. Furthermore, I also encourage you to participate
in the various social events that will take place such as the
opening reception and the Gala evening. Make your presence
count and pass the word around: Positive psychology is a
vibrant discipline and has a vibrant community. Welcome to
Philadelphia!
Robert J. Vallerand, Ph.D.
Congress Chair
President-Elect
International Positive Psychology Association
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
and practice of positive psychology and to facilitate communication and collaboration among
researchers and practitioners around the world who are interested in positive psychology.
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.
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general information
admission
speaker ready room
Your name badge is your admission ticket and will be
required for access to all scientific sessions including
admission to the exhibit hall and all social events. (*Please
note that admission and attendance to the Constitution
Center Gala requires separate registration and payment
for all registration types)
The Speaker Ready Room (SRR) is located in Meeting Room
501 of the Marriott Philadelphia Downtown.
Saturday, July 23, 2011
8:00am – 6:30pm
Please note the following access per badge type:
Sunday, July 24, 2011
7:00am – 5:00pm
Monday, July 25, 2011
7:00am – 5:00pm
Tuesday, July 26, 2011
7:00am – 12:00pm
•
•
•
•
•
Full Attendee Badge: All activities throughout
the congress including the Saturday Night Special
Lecture with Drs. Diener, Peterson & Seligman.
One Day Badge: All activities on the specified day.
Guest Badge: Exhibit Hall and opening reception
excluding the Saturday Night Special Lecture.
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.
certificate of attendance
A personalized certificate of attendance is included in the full
attendee registration package.
Hours are as follows:
All presenters are asked to check into the Speaker Ready
Room 24 hours in advance of their presentation to upload
your presentations.
posters/exhibits
Posters/Exhibits are located in the Franklin Hall B of the
Marriott Philadelphia Downtown.
Exhibit hours are as follows:
Saturday, July 23, 2011
9:15am - 5:00pm
Sunday, July 24, 2011
7:00am - 5:00pm
Monday, July 25, 2011
7:00am – 5:00pm
Poster hours are as follows:
Session I – Sunday, July 24, 2011 – 9:15am – 10:15am
registration hours
Session II – Monday, July 25, 2011 – 9:00am – 10:00am
Congress Registration will take place in the Grand Ballroom
Pre-Function of the Marriott Philadelphia Downtown.
Session III– Monday, July 25, 2011 – 12:30pm – 1:30pm
Hours are as follows:
congress evaluation
Saturday, July 23, 2011
8:00am – 8:30pm
Sunday, July 24, 2011
7:00am – 6:00pm
Monday, July 25, 2011
7:00am – 5:00pm
Tuesday, July 26, 2011
8:00am – 3:00pm
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Your opinion and feedback matters! We will be sending out a
web-link to all Congress attendees soon after the conclusion
of the 2nd World Congress. We would appreciate you taking
a few minutes to log-on and fill out this survey. If you would
like to complete the survey while at the Congress please visit
the IPPA Booth in the Exhibit Hall.
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meeting rooms
The Welcome Reception will be held on Saturday, July 23, 2011 following the Diener, Peterson & Seligman
Special Lecture in the Grand Ballroom & Franklin Hall from 8:00pm to 9:30pm.
Plenary will take place in the Grand Ballroom.
Symposia and Workshops will take place in the Salons A-L of the Grand Ballroom.
Poster/Exhibits are located in the Franklin Hall B.
marriott 4th floor franklin hall meeting space floor plan
marriott 5th floor grand ballroom floor plan
opening
reception
8 00
8:00pm
–9
9:30pm
30
Grand Ballroom
and Franklin Hall
Foyers
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positive psychology special lectures
saturday, july 23, 2011
Saturday, July 23, 2011
6:00 pm – 8:00 pm
Grand Ballroom
Come hear three of the world’s leading psychologists – University of Pennsylvania’s Dr. Martin Seligman,
University of Illinois’s Dr. Ed Diener, and University of Michigan’s Dr. Christopher Peterson – on
Saturday, July 23rd, 2011 at 6:00 PM at The Second World Congress on Positive Psychology sponsored
by the International Positive Psychology Association (IPPA).
Drs. Seligman, Diener, and Peterson will discuss new directions in positive psychology and how the science
in the burgeoning field is changing the way we live our lives on an individual, societal, and global level.
They will present new answers in the age-old quest for the good life, sharing their latest research, insights,
and ideas for increasing human flourishing in the modern world.
Don’t miss this unique opportunity to be part of an exciting and enlightening evening.
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Dr. Martin Seligman
University of Pennsylvania
Philadelphia, PA
Dr. Ed Dierner
University of Illinois
Dr. Christopher Peterson
University of Michigan
Dr. Martin Seligman is the Zellerbach Family Professor of Psychology at the University of Pennsylvania and
founding director of its Positive Psychology Center. Seligman founded the field of positive psychology – in
1998 while president of the American Psychological Association – to study positive emotions, positive
character traits, and positive institutions. The best-selling author’s groundbreaking research on the pursuit
and achievement of authentic happiness, and on how optimism can be learned, has been published in
hundreds of academic articles and featured in a wide range of popular media over the years, including The
New York Times, Newsweek, U.S. News & World Report, and USA Today. He has written more than twenty
books including Learned Optimism (Knopf, 1991), What You Can Change & What You Can’t, (Knopf 1993),
Authentic Happiness (Free Press, 2002), and his most recent one, Flourish: A Visionary New Understanding of
Happiness and Well-being (Free Press, 2011). Seligman’s work has an unprecedented international appeal.
His books have been translated into twenty languages and have been best sellers both in America and
abroad.
Dr. Ed Diener is the Alumni Distinguished Professor of Psychology at the University of Illinois and Senior
Scientist for the Gallup Organization. For over 20 years, Diener has conducted research on subjective
well-being (SWB), specifically the measurement of it and the various influences on it. Most recently, he
has focused on cultural influences on SWB. He was the president of the International Society of Quality of
Life Studies, the Society of Personality and Social Psychology and the International Positive Psychology
Association. Diener has over 300 publications, with two thirds of them addressing well-being. The Institute
of Scientific Information lists him as one of the most highly cited psychologists with over 30,500 citations
to his credit. He has edited several books on SWB, including one on international differences in well-being
(International Differences in Well-Being), which he did with Daniel Kahneman and John F. Helliwell. He
recently wrote a popular book on happiness (Happiness: Unlocking the Mysteries of Psychological Wealth)
with his son Robert Biswas-Diener as well as a book on policy uses of accounts of well-being (Well-Being for
Public Policy) with Richard Lucas, Ulrich Schimmack, and John F. Helliwell. Additionally, a multivolume
collection of his most influential works in the area of subjective well-being (The Collected Works of Ed
Diener) was recently published.
Dr. Christopher Peterson is the Arthur F. Thurnau professor of psychology at the University of Michigan and
the former director of clinical training. In 2010, Peterson won the Golden Apple Award – the University’s
most prestigious teaching award. His research addresses character strengths and how they pertain to such
outcomes as happiness, achievement, and physical well-being. Peterson is creator of the VIA Classification of
Strengths. He is among the 100 most widely cited psychologists in the world. He is a member of the Positive
Psychology Steering Committee and the International Positive Psychology Association (IPPA). As former
Chair of IPPA’s Scientific Committee he helped spearhead the association’s inaugural World Congress in
2008. He is consulting editor to the Journal of Positive Psychology, Perspectives on Psychological Science,
and Journal of Personality and Social Psychology, and the Positive Psychology Book Series Editor for
Oxford University Press. He is the author of several books including A Primer in Positive Psychology
(Oxford University Press, 2006) and Character Strengths and Virtues: A Handbook and Classification.
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schedule at a glance
Saturday, July 23, 2011
8:00am – 8:30pm
Congress Registration - Grand Ballroom Foyer
9:00am – 12:00pm
Pre-Conference Workshop
Robert Biswas-Diener-Strengths Interventions for Work and Relationships - Grand Ballroom Salons C & D
1:00pm – 4:00pm
Pre-Conference Workshops
Carol Kauffman-Basic Steps to Implement Positive Psychology into Practice, - Grand Ballroom Salons C & D
Helena Marujo & Luis Miguel Neto-Positive Nations and Communities, - Grand Ballroom Salon L
Hans Henrik Knoop-Positive Psychology and Education - Grand Ballroom Salons I & J
6:00pm – 8:00pm
Opening Session
Martin Seligman, Ed Diener, Christopher Peterson-“New Directions in Positive Psychology” - Grand Ballroom
8:00pm – 9:30pm
Opening Reception - Marriott Downtown Philadelphia, Grand Ballroom Foyer
9:30pm – 11:30pm
Student Social - Liberty Ballroom
Sunday, July 24, 2011
7:00am – 6:00pm
Congress Registration - Grand Ballroom Foyer
7:00am – 8:00am
Continental Breakfast - Grand Ballroom Foyer
8:00am – 9:15am
PL1: Opening Remarks & Plenary Session:
Edward Deci-Self-Determination Theory and its Relation to Positive Psychology - Grand Ballroom
9:15am – 10:15am
Break/Exhibits/Poster Session 1 – Franklin Hall B
Student Mentoring Session – Franklin Hall A
Grand Ballroom
Salon E
Invited Speaker 1:
Antonella Delle Fave
Presidential address:
Beyond Extremes: Towards
a Shared Understanding of
Well-Being
Grand Ballroom
Salon H
Symposium 1:
Afton Hassett Organizer
Positive Health Research:
Smiles and Songs, Ticks
and Tresses
Grand Ballroom
Salons A&B
Grand Ballroom
Salons C&D
Symposium 2:
Acacia Parks Organizer
Positive Interventions:
New Frontiers
Workshop 1:
Joan Hoxsey
Finding The Sweet Spot
of Engagement: Using
Appreciative Inquiry and
the VIA
Grand Ballroom
Salons I&J
Workshop 2:
Karen Skerrett
Qualities of Resilience in
Couple Relationships
10:15AM-11:15AM
Grand Ballrooms
Salons K&L
Workshop 3:
Mark Thurston
A Model for University
Academic Programs in
Positive Psychology and
Consciousness Studies
10:15AM-11:15AM
10:15AM-11:15AM
10:15AM-11:15AM
10:15AM-11:15AM
11:15am – 11:45am
30 Minute Break
Invited Speaker 2:
Shinobu Kitayama
Cultural Neuroscience: Brain Plasticity in Varying
Social Contexts
Symposium 3:
Stewart Donaldson Organizer
Applied Positive
Psychology in Action
Symposium 4:
Luis Miguel Neto –
Organizer
Transformative Research
in Positive Psychology
11:45AM-12:45PM
11:45AM-12:45PM
11:45AM-12:45PM
Symposium 5:
Meike Bartels Organizer
Genetically-Sensitive
Approaches to Study
Individual Differences in
Well-Being
10:15AM-11:15AM
Workshop 4:
Ricardo Arguis Rey
The HAPPY SCHOOLS
Program: A project on
Positive Education in
Spain
Workshop 5:
Richard Summers
Positive Psychology and
Psychodynamic Therapy:
Positive Affect, Negative
Affect and Complexity
11:45AM-12:45PM
11:45AM-12:45PM
Workshop 6:
Nic Marks
Five Ways to Well-Being:
Exploring the Implications
for Your Work of Five
Evidence Based Actions for
Happiness Which Were
Developed by the New
Economics Foundation (nef)
for the UK Government
Office of Science as Part of the
UK´s Broader Policy Focus
on National Well-Being
Workshop 7:
Philip Friedman
Forgiveness Solution
Interventions: A
Transformational,
Energetic and Positive
Approach to Less Stress
and Greater Peace, Love,
Joy, Life Satisfaction,
Happiness, Well-Being and
Relationship Harmony
Workshop 8:
Charles Walker
Teaching Tips for
More Positive College
Classrooms
2:00pm-3:00pm
2:00pm-3:00pm
11:45AM-12:45PM
12:45pm – 2:00pm
Lunch/Exhibits/SIG Meetings/Franklin Ballroom A&B
Invited Speaker 3:
Jacquelynne Eccles
Family Relationships and
Adolescent Development
Symposium 6:
Kim Cameron Organizer
What We Know About
Positive Organizations:
Empirical Evidence
2:00pm-3:00pm
2:00pm-3:00pm
Symposium 7:
Frederick Grouzet Organizer
Daily Diary and
Experience Sampling
Methods in Positive
Psychology: Because Each
Day Counts
2:00pm-3:00pm
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3:00pm – 3:30pm
30 Minute Break
Invited Speaker 4:
John Berry
Positive Acculturation:
Successful Engagement
with Two Cultures
Invited Speaker 5:
Kirk Brown
Mindfulness and the
Integration of Bright and
Dark Sides of the Human
Psyche
Symposium 8:
Shane Lopez Organizer
Hope: What We Know
and Don’t Know after
Two Decades of Research
3:30pm-4:30pm
3:30pm-4:30pm
3:30pm-4:30pm
Workshop 9:
Thomas Muha
Using Positive
Psychology to Transform
Organizational Culture
Workshop 10:
Jonathan Toussaint
School Based Relationship
Programs: A Foundation
for Building Resilience
Symposium 9:
Orin Davis - Organizer
Flow Research Performed
by Early-Career Positive
Psychology Researchers
3:30pm-4:30pm
3:30pm-4:30pm
3:30pm-4:30pm
4:30pm – 5:00pm
30 Minute Break – Franklin Hall B
5:00pm – 6:00pm
Plenary Session –
Mihaly Csikszentmihalyi & Mark Csikszentmihalyi – Happiness Across Time and Space: An East-West Dialogue – Grand Ballroom
6:30pm – 7:30pm
Movie “Happy” – Grand Ballroom Salons A - D
7:30pm – 11:00pm
Reception for Positive Psychology Post-Grad Programs – Grand Ballroom Salons I - L
Monday, July 25, 2011
7:00am – 6:00pm
Congress Registration – Grand Ballroom Foyer
7:00am – 8:00am
Continental Breakfast – Franklin Hall B
8:00am – 9:00am
Plenary Session—Barbara Fredrickson—Love: A New Lens on the Science of Thriving – Grand Ballroom
9:00am – 10:00am
Break/Exhibits/Poster Session 2 – Franklin Hall B
Grand Ballroom
Salon E
Grand Ballroom
Salon H
Invited Speaker 6:
Mario Mikulincer
Attachment Security as
an Inner Resource for
Psychological Growth
Invited Speaker 7:
Gary Latham
Industrial/Organizational
Psychology and Positive
Psychology
10:00am-11:00am
10:00am-11:00am
11:00am – 11:30am
30 Minute Break
Invited Speakers 8:
Christopher Peterson
& Nansook Park
Positive Education:
Different Approaches
11:30am-12:30pm
Grand Ballroom
Salons A&B
Grand Ballroom
Salons C&D
Symposium 10:
Todd Kashdan Organizer
The International WellBeing Study: New and
Stronger Paths to WellBeing
Symposium 11:
Linda Boiler Organizer
Online Positive
Interventions: State
of the Art and New
Developments
10:00am-11:00am
10:00am-11:00am
Workshop 13:
Simon Lutterbie
The Research and
Practice of Building
Happiness at Work:
New Psychometrics,
Interventions, and the
Internet
Symposium 12:
Orit Taubman-Ben-Ari
- Organizer
Growth and Resilience
Through the Eyes of
Adolescents, Parents, and
Grandparents Following
Unique Circumstances
Workshop 14:
Toni Noble
Applying Resilience
Skills for Young People.
A Curriculum-Based
Approach
11:30am-12:30pm
11:30am-12:30pm
Lunch Break/Exhibits/Poster Session 3/Franklin Hall B
Invited Speaker 9:
Cigdem Kagitcibasi
Development of
Autonomous-Related
Self and Socio-Cognitive
Competence:
A Culture-Sensitive
Positive Psychology
Perspective
Invited Speaker 10:
Andrew Steptoe
Positive Well-Being,
Biology, and Health
1:30pm-2:30pm
Grand Ballroom
Salons K&L
Workshop 11:
Justin Robinson
Geelong Grammar
School’s Journey with
Positive Education
Workshop 12:
Peter Malinowski
Flourishing Through
Meditation and
Mindfulness
10:00am-11:00am
10:00am-11:00am
Workshop 15:
Fredrike Bannink
Positive CBT: Changing
the Focus from Repairing
What is Worst to Creating
What is Best in Cognitive
Behavioral Therapy
Symposium 13:
Maria Garassini Organizer
Well-Being differences in
Iberoamerican Countries:
Spain, Portugal,
Venezuela and México
11:30am-12:30pm
11:30am-12:30pm
Workshop 16:
Mads Bab
Play Your Strengths(tm)
with LEGO(r) - Building
and Discovering Our
Strengths Through
Narratives and LEGO
Models
Workshop 17:
Sherry Blair
Transforming Children
& Schools: The Nurtured
Heart Approach
11:30am-12:30pm
12:30pm – 1:30pm
Symposium 14:
Nicholas Hall Organizer
Qudurat: The Largest
Cross-cultural Workplace
Survey in the Middle East
Focusing on Employee
Strengths, Relationships,
and What Matters at
Work
Grand Ballroom
Salons I&J
Symposium 15:
Tomas Sander Organizer
Positive Computing Using Technology in a
New Way
1:30pm-2:30pm
1:30pm-2:30pm
1:30pm-2:30pm
1:30pm-2:30pm
1:30pm-2:30pm
2:30pm – 3:00pm
30 Minute Break
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schedule at a glance (cont’d)
Invited Speaker 11:
Joan Duda
Promoting Positive
Psychology in Sport,
Dance, and Exercise
Settings: The Role of
Motivational Processes
Invited Speaker 12:
Ralf Schwarzer
The Role of Self-Efficacy in
Health Behavior Change
3:00pm-4:00pm
Symposium 16:
James Pawelski Organizer
The Positive Turn: Why
Positive Psychology and
the Humanities Need Each
Other
Workshop 18:
Lea Waters
Infusing Positive
Psychology into
Traditional
Organizational Change
Frameworks
3:00pm-4:00pm
3:00pm-4:00pm
Symposium 19:
Katerine Osatuke Organizer
Psychological Safety in the
Workplace: What Does It
Mean in Healthcare?
Workshop 20:
Ryan Niemiec
After the VIA Survey:
Next Steps for Coaches
and Clinicians
Symposium 17:
Jarrod Haar Organizer
Positive Psychological
Well-Being in New
Zealand
Workshop 19:
Sharon Barnes
Are Happy Teams Better
Teams?
3:00pm-4:00pm
3:00pm-4:00pm
3:00pm-4:00pm
4:00pm – 4:30pm
30 Minute Break
Invited Speaker 13:
Arie Kruglanski
Terrorism: A (Self) Love
Story - How Re-Directing
the Quest for Significance
Can End Violence
Symposium 18:
Jane Gillham Organizer
Positive Psychology in
Schools
4:30pm-5:30pm
4:30pm-5:30pm
7:00pm – 11:00pm
Workshop 21:
J.M Yeager
Smart Strengths: A Model
for Positive Education
with Parents, Teachers
and Coaches
Workshop 22:
Nick Craig
Uncovering Personal
Strengths Using Positive
Psychology at Two
Fortune 50 Companies
4:30pm-5:30pm
4:30pm-5:30pm
4:30pm-5:30pm
4:30pm-5:30pm
Gala Reception – National Constitution Center (additional fee)
Tuesday, July 26, 2011
8:00am – 3:00pm
Congress Registration – Grand Ballroom Foyer
7:00am – 8:00am
Continental Breakfast – Grand Ballroom Foyer
8:00am – 9:00am
Plenary Session – Richard Davidson – Change Your Brain by Transforming Your Mind – Grand Ballroom
9:00am – 9:30am
Break
Grand Ballroom
Salon E
Invited Speaker 14:
Herb Marsh
The Centrality of SelfConcept to a Positive
Psychology
9:30am-10:30am
Grand Ballroom
Salon H
Grand Ballroom
Salons A&B
Symposium 20:
Mario Mikulincer Organizer
Seeing the Kid Behind the
Student: Studying and
Implementing Positive
Psychology in Educational
Settings
Symposium 21:
Dianne Vella-Brodrick Organizer
Eudaimonic and Hedonic
Happiness Investigation:
The Influence of
Individual Difference and
Contextual Factors on
Conceptualisations and
Experiences of Happiness
and Meaning
9:30am-10:30am
Grand Ballroom
Salons C&D
Symposium 22:
Veronika Huta Organizer
Elevating Experiences:
Research on Moral
Elevation, Awe, and
Transcendence
Grand Ballroom
Salons I&J
Workshop 23:
Ruut Veenhoven
Happiness Monitor
9:30am-10:30am
9:30am-10:30am
Grand Ballroom
Salons K&L
Workshop 24:
Michael Leiter
Civility, Respect &
Engagement in the
Workplace (CREW)
in Canada: Managing
Interventions Designed
to Improve Workplace
Wellness
9:30am-10:30am
9:30am-10:30am
10:30am – 10:45am
15 Minute Break
Invited Speaker 15:
Robert Vallerand
The Role of Passion in
Optimal Functioning in
Society
Workshop 25:
Michael Frisch
How to Pick, Plan, and
Evaluate Interventions
with Well-Being
Assessments
10:45am-11:45am
10:45am-11:45am
Symposium 23:
Mathew White Organizer
Positive Education:
Global Developments in
Applying the Principles of
Positive Psychology and
Well-Being in Schools,
Universities and in
Teacher Education
Workshop 26:
Tatsuya Hirai
Sorry, I Can’t Find
Anything Positive in
Me!! : How to Effectively
Conduct Positive
Psychology Interventions
for Negatively-Minded
People
Workshop 27:
Linda Belton
Civility, Respect, and
Engagement in the
Workplace (CREW) in
the US Department of
Veterans Affairs: Policy
Implications of Promoting
Civility Through
Intervention
Symposium 24:
Marta Bassi Organizer
Facing Adversities,
Building Resources: The
Challenges of Work Across
Countries
10:45am-11:45am
10:45am-11:45am
10:45am-11:45am
Lunch Break
12:45pm – 2:00pm
Closing Session – Barbara Fredrickson & Richard Davidson – “Pathbreaking Findings from the Science of Meditation” – Grand
Ballroom
2:10pm
10
10:45am-11:45am
11:45am – 12:45pm
Closing Remarks & Wine Toast-Send-Off
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schedule
SATURDAY, JULY 23, 2011
8:00am – 8:00pm
9:00am – 12:00pm
Conference Registration
Pre-Conference Workshop
Grand Ballroom Foyer
Grand Ballroom Salons C&D
Strengths Interventions for Work and Relationships
Robert Biswas-Diener
1:00pm-4:00pm
Pre-Conference Workshops
Basic Steps to Implement Positive Psychology into Practice
Grand Ballroom Salons C&D
Carol Kauffman
Positive Nations and Communities
Grand Ballroom Salon L
Helena Marujo & Luis Miguel Neto
Positive Psychology and Education
Grand Ballroom Salon I&J
Hans Henrik Knoop
6:00pm – 8:00pm
Opening Event: Opening Remarks & Special Lecture – An Evening With:
Martin Seligman
University of Pennsylvania, Philadelphia, PA, USA
Grand Ballroom
Ed Diener
University of Illinois at Urbana-Champaign, Champaign, IL, USA
Christopher Peterson
University of Michigan, Ann Arbor, MI, USA
8:00pm – 9:30pm
Opening Reception
9:00pm – 11:30pm
Student Social
Grand Ballroom Foyer &
Franklin Hall
Liberty Ballroom
SUNDAY, JULY 24, 2011
7:00am – 6:00pm
7:00am – 8:00am
8:00am – 9:15am
Conference Registration
Continental Breakfast
PL1 Opening Remarks & Plenary Session
Grand Ballroom Foyer
Grand Ballroom Foyer
Grand Ballroom
Self-Determination Theory and its Relation to Positive Psychology
Edward Deci
University of Rochester, Rochester, NY, USA
9:15am – 10:15am
Break/Exhibits/Poster Session I
Student Mentoring Session
Franklin Ballroom B
Franklin Ballroom A
SESSION I
10:15am – 11:15am
IN1 – Invited – Presidential Address: Beyond Extremes: Towards
a Shared Understanding of Well-Being
Grand Ballroom Salon E
Antonella Delle Fave
Università degli Studi di Milano, Milano, Italy
SY1 Symposium
Positive Health Research: Smiles and Songs, Ticks and Tresses
Grand Ballroom Salon H
Afton L Hassett1, Sarah D Pressman2, Tara Kraft2, Joel Milam3
1
University of Michigan Medical School, Anesthesiology, Ann Arbor, MI, United States, 2University of Kansas,
Psychology, Lawrence, KS, United States, 3Keck School of Medicine, University of Southern California,
Preventive Medicine, Los Angeles, CA, United States
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SY1.1 Are All Smiles Created Equally? The Influence of Varying Positive Facial Expressions
on Cardiovascular Stress Responses
Tara Kraft, Sarah D Pressman
University of Kansas, Psychology, Lawrence, KS, United States
SY1.2 Dispositional Optimism and Hair Cortisol among Adolescents
Joel Milam, Rhona Slaughter, Rob McConnell
University of Southern California, Preventive Medicine, Los Angeles, CA, United States
SY1.3 Sing Me a Happy Song: The Associations Between Singer Longevity and Emotion
Word-Use in Love Songs
Sarah D Pressman, Melanie Canterberry, Sean Burkett
University of Kansas, Psychology, Lawrence, KS, United States
SY2 Symposium
Positive Interventions: New Frontiers
Grand Ballroom Salons A&B
Acacia Parks1, Todd Kashdan2,3, Christopher Kahler4,5, Piper Meyer6
1
Reed College, Psychology, Portland, OR, United States, 2George Mason University, Psychology, Fairfax, VA, United
States, 3George Mason University, Center for Consciousness & Transformation, Fairfax, VA, United States, 4Brown
University, Center for Alcohol and Addiction Studies, Providence, RI, United States, 5Brown University, Department
of Community Health, Providence, RI, United States, 6University of North Carolina Chapel Hill, Department of
Psychology, Chapel Hill, NC, United States
SY2.1 Positive Living: A Pilot Study of Group Positive Psychotherapy for People with Schizophrenia
Piper Meyer
UNC Chapel Hill, Psychology, Chapel Hill, NC, United States
SY2.2 Development of Positive Psychotherapy for Smoking Cessation
Christopher Kahler1, Nichea Spillane1, Richard Brown2
1
Brown University, Center for Alcohol and Addiction Studies, Providence, RI, United States, 2Brown University,
Department of Psychiatry and Human Behavior, Providence, RI, United States
SY2.3 Investigating Naturalistic Positive Psychology Interventions
Todd Kashdan
George Mason University, Psychology, Fairfax, VA, United States
WS1 Finding the Sweet Spot of Engagement: Using Appreciative
Grand Ballroom Salons C&D
Inquiry and the VIA
Joan Hoxsey1, Neil Samuels2
Relationship Resources LLC, Cincinnati, OH, IL, United States, 2Profound Conversations Inc, Naperville, United
States
1
WS2 Qualities of Resilience in Couple Relationships
Grand Ballroom Salons I&J
Karen Skerrett
University of San Diego, Nursing & Health Sciences, San Diego, CA, United States
WS3 A Model for University Academic Programs in Positive
Psychology and Consciousness Studies
Grand Ballroom Salons K&L
Mark Thurston
George Mason University, Center for Consciousness and Transformation, Fairfax, VA, United States
11:15am – 11:45am
Franklin Hall B
Break
SESSION II
11:45am – 12:45pm
IN2 – Invited – Cultural Neuroscience: Brain Plasticity
in Varying Social Context
Grand Ballroom Salon E
Shinobu Kitayama
University of Michigan, Ann Arbor, MI, USA
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SY3 Symposium
Applied Positive Psychology in Action
Grand Ballroom Salon H
Stewart I. Donaldson
Claremont Graduate University, Claremont, CA, United States
SY3.1 Applied Positive Organizational Psychology: The State of the Science and Practice
Ia Ko, Rebecca J Reichard
Claremont Graduate University, Claremont, CA, United States
SY3.2 Applied Positive Psychology in Education
Hans Henrik Knoop
University of Aarhus, Aarhus, Denmark
SY3.3 Promoting Hope, Engagement, and Well-Being in America’s School
Shane Lopez
The Gallup Organization, Omaha, NE, United States
SY3.4 Applied Positive Developmental Psychology: Mentoring as an Adult-Developmental
Relationship
Jeanne Nakamura
Claremont Graduate University, Claremont, CA, United States
SY4 Symposium
Transformative Research in Positive Psychology
Grand Ballroom Salons A&B
Luis M. Neto1,2, Helena A. Marujo3
1
Lisbon University, Lisbon, Portugal, 2Instituto de Estudos de Literatura Tradicional, Lisbon, Portugal,
3
Universidade de Lisboa - Lisbon University, Faculdade de Psicologia - School of Psychology, Lisbon, Portugal
SY4.1 Blessed Moments, Happy Mood: Religious Attributions, Affect, and Meaning in Life
amongst Brazilian Young Adults
Gabriela Pavarini1, Débora H. Souza2, Helena A. Marujo3,4
1
University of Cambridge, Cambridge, United Kingdom, 2Universidade Federal de São Carlos, S. Paulo, Brazil,
3
Universidade de Lisboa - Lisbon University, Faculdade de Psicologia - School of Psychology, Lisbon, Portugal,
4
Centro de Investigação em Psicologia Universidade de Lisboa, Lisbon, Portugal
SY4.2 Happiness in Fadoland - Introducing the Appreciative Questioning
Catarina Rivero1,2, Ana C. Marques3, Cátia P. Matos4, Leonor F. Balancho5, Helena A. Marujo6,7, Luis M. Neto6,8
1
Associação Portuguesa de Estudos e Intervenção em Psicologia Positiva, Coimbra, Portugal, 2Sociedade Portuguesa
de Terapia Familiar e Comunitária, Lisbon, Portugal, 3Camara Municipal de Lagos, Lagos, Portugal, 4Cooperativa
Torre da Guia, Lisbon, Portugal, 5Universidade Lusíada, Lisboa, Portugal, 6University of Lisbon, School of
Psychology, Lisbon, Portugal, 7Centro de Investigação em Psicologia Universidade de Lisboa, Lisbon, Portugal,
8
Instituto de Estudos de Literatura Tradicional, Lisbon, Portugal
SY4.3 Preventing Through Creative Solutions: Solution-Focused Approach, Publicity and Art
as Vehicles for Marital Violence Prevention
Clara L. Teles1, Luis M. Neto2,3
1
Universidade Nova de Lisboa and Lisbon University, Lisbon, Portugal, 2University of Lisbon, School of Psychology,
Lisbon, Portugal, 3Instituto de Estudos de Literatura Tradicional, Lisbon, Portugal
SY4.4 The Power of Dreams: Expanding Children’s Universe The Effects Of Implementing
Dreams on the Psychological and Physical Well-Being Of Chronically Ill Children And Their
Caregivers
Joana R. Carvalho1, Helena A. Marujo2,3, Frederico Fezas-Vital1, Cintia Inácio4
1
Terra dos Sonhos - Land of Dreams, Lisbon, Portugal, 2University of Lisbon, Lisbon, Portugal, 3Centro de
Investigação em Psicologia Universidade de Lisboa, Lisbon, Portugal, 4University of Lisbon, School of Psychology,
Lisbon, Portugal
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SY5 Symposium
Genetically-Sensitive Approaches to Study Individual
Differences in Well-Being
Grand Ballroom Salons C&D
Meike Bartels1,2, Claire Haworth3
1
VU University, Biological Psychology, Amsterdam, Netherlands, 2EMGO institute for Health and Care Research,
VU Medical Centre, Amsterdam, Netherlands, 3Institute of Psychiatry, SGDP Centre, London, United Kingdom
SY5.1 The nature and nurture of Well-Being: Results from the UK Twins Early Development Study
Claire M.A. Haworth, Robert Plomin
Institute of Psychiatry, SGDP Centre, London, United Kingdom
SY5.2 The Nature and Nurture of Well-Being: Results from Studies with Norwegian Twins
and Families
Ragnhild Bang Nes, Nikoali Czajkowski, Espens Røysamb, Ted Reichborn-Kjennerud, Kristian Tambs
The Norwegian Institute of Public Health, Division of Mental Health, Oslo, Norway
SY5.3 Gene-Environment Interaction in Daily-Life Happiness
Claudia Lothmann, Nicole Geschwind, Marieke Wichers
Maastricht University, Department of Psychiatry and Neuropsychology, Maastricht, Netherlands
SY5.4 The Nature and Nurture of Well-Being: Results from the Netherlands Twin Register
Meike Bartels1,2, Dorret Boomsma1
1
VU University, Biological Psychology, Amsterdam, Netherlands, 2EMGO Institute for Health and Care Research,
VU Medical Centre, Amsterdam, Netherlands
WS4 The HAPPY SCHOOLS Program: A Project on
Positive Education in Spain
Grand Ballroom Salons I&J
Ricardo Arguís Rey
C.P.R. ‘Juan de Lanuza’, Zaragoza, Spain
WS5 Positive Psychology and Psychodynamic Therapy: Positive Affect,
Negative Affect and Complexity
Grand Ballrooms Salons K&L
Richard F Summers
University of Pennsylvania, Psychiatry, Philadelphia, PA, United
12:45pm – 2:00pm
Franklin Hall B
Franklin Hall A
Sponsored by the MAPP Program and the Positive Psychology Center at the University of Pennsylvania.
Lunch Break/Exhibits
Special Interest Group Meetings
SESSION III
2:00pm – 3:00pm
IN3 – Invited – Family Relationships and
Adolescent Development
Grand Ballroom Salon E
Jacquelynne S. Eccles
University of Michigan, USA
SY6 Symposium
What We Know About Positive Organizations:
Empirical Evidence
Grand Ballroom Salon H
Kim Cameron, Gretchen Spreitzer, Robert Quinn
University of Michigan, Ross School of Business, Ann Arbor, MI, United States
SY6.1 The Effects of Positive Organizational Psychology on Organizational Performance
Kim Cameron
University of Michigan, Ross School of Business, Ann Arbor, MI, United States
SY6.2 A Path Forward: Assessing Progress and the Future of Positive
Organizational Scholarship
Gretchen Spreitzer
University of Michigan, Ross School of Business, Ann Arbor, MI, United States
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SY6.3 Positive Organizing and the Generative Practices of Value Added Teachers
Robert Quinn
University of Michigan, Ross School of Business, Ann Arbor, MI, United States
SY7 Symposium
Daily Diary and Experience Sampling Methods in Positive
Psychology: Because Each Day Counts
Grand Ballroom Salons A&B
Frederick Grouzet
University of Victoria, Psychology, Victoria, Canada
SY7.1 It’s About Time: Applying a Daily Diary Design to Investigate the Relationships between Temporal Perspective and Well-Being
Jonathan Rush, Frederick Grouzet
University of Victoria, Psychology, Victoria, Canada
SY7.2 Mindfulness and Emotional Stability in Day-to-Day Life: Findings from Experience
Sampling Research
Kirk W. Brown
Virginia Commonwealth University, Psychology, Richmond, VA, United States
SY7.3 Mindful Awareness and Mental Representation of Emotional States Protects Against
Self-Destructive, Impulsive Behavior: A Daily Process Approach
Todd B. Kashdan
George Mason University, Psychology, Fairfax, VA, United States
SY7.4 General and Daily Satisfaction of Psychological Needs: A Comparison Between Survey
and Diary Methods
Frederick Grouzet
University of Victoria, Psychology, Victoria, Canada
WS6 Five Ways to Well-Being: Exploring the Implications for Your Work
of Five Evidence Based Actions for Happiness Which Were Developed by the
New Economics Foundation (nef) for the UK Government Office of Science as
Part of the UK´s Broader Policy Focus on National Well-Being Grand Ballroom Salons C&D
Nic Marks1,2
New Economics Foundation, Centre for Well-being, London, United Kingdom, 2Action for Happiness, London,
United Kingdom
1
WS7 Forgiveness Solution Interventions: A Transformational, Energetic and
Positive Approach to Less Stress and Greater Peace, Love, Joy, LifeSatisfaction,
Grand Ballroom Salons I&J
Happiness, Well-Being and Relationship Harmony
Philip Friedman
Foundation for Well-Being, Plymouth Meeting, PA, United States
WS8 Teaching Tips for More Positive College Classrooms
Grand Ballroom Salons K&L
Charles J Walker
St. Bonaventure University, Psychology, St. Bonaventure, NY, United States
3:00pm-3:30pm
Break
Franklin Hall B
SESSION IV
3:30pm – 4:30pm
IN4 – Invited – Positive Acculturation: Successful
Engagement with Two Cultures
Grand Balllroom Salon E
John Berry
Queen’s University, Canada
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IN5 – Invited – Mindfulness and the Integration of Bright and Dark Sides
Grand Ballroom Salon H
of the Human Psyche
Kirk Warren Brown
Virginia Commonwealth University, Richmond, VA, USA
SY8 Symposium
Hope: What We Know and Don’t Know after
Two Decades of Research
Grand Ballroom Salons A&B
Shane J Lopez
Gallup and The Clifton Strengths School, Omaha, NE, United States
SY8.1 Hope and Academic Achievement: A 2-year Longitudinal Study
Susana C Marques1, Shane J Lopez2, J. L. Pais Ribeiro1
1
Porto University, Faculty of Psychology and Educational Sciences, Porto, Portugal, 2Gallup and The Clifton
Strengths School, Omaha, NE, United States
SY8.2 Hopeful People Are More Engaged, Creative, and Productive at Work
Shane J. Lopez
Gallup and The Clifton Strengths School, Omaha, NE, United States
SY8.3 Hope, Optimism and the Longitudinal Course of Well-Being
Matthew W. Gallagher
University of Kansas, Lawrence, KS, United States
WS9 Using Positive Psychology to Transform
Organizational Culture
Grand Ballroom Salon C&D
Thomas M. Muha1,2
1
PROPEL performance, LLC, Annapolis, MD, United States, 2Johns Hopkins Hospital, Baltimore, MD, United States
Discussant: Becky Reichard
WS10 School Based Relationship Programs: A Foundation
for Building Resilience
Grand Ballroom Salon I&J
Jonathan Toussaint, Karen Morris
Interrelate Family Centres, Sydney, Australia
SY9 Symposium
Flow Research Performed by Early-Career
Positive Psychology Researchers
Grand Ballroom Salons K&L
Orin C. Davis
City University of New York, Psychology, Brooklyn, NY, United States
SY9.1 Suddenly I get Into the Zone: Examining Discontinuities and Nonlinear Changes in
Flow Experiences at Work
Lucia Ceja1,2, Jose Navarro2
1
IESE Business School, University of Navarra, Family-Owned Business Chair, Barcelona, Spain, 2University of
Barcelona, Social Psychology Department, Barcelona, Spain
SY9.2 Cortisol and Flow-Experience - An Experimental Approach
Corinna Peifer, Hartmut Schaechinger, Conny H. Antoni
University of Trier, Trier, Germany
SY9.3 Developing Team Flow
Jef van den Hout1, Orin C. Davis2
1
Technical University of Eindhoven, Eindhoven, Netherlands, 2City University of New York, Brooklyn, NY, United States
SY9.4 Toward a Theory of Microflow
Orin Davis
City University of New York, Psychology, Brooklyn, NY, United States
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4:30pm-5:00pm
5:00pm-6:00pm
Franklin Hall B
Grand Ballroom
Break
PL2 Happiness Across Time and Space: An East-West Dialogue
Mihaly Csikszentmihalyi
Claremont Graduate University
Claremont, CA, USA
Mark Csikszentmihalyi
University of California at
Berkley
Berkley, CA, USA
6:30pm-7:30pm
Movie – “HAPPY”
Directed by Academy Award Nominee, Roko Belic
7:30pm-11:00pm
Reception for Positive Psychology Post-Grad Programs
Grand Ballrooms Salons I-L
Sponsored by the MAPP Program and the Positive Psychology Center at the University of Pennsylvania.
Grand Ballroom Salons A-D
MONDAY, JULY 25, 2011
7:00am-5:00pm
7:00am – 8:00am
8:00am – 9:00am
Grand Ballroom Foyer
Franklin Ballroom B
Grand Ballroom
Conference Registration
Continental Breakfast
PL3 Love: A New Lens on the Science of Thriving
Barbara Fredrickson
University of North Carolina
Chapel Hill, NC, USA
9:00am - 10:00am
Break/Exhibits/Poster Session II
Franklin Ballroom B
SESSION V
10:00am – 11:00am
IN6 – Invited – Attachment Security as an Inner Resource
for Psychological Growth
Grand Ballroom Salon E
Mario Mikulincer
Interdisciplinary Center (IDC) Herzliya, Israel
IN7 – Invited – Industrial/Organizational Psychology
and Positive Psychology
Grand Ballroom Salon H
Gary Latham
University of Toronto, Toronto, Canada
SY10 Symposium
The International Well-Being Study: New and
Stronger Paths to Well-Being
Grand Ballroom Salons A&B
Aaron Jarden1,2, Todd Kashdan3, Paul Jose4, Erica Chadwick5, Bee Lim6
1
The Open Polytechnic of New Zealand, Psychology, Wellington, New Zealand, 2Canterbury University, Psychology,
Christchurch, New Zealand, 3George Mason University, Psychology, Fairfax, United States, 4Victoria, University of
Wellington, New Zealand, Psychology, Wellington, New Zealand, 5Victoria, University of Wellington, Psychology,
Wellington, New Zealand, 6Victoria University of Wellington New Zealand, Psychology, Wellington, New Zealand
SY10.1 An Overview and Key Findings from the International Well-Being Study
Aaron Jarden1,2, Todd Kashdan3
1
The Open Polytechnic of New Zealand, Psychology, Wellington, New Zealand, 2Canterbury University, Psychology,
Christchurch, New Zealand, 3George Mason University, Psychology, Fairfax, VA, United States
SY10.2 Adolescent and Adult Everyday Savoring of Everyday Positive Events
Erica Chadwick, Paul Jose
Victoria University of Wellington New Zealand, Psychology, Wellington, New Zealand
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SY10.3 Relationships Among Savoring (engaged and dismissive), Meaning in Life (presence
of meaning and search for meaning) and Affective Outcomes (subjective happiness, depression and life satisfaction)
Bee Lim, Paul Jose
Victoria University of Wellington New Zealand, Psychology, Wellington, New Zealand
SY11 Symposium
Online Positive Interventions: State of the Art
and New Developments
Grand Ballroom Salons C&D
Linda Bolier1,2
1
Trimbos Institute, Utrecht, Netherlands, 2University of Twente, Enschede, Netherlands
SY11.1 A Public Mental Health Perspective in the Online Promotion of Well-Being - Results
of a Randomized Controlled Trial
Linda Bolier1,2, Merel Haverman1, Ernst Bohlmeijer2
1
Trimbos Institute, Utrecht, Netherlands, 2University of Twente, Enschede, Netherlands
SY11.2 An Online Positive Psychology Intervention for Chronic Pain Patients: Preliminary
Data from a Randomized Controlled Trial
Elke Smeets, Madelon Peters
Maastricht University, Maastricht, Netherlands
SY11.3 Using the Internet to Test Theoretical Questions about Positive Interventions
Acacia Parks, Meredith Heiss, Rachel Mossey
Reed College, Psychology, Portland, OR,United States
SY11.4 The Tuesday Program: A Free Online Positive Psychology Program for Increasing
Well-Being
Aaron Jarden1,2
1
The Open Polytechnic of New Zealand, Psychology, Wellington, New Zealand, 2Canterbury University, Psychology,
Christchurch, New Zealand
SY11.5 Optimizing Online Positive Psychology Interventions Through the Use of Video
Game Design Principles
Pamela Stokes
University of Pennsylvania, Positive Psychology Center, Philadelpha, PA,United States
WS11Geelong Grammar School‘s journey
with Positive Education
Grand Ballroom Salons I&J
Karen Reivich1, Charles Scudamore2
1
University of Pennsylvania, Philadelphia, NY, USA; 2Geelong Grammar School, Corio, VIC, Australia
WS12 Flourishing Through Meditation and Mindfulness
Grand Ballroom Salons K&L
Peter Malinowski
Liverpool John Moores University, School of Natural Sciences and Psychology, Liverpool, United Kingdom
11:00am – 11:30am
Franklin Ballroom B
Break
SESSION VI
11:30am – 12:30pm
IN8 – Invited – Positive Education: Different Approaches
Grand Ballroom Salon E
Nansook Park & Christopher Peterson
University of Michigan, Ann Arbor, MI, USA
WS13 The Research and Practice of Building Happiness at Work:
New Psychometrics, Interventions, and the Internet
Grand Ballroom Salon H
Simon J Lutterbie, Jessica Pryce-Jones
iOpener, LTD, Oxford, United Kingdom
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SY12 Symposium
Growth and Resilience Through the Eyes of Adolescents,
Parents, and Grandparents Following Unique Circumstances
Grand Ballroom Salons A&B
Orit Taubman - Ben-Ari
Bar Ilan University, School of Social Work, Ramat Gan, Israel
SY12.1 Resilience, Written Emotional Disclosure, and Adjustment Trajectories Among Adolescents after the Death of a Classmate
Tracey A Revenson1, Davide Margola2, Federica Facchin2, Sara Molgora2
1
CUNY, The Graduate Center, New York, NY, United States, 2Catholic University of Milan, Milano, Italy
SY12.2 Personal Growth among Mothers in Normative and Unique Circumstances
Orit Taubman - Ben-Ari
Bar Ilan University, School of Social Work, Ramat Gan, Israel
SY12.3 Personal Growth among Grandparents of Children With/Without Disabilities
Liora Findler
Bar Ilan University, School of Social Work, Ramat Gan, Israel
SY12.4 Growth and Resilience Through the Eyes of Adolescents, Parents, and Grandparents
Following Unique Circumstances - Discussion
Mario Mikulincer
IDC Herzliya, School of Psychology, Herzliya, Israel
WS14 Applying Resilience Skills for Young People:
A Curriculum-Based Approach
Grand Ballrooms Salons C&D
Toni Noble
Australian Catholic University, Sydney, Australia
WS15 Positive CBT: From Reducing Distress
to Building Success
Grand Ballroom Salons I&J
Fredrike Bannink
SY13Symposium
Well-Being Differences in Iberoamerican countries:
Spain, Portugal, Venezuela and México
Grand Ballroom Salons K&L
María Elena Garassini
Universidad Metropolitana, Science Behavior, Caracas, Venezuela
SY13.1 The Paradox of Venezuelans Well-being
María Elena Garassini
Universidad Metropolitana, Science Behavior, Caracas, Venezuela
SY13.2 Struggling to Rebuild Well-Being and Hope: Beyond Colonialism, Natural Evil and
Political Fascism in Portugal
Miguel Neto, Helena Marujo
University of Lisbon, Lisboa, Portugal
SY13.3 Faring Better than Predicted: A Confirmation of the ‘Latinamerican Paradox’ using
the Pemberton Happiness Index
Carmelo Vázquez1, Margarita Tarragona2
1
Universidad Complutense de Madrid, Psychology, Madrid, Spain, 2Universidad Iberoamericana, Psychology,
Mexico City, Mexico
12:30pm – 1:30pm
Lunch Break-On Your Own
Exhibits/Poster Session III
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Franklin Hall B
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schedule (cont’d)
SESSION VII
1:30pm – 2:30pm
IN9 – Invited – Development of Autonomous-Related Self and
Socio-Cognitive Competence: A Culture-Sensitive Positive
Psychology Perspective
Grand Ballroom Salon E
Cigdem Kagitcibasi
Koc University, Turkey
IN10 – Invited – Positive Well-Being, Biology, and Health
Grand Ballroom Salon H
Andrew Steptoe
University College London, United Kingdom
S14 Symposium
Qudurat: The Largest Cross-Cultural Workplace Survey in
the Middle East Focusing on Employee Strengths, Relationships,
Grand Ballroom Salons A&B
and What Matters at Work
Nicholas Hall1, Radhika Punshi2, David Jones2
Stanford Graduate School of Business, Stanford, CA, United States, 2Aon Hewitt Middle East, Dubai, United Arab
Emirates
1
SY14.1 Who Are the ‘Shiny Happy People’ (read: Engaged Employees) at Work and Why?
Radhika Punshi
Aon Hewitt Middle East, Dubai, United Arab Emirates
SY14.2 Positively Mapping the Workplace: Combining Positive Psychology Survey Data with
Real World Outcomes
Nicholas Hall
Stanford Graduate School of Business, Stanford, CA, United States
SY14.3 The Under ‘25’s’ at the Workplace - Opportunities and Challenges Towards a
Brighter Future
David Jones
Aon Hewitt Middle East, Dubai, United Arab Emirates
SY15 Symposium
Positive Computing - Using Technology in a New Way
Grand Ballroom Salons C&D
Tomas Sander
Hewlett-Packard Laboratories, Princeton, NJ, United States
SY15.1 An Introduction to Positive Computing
Tomas Sander
Hewlett-Packard Laboratories, Princeton, NJ, United States
SY15.2 Technology for Positive Support: Recognizing and Responding to Emotion
Rosalind Picard
M.I.T. Media Laboratory, Cambridge, MA, United States
SY15.3 Positive Impact Game Design
Jane McGonigal,
Institute For The Future, Palo Alto, CA, United States,
Discussant: Martin E.P. Seligman University of Pennsylvania Positive Psychology Center, Philadelphia, PA, USA
WS16 Play Your Strengths(tm) with LEGO(r) - Building and Discovering
Grand Ballroom Salons I&J
our Strengths Through Narratives and LEGO Models
Mads Bab
Play Your Strengths (intenz AS), Aarhus, Denmark
WS17 Transforming Children & Schools:
The Nurtured Heart Approach
Grand Ballroom Salons K&L
Sherry A Blair
ISIS Innovative Specialists Inspirational Services, LLC, Montclair, NJ, United States
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2:30pm – 3:00pm
Break
Franklin Hall B
SESSION VIII
3:00pm – 4:00pm
IN11 – Invited – Promoting Positive Psychology in Sport, Dance, and
Exercise Settings: The Role of Motivational Processes
Grand Ballroom Salon E
Joan Duda
The University of Birmingham, United Kingdom
IN12 – Invited – The Role of Self-Efficacy in Health Behavior ChangeGrand Ballroom Salon H
Ralf Schwarzer
Freie University of Berlin, Germany
SY16 Symposium
The Positive Turn: Why Positive Psychology and
the Humanities Need Each Other
Grand Ballroom Salons A&B
James Pawelski, Donald J. Moores, Lindsay Doran, Martin E.P. Seligman
University of Pennsylvania, Positive Psychology Center, Philadelphia, PA, United States
SY16.1 Philosophy and the Positive Turn
James Pawelski
University of Pennsylvania, Positive Psychology Center, Philadelphia, PA, United States
SY16.2 Ecstatic Poetry, the Hermeneutics of Suspicion & the Positive Turn
Donald J. Moores
Kean University, Union, NJ, USA
SY16.3 Hollywood and Happiness
Lindsay Doran,
Movie Producer, Hollywood, CA, USA,
Discussant: Martin E.P. Seligman University of Pennsylvania Positive Psychology Center, Philadelphia, PA, USA
WS18 Infusing Positive Psychology into
Traditional Organizational Change Frameworks
Grand Ballroom Salons C&D
Lea Elizabeth Waters1, Matthew White2,3
1
University of Melbourne, Melbourne Graduate School of Education, Melbourne, Australia, 2St Peter’s College,
Adelaide, Australia, 3Melbourne Graduate School of Education, Melbourne, Australia
SY17 Symposium
Positive Psychological Well-Being in New Zealand
Grand Ballrooms Salons I&J
Jarrod Haar1, Maree Roche2, Derek Riley1
1
University of Waikato, Hamilton, New Zealand, 2Waikato Institute of Technology, Hamilton, New Zealand
SY17.1 Maori Well-being: The Benefits of Whanau for Working Maori
Jarrod Haar
University of Waikato, Hamilton, New Zealand
SY17.2 Aspirations and the Role of Autonomy Support Towards New Zealand Leaders Well-Being
Maree Roche
Waikato Institute of Technology, Hamilton, New Zealand
SY17.3 Resilience and Work and Family Well-Being in the New Zealand Context
Derek Riley
University of Waikato, Hamilton, New Zealand
WS19 Are Happy Teams Better Teams?
Grand Ballrooms Salons K&L
Sharon Barnes, Steven White
Veterans Health Administration National Center for Organization Development, Cincinnati, OH,
United States
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schedule (cont’d)
4:00pm – 4:30pm
Franklin Hall B
Break
SESSION IX
4:30pm-5:30pm
IN13 – Invited – Terrorism: A (Self) Love Story - How Re-Directing the
Grand Ballroom Salon E
Quest for Significance Can End Violence
Arie W. Kruglanski
University of Maryland, USA
SY18 Symposium
Positive Psychology in Schools
Grand Ballroom Salon H
Michael Bernard1, Jane Gillham2,3, Tayyab Rashid4,5, Steve Leventhal6, Mathew A White1,7
1
The University of Melbourne, Melbourne Graduate School of Education, Melbourne, Australia, 2Swarthmore
College, Psychology Department, Swathmore, United States, 3University of Pennsylvania, Psychology Department,
Philadelphia, PA, United States, 4University of Toronto Scarborough, Toronto, Canada, 5Values in Action Institute,
Cincinnati, United States, 6CorStone, 250 Camino Alto Suite 100A, Mill Valley, United States, 7St Peter‘s College, St
Peter‘s, Adelaide, Australia
SY18.1 How to Effectively Implement Positive Psychology in School Communities: Some
Lessons from Australia
Michael Bernard
The University of Melbourne, Melbourne Graduate School of Education, Melbourne, Australia
SY18.2 Assessing Signature Strengths of the Children from Multiple Perspectives
Tayyab Rashid1,2
1
Values in Action Institute, Cincinnati, United States, 2University of Toronto Scarborough, Toronto, Canada
SY18.3 Teaching Positive Psychology to Adolescents: 3 Year follow-up
Jane Gillham1,2, Michael Bernard3
1
Swarthmore College, Psychology Department, Swathmore, United States, 2University of Pennsylvania, Psychology
Department, Philadelphia, PA, United States, 3The University of Melbourne, Melbourne Graduate School of
Education, Melbourne, Australia
SY18.4 Children‘s Resilience Program in India
Steve Leventhal
University of California, Global Health Sciences, San Francisco, CA, United States
SY19 Symposium
Psychological Safety in the Workplace:
What Does It Mean in Healthcare?
Grand Ballroom Salons A&B
Katerine Osatuke
VHA National Center for Organization Development, Cincinnati, OH, United States
SY19.1 The Relationship between Healthcare Employees‘ Psychological Safety and Patient
Care Experiences
Kelley A. Carameli1, Sue R. Dyrenforth2
1
VHA National Center for Organization Development, Cincinnati, OH, United States, 2VHA NCOD, Cincinnati,
OH, United States
SY19.2 Demographic and Organizational Correlates of Psychological Safety Perceptions in a
Large Health Care Organization
Robert Teclaw, Katerine Osatuke
VHA National Center for Organization Development, Cincinnati, OH, United States
SY19.3 Psychological Safety, Respect, and Values: Foundations of a Psychologically Healthy
Workplace
Michael P. Leiter1, Heather K. Spence Laschinger2
1
Arcadia University, Wolfville, Canada, 2University of Western Ontario, London, Canada
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SY19.4 Factors that Influence Psychological Safety in Healthcare Settings
Katerine Osatuke1, Jonathan L. Fishman1,2, Ryan Derickson3,4, Mark Price3,5, Sue R. Dyrenforth1
1
VHA National Center for Organization Development, Cincinnati, OH, United States, 2Miami University, Oxford,
OH, United States, 3VHA NCOD, Cincinnati, OH, United States, 4Xavier University, Cincinnati, OH, United
States, 5University of Cincinnati, Cincinnati, OH, United States
SY19.5 Supervisors‘ Behaviors that Predict Psychological Safety Perceptions in Supervised
Employees
Sue R. Dyrenforth, Boris Yanovsky
VHA National Center for Organization Development, Cincinnati, OH, United States
WS20 After the VIA Survey:
Next Steps for Coaches and Clinicians
Grand Ballroom Salons C&D
Ryan M. Niemiec
VIA Institute on Character, Cincinnati, OH, United States
WS21 Smart Strengths: A Model for Positive Education with
Grand Ballroom Salons I&J
Parents, Teachers and Coaches
John M Yeager1, Sherri W. Fisher2, David N. Shearon3
1
The Culver Academies, Center for Character Excellence, Culver, IN, United States, 2Flourishing Schools, Medfield,
MA, United States, 3Flourishing Schools, Nashville, TN, United States
WS22 Uncovering Personal Strengths Using Positive Psychology at
Two Fortune 50 Companies
Grand Ballroom Salons K&L
Nick Craig
Authentic Leadership Institute, Harvard, Massachusetts, United States
7:00pm-11:00pm
GALA RECEPTION at the National Constitution Center(additional fee required - tickets can be purchased
at the 2nd World Congress Registration Desk)
TUESDAY, JULY 26, 2011
7:00am – 3:00pm
7:00am – 8:00am
8:00am – 9:00am
Conference Registration
Continental Breakfast
PL4 Change Your Brain by Transforming Your Mind
Grand Ballroom Foyer
Grand Ballroom Foyer
Grand Ballroom
Richard Davidson
University of Wisconsin at Madison
Madison, WI, United States
9:00am – 9:30am
Break
Grand Ballroom Foyer
SESSION X
9:00 AM - 10:00 AM IN14 – Invited – Self-Concept: The Cornerstone of the
Positive Psychology Revolution
Grand Ballroom Salon E
Herbert Marsh
University of Oxford, United Kingdom
SY20 Symposium
Seeing the Kid Behind the Student:
Studying and Implementing Positive
Psychology in Educational Settings
Grand Ballroom Salon H
Anat Shoshani, Mario Mikulincer, Sarit Guttmann-Steinmetz, Tal Ben-Shahar
Interdisciplinary Center (IDC) Herzliya, Psychology, Herzliya, Israel
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schedule (cont’d)
SY20.1 A Positive Psychology Perspective on School Readiness -- Children‘s
Character Strengths and the Transition from Kindergarten to First Grade
Anat Shoshani
Interdisciplinary Center (IDC) Herzliya, Psychology, Herzliya, Israel
SY20.2 The Contribution of Teacher´s Attachment Security to Children-Teacher Relations
and Children´s Adjustment to First Grade - A Prospective Study
Mario Mikulincer1, Michal Alyagon2, Inbal Binyamin-Kleinerman3
1
Interdisciplinary Center (IDC) Herzliya, Psychology, Herzliya, Israel, 2Tel Aviv University, Education, Tel-Aviv,
Israel, 3Bar-Ilan University, Psychology, Ramat Gan, Israel
SY20.3 Cultivating Strengths, Resilience, Optimism, and Well-Being in Teachers and Adolescents: A School-Based Intervention Program
Sarit Guttmann-Steinmetz
Interdisciplinary Center (IDC) Herzliya, Psychology, Herzliya, Israel
SY21 Symposium
Eudaimonic and Hedonic Happiness Investigation: The Influence of
Individual Difference and Contextual Factors on Conceptualisations
Grand Ballroom Salons A&B
and Experiences of Happiness and Meaning
Dianne A Vella-Brodrick1, Antonella Delle Fave2, Ingrid Brdar3, Marie Wissing4, Teresa Freire5
Monash University, School of Psychology and Psychiatry, Melbourne, Australia, 22Universita` degli Studi di Milano,
Faculty of Medicine, Milan, Italy, 3Department of Psychology at the University of Rijeka, Rijeka, Croatia, 4North
West University, School of Psychosocial Behavioural Sciences, Potchefstroom, South Africa, 5University of Minho,
School of Psychology, Braga, Portugal
1
SY21.1 The Conceptions of Happiness and Well-Being Across Life Domains
Ingrid Brdar
University of Rijeka, Department of Psychology, Rijeka, Croatia
SY21.2 Differences in Well-Being Ratings for Individuals with Electronic Based Hobbies
Compared to Those with Non-Electronic Hobbies: A Cross Country investigation
Dianne A Vella-Brodrick1, Teresa Freire2
1
Monash University, School of Psychology and Psychiatry, Melbourne, Australia, 2University of Minho, School of
Psychology, Braga, Portugal
SY21.3 What is Well-Being? Flourishers and Languishers Differ in Perspectives: Findings
from the Eudaimonic-Hedonic Happiness Investigation (EHHI)
Marie Wissing, Heleen Coetzee
North West University, School of Psychosocial Behavioural Sciences, Potchefstroom, South Africa
SY21.4 Well-Being at Work and Across Life Domains:
A Comparative Study Among Italian Professionals
Antonella Delle Fave1, Mjriam Di Bisceglie1, Andrea Fianco1, Paola Mencarelli2
1
Università degli Studi di Milano, Faculty of Medicine, Milan, Italy, 2UILCA, Milano, Italy
SY22 Symposium
Elevating Eexperiences: Research on Moral Elevation,
Awe, and Transcendence
Grand Ballroom Salons C&D
Veronika Huta1, Jonathan Haidt2, Ryan Niemiec3, Ann Roepke4
1
University of Ottawa, Ottawa, Canada, 2University of Virginia, Charlottesville, VA, United States, 3VIA Institute on
Character, Cincinnati, OH, United States, 4University of Pennsylvania, Philadelphia, PA, United States
SY22.1 An Overview of the Self Transcendent Emotions
Jonathan Haidt
University of Virginia, Psychology, Charlottesville, VA, United States
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SY22.2 Awe, Inspiration, and Transcendence: When Elevating Experience Plays a Greater
Role than Subjective Well-Being
Veronika Huta
University of Ottawa, Ottawa, Canada
SY22.3 A Pathway of Impact: Elevation at the Movies
Ryan M. Niemiec
VIA Institute on Character, Cincinnati, OH, United States
SY22.4 Elevation as an Opportunity for Growth
Ann Marie Roepke
University of Pennsylvania, Psychology, Philadelphia, PA, United States
WS23 Happiness Monitor
Grand Ballrooms I&J
Ruut Veenhoven, Arnold Bakker, Wido Oerlemans
Erasmus University Rotterdam, Rotterdam, Netherlands
WS24 Civility, Respect & Engagement in the Workplace
(CREW) in Canada: Managing Interventions Designed
to Improve Workplace Wellness
Grand Ballrooms K&L
Michael P Leiter
Acadia University, Center for Organizational Research & Development, Wolfville, Canada
10:30am – 10:45am
Break
SESSION XI
10:45am – 11:45am
IN15 – Invited – The Role of Passion in Optimal Functioning in SocietyGrand Ballroom Salon E
Robert Vallerand
Université du Québec à Montréal, Montréal, Canada
WS25 How to Pick, Plan, and Evaluate Interventions with
Well-Being Assessments
Grand Ballroom Salon H
Michael B. Frisch
Baylor University, Department of Psychology and Neuroscience, Waco, TX, United States
SY23 Symposium
Positive Education: Global Developments in Applying the
Principles of Positive Psychology and Well-Being in Schools,
Universities and in Teacher Education
Grand Ballroom Salons A&B
Ilona Boniwell1, Hans Henrik Knoop2, Toni Noble3, James O Pawelski4, Lea Waters5, Mathew A White5,6
1
The University of East London, School of Psychology, London, United Kingdom, 2Aarhus University, The Danish
School of Education, Copenhagen, Denmark, 3Australian Catholic University, School of Educational Leadership,
Sydney, Australia, 4University of Pennsylvania, Positive Psychology Center Department of Psychology, Philadelphia,
PA, United States, 5The University of Melbourne, Melbourne Graduate School of Education, Melbourne, Australia,
6
St Peter‘s College, St Peter‘s, Adelaide, Australia
SY23.1 A UK Perspective on Positive Education
Ilona Boniwell
University of East London, London, United Kingdom
SY23.2 The Importance of the Positive Humanities for Positive Education
James Pawelski
University of Pennsylvania, Positive Psychology Center, Philadelphia, PA, United States
SY23.3 Building Capacity in School Leaders Using Positive Psychology
Lea Waters
University of Melbourne, Melbourne Graduate School of Education, Melbourne, Australia
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schedule (cont’d)
SY23.4 Positive Education: Applications of Positive Psychology in School Development
Mathew A White1,2
1
St Peter‘s College, St Peter‘s, Adelaide, Australia, 2The University of Melbourne, Melbourne Graduate School of
Education, Melbourne, Australia
WS26 Sorry, I Can´t Find Anything Positive in Me!!:
Grand Ballroom Salons C&D
How to Effectively
Conduct Positive Psychology Interventions for Negatively-Minded People
Tatsuya Hirai1, Manami Ozaki2, Takehiro Sato3
1
Ritsumeikan Asia Pacific University, Beppu, Japan, 2Sagami Women’s University, Sagamihara, Japan, 3Rikkyo
University, Tokyo, Japan
WS27 Civility, Respect, and Engagement in the Workplace
(CREW) in the US Department of Veterans Affairs: Policy Implications
Grand Ballroom Salons I&J
of Promoting Civility through Intervention
Linda W Belton, Scott C Moore, Katerine Osatuke, Sue R Dyrenforth
Department of Veterans Affairs, National Center for Organization Development, Cincinnati, OH, United States
SY24 Symposium
Facing Adversities, Building Resources:
The Challenges of Work Across Countries
Grand Ballroom Salons K&L
Marta Bassi1, Daleen Koen2, Marisa Salanova3, Kamlesh Singh4
1
Università degli Studi di Milano, Milano, Italy, 2North-West University (NWU), Potchefstroom, South Africa,
3
Universitat Jaume I, Castellò de la Plana, Spain, 4Indian Institute of Technology, New Delhi, India
SY24.1 Relationship Between Nature of Work and Happiness Among Rural Women
Kamlesh Singh
Indian institute of Technology (IIT) Delhi, Delhi, India
SY24.2 Eudaimonic and Hedonic Well-Being at Work: Comparing Thriving and
Failing Companies
Marta Bassi, Gertraud Bacher, Antonella Delle Fave
Università degli Studi di Milano, Milano, Italy
11:45am – 12:45am
Lunch Break - On Your Own
12:45pm – 2:00pm
PL5 Closing Plenary Session
Grand Ballroom
Pathbreaking Findings from the Science of Meditation
Barbara Fredrickson
University of North Carolina
Chapel Hill, NC, USA
Richard Davidson
University of Wisconsin at Madison
Madison, WI, USA
2:00pm – 4:00pm
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Closing Remarks and Wine Toast Send-Off
Grand Ballroom
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poster session I
sunday, july 24, 2011 at 9:15am – 10:15am
P1 Core-Self Development Strategies
Luis De La Lama1, Luisa Batthyany De La Lama2
1
University of South Florida, Education, Tampa, FL, United
States, 2University of South Florida, Tampa, FL, United States
P2 Comorbidity and Posttraumatic Growth in a Sample
of Battered Women: The Role of Optimism and Purpose
in Life
Diego Gomez-Baya
University of Huelva, Spain, Department of Developmental and
Educational Psychology, Huelva, Spain
P3 Character Strengths with Gender Perspective. A Study
with a Spanish Sample
Mercedes Ovejero, Violeta Cardenal
Complutense University of Madrid, Personality, Assessment, and
Psychological Treatment II, Madrid, Spain
P4 More Than Good Service! Delivering Intended
Customer Experiences: Virtues, Positive Psychology, and
The New Economy
Brian D. Cawley
Calvin College, Business, Grand Rapids, MI, United States
P5 Exploration of the Application of Concepts of
Resilience as a Way to Mitigate Burnout Among
Singapore Prison Officers
Kar Woon Karen Ho, Sara Delia Menon, Alexandra Oh
Singapore Prison Service, Mental Resilience Unit, c/o
Psychological and Counselling Services Branch, Singapore,
Singapore
P6 Character Strengths, Employee Well-Being, and
Performance: Two Field Experiments
Hilla Rahamim Engel, Mina Westman, Daniel Heller
Tel Aviv University, Tel Aviv, Israel
P7 A Multiple Case Study To Explore How Psychological
Courage and Self-Determination Influence Value-Based
Actions During Lifestyle Transitions
Debbie Curtis
Saybrook University, Graduate College of Psychology and
Humanistic Studies, San Francisco, CA, United States
P9 Well-being in Teaching: Study of Characters Strengths
Among Perseverant Primary and High School Teachers
Nancy Goyette, Christine Lebel
Universite du Quebec a Trois-Rivieres, Departement des sciences
de l‘education, Trois-Rivieres, Canada
P10 Experience Arete: An Experiential Program that
Focuses on Building Positive Assets in Youth
Katie Kilty1, Celine Kline2
1
Endicott College, School of Sport Science and Fitness Studies,
Beverly, MA, United States, 2University of Wisconsin Stevens
Point, Health Promotion and Wellness, Stevens Point, WI, United
States
P11 All You Need is Love? Strengths Mediate the
Negative Association between Attachment Orientations
and Life Satisfaction
Hadassah Littman-Ovadia1, Shiri Lavy2
1
Ariel University Center, Psychology, Ganei-Tikva, Israel, 2Ariel
University Center, Psychology, Ariel, Israel
P12 Awesome Us: a Classroom based Programme to
Identify and Apply Character Strengths
Denise Quinlan1, Nicola Swain1, Dianne Vella-Brodrick2
1
University of Otago, Dept of Psychological Medicine, Dunedin,
New Zealand, 2Monash University, School of Psychology,
Psychiatry and Psychological Medicine, Melbourne, Australia
P13 Measuring Patience as a Character Strength
Pamela Stokes
University of Pennsylvania, Positive Psychology Center,
Philadelphia, PA, United States
P14 Personal Strengths Profiles of Members and New
Board Members of AIESEC Caracas. A Descriptive and
Comparative Study
Cesar I Yacsirk
Metropolitan University of Caracas, Behavior´s Science, Caracas,
Venezuela
P15 Assessment of Character Strengths and the
Application of Positive Psychology Principles to Older
Adults: Identifying Opportunities to Thrive after 65
Perry Edelman1, Reed Engel1, Erin McCoy Loftus2
1
Mather LifeWays Institute on Aging, Evanston, IL, United
States, 2Independent Consultant, Cincinnati, OH, United States
P8 What Helps Buffering the Psychological Effects of the
Economic Crisis?
Tatiana Ivanova, Dmitriy Leontiev
Lomonosov Moscow State University, Moscow, Russian
Federation
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poster session I (cont’d)
P16 Overcoming Ego-Depletion: The Effects of an
Optimism Manipulation in Self-Control
Yvo Meevissen
Maastricht University, Maastricht, Netherlands
P17 The Higher is the Level of Development of all the
Character Strengths, the More Positive in Nature are
Their Consequences
Eleonora Nosenko1, Iryna Arshava2, Nataliya Grisenko1
1
Dnipropetrovsk National University, Educational and
Developmental Psychology, Dnipropetrovsk, Ukraine,
2
Dnipropetrovsk National University, General and Medical
Psychology, Dnipropetrovsk, Ukraine
P18 The Experience of Following Cattell´s ´Specification
Formulai ´ to Define the Role of Character Strengths in
Preventing Teacher´s Burnout
Eleonora Nosenko, Nataliya Grisenko
Dnipropetrovsk National University, Educational and
Developmental Psychology, Dnipropetrovsk, Ukraine
P19 Nietzsche‘s Positive Psychology: The Will to Power
and Amor Fati as Ethical Foundations for Positive
Psychology
Brad M. Hastings
Mount Aloysius College, Social Science Department, Cresson, PA,
United States
P20 Violence And Character Strengths: The Role Of
Gratitude And Authenticity
Roger G Tweed1, Gira Bhatt1, Stephen Dooley2
1
kwantlen Polytechnic University, Department Of Psychology,
Surrey, Canada, 2Kwantlen Polytechnic University, Department
Of Sociology, Surrey, Canada
P21 Relation Between Temperament Dimension Harm
Avoidance and Character Strengths Curiosity and
Courage
Alena Slezackova1,2, Frantiska Lukacova2
1
Inst. Of Psychology, Academy Of Sciences Of The Czech
Republic, Brno, Czech Republic, 2Dept. Of Psychology, Faculty
Of Arts, Masaryk University, Brno, Czech Republic
P22 The Curious-Investigative and the Socially
Intelligent-Enterprising Type? The Relation of Character
Strengths With Vocational Interests
René T. Proyer, Nicole Sidler, Ruch Willibald
University Of Zurich, Psychology, Zurich, Switzerland
P23 Hope and the Practice of Character Strengths in
Adolescents
Veronica M Fruiht
Claremont Graduate University, School Of Behavioral And
Organizational Sciences, Claremont, CA, United States
P24 The Arete Experience: An Experiential Program That
Focuses On Asset Building In Youth
Celine Kline1, Dr Katie Kilty2
1
University Of Wisconsin Stevens Point, Health Promotion And
Human Development, Wausau, WI, United States, 2Endicott
College, School Of Sport Science And Fitness Studies, Beverly,
MA, United States
P25 Children‘s Self-Report Of Strengths And
Corresponding Positive Influences
Rhea L. Owens1, Eden Owen2
1
University Of Kansas, Psychology And Research In Education,
Lawrence, KS, United States, 2University Of Kansas, Lawrence,
KS, United States
P26 The Affective Temperaments and Well-Being:
A Study Among Adolescents in Sweden, Iran, and El
Salvador
Danilo Garcia, Saleh Moradi
University of Gothenburg, Department of Psychology,
Gothenburg, Sweden
P27 Cultural Concepts of Happiness Among Urban and
Rural Vietnamese Women: A Mixed-Methods Approach
Nadia C. Taylor
UC Berkeley- UCSF Joint Medical Program, Berkeley/ San
Francisco, CA, United States
P28 Positive Psychology in Primary Health Care:
Happiness as a Pathway to Health
Louise T Lambert
Red Deer Primary Care Network, Red Deer, Canada
P29 The Influence of Optimism on Subjective WellBeing: A Study Based on College Students and Workers
Samples
Lucia Helena Walendy De Freitas
Counselor and Coach, Sao Paulo, Brazil
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P30 Positive Social and Cyber Style: Positivity, Life
Satisfaction, Positive Outlook Choice, Empathy, GPA &
Reduced Stress
Sophia Silva, Shari Young Kuchenbecker
Chapman University, Department of Psychology, Orange, CA,
United States
P31 Sports: Harbingers of Kid (and Adult) Happiness
Niki L Glanz
Self-employed, Middlebury, VT, United States
P32 Two Models of Personality and Well-Being among
Adolescents
Danilo Garcia
University of Gothenburg, Department of Psychology,
Gothenburg, Sweden
P33 Stressor Appraisal and Coping Style as Predictors of
Subjective Well-Being
Megan A. Flack, Edward J. O‘Brien
Marywood University, Psychology, Scranton, PA, United States
P34 The Impact of Positive Actions on Affective State,
Coping and Wellbeing among Australians Living with
Chronic Physical Illness
Rebecca J Eaton
Griffith University, School of Psychology, Gold Coast, Australia
P35 Honouring Your Emotions: Why it Matters
Johanna Vanderpol
Dreams Into Action Coaching, Duncan, Canada
P36 Posttraumatic Growth and Coping After Domestic
Violence
Diego Gomez-Baya
University of Huelva, Spain, Department of Developmental and
Educational Psychology, Huelva, Spain
P37 Well-Being and Neurodegenerative Disease From the
Perspective of Patients and Their Caregivers
Raffaela D.G. Sartori1, Valentina Lotito2, Giacomo Abbattista2,
Marina Zapparoli-Manzoni2, Antonella Delle Fave3
1
Università degli Studi di Milano, Scienze Cliniche Luigi Sacco,
Milan, Italy, 2Associazione Italiana Vivere la Paraparesi Spastica
Onlus (A.I.Vi.P.S.), Milan, Italy, 3Università degli Studi di
Milano, Milan, Italy
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P38 Resilience: A Corelational Study
Marcus Gomez1, Loren Toussaint2, Ann Vincent3
1
Century High School, Rochester, MN, United States,
2
Luther College, Decorah, IA, United States, 3Mayo Clinic,
Rochester, MN, United States
P39 Positive Aging: Preparation for the “New” Old Age
Jeanne Nakamura, Yeo Jin Rho
Claremont Graduate University, School of Behavioral &
Organizational Sciences, Claremont, CA, United States
P40 A Novel Intervention for the Enhancement of WellBeing
Linden R Timoney, Mark D Holder
University of British Columbia Okanagan, Kelowna, Canada
P41 Accuracy of Perceptions of Aging and Subjective
Well-Being
Michael Warren, Pi-Ju Liu, Yeo Jin Rho, Jeanne Nakamura
Claremont Graduate University, Psychology, Claremont, CA,
United States
P42 Pain and Happiness: A Shifting Mathematical and
Psychological Paradigm
Sara L Trescott
Argosy University, Washington DC, Arlington, VA, United States
P43 An Examination of Attorney Well-Being in the
Practice of Law
Pearlette J. Ramos
Saybrook University, Psychology, Avondale, CA, United States
P44 Impact of a Buddhist Practice on Psychological
Well-being and Related Factors: A Comparison of
Practitioners and Non-Practitioners
Roshni Sachar, Kamlesh Singh, Amulya Khurana
Indian Institute of Technology (IIT), Delhi, Department of
Humanities and Social Sciences, New Delhi, India
P45 Improving the Wellbeing and Wisdom to Teach
of Pre-service Teachers through Gratitude and Giving
Activities
Thomas W Nielsen
University of Canberra, Faculty of Education, Bruce, Australia
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poster session I (cont’d)
P46 B.F. Skinner´s Walden Two: Parallels with and
Contributions to Positive Psychology
Nelson Adams
Winston Salem State University, Behavioral Sciences, Winston
Salem, NC, United States
P47 “The Finnish Happiness/Flourishing Project” Philosophical background
Antti S Mattila
Finnish Medical Society Duodecim, Helsinki, Finland
P48 Personality Traits Mediate the Self-Other Agreement
of Subjective Well-Being
Henrik Dobewall, Anu Realo
University of Tartu, Department of Psychology, Tartu, Estonia
P49 “On My Own and Makin´ It”: Exploring Positive
Well-Being Among Formerly Incarcerated Women
Sarah M Vitorino
Emory University, Women‘s Studies, Atlanta, GA, United States
P50 Posttraumatic Growth and Health Behaviors among
Childhood Cancer Survivors
Joel Milam1, Anamara Ritt-Olson1, Ann Hamilton1, Sandra
Sherman-Bien2, Yaping Wang1, Kathy Meeske1
1
University of Southern California, Preventive Medicine, Los
Angeles, CA, United States, 2Jonathan Jaques Children’s Cancer
Center, Long Beach, CA, United States
P51 An Exploratory Study Into the ´Reconnection With
the Body´ (Post Traumatic Growth) Following Cancer
Diagnosis
Deirdre Walsh
National University of Ireland, Galway, Department of
Psychology, Galway, Ireland
P52 Promoting Mental Health of Freshmen Greek Police
Cadets Through Positive Psychology Exercises: Clinical
Notes
Konstantinos Papazoglou1,2, Cristina Nesci3
1
New York University, Applied Psychology, New York, NY, United
States, 2Hellenic Police Academy, Training Division, Acharnai,
Greece, 3Mount Sinai Hospital, Adolescent Health Center, New
York, NY, United States
P53 Applying Positive Psychology to Build Resilience in
Singapore Prison Officers
Sara Delia Menon, Kar Woon Karen Ho, Alexandra Oh
Singapore Prison Service, Mental Resilience Unit, c/o
Psychological and Counselling Services Branch, Singapore,
Singapore
P54 Introducing Positive Art Therapy in School Settings
to Optimise the Wellbeing of Staff, Students and Wider
School Communities.
Megan Booth
Hollyhox Positive Resources, Northmead, Australia
P55 Purpose in Life and Reduced Risk of Secondary
Myocardial Infarction Among U.S. Adults with Coronary
Heart Disease
Eric S Kim, Jennifer K Sun, Nansook Park, Christopher Peterson
University of Michigan, Psychology, Ann Arbor, MI, United
States
P56 Examining the ‘Positives’ During a Negative Event:
Can People Experience Personal Growth During Unemployment?
Lea E Waters1, Gabriel Strauss2, Juanita Muller3
1
University of Melbourne, Melbourne Graduate School of
Education, Melbourne, Australia, 2University of Melbourne,
Psychology, Melbourne, Australia, 3Griffith University,
Psychology, Gold Coast, Australia
P57 Doing Good and Feeling Good in Older Adulthood
Brett Wheeler, Natalie Dymchenko, Brittany Branand, Yeo Jin
Rho, Jeanne Nakamura
Claremont Graduate University, Positive Developmental
Psychology, Claremont, CA, United States
P58 Dispositional Optimism Protects Older Adults from
Stroke: The Health and Retirement Study
Eric S Kim, Nansook Park, Christopher Peterson
University of Michigan, Psychology, Ann Arbor, MI, United
States
P59 What Makes People Happy? Positive Psychology
Models Versus a World-Wide Qualitative Survey
Hein Zegers
K.U.Leuven University, Leuven, Belgium
P60 Meaningful Work for High Performance: About
Time to Measure the Unmeasurable?
Shizuka Modica
University of Virginia, Weldon Cooper Center for Public Service,
Charlottesville, VA, United States
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P61 Personal Growth in Adults With Chronically Ill
Child
Alena Slezackova1, Marek Blatny1, Martin Jelinek1, Tomas
Kepak2, Irena Vlckova3, Kristina Tothova2, Veronika Sobotkova1
1
Inst. of Psychology, Academy of Sciences of the Czech Republic,
Brno, Czech Republic, 2Children‘s Medical Center, Clinic of
Pediatric Oncology, Brno, Czech Republic, 3University Hospital
Brno, Brno, Czech Republic
P62 Modifying Negative Thoughts and Implementing
Positive Emotions: A Preliminary Study With Elderly
Residents in Southern Spain
Beatriz González Segura1, Ánegeles Agüero-Zapata2, Ana
Raquel Ortega-Martínez2
1
Universidad de Jaén, Psychology, Jaén, Spain, 2University of
Jaén, Psycohology, Jaén, Spain
P63 The Good Life of the Powerful
Yona Kifer1, Daniel Heller1, Adam Galinsky2
1
Tel Aviv University, Faculty of Management, Tel Aviv, Israel,
2
Northwestern University, Kellogg School of Management,
Chicago, IL, United States
P64 To Determine “Happiness” Components Quota on
“General Health” on Students In Iran
Mohammadreza Seirafi
Islamic Azad University,Karaj Branch, Psychology, Tehran, Iran,
Islamic Republic of
P65 Men with Eating Disorders: A Qualitative Study on
Healing Factors, Improvement and Recovery
Gunn Pettersen1, Karin Wallin2, Tabita Björk3
1
Faculty of Health, University of Tromsø, Institute of Health and
Caring, Tromsø, Norway, 2University Hospital, Lund, Child &
Youth Psychiatry, Eating Disorder Unit, Lund, Sweden, 3Örebro
University, School of Health and Medical Sciences, Psychiatric
Research Center, örebro, Sweden
P66 Happiness Strategies at Work
Ia Ko
Claremont Graduate University, Claremont, CA, United States
P67 Toward a Positive Psychology for Sports and
Phyiscally Active People
Marei Salama-Younes
Helwan University, Sport Psychology Department, Guizeh, Egypt
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P68 Happiness, Subjective Vitality and Satisfaction With
Life for Arabic Athletes
Marei Salama-Younes
Helwan University, Sport Psychology Department, Guizeh, Egypt
P69 Emotional, Social, Psychological and Physical Wellbeing for French Old Runners
Marei Salama-Younes
Helwan University, Sport Psychology Department,
Guizeh, Egypt
P70 Positive Mental Health, Subjective Vitality and Satisfaction with Life for Saudian Physical Education Students
Mohamed El Sayed Ali1, Marei Salama-Younes2
1
Physical Education Department, Umm AL-Qura University,
Mecque, Saudi Arabia, Mecque, Saudi Arabia, 2Helwan
University, Guizeh, Egypt
P71 Happiness and Perception of Different Categories of
Positive Emotions
Dorota Jasielska
University of Warsaw, Warsaw, Poland
P72 Meaning in Life as a Mediator of the Relationship
between Nature Affiliation and Well-Being
Holli-Anne Passmore1, Andrew J. Howell1, Karen Buro2
1
Grant MacEwan University, Psychology, Edmonton, Canada,
2
Grant MacEwan University, Statistics, Edmonton, Canada
P73 Predictors of Well-Being in Representative Sample of
Czech Population
Iva Solcova1, Vladimir Kebza2
1
Institute of Psychology, Prague, Czech Republic, 2National
Institute of Public Health, Prague, Czech Republic
P74 Cultural Similarities and Differences in the
Definition and Assessment of Subjective Well-being in
the Americas: A Comparison of Argentina, Peru, and the
United States
Dale L Dinnel1,2
1
Western Washington University, Psychology, Bellingham, United
States, 2Center for Cross-Cultural Research--Western Washington
University, Bellingham, WA, United States
31
poster session I (cont’d)
P75 Three is Definitely Company: Competence, Integrity
and Relatedness as Predictors Of Commitment and WellBeing Within Adolescent Personal Projects
Pat Bullen1, Niki Harre2
1
The University of Auckland, Faculty of Education, School of
Teaching Learning and Development, Auckland, New Zealand,
2
The University of Auckland, Department of Psychology,
Auckland, New Zealand
P76 A Study of Predictors of Well-Being Among Substance Users In Five Norwegian Substance Use Treatment
Units
Ellen Hoxmark1,2, Svein Bergvik2, Gunn Pettersen2, Rolf Wynn1,2
1
University Hospital of Northern Norway, Department of
Substance Use and Specialized Psychiatric Services, Tromsø,
Norway, 2University of Tromsø, Faculty of Health Sciences,
Tromsø, Norway
P77 Mindfulness Practice For Well Being And
Psychological Change
Peter Malinowski
Liverpool John Moores University, Natural Sciences and
Psychology, Liverpool, United Kingdom
P78 A Positive Psychology Intervention Improves
Self-Acceptance and Overall Happiness Index in
Administrative Heads of Academic Schools at a Large
University in Chile
Marcela Bitran1, Nuria Pedrals2, Attilio Rigotti1
1
Pontificia Universidad Catolica de Chile, School of Medicine,
Santiago, Chile, 2Pontificia Universidad Catolica de Chile,
Human Resources Department, Santiago, Chile
P79 A Longitudinal Study of Teenagers‘ Development of
Happiness in Taiwan: An Analysis of Hierarchical Linear
Growth Model
Po-Han Wu, Wei-Ming Luh, Ying-Chuan Lai
National Cheng Kung University, Institute of Education, Tainan,
Taiwan, Republic of China
P80 Healthy Lifestyle and Self-Efficacy Among University
Students
Etsuyo Nishigaki
Kansai Medical University, Department of Psychology, Osaka,
Japan
32
P81 Intraindividual Consistency of Parameters of Choice
and Their Personality Correlates
Anna K Fam, Dmitry A Leontiev
Moscow State University, Psychology, Moscow, Russian
Federation
P82 Psychometric properties of PANAS Questionnaire,
and The Relationship Between Affects, Self-Efficacy and
Psychological Wellbeing
Robabeh Sarrafpour
Islamic Azad University-Tehran Central Branch, Psychology,
Tehran, Iran, Islamic Republic of
P83 Satisfaction With Life of Adolescents and Their
Parents in Serbia
Tatjana Z Stefanovic Stanojevic, Jelena Opsenica Kostic
Faculty of Philosophy University of Nis, Department of
Psychology, NIs, Serbia
P84 Using an MIMIC Model to Assess Psychological
Well-Being Among Retired Elders in Taipei
Hui-Hsun Chiang1, Li-Hui Chien1, Frank Chin-Lung Fang1,
Huey-Mei Jeng1, Chao-Kuang Lin2, Jie-Siang Lin1, I-Hui Yeh1,
Tony Szu-Hsien Lee3
1
National Taiwan Normal University, Taipei, Taiwan, Republic
of China, 2China University of Science and Technology,
Taipei, Taiwan, Republic of China, 3National Taiwan Normal
University, Health Promotion and Health Education, Taipei,
Taiwan, Republic of China
P85 Family Relationships, Sense of Coherence, and
Happiness Among Retired Elders in Taipei
Jie-Siang Lin1, Li-Hui Chien1, Huey-Mei Jeng1, Frank Chin-Lung
Fang1, Chao-Kuang Lin2, Hui-Hsun Chiang3, I-Hui Yeh1, Tony
Szu-Hsien Lee1
1
National Taiwan Normal University, Health Promotion and
Health Education, Taipei, Taiwan, Republic of China, 2China
University of Science and Technology, Taipei, Taiwan, Republic of
China, 3Tri-Service General Hospital, Taipei, Taiwan, Republic
of China
P86 Happiness in Organisations in Southern Africa:
Results From Studies in Namibia, South Africa, Zambia,
and Zimbabwe
Sebastiaan Rothmann
North-West University, School of Behavioural Sciences, ParkSouth, South Africa
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P87 Does Service Learning Enhance Personal Growth
and Resilience? An International Comparison of New
Zealand and Irish Students Wellbeing
Hannah M. Barton1, Maree Roche2, Christine Horn1
1
Institute of Art, Design and Technology, Learning Sciences,
Dublin, Ireland, 2Waikato Institute of Technology, Hamilton,
New Zealand
P88 Resilience and Work and Family Wellbeing in the
New Zealand Context
Derek Riley
University of Waikato, School of Psychology, Hamilton, New
Zealand
P89 Associations between Hope and Change in Quality of
Life in a Pediatric Weight Management Program
Jason Van Allen, Ric G. Steele
University of Kansas, Clinical Child Psychology Program,
Lawrence, KS, United States
P94 Relationship Between Gratitude, Subjective WellBeing, Personal and Academic Self-Efficacy and Control
of Learning Beliefs.
Dustine Rey
Private Practice, Carlsbad, CA, United States
P95 Highly Sensitivity: Connection to Positive
Psychology
Injong Doh, Yanghee Lee
Sungkyunkwan University, Seoul, Korea, Republic of
P96 Developing Positive Emotions for the Improvement
of First Year Students‘ Well-Being
Dominique Steiler1, Josiane Denis2, Marion Trousselard2
1
Grenoble Ecole de Management, Grenoble, France, 2IRBA, La
Tronche, France
P90 Optimism and Stress: A Positive Relationship?
Tara L Kraft, Emily Hooker, Sarah D Pressman
University of Kansas, Lawrence, KS, United States
P97 Life Satisfaction Across the Life Span
Susana C Marques1, J. L. Pais-Ribeiro1, Shane J. Lopez2
1
Porto University, Faculty of Psychology and Educational
Sciences, Porto, Portugal, 2Gallup and The Clifton Strengths
School, Omaha, NE, United States
P91 Explaining Wellbeing Through Personality and
Happiness Pursuing Behaviors: A Study in a Peruvian
Sample
Lennia Matos1, David Fischman2, Rafael Gargurevich3
1
Peruvian University of Applied Sciences (UPC), Quality of
Education, Lima, Peru, 2Peruvian University of Applied Sciences
(UPC), Innovation and Development, Lima, Peru, 3Peruvian
University of Applied Sciences (UPC), Psychology, Lima, Peru
P98 The Role of Hope, Spirituality and Religious Practice
in Adolescents‘ Life Satisfaction: Longitudinal Findings
Susana C Marques1, Shane J. Lopez2, J. L. Pais Ribeiro1
1
Porto University, Faculty of Psychology and Educational
Sciences, Porto, Portugal, 2Gallup and The Clifton Strengths
School, Omaha, NE, United States
P92 The Gulf Coast Oil Spill: One Community Identifies
the Positive and Responds with Resiliency
Marjorie E. Scaffa, Courtney S. Sasse
University of South Alabama, Mobile, AL, United States
P93 Social Optimism, Pessimism, and Subjective WellBeing as a Reflection of Cultural Transformation Across
Three Generations of Russians
Anatoly B. Khromov1, Brett Schilke2, Dorothy Morrison3, Bankey
L. Dubey4, Petia Genkova5
1
Kurgan State University, Kurgan, Russian Federation, 2Academy
of Labour and Social Relations, Kurgan, Russian Federation,
3
Ohio State University, Columbus, United States, 4Panjab
University, Chandigarh, India, 5University of Passau, Passau,
Germany
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P99 A Phenomenological Exploration of Spiritual
Positive Change and Growth
Pninit Russo-Netzer, Ofra Mayseless
University of Haifa, Department of Counseling and Human
Development, Haifa, Israel
P100 Evaluating Effectiveness of Flourish: A Recovery
Peer-Facilitated Self-Development Program
Anna Ivanova1, Vytas Velyvis1, Lindsay Oades2
1
Ontario Shores Centre for Mental Health Sciences, Whitby,
Canada, 2University of Wollongong, Illawarra Institute for
Mental Health, Wollongong, Australia
P101 Infusing Positive Psychology Into the Psychology
in the Schools
Michael D. Lyons, Scott Huebner, Kimberly J. Hills
University of South Carolina, Psychology, Columbia, SC, United
States
33
poster session I (cont’d)
P102 Personal Resources Buffering the Impact
of Physical Disabilities on the Quality of Life: It‘s
Personality That Matters.
Anna Lebedeva1, Lada Aleksandrova1, Dmitry Leontiev1, Elena
Rasskazova2
1
Moscow State University of Psychology and Education
(MSUPE), Moscow, Russian Federation, 2Lomonossov Moscow
State University, Moscow, Russian Federation
P103 Exploring Authentic Happiness in The Workplace
Through a Weave of Positive Psychology and
Phenomenology
Gina L. Haines
University of Canterbury, School of Literacies and Arts : College
of Education, Christchurch, New Zealand
P109 Adolescent and Adult Everyday Savoring and Wellbeing
Erica D. Chadwick, Paul E. Jose
Victoria University of Wellington New Zealand, Psychology,
Kelburn, Wellington, New Zealand
P110 Applying Positive Interventions in a Coaching
Practice
Johanna Vanderpol
Dreams Into Action Coaching, Duncan, Canada
P104 Positive Psychology Interventions for Children and
Youth: Does One Size Fit All?
M.E. Bernard
University of Melborne, Melborne Graduate School of Education,
Parkville, Australia
P105 Rationality and the Pursuit of Happiness
M.E. Bernard
University of Melborne, Melborne Graduate School of Education,
Parkville, Australia
P106 Physical and Psychological Wellness in Women
Over 45 with a Long-Term Hatha Yoga Practice
Nina Moliver1, Eva M. Mika1, Max S. Chartrand1, Scott W. M.
Burrus1, Robert Haussmann1, Sat Bir S. Khalsa2
1
Northcentral University, Psychology, Prescott Valley, AZ, United
States, 2Harvard University, Medical School, Boston, MA, United
States
P107 Graduate Student Research in Positive Psychology
Orin C. Davis
City University of New York, Psychology, Brooklyn, NY, United
States
P108 Adolescent Savoring and Relationships with Hedonic and Eudaimonic Well-being
Erica D. Chadwick1, Paul E. Jose2
1
Victoria University of Wellington, New Zealand, Psychology,
Kelburn, Wellington, New Zealand, 2Victoria University of
Wellington New Zealand, Kelburn, Wellington, New Zealand
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poster session II
monday, july 25, 2011 at 9:00am – 10:00am
P111 Comparison of Models and Measures of
Psychological Well-Being in an African Context: The
Mental Health Continuum and General Psychological
Well-Being Models
Itumeleng P. Khumalo, Q. Michael Temane, Marié P. Wissing
North-West University (NWU), Psychology, Potchefstroom,
South Africa
P112 The Semantic Spaces in Adolescents´ Memory of
Positive and Negative Life Events
Danilo Garcia1, Sverker Sikström2
1
University of Gothenburg, Psychology, Gothenburg, Sweden,
2
Lund University, Psychology, Lund, Sweden
P119 Personal Resiliency in Children and Adolescents:
Understanding, Assessment and Intervention using the
Resiliency Scales for Children and Adolescents (RSCA)
Sandra Prince-Embury
The Resiliency Institute of Allenhurst, LLC., West Allenhurst, NJ,
United States
P120 Resourcefulness: Theoretical and Operational
Considerations
Jaclene A Zauszniewski
Case Western Reserve University, Nursing, Cleveland, OH,
United States
P113 Positive Events and Responses Survey (PEARS):
Validation of a New Measure
Cara Palmer, Chit Yuen Yi, Amy L Gentzler
West Virginia University, Life-Span Developmental Psychology,
Morgantown, WV, United States
P121 A Novel Method of Scoring Personality and
Thinking Style Scales for Complexity in Combination
With a Systematic Procedure for Rating the Functional
Creativity of Products
Chiara Simone Haller
Harvard University, Psychology, Cambridge, MA, United States
P114 “The Little Engine That Could” Mentality:
Volunteerism‘s Impact on Self-Efficacy
Ashley E Warchol, Ann Fulop
Eureka College, Eureka, IL, United States
P122 Assessing Self-Perception and Its Functions
Debora R Baldwin
University of Tennessee, Psychology, Knoxville, TN, United States
P115 Micro-Analysis of Therapist-Client
Communication: Using the Lens of Positive Psychology
Mafalda A. Bruno, Helena A. Marujo
Lisbon University, Universidade de Lisboa, School of Psychology,
Faculdade de Psicologia, Lisbon, Portugal
P116 Validating the Positivity Projective Technique
Elsmie Meiring, Freddie Crous
University of Johannesburg, Industrial Psychology and People
Management, Johannesburg, South Africa
P117 Positive Deviance Construct Validation - Development and Testing of a Scale to Validate the Construct of
Positive Deviance
Michael Condren, Anna Fagergren, Marcy Willis
Claremont Graduate University, SBOS, Claremont, CA, United
States
P118 Assessing Measures of Happiness, Spirituality, Religiousness, Meaning, Beauty, Connection to Nature, and
Inspiration
Maxine R. Crawford1, Mark Holder2, Brian O‘Connor2
1
University of British Columbia Okanagan, Psychology, Kelowna,
Canada, 2University of British Columbia Okanagan, Kelowna,
Canada
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P123 The Sense of Hope Inventory in Chinese Version for
Taiwan Junior High Students
Ying-Chuan Lai, Po-Han WU
National Cheng Kung University, Tainan, Taiwan, Republic of
China
P124 Resilience and Positive Psychological Factors in
Patients With Depression and Anxiety Disorders
Jeong-Ho Chae1, Jung-Ah Min2
1
The Catholic University of Korea, Psychiatry, Seoul, Korea,
Republic of, 2The Catholic University of Korea, Seoul, Korea,
Republic of
P125 Heroic Acts Scales: Development and Relation to
Positive Psychology
Conway F Saylor
The Citadel, Department of Psychology, Charleston, SC, United
States
P126 An Exploration for the Individual Differences in
Sustainable Minds
Kazuya Horike
Iwate University, Hum. & Soc. Sci., Morioka, Japan
35
poster session II (cont’d)
P127 Validation of a French Version of the Orientation to
Happiness Questionnaire (OTH)
Charles Martin-Krumm1,2, Paul Fontayne3
1
University of Western Brittany - CREAD - EA 3875, IUFM de
Bretagne, Rennes, France, 2IFEPSA, Les Ponts de Cé, France,
3
CeRSM - Team E*C*A - University Paris-Ouest Nanterre La
Défense, STAPS, Nanterre, France
P128 “The Psychological Toll of Slum Living: An
Assessment of Global Mental Health, Functional Status,
and Adversity in Slum Dwellers in Mumbai, India”
Kunal Sood
University of California San Francisco, Department of Global
Health Sciences, San Francisco, CA, United States
P129 Parenting Styles, Hope and Optimism in Adolescents
Juliana Cerentini Pacico1, Micheline Roat Bastianello2, Cristian
Zanon2, Claudio Simon Hutz2
1
Federal University of Rio Grande do Sul, Psychology, Porto
Alegre, Brazil, 2Federal University of Rio Grande do Sul, Porto
Alegre, Brazil
P130 Psychometric Properties of the Chinese Translation
of the Mindful Attention Awareness Scale (MAAS)
Yuqin Deng1, Yi-Yuan Tang1,2, Song Li1, Lianhua Zhu1, Danni
Sui1, Yifen Cui1, Richard Ryan3, Kirk Brown4
1
Dalian University of Technology, Dalian, China, 2University
of Oregon, Eugene, OR, United States, 3University of Rochester,
Rochester, NY, United States, 4Virginia Commonwealth
University, Richmond, VA, United States
P131 Aerobic Sports Association on Life Style in Students with Phobia
Mohamad Pourzadi1,2
1
Khatamolanbia Hospital, Tehran, Iran, Islamic Republic of,
2
Kasra Hospitalospital, Tehran, Iran, Islamic Republic of
P132 Positive Interventions with Children
Viviana B Kelmanowicz1, Marcela Kappelmayer2, Andrea C
Czar2
1
Universidad de Palermo/ Awe, Psychology, Capital Federal,
Argentina, 2Awe, Capital Federal, Argentina
.
36
P133 Deconstructing an Intervention for Increasing
Personal Growth Initiative
Megan A Martinez, Christine Robitschek
Texas Tech University, Psychology, Lubbock, TX, United States
P134 The Nature of Learning Processes in Executive
Education in High Stress Environments
Elizabeth L King, Paul Nesbit
Maquarie University, Graduate School of Management, Sydney,
Australia
P135 Effects in Well-Being of Granting Wishes in
Seriously-Ill Hospitalized Children
Covadonga Chaves, Carmelo Vázquez, Gonzalo Hervás
Complutense University of Madrid, Madrid, Spain
P136 Can Positive Interventions in Seriously-Ill Children
Change Well-Being in Their Parents?
Covadonga Chaves, Gonzalo Hervás, Carmelo Vázquez
Complutense University of Madrid, Madrid, Spain
P137 The Effects of Hope-Focused, Forgiveness-Focused
and Mixed Marital Counseling on Interpersonal Cognitive Distortions of Divorcing Couples
Farshad Bahari1, Mariam Fatehizadeh2, S.Ahmad Ahmadi2,
Hossein Molavi3, Fatemeh Bahrami4, Ashrafalsadat Hosseini5
1
PhD. in Counseling, Ministry of Health of Islamic Republic
of Iran, Students‘ affairs, College Student Counseling Center,
Tehran, Iran, Islamic Republic of, 2Professor of Counseling
Department of . Faculty of Educational Sciences and Psychology,
University of Isfahan., Esfahan, Iran, Islamic Republic of,
3
Professor of Psychology Department of Faculty of Educational
Sciences and Psychology, University of Isfahan., Esfahan,
Iran, Islamic Republic of, 4Assistant Professor of Counseling
Department of Faculty of Educational Sciences and Psychology,
University, Esfahan, Iran, Islamic Republic of, 5PhD Student in
Health Psychology, The University of Melbourne, Melbourne,
Australia
P138 Web 2.0 Based Resilience Intervention for
Adolescents with Type 1 Diabetes: Design of a
Randomized Controlled Trial.
Fábio Munhoz Santos1, Viviane Bernardo1, Sérgio A Dib2, Daniel
M Sigulem1
1
Federal University of São Paulo, Health Informatics
Department, São Paulo, Brazil, 2Federal University of São Paulo,
Discipline of Endocrinology, São Paulo, Brazil
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P139 So, They Lived Happily Ever After? The Marriage
Between Sport Psychology and Positive Psychology
Yongchul Chung
Sogang University, Graduate School of Education, Seoul, Korea,
Republic of
P140 Using Positive Psychology to Support Higher
Education Students with Dyslexia
Sebastian J Boo1,2,3
1
London School of Economics, Teaching & Learning Centre.
Disability & Well-being Service, London, United Kingdom,
2
London Metropolitan University, Department of Education,
London, United Kingdom, 3Middlesex University, Middlesex
University Inclusion & Diversity Student Ambassador Scheme,
London, United Kingdom
P141 Well Being Therapy for Spinal Cord Injured
Population: A Proposed Treatment Model to Enhance
Psychological Well Being
Rachel Freed1, Barry Nierenberg2, Martine Luntz2
1
Nova Southeastern University, Clinical Psychology (PsyD), Fort
Lauderdale, FL, United States, 2Nova Southeastern University,
Fort Lauderdale, FL, United States
P142 Grateful Writing of Stressful Life Events Alleviates
Depression and Social Anxiety Over Time
Anjali Mishra, Robert Emmons
University of California, Davis, Psychology, Davis, CA, United
States
P143 High-Speed Positive Education: Hands-on
Experience with Best Practices in Teaching for Significant
Learning
Melissa Ganus1,2
1
Seattle Community Colleges, BITCA, Seattle, WA, United States,
2
Ganus Research & Development, Seattle, WA, United States
P144 High Speed Positive Education: Resources for
Facilitating Significant Learning in Classrooms and Oneon-One
Melissa Ganus1,2
1
Seattle Community Colleges, BITCA, Seattle, WA, United States,
2
Ganus Research & Development, Seattle, WA, United States
P145 Striving for Fairness Doesn‘t Make You Happy Online Research
Gill Case, Delia Wakelin
Northumbria University, Psychology, Newcastle upon Tyne,
United Kingdom
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P146 ´Discussing Happiness in Groups around the
World: A Positive and Evolving Intervention´
Lionel R. Ketchian
Happines Club, Fairfield, OH, United States
P147 The Technology of Positive Psychology - Turning
Positive Interventions into Web/Mobile Programs
Ran D Zilca
Signal Patterns, White Plains, NY, United States
P148 A Confirmatory Randomized Control Trial of Wellbeing Related Skills Enhancing Internet Intervention
Module for College Students
Rajneesh - Choubisa, Kamlesh - Singh
Indian institute of Technology (IIT) Delhi, Department of
Humanities & Social Sciences, New Delhi, India
P149 Increasing Hope in Individuals with Cerebral
Palsy: Longitudinal Results of a Psychological Group
Intervention
Diana Brandao, Jose Luis Pais Ribeiro
Faculty of Psychology and Educational Sciences - Oporto
University, Oporto, Portugal
P150 Psychological Well-Being in Caregivers
of individuals with Cerebral Palsy: Impact of a
Psychological Group Intervention
Diana Brandao, Jose Luis Pais Ribeiro
Faculty of Psychology and Educational Sciences - Oporto
University, Oporto, Portugal
P151 Positive Psychology in an English Language School:
An Applied Research Initiative That Examined the Effect
of a Six Month Positive Psychology Program on Staff
Satisfaction, Staff Wellbeing and Staff Commitment
Therese M Joyce1, Lea E Waters2
1
EF International Language School, Toronto, Canada,
2
University of Melbourne, Melbourne Graduate School of
Education, Melbourne, Australia
P152 Altruism Plasticity: a Case Study in 6-7 Year Old
Children
Mariana Lozada1, Paola D‘Adamo1, Laura Margutti2, Carlos
Barclay3
1
Universidad del Comahue, Bariloche, Argentina, 2Parques
Nacionales, Bariloche, Argentina, 3Sanatorio San Carlos,
Bariloche, Argentina
37
poster session II (cont’d)
P153 The Effect of Positive Activity on College Success
and Achievement
Joanne M Walsh, Meaghan Edwards
Kean University, Psychology, Union, NJ, United States
P154 The Development of an Online Well-Being Intervention for Young Adults
Merel Haverman, Debbie van der Linden, Linda Bolier, Brigitte
Boon
Trimbos-institute, Utrecht, Netherlands
P155 Promoting Autonomy-Supportive Parenting and
Children Mental Health: A Field Study.
Mireille Joussemet1, Geneviève A. Mageau1, Richard Koestner2
1
Université de Montréal, Psychology, Montreal, Canada, 2McGill
Univerisity, Psychology, Montreal, Canada
P156 Positivity Deficits as Targets for Coaching
Elena Mandrikova
Higher School of Economics, Psychology, Moscow, Russian
Federation
P157 Positivity Strategies as Part of the First-Year
Psychology Curriculum
Jacquelyn Cranney, Sue Morris
University of New South Wales, Psychology, Sydney, Australia
P158 Effectiveness of Positive Psychology Approach in
Preventing Late-Life Depression
Jin Yu1, Naoakira Niino2, Feng Yu3, Ayako Morita1, Shunji An1,
Hiroshi Haga2
1
The Dia Foundation for Research on Ageing Societies, Tokyo,
Japan, 2Institute of Aging and Human Development, Obirin
University, Tokyo, Japan, 3Faculty of Sport Sciences, Waseda
University, Tokyo, Japan
P159 An Intervention to Enhance Positive Emotional and
Social Adjustment in School Beginners
Elmari Deacon1, Esmé Van Rensburg2
1
North-West University (NWU), Vanderbijlpark, South Africa,
2
North-West University, Potchefstroom, South Africa
P160 Does a Positive Psychology Intervention Have Benefits for Chronic Pain Patients?Evidence from a Single
Case Study
Elke Smeets1, Madelon Peters2, Steven Linton3, Ida Flink3, Sofia
Bergström3
1
Maastricht University, Maastricht, Netherlands, 2Maastricht
University, Clinical Psychological Science, Maastricht,
Netherlands, 3Örebro University, Örebro, Sweden
P161 Three Funny Things - A Humor Intervention
Fabian Gander, René T Proyer, Tobias Wyss, Willibald Ruch
University of Zurich, Zurich, Switzerland
P162 Effectiveness of Positive Psychotherapy for Middleaged Japanese Women
Ritsuko Kajiwara1, Tatsuya Hirai2
1
Kyushu Sangyo University, Fukuoka, Japan, 2Ritsumeikan Asia
Pacific University, Fukuoka, Japan
P163 Exstential Psychology in Treatment of Stress
Disorder, Follow-Up Study Over 12 Years from Stress
Clonic
Jorgen Lund
STRESSKLINIKEN.DK, Copenhagen K., Denmark
P164 Positive Organizational Intervention for
Empowering Students and Student Services Center Staff
in an Academic Setting
Oren Kaplan, Keren Lipinsky-Kella
The College of Management, Rishon Lezion, Israel
P165 Age Effects and Content Analysis of a Gratitude
Drawing Intervention for School-Aged Children
Rhea L. Owens1, Meagan Patterson1, Eden Owen2
1
University of Kansas, Psychology and Research in Education,
Lawrence, KS, United States, 2University of Kansas, Lawrence,
KS, United States
P166 Positive Space - Creating Places Where People Can
Thrive
Sally Augustin
Design With Science, Principal, La Grange Park, IL, United
States
P167 Short-term Meditation Improves Creativity
Xiaoqian Ding1, Song Li1, Yi-Yuan Tang1,2
1
Dalian University of Technology, Dalian, China, 2University of
Oregon, Eugene, OR, United States
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P168 Infusing Emotional Intelligence in a First Semester
College Course, Putting Old Heads on Young Shoulders:
Thomas Jarvis
University of Western Ontario, Aubrey Dan Program in
Management and Organizational Studies, London, Canada
P174 Gratitude and Positive Emotions in a Sample of
Battered Women
Diego Gomez-Baya
University of Huelva, Spain, Department of Developmental and
Educational Psychology, Huelva, Spain
P169 Positive Emotions and Empathy: Vicarious Joy,
Misery, ... and Balance
Shari Young Kuchenbecker
Chapman University, Department of Psychology, Orange, United
States
P175 An Experimental Study of Playfulness and Creative
Idea Generation
P170 Positive Emotional Style & Role Models
Kristy Mossburg1, Shari Young Kuchenbecker2
1
Chapman University, Psychology Department, Orange, CA,
United States, 2Chapman University, Department of Psychology,
Orange, CA, United States
P171 Heritability of Positive Emotions and RewardExperience in Daily Life
Claudia Lothmann1, Nele Jacobs2, Catherine Derom3, Evert
Thiery4, Jim van Os1,5, Marieke Wichers1
1
Maastricht University, Department of Psychiatry and
Neuropsychology, Maastricht, Netherlands, 2Open University of
the Netherlands, Department of Clinical Psychology, Heerlen,
Netherlands, 3Catholic University of Leuven, Department of
Human Genetics, Leuven, Belgium, 4Association for Scientific
Research in Multiple Births, Gent, Belgium, 5King‘s College
London, Institute of Psychiatry, Department of Psychosis Studies,
London, United Kingdom
P172 Positive Empathy: A New Research Construct in
Adult Development
Pi-Ju Liu1, Stacey Wood2, Meryl O‘Bryan1, Hsin-Yu Huang1
1
Claremont Graduate University, Psychology, Claremont, United
States, 2Scripps College, Psychology, Claremont, CA, United
States
P173 Positive Psychology and Attachment: Affect as a
Mediator of Attachment and Developmental Outcomes
Holly H. Schiffrin
University of Mary Washington, Psychology, Fredericksburg, VA,
United States
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Cynthia L Sherman
Claremont Graduate University, School of Behavioral and
Organizational Sciences, Claremont, CA, United States
P176 Optimism Predicts Future Hospitalizations in
Heart Failure Patients
Kerry S Whittaker1, Andrew J Wawrzyniak1, Sarah M Godoy1,2,
Nadine S Bekkouche1, Kristie M Harris1, Willem J Kop3, David
S Krantz1
1
Uniformed Services University of the Health Sciences, Medical
and Clinical Psychology, Bethesda, MD, United States,
2
American University, Clinical Psychology, Washington DC,
United States, 3Tilburg University, Medical Psychology and
Neuropsychology, Tilburg, Netherlands
P177 The Role of Positive Emotions and the Professional
Self-efficacy in the Prediction of Burnout and
Engagement in Cordobese Workers
Carlos Spontón1, Luis Maffei1, Marcos Spontón1, Leonardo
Medrano2, Estanislao Castellano1
1
Universidad Católica de Córdoba, ICDA, Córdoba, Argentina,
2
Universidad Nacional de Córdoba, Córdoba, Argentina
P178 Do Positive Emotions improve Working Memory
and Processing Speed in Dyslexic Learners?
Sebastian J Bóo1,2,3
1
London School of Economics, Teaching and Learning Centre.
Disability & Well-being Service, London, United Kingdom,
2
London Metropolitan University, Department of Education,
London, United Kingdom, 3Middlesex University, Middlesex
University Inclusion & Diversity Ambassador Scheme, London,
United Kingdom
P179 Influences of Stress and Academic Self-Efficacy on
Positive Affect and Negative Affect of Korean Elementary
School Children
Young-Ah Park
Daejin University, Child Psychology and Education, PocheonCity, Gyeonggi-do, Korea, Republic of
39
poster session II (cont’d)
P180 A “Counting Blessings” Intervention in the
Enlisted Military Training Environment: Feasibility and
Limitations
Brenda J. Morgan
Uniformed Services University of the Health Sciences, Graduate
School of Nursing, Bethesda, MD, United States
P181 Predicting Responses to Positive Events from
Individual and Situational Factors
Amy L. Gentzler, Cara Palmer, Jennifer N. Morey, Chit Yuen Yi
West Virginia University, Psychology, Morgantown, WV, United
States
P182 Joy: Health and Neurophysiological Correlates
Sarah K. Fischer1, Debora R. Baldwin1, Rex L. Cannon1,2,
Jasmine L. Hewlett1, Alexander M. Khaddouma1, Mary C. Way1
1
University of Tennessee, Department of Psychology, Knoxville,
TN, United States, 2Cole Neuroscience Center, Knoxville, TN,
United States
P183 The Positive Impact of Mindful Eating on
Expectations of Food Liking
Kim H Han, Phan Y Hong, David A Lishner
University of Wisconsin Oshkosh, Psychology, Oshkosh, WI,
United States
P184 Investigating the Facets of Positive Affect for Those
with a Fear of Being Laughed at
Tracey Platt, Jennifer Hofmann, Willibald Ruch
University of Zurich, Department of Psychology, Zurich,
Switzerland
P185 Facial Responses to 16 Facets of Pleasurable
Emotions: Eliciting Joy in People with or without Fear of
Being Laughed at
Jennifer Hofmann, Tracey Platt, Willibald Ruch
University of Zurich, Psychology, Zuerich-Oerlikon,
Switzerland
P187 Keeping the Childhood Fire Alive
Niki L Glanz1, Peter Nicholls2, Sara Knowles3
1
self-employed, Middlebury, United States, 2Work Leisure,
Adelaide, Australia, 3Connect Create, Manchester, United Kingdom
P188 Loving-Kindness Meditation: Buddhist Techniques
for Cultivating Universal Love and Highly Refined States
of Concentration and Attentional Control
Thomas Pruzinsky
Quinnipiac University, Psychology, Hamden, CT, United States
P189 Awe, Inspiration, and Transcendence: When
Elevation Plays a Greater Role Than Subjective Wellbeing
Veronika Huta
University of Ottawa, School of Psychology, Ottawa, Canada
P190 The Influence of Savoring on Psychological
Resilience and Mindfulness in Distance Runners
Ryan Peterson1, Mimi Murray2, Diane Lorenzo2, Tracey
Matthews2
1
Springfield College, Exercise Science, Springfield, IL, United
States, 2Springfield College, Springfield, IL, United States
P191 Evaluation of the Factors of Identity, Emotional
Fortresses, Communication and Resolution of
Conflicts Involved in the Development of the Personal
Conciliation, Familiar and Social of Teenagers and Young
Juana Maria Maganto
University of the Basque Country, Metodos Of Investigation And
Diagnostic in education, San Sebastian, Spain
P192 The Buffering Role of Positive Affectivity Against
Recruit Training Stress: Are Happier Marines More Resilient?
Leah A Brogan1, Michael K. Suvak1, Jillian C. Shipherd1,2
1
VA Boston Healthcare System, National Center for PTSD,
Women‘s Health Sciences Division, Boston, MA, United States,
2
Boston University School of Medicine, Department of Psychiatry,
Boston, MA, United States
P186 The Role of Savoring in Job Satisfaction: Beyond
the Work Characteristics Model
Elizabeth A Crider, Matthew S Christensen
Central Michigan University, Mount Pleasant, MI, United States
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P193 Exploring the Relationship Between Affective
Response, Psychological Presence and the Aesthetic
Experience in the Virtual Environment
Brandi Whitemyer1,2, Jon M Cefus1, Brian Betz1
1
Kent State University, Psychology, Canton, OH, United States,
2
Walden University, Counseling, Baltimore, MD, United States
P199 Positive Emotions in the Development of Positive
Citizens
Diego García1,2
1
University of Zulia, Student Research Network, Maracaibo,
Venezuela, 2University Rafael Urdaneta, Psychology, Maracaibo,
Venezuela
P194 Neural Associations of Dispositional Optimism: A
LORETA EEG Investigation
Debora R Baldwin, Rex L Cannon, Sarah K Fischer, Sempangi
T Jones
University of Tennessee, Psychology, Knoxville, TN, United States
P200 Positive Emotions, Emotion Regulation and
Prosocial Behaviors
Evangelina Raquel Regner
CONICET, CIIPME, Buenos Aires, Argentina
P195 Positive and Negative Affect Influence Functional
Status in Heart Failure Patients
Sarah M Godoy1,2, Andrew J Wawrzyniak2, Kerry S Whittaker2,
Nadine S Bekkouche2, Kristie M Harris2, Willem J Kop3, David
S Krantz2
1
American University, Washington, DC United States,
2
Uniformed Services University of the Health Sciences, Bethesda,
MD, United States, 3Tilburg University, Tilburg, Netherlands
P196 Promoting Positive Emotions in Argentinean
Children in a Situation of Psychosocial Adversity
Laura Oros1, María Cristina Richaud2
1
Centro Interdisciplinario de Investigaciones en Psicología
Matemática y Experimental - CONICET; CIPCA - Universidad
Adventista del Plata, Libertador San Martín, Argentina, 2Centro
Interdisciplinario de Investigaciones en Psicología Matemática y
Experimental - CONICET, Buenos Aires, Argentina
P197 Comparison of Three Optimism-Pessimism
Measures by Means of a Modified Stroop Test, a
Questionnaire and Assessment of Facial Expressions
Among Mexican College Students
Rocio Hernandez -Pozo1, Pilar Castillo2
1
UNAM Mexico, Graduate Studies & Research Division,
Tlalnepantla, Mexico, 2UNAM Mexico, Medical Department,
Tlalnepantla, Mexico
P198 The Positive Role of Sociodrama in Improving
Verbal Communication Skills in Orphanage Children in
Saudi Arabia
Aljawharh Ibrahim Alsukah
Princess Noura bint Abdulrahman University, Department of
Psychology, Riyadh, Saudi Arabia
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P201 Exploring the Value of Positive Emotions on Sense
of Community
Evangelina Raquel Regner1, Paula Vignale1,2
1
CONICET, Capital Federal, Argentina, 2Universidad Nacional
de Buenos Aires, Capital Federal, Argentina
P202 A Study of the Relationship Between Emotional
Intelligence and Hardiness Among Female Nurses of
Azad University Hospitals in Tehran
Hossein Rezabakhsh
Azad University - Karaj Branch, Faculty of psychology, Dep. Of
psychology, Tehran, Iran, Islamic Republic of
P203 Making a Positive Impact - A Review and
Comparison of Key Trends in Positive Psychology
Research in North America and European Contexts
Jacqueline Synard, Nick Gazzola
University of Ottawa, Faculty of Education, Lamoureux Hall
(LMX), Ottawa, Canada
P204 Opening New Doors: Using Positive Psychology to
Unlock the Formula for Positive Change and Resilience
in the Face of Adversity
Jacqueline Synard, Nick Gazzola
University of Ottawa, Faculty of Education, Lamoureux Hall
(LMX), Ottawa, Canada
P205 Improving Survival Probability for Entrepreneurs
by Cultivating Psychological Capital and Emotional
Support During Business Consulting
Ronit Bloom
Psycological Capital Cultivation Center, Haifa, Israel
41
poster session II (cont’d)
P206 Creating Business Ventures for Disabled Peopleusing Psychological-Capital and Social-Capital
Rivka Sigal
Psychological Capital Cultivation Center, Kiryat Ata, Israel
P214 The Positivity Pulse: Transforming Your Workplace
Sherry A Blair
ISIS Innovative Specialists Inspirational Services, LLC,
Montclair, NJ, United States
P207 How to Utilize Positive Psychology to Promote
Social Progress
John Ryder
Legend Insitute, New York, NY, United States
P215 Employee Wellness Programme in a South African
University Following a Merger Process: Implications for
the Integration of Employee Wellness Programmes.
Shelley-Ann Williams1, Marie P Wissing2, Q. Michael Temane3
1
North-West University, Institutional Office - Diversity, Equity
& Human Rights, Potchefstroom, South Africa, 2North-West
University (NWU), Psychology, Potchefstroom, South Africa,
3
North-West University (NWU), Psychosocial Behavioural
Sciences, Potchefstroom, South Africa
P208 Positive Theory of Work
Gaurav Manohar Marathe
XLRI (Xavier Labour Relations Institute), India, Organizational
Behavior, Jamashedpur, India
P209 Organisational Strength: Are You Overlooking
Your Greatest Assets?
Michelle McQuaid1, Megan Dalla-Camina2
1
PricewaterhouseCoopers, Southbank, Australia, 2IBM Australia,
St Leonards, Australia
P210 Motivating Helping Behavior in an Organizational
Setting
Meni Koslowsky, Shani Pindek
Bar-Ilan University, Ramat Gan, Israel
P211 Empirical Research on Chinese Staff ‘s
Psychological Capital Constructs
Wen Quan Ling1, Qing Shan Hui2
1
Jinan University, Management School, Guangzhou, China,
2
Guangdong University of Technology, Managemant School,
Guangzhou, China
P212 Better Meetings Through Positive Psychology
Ib Ravn
Aarhus University, Department of Learning, Copenhagen NV,
Denmark
P216 Intrinsic and Extrinsic Attributes of Job Satisfaction
in Veterans Health Administration (VHA) Employees
Nancy J Yanchus, Kelley Carameli, Sue Dyrenforth, Katerine
Osatuke
VHA National Center for Organization Development,
Cincinnati, OH, United States
P217 Intersections of Leadership Development and
Positive Psychology - Discover How Strengths, Positive
Emotions, Positive Relationships, Well-Being, and
Character Influence Leadership Development Toward a
Model of Generative Leadership
Nance Lucas
George Mason University, New Century College, Fairfax, VA,
United States
P218 Passion and Need Satisfaction: It‘s Best Not to Put
All Your Eggs in One Basket
Dan Lalande
Université du Québec à Montréal, Montréal, Canada
P219 Comparison of Two Resilience Scales Among a University Population
Anouchka Hamelin
Université du Québec à Trois-Rivières, Trois-Rivières, Canada
P213 “Positive Leadership Training Program” Based on
Applied Positive Psychology
Makoto Max Watanabe1, Tatsuya Hirai2
1
The Center for Positive Innovation, Tokyo, Japan, 2Ritsumeikan
Asia Pasific University, Beppu, Ohita, Japan
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P220 The Difference Between Forecasted and Actual
Affective Reactions in Sport Fans: The Moderating Role
of Passion
Jérémie Verner-Filion, M.A.K Lafreniere, R. J. Vallerand
Laboratoire de Recherche sur le Comportement Social, Universite
du Quebec a Montreal, Montreal, Canada
P221 Should People Be Happy At Work? R´s Perspective
Carmen Vazquez de Prada Belascoain
R Cable y Telecomunicaciones, Galicia, Spain
P222 Facilitating Change Through Leisure: The Leisure
and Well-Being Model of Therapeutic Recreation Practice
Colleen Deyell Hood1, Cynthia P. Carruthers2
1
CTRS, Brock University, St. Catharines, Canada, 2CTRS,
University of Nevada, Reno, NV, United States
P223 A Positive Leisure Intervention in Schools for the
Prevention of High Blood Pressure - Introducing HBeat
Colleen Deyell Hood, Terry Wade, Kate Humphreys
CTRS, Brock University, St. Catharines, Canada
P224 When Passion is Greener than Motivation: A
Comparative Study
Anne-Sophie Gousse-Lessard, R. J. Vallerand
Laboratoire de Recherche sur le Comportement Social, Université
du Québec à Montréal, Montréal, Canada
P225 On the Transmission of Passion: Identifying the
Key Mediators
Eric G. Donahue, Karel Picard, Robert J Vallerand
Université du Québec à Montréal, Montréal, Canada
P226 Who Is Happier at Work? Investigation of
Differences in Levels of Eudaimonic Psychological WellBeing Among Workers
Véronique Dagenais-Desmarais
Université de Sherbrooke, Sherbrooke, Canada
P227 An Exploratory Model of the Conditions Which
Activate Passion
Joan I Finley
Benedictine University, Lisle, IL, United States
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poster session III
monday, july 25, 2011 at 12:30pm – 1:30pm
P228 Examining the Social Validity of the FRIENDS
Program for Mexican Primary School Children
Julia Gallegos
Universidad de Monterrey, Center for Treatment and Research on
Anxiety (CETIA), San Pedro Garza García, Mexico
P229 The Positive Impact of Leader Self-Awareness
Michael Milad
Alliant International University, California School of Professional
Psychology, La Jolla, CA, United States
P230 Coronary Patients with High Self-Efficacy Beliefs
Are Less Depressed and Feel Safer at Home Following
Hospital Discharge
Svein Bergvik1, Rolf Wynn1, Tore Sørlie1, Ellen Hoxmark2, Gunn
Pettersen2
1
University of Tromsø, University Hospital Nothern Norway,
Department of Clinical Medicine, Tromsø, Norway, 2University
of Tromsø, University Hospital Nothern Norway, Division of
Specialized Psychiatric Services and Substance abuse, Tromsø,
Norway
P231 Wisdom Acquisition Revealed: How Wise
Individuals Report Learning Life Lessons
Connie E. Taylor
Queen‘s University, Faculty of Education, Kingston, Canada
P232 Finding Symbiotic Relationships Through
Organizational Identification
Madhu Bala
XLRI (Xavier Labour Relations Institute), India, Jamshedpur,
India
P233 Entrepreneurial Intelligence - Investigating
Psychological Success Factors in Entrepreneurship
Annika Saarikoski, Sofia Kauko-Valli
University of Jyväskylä, School of Business and Economics,
Jyväskylä, Finland
P234 Antecedents and Correlates of Sense of Coherence:
A Longitudinal Perspective
Marek Blatny1, Katarina Millova1, Alena Slezackova1, Martin
Jelinek1, Iva Solcova2
1
Inst. of Psychology, Academy of Sciences of the Czech Republic,
Brno, Czech Republic, 2Inst. of Psychology, Academy of Sciences
of the Czech Republic, Prague, Czech Republic
P235 Optimism and Health-related Behaviour of Czech
University Students
Jaroslava Dosedlová1, Helena Klimusová1, Zuzana Slováčková1,
Vladimír Kebza2
1
Masaryk University, Department of Psychology, Brno, Czech
Republic, 2National Institute of Public Health Psychology,
Prague, Czech Republic
P236 Positivity: An Embodied Perspective
Freddie Crous
University of Johannesburg, Industrial Psychology and People
Management, Johannesburg, South Africa
P237 Is Optimism Always Beneficial? The Role
of Conscientiousness and Gender on Academic
Performance
Tamar Icekson1, Oren Kaplan2,3
1
Ben Gurion University of the Negev, Department of Business
Administration, Beer-Sheva, Israel, 2The College of Management,
The School of Business Administration, Rishon Lezion, Israel, 3Tel
Aviv University, The Faculty of Management, Tel Aviv, Israel
P238 The Role of Cognitive Processing in Posttraumatic
Growth Among Heart Disease Patients
Irit Bluvstein1,2, Liat Moravchick2, David Sheps3, Miki Bloch2
1
Tel Aviv University, Nursing School, Tel-Aviv, Israel, 2Tel-Aviv
Sourasky Medical Center, Ambulatory Psychiatric Department,
Tel-Aviv, Israel, 3Tel-Aviv Sourasky Medical Center, Cardiac
Rehabilitation Center, Tel-Aviv, Israel
P239 Influence Factors of Communication
Apprehension,Fear of Speech in Students, 2011
Faezeh Sahbaei-Roy1,2, Mohamad Pourzadi3,4
1
Islamic Azad University,Tehran Medical Branch,Iran, Nursing
& Midwifery, Tehran, Iran, Islamic Republic of, 2Kasra hospital,
ESWL, Tehran, Iran, Islamic Republic of, 3Kasra Hospitalospital,
EAWL, Tehran, Iran, Islamic Republic of, 4Khatamolanbia
Hospital, Tehran, Iran, Islamic Republic of
P240 Hope and Happiness in German Speaking
Switzerland
Andreas M. Krafft
MDS AG, Wittenbach, Switzerland
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P241 Positive Psychology in Latin American Countries
Alejandro Castro Solano1,2
1
University of Palermo, Buenos Aires, Argentina, 2CONICET,
Buenos Aires, Argentina
P242 Savoring, Meaning in Life and Mood: Crosscultural Comparisons Between English- and ChineseSpeaking Participants
Bee Teng Lim1, Paul Easton Jose2
1
Victoria University of Wellington New Zealand, Schoo of Psychology,
Wellington, New Zealand, 2Victoria University of Wellington New
Zealand, School of Psychology, Wellington, New Zealand
P249 Flow Activities and Coping Strategies in Women
Diagnosed with Breast Cancer
María Elena Garassini
Universidad Metropolitana, Science Behavior, Caracas,
Venezuela
P250 Experiences of Flow at Work in the Family Business
Context
Sofia A Kauko-Valli, Annika Saarikoski
University of Jyväskylä, School of Business and Economics,
jyvaskyla, Finland
P243 Satisfaction with Life and Time Perspective in Serbs
Aleksandra D. Kostic1, Jasmina Z Nedeljkovic2
1
Faculty of Philosophy University of Nis, Psychology, Nis, Serbia,
2
Faculty of Legal and Buissness Study, Novi Sad, Buisniss
Psychology, Novi Sad, Serbia
P251 Adolescents‘s Optimal Experiences in Daily Life
and Leisure Time: The Impact of Tobacco and Alcohol
Use
Carla Fonte1, Teresa Freire2
1
Universidade Fernando Pessoa, Faculdade de Ciências Humanas
e Sociais, Porto, Portugal, 2University of Minho, Braga, Portugal
P244 Effect of Acculturation on Psychological Well Being
of Married Migrant Women in Indian Village‘s Milieu
Sonika Dangi, Kamlesh Singh
Indian institute of Technology (IIT) Delhi, Humanities and
Social Sciences, New Delhi, India
P252 Introductory Courseware of Flow Theory for
Teachers and Instructional Designers
Yasuhisa Kato1,2, Katsuaki Suzuki1
1
Kumamoto Univeristy, Kumamoto, Japan, 2Nippon Telegraph
and Telephone Corporation, Tokyo, Japan
P245 The Development of Hope Across the Life Span
Susana C Marques1, Shane J. Lopez2, J. L. Pais-Ribeiro1
1
Porto University, Faculty of Psychology and Educational
Sciences, Porto, Portugal, 2Gallup and The Clifton Strengths
School, Omaha, NE, United States
P253 Five-Factor Model Correlates of Flow Propensity:
Identifying the Autotelic Personality Using Trait Theory
Scott R Ross, Heidi N Keiser
DePauw University, Psychology, Greencastle, IN, United States
P246 Body Expression, Happiness and Flow - The 3
Magnets
Edite A. Amorim
Jogos de Corpo e Voz, Oporto, Portugal
P247 Flow as a Cumulative Hierarchy: A Rasch Analysis
of Jackson & Eklund´s Flow Scales.
David E Drehmer1,2, Margaret Posig1, Yvette Lopez1, Stephanie
Dohrn1
1
DePaul University, Department of Management, Chicago,
IL, United States, 2Performance Enhancement Institute, PC,
Naperville, IL, United States
P254 Flow Propensity, Student Satisfaction, and the FiveFactor Model: An Analogue Investigation of Employee
Satisfaction
Heidi N Keiser1, Scott R Ross1, Sharmin Tunguz1, Jarrod
Johnson2
1
DePauw University, Psychology, Greencastle, IN, United States,
2
Purdue University, Psychology, Lafayette, IN, United States
P255 Autonomy Supportive Flow-Psychological Skills
Training for Sport Science Students
Penelope A Murdock
University of Hildesheim, Hildesheim, Germany
P248 Competitiveness in Context
Kim Perkins
Claremont Graduate University, School of Behavioral &
Organizational Sciences, Claremont, CA, United States
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poster session III (cont’d)
P256 Residential Well-Being and Healthy Functioning of
Families with a Member Who Has a Physical Disability
Simon Coulombe1,2, Sylvie Jutras1,2, Odile Sévigny2,3, Dominique
Jutras2,3, Delphine Labbé1,2
1
Université du Québec à Montréal, Psychology, Montréal,
Canada, 2Centre for Interdisciplinary Research in Rehabilitation
of Greater Montreal, Montréal, Canada, 3Lucie-Bruneau
Rehabilitation Centre, Montréal, Canada
P257 The Positive Parenting Path: The Positive
Psychology of Parenting
Kristin ‘KK’ Koetting
Wellness & Well-being Solutions, LLC/Rockhurst University,
Leawood, KS, United States
P258 “Discussing Happiness in Groups around the
World: A Positive and Evolving Intervention”
Lionel R. Ketchian1, John S Tamerin, M.D2, Robert A Nozik,
M.D.3, Zelig Pliskin4
1
Happines Club, Fairfield, United States, 2Happines Club,
Greenwich, United States, 3Happines Club, Lafayette, United
States, 4Happines Club, Jerusalem, Israel
P259 The Spire School: A Case-Study-Based Qualitative
Assessment
Marykate Oakley, Saasha Sutera, Frank Bartolomeo, Tammy
Moscrip
The Spire School at Greenwich Education Group, Stamford, CT,
United States
P260 The Current Economic Situation and Bankers‘
Professional Commitment: The Role of Self-Efficacy
Ia Ko, Brittany Branand, Jeanne Nakamura
Claremont Graduate University, Claremont, CA, United States
P261 Character Strengths and Satisfaction with Life in
Youth Organizations
Sara Wellenzohn, Simone Stamm, Marco Weber, Willibald Ruch
University of Zurich, Zurich, Switzerland
P262 The Role of Different Mindsets in Goal-Valued
Striving
Raquel Rodriguez-Carvajal, Sara de Rivas-Hermosilla, Bernardo
Moreno-Jiménez, Eva Garrosa, Isabel Carmona
Universidad Autónoma de Madrid, Madrid, Spain
46
P263 Boosting Job Satisfaction Through SelfDetermination Theory
Alexandra Nukta1,2, Katrin Hille2, Martin Haueis1
1
Daimler AG, Böblingen, Germany, 2University Ulm, Ulm,
Germany
P264 “Personal Image and Resilience in Adults” Final
Paper - Postgraduate Course in Positive Psychology
Fundación Foro. Buenos Aires. Argentina
Maria Pia Estebecorena1,2,3
1
Universidad de Palermo, Design and Communication, Buenos
Aires, Argentina, 2CEimagen, Image and personal branding,
Buenos Aires, Argentina, 3AICI Asociation of Image Consultants
International, Atlanta, GA, United States
P265 Antecedents and Consequences of Self-Determined
vs. Controlled Types of Behavioral Regulation in the
Context of the Swiss Insurance Industry
Stefan T Guentert1,2
1
University of Rochester, Clinical and Social Psychology,
Rochester, NY, United States, 2ETH Zurich, Management,
Technology, and Economics, Zurich, Switzerland
P266 Positive Change of Weekend Plans: Psychological
Predictors of Self-Regulatory Success and Failure
Elena Rasskazova
Moscow State University, Psychology, Moscow, Russian
Federation
P267 A Goal Systems Theory Explanation of Courage
Cynthia L. S. Pury1, Charles B. Starkey2, Chad R. Breeden1,
Hannah J. Murphy1, Christie L. Kelley1
1
Clemson University, Psychology, Clemson, SC, United States,
2
Clemson University, Philosophy and Religion, Clemson, SC,
United States
P268 Attachment Security‘S Association with Beliefs in
Intelligence
John Coffey1, Jessica Borelli2
1
Claremont Graduate University, School of Behavioral and
Organizational Sciences, Claremont, CA, United States,
2
Pomona College, Psychology Department, Claremont, CA,
United States
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P269 Does Personal Growth Initiative Mediate Treatment
Response in Depression?
Amy Yang1, Christine Robitschek2, Rendueles Villalba1
1
Warren Alpert Medical School of Brown University, Department
of Psychiatry and Human Behavior, Providence, RI, United
States, 2Texas Tech University, Department of Psychology,
Lubbock, TX, United States
P276 Can Learned Interpersonal Optimism Prevent
Children from Engaging in Aggressive Behaviors?
Ai-Wei Wu1, Lee-Lan Yen2, Tony Szu-Hsien Lee1,3
1
Taiwan Feasible Happiness Association, Taipei, Taiwan,
Republic of China, 2National Taiwan University, Taipei, Taiwan,
Republic of China, 3National Taiwan Normal University, Taipei,
Taiwan, Republic of China
P270 Unconsciously Depleted: The Role of Alternative
Goal Suppression on Self-Regulatory Resources
Jocelyn Belanger1, He Wang1, Marc-Andre Lafreniere2, Robert J.
Vallerand2, Arie W. Kruglanski1
1
University of Maryland, Psychology, College Park, MD, United
States, 2Université du Québec à Montréal, Montréal, Canada
P277 Autonomy Support and Perspective-Taking
Suzanne T Gurland1, Aviva Bannerman2, Michelle Alto2, Ellen
Dahlberg2
1
Middlebury College, Psychology, Middlebury, VT, United States,
2
Middlebury College, Middlebury, VT, United States
P271 Goal-Directed Coping as a Mediator Between
Optimism and Well-Being
Marjolein M. Hanssen, Madelon L. Peters, Linda M. Vancleef
Maastricht University, Maastricht, Netherlands
P278 Appreciation: Significant Factor in Perceived Social
Support, Beyond Gratitude and the Big 5 Personality
Factors
Nancy S Fagley, Alexandra Wiltshire
Rutgers University, GSAPP, Piscataway, NJ, United States
P272 Training Motivation: Impact of Incentive Programs
and Need Satisfaction at Work
Tarik Nazih1, Nathalie Houlfort2
1
École nationale d‘administration publique, Montreal, Canada,
2
UQAM, Psychology, Montreal, Canada
P273 Life Goals and Subjective Well-Being in Adolescent
Students, Adults and Elderly: What Are the Most
Important Goals in Macedonia?
Ognen Spasovski
Ss Cyril and Methodius University n Skopje, Psychology, Skopje,
Macedonia, the Former Yugoslav Republic of
P274 Empowered for Practice: The Relationship
between Harmonious Passion and Extended Practice of
Undergraduate Applied Music Students
Julie F Troum
Lake Mary Montessori Academy, Maitland, FL United States
P275 Does Sharing Leisure Activities with One‘s Romantic Partner Always Lead to Positive Outcomes? The Role
of Passion
Noemie Carbonneau, Robert J. Vallerand
University of Quebec in Montreal, Montreal, Canada
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P279 Predicting Academic Achievement Using
Emotional Intelligence and Gender
Grace A Fayombo
The University of the West Indies, Cave Hill Campus, School of
Education, Bridgetown, Barbados
P280 Well-Being Therapy for Couples: An Adjunct to
Traditional Approaches
Martine Luntz, Barry Nierenberg, Rachel Freed
Nova Southeastern University, Fort Lauderdale, FL, United
States
P281 The Finnish Happiness-Flourishing Project: Social
Bonds and Happiness
Kaisla Joutsenniemi
Finnish Medical Society Duodecim, Helsinki, Finland
P282 Positive Parenting: The Marital Quality as a Predictor of Parental Rearing Styles
Adriana Wagner1, Clarisse Mossman2, Débora Dalbosco
Dell‘Aglio1
1
Universidade Federal do Rio Grande do Sul, Psychology,
Porto Alegre, Brazil, 2Universidade do Vale do Rio dos Sinos,
Psychology, São Leopoldo, Brazil
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poster session III (cont’d)
P283 The Relationship of Interpersonal Conflict
Handling Styles and Marital Conflicts Among Divorcing
Couples
Farshad Bahari1, Ashrafalsadat Hosseini2
1
PhD in Counseling, Ministry of Health of Islamic Republic
of Iran, Students‘ affairs, College Student Counseling Center,
Tehran, Iran, Islamic Republic of, 2PhD Student in Health
Psychology,The University of Melbourne, Melbourne, Australia
P284 Attenuating Jealousy: Secure Attachment and
Positive Mood Prime Effects on a Jealousy-Inducing
Scenario
Dylan F Selterman1, Markus A. Maier2
1
Stony Brook University, Psychology, Stony Brook, NY, United
States, 2University of Munich, Psychology, Munich, Germany
P285 The Role of Attachment in Sharing and Reacting to
Positive Life Events
Jennifer N. Morey, Amanda King, Amy L. Gentzler
West Virginia University, Psychology, Morgantown, WV, United
States
P286 From Sex to Intimacy to Soul Mating: How to Apply
the 12 Positive Relationship Principles and Transform
a Problem into a Strength with Help of the Positive
Narrative Map
Luisa Batthyany De La Lama1, Luis De La Lama2
1
University of South Florida, Education, Tampa, FL, United
States, 2University of South Florida, Tampa, FL, United States
P287 Smart Soul Mates™- Successful Relationships: A
Positive, Strength-Based Model to Develop Couples‘
Relationships from Sex, to Intimacy, to Soul Mating and
Long-Term Flourishing
Luisa Batthyany De La Lama1, Luis De La Lama2
1
University of South Florida, Tampa, FL, United States,
2
University of South Florida, Education, Tampa, FL, United
States
P288 Positive Leader Development: A Strengths-based
Approach to Mentoring and Coaching Subordinate
Military Leaders
Melinda Roberts
U.S. Army Research Institute, Fort Leavenworth, KS, United
States
P289 Librarians´ Leadership for Lifelong Learning
Annie Norman, Kathy Graybeal
Delaware Division of Libraries / State Library, Dover, DE,
United States
P290 Strength-Based Coaching as a Lever to Learning:
The Development of the Diversity of Talents at the
Teacher Training Programme in Flanders, Belgium
Griet Liebens
Limburg Catholic University Collega, Teacher training
department, Hasselt, Belgium
P291 HOPE: Essential for Human Wellbeing
Farshad Bahari1, Ashrafalsadat Hosseini2, Maryam Mahmodi
Mehr3
1
PhD. in Counseling Ministry of Health of Islamic Republic
of Iran, Students‘ affairs, College Student Counseling Center,
Tehran, Iran, Islamic Republic of, 2PhD student in Health
Psychology, The University of Melbourne, Melbourne, Australia,
3
M.A in Counseling, Open University of Research Sciences,
Tehran, Iran, Islamic Republic of
P292 Emotional Intelligence Perceived in Novel
Researchers
Diego García1,2
1
University of Zulia, Student Research Network, Maracaibo,
Venezuela, 2University Rafael Urdaneta, Psychology, Maracaibo,
Venezuela
P293 The investigation of Altruism Across Cultures. A
Pilot Study
Lawrence Soosai Nathan, Luca Negri, Antonella Delle Fave
Università degli Studi di Milano, Dipartimento di Scienze
Cliniche ‚Luigi Sacco‘, Milano, Italy
P294 Measurement and Correlates of Love of Learning
Michelle Mason
Troy University, Psychology, Montgomery, AL, United States
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P295 The Value in Values: Relationships Between
Personal Values, and Depressed Mood and Subjective
Wellbeing.
Aaron Jarden1,2
1
The Open Polytechnic of New Zealand, Psychology, Wellington,
New Zealand, 2Canterbury University, Psychology, Christchurch,
New Zealand
P296 Teachings from Classical Texts in Promoting WellBeing in Modern China
Haiyin Chen
BI Norwegian School of Management, Oslo, Norway
P297 “Accentuate the Positive” - A One Woman Cabaret
Performance on the Virtue of Optimism
Barbara U Jones
Private Practice, Ranchos de Taos, NM, United States
P298 Youth Engagement and Esteem Building Through
Collaborative Art Making
Josette Bonafino
MYX: Multicultural Youth eXchange, Philadelphia, PA, United
States
P299 Evidence-Based Well-Being Intervention Via
Quality of Life Therapy and Coaching
Michael B. Frisch
Baylor University, Department of Psychology and Neuroscience,
Waco, TX, United States
P300 Infusing Positive Psychology in Army Behavioral
Health: A Resilience Curriculum for Army Psychology
Residents
Beda Jean-Francois1, Andrew P. Lloyd1, Deloria Wilson1, Mary
Steinhardt2, Katie Faulk2, Lynette Pujol3
1
Brooke Army Medical Center, Warrior Resilience Program/
Training & Education Div, San Antonio, TX, United States,
2
University of Texas, Kinesiology & Health Education, Austin,
TX, United States, 3Brooke Army Medical Center, Warrior
Resiliency Program/Clinical Outcomes & Program Eval Div, San
Antonio, TX, United States
P301 TRUST: Activating Positive Emotions in Patients
Facing Cancer or Death
Christa Maria Diegelmann
ID Institut, Kassel, Germany
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P302 Positive Psychology in the Face of Adversity:
Promoting Clinical Work with Populations Experiencing
Adversity and Trauma.
Angela I Loulopoulou
The Medical Foundation for the Care of the Victims of Torture
and The University of Essex, London, United Kingdom
P303 Red Barn Revival: Informing Community Outreach
Using the Virtues in Action (VIA) Survey of Character
Strengths
Sheila Kozler1, Kristi Kimberlin2
1
Private Practice, Fort Atkinson, United States, 2International
School of Indianapolis, Indianapolis, IN, United States
P304 Forgiveness Interventions Geared for the
Classroom
Bob Reese
Jefferson College of Health Sciences, Health Psychology, Roanoke,
VA, United States
P305 PERMA in Education: Enhancing the Academic
Well-Being of Students
Marsha M Huber
Youngstown State University, Accounting and Finance,
Youngstown, OH, United States
P306 Strengthening Educational Support Through
Positive Psychology
Marié De Beer
University of South Africa, Industrial and Organisational
Psychology, Pretoria, South Africa
P307 Teaching Positive Psychology at the Happiness Café
Joel Morgovsky
Brookdale College, Psychology, Lincroft, NJ, United States
P308 Positive Psychology to the Rescue for School Age
Children and Their Teachers
Susan T Dinnocenti
Sacred Heart University, Education, Bridgeport, CT, United
States
P309 Education at the Intersection of Interpersonal
Neurobiology, Positive Psychology & Mindfulness
Kirke Olson1,2
1
The Positivity Company, Henniker, United States, 2Parker
Academy, Concord, NH, United States
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poster session III (cont’d)
P310 Implementing a Positive Psychology Approach at
The Peninsula School (Victoria Australia)
Simon P Hewitson1, Lea Waters2
1
The Peninsula School, Human Resources, Mt Eliza, Australia,
2
The University of Melbourne, Education, Melbourne, Australia
P311 Ta-ke-effect: Cultivating Oneness Through
Improvisational Blues in College Class
Manami ozaki1, Takehiro Sato2
1
Sagami women‘s University, Humanistic Psychology,
Sagamihara, Japan, 2Rikkyo University, Tokyo, Japan
P312 Re-orienting Nursing Home Care for Optimal
Health and Well-Being of People Aged 80-100+ Through
Positive Psychology
Greg Adey
ACH Group, Adelaide, Australia
P313 Positive Spiritual Transformation: Infusing Sport
and Exercise Activities
Lisa M Miller
American Military University, Sports and Health Sciences,
Worthington, MN, United States
P314 Crowdsourcing Cognitive Reappraisal: How
Distributed Human Computation Can Provide Expedient
and Anonymous Emotional Support
Robert R Morris
Massachusetts Institute of Technology, Media Lab, Cambridge,
MA, United States
P315 Investigation of Hope and Wisdom for Positive
Altruistic Leadership in Sport Education as Related to
Authentic Happiness and Performance Excellence
Lisa M Miller
American Military University, Sports and Health Sciences,
Worthington, MN, United States
P316 The Role of Successes (and Setbacks) in HighlyInvolved Individuals and Their Effect on Achievement
Goals
Julien S. Bureau, M.-A. K. Lafrenière, R. J Vallerand
Université de Montréal, Department of Psychology, Montreal,
Canada
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ON POSITIVE PSYCHOLOGY
2ND WORLD CONGRESS
exhibitor floorplan
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51
exhibitor directory
Case Western Reserve University Booth # 213
Donald Moores
10900 Euclid Avenue, Peter B Lewis Building
Cleveland, OH 44106
PH: 330-368-4642
FX: 216-368-6228
EM: Patricia.petty@case.edu
WEB: http://weatherhead.case.edu/mpod
Masters of Science in Positive Organization Development and
Change Program (MPOD)
Learn solid theoretical basis for change management through
Appreciative Inquiry, Emotional Intelligence, Team Learning,
Building Sustainable Enterprises, consulting methods, strategic
thinking and organizational development. Our nineteen-month
program is delivered in five week-long residencies and one ten-day
international study tour.
53 Rector Place (Apt 2)
Red Bank, NJ 07701
PH: 860-227-5589
Publication Title: Wild Poetry of Ecstasy
Editor: D. J. Moores
Price: $22.00
Wild Poetry of Ecstasy is an anthology of ecstatic poetry from around
the globe. Selections range from the Hebrew Bible through rumi to
the present day.
Center for Positive Organizational Scholarship
Booth # 304
UM-Ross School, 701 Tappan Street
Ann Arbor, MI 48109
PH: 734-647-8154
FX: 734-936-6631
EM: positiveorg@umich.edu
WEB: www.centerforpos.org
The Center for POS is a community of scholars dedicated to
energizing and transforming organizations through research on
the theory and practice of positive organizing and leadership. Our
activities include engaging in research, building the community of
POS researchers, teaching POS principles, and publishing articles,
books, teaching cases, and tools.
Claremont Graduate University
Booth # 201
123 E. 8th Street
Claremont, CA 91711
PH: 909-621-8084
FX: 909-621-8905
EM: psych@cgu.edu
WEB: www.cgu.edu/sbos
The School of Behavioral and Organizational Sciences at Claremont
Graduate University offers high-quality training in positive
psychology at the Master’s and Doctoral level. We currently offer 10
concentration areas including Positive Developmental Psychology
and Positive Organizational Psychology.
Browse Table
Drexel University Goodwin College
Booth #212
3001 Market Street, Suite 100
Philadelphia, PA 19104
PH: 215-895-3922
FX: 215-895-2153
EM: RG384@drexel.edu
WEB: www.goodwin.drexel.edu/positivepsych
Drexel University’s Goodwin College is proud to announce an
exclusive positive psychology training program that is based on 40
years of research and provides a unique and revolutionary approach
to train individuals to apply Positive Psychology to their personal and
professional lives. The 12-week online program is especially useful
for professionals who regularly interact with clients trying to build
positive emotions and strength-based character and corporations and
institutions trying to optimize human functioning and build thriving
businesses.
FastTrack Coach Academy
Booth # 308
2141 Birch Drive
Lafayette Hill, PA 19444
PH: 610-825-8572
FX: 610-825-4505
EM: susan@fasttrackcoachacademy.com
WEB: www.fasttrackcoachacademy.com
Want a robust Positive Psychology coach training program? FastTrack
Coach Academy’s program is the one for you! Created and facilitated
by a MAPP graduate, an ICF Master Certified Coach and other great
trainers, you’ll become an effective Positive Psychology executive,
business, or life coach and become certified by ICF.
Great Insights Press, LLC
Booth # 206
612 Cookman Avenue
Asbury Park, NJ 07712
PH: 732-455-5549
FX: 732-455-5550
EM: sasalone@asgmc.com
WEB: www.greatinsightspress.com
Great Insights Press is a small, independent publishing company
helping new, innovative authors publish their work with a minimum
amount of difficulties. We work with authors from idea creation,
through editing to publication. At this conference we are honored
to represent the published books of MAPP students. Come by our
booth and see what MAPP students have written.
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HarperCollins Publishers
Browse Table
10 East 53rd Street
New York, NY 10022
PH: 212-207-7997
FX: 212-702-2271
EM: Kieran.parker@harpercollins.com
Publication Title: Curious? Discover the Missing Ingredient to a
Fulfilling Life
Author: Todd Kashdan
Price: $16.99 (free at conference)
Renowned psychology professor Todd Kashdan revelas how
cultivating to curiousity is the road to happy, healthy, and meaningful
living, and the true key falling in love with life.
Publication Title: The Happiness Project
Author: Gretchen Rubin
Price: $14.99
Soon after her 36th birthday, Gretchen Rubin realized that she was
in danger of wasting her life and decided to make change, and on
January 1st, the Happiness Project began.
Hogrefe Publishing
Booth # 300
875 Massachusetts Avenue, 7th Floor
Cambridge, MA 02139
PH: 866-823-4726
FX: 617-354-6875
EM: marketing@hogrefe.com
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 the popular book Positive Psychology at
the Movies: Using Films to Build Virtues and Character Strengths.
HopeStudio 310
Booth # 302
4121 Conley Circle
Brookhaven, PA 19015
PH: 610-876-0757
EM: smspanton@aol.com
WEB: www.hopestudio310.com
Imagine someone in your life sitting down to play a game with
you that provides the chance to experience connection, fun, and
even inspires through laughter & discovery as your play Character
Connection™. Characters including the Teacher, the Warrior, the
Jester and the Artist will emerge as you play!
International Positive Psychology Association
Franklin Hall Foyer
The International Positive Psychology Association was founded in
2007 with several related missions. First, IPPA wants to further the
science of positive psychology across the globe and to ensure that the
field continues to rest on this science. Second, IPPA wants to work
for the effective and responsible application of positive psychology
in diverse areas such as organizational psychology, counseling and
clinical psychology, business, health, education, and coaching. The
third mission of the organization is to foster education and training
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in the field. In all of these endeavors, we want to create rigorous
standards for positive psychology, so that the field always represents
the very best levels of current knowledge.
Our vision of the organization is of one that will integrate the positive
psychology activities around the world. We want to work with
national and regional organizations, not supplant them, so that there
is coordination of our activities. IPPA hopes to support the global
dialogue of both researchers and practitioners working in the field of
positive psychology.
Multi-Languages Corporation
Booth # 207
80 Corporate Drive, Suite 305
Toronto, Ontario M1H 3G5 Canada
PH: 416-296-0842
FX: 416-296-0859
EM: translations@multi-languages.com
WEB: www.multi-languages.com
Multi-Languages Corporation provides superior translation and
interpreting services in several languages. As an industry leader, we
were one of the first companies in Canada to obtain certification
under the European and Canadian Standards for Translation and
Interpreting Services (EN 15038, CGSB CAN 131.10 and AILIANSGCIS). Communication is essential for success!
New Ventures West
Booth # 306
PO Box 591525
San Francisco, CA 94159
PH: 800-332-4618
WEB: www.newventureswest.com
New Ventures West, home of the Integral Coaching® methodology,
has been training masterful coaches worldwide for over two decades.
Our intimate, rigorous programs are led by world-class faculty
dedicated to your personal development as a coach. Learn to attune
to—and evoke—the unique excellence of others.
Oxford University Press
Booth # 203
198 Madison Avenue
New York, NY 10016
PH: 800-451-7556
FX: 919-677-1303
EM: custserv@oup.com
WEB: www.oup.com/us
Points of You – The Coaching Game
Booth # 310
c/o Tracy Epps Johnson
19804 Maycrest Way
Germantown, MD 20876
PH: 773-719-1275
EM: tracyepps@gmail.com
WEB: www.thecoachingame.com
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exhibitor directory (cont’d)
The Coaching Game is a powerful tool that activates a special link
between topics and words, pictures, and questions. We call it a game
because when we play, we dare to take chances. The Coaching Game
can be used with individuals, professionals, and organizations to
stimulate thinking, discussion, and cooperation.
Springer is where leading scholars and practitioners connect
research and practice to give students the foundation they need and
practitioners the tools they require to stay on top of their fields.
SAGE Publication
325 Chestnut Street, Suite 800
Philadelphia, PA 19145
PH: 215-625-8900
FX: 215-625-2940
EM: elizabeth.hudson@taylorandfrancis.com
WEB: www.tandf.co.uk/journals/
Booth to include journals such as The Journal of Positive Psychology
and other relevant titles.
Browse Table
2455 Teller Road
Thousand Oaks, CA 91320
PH: 203-968-6285 / 805-410-2427
WEB: www.sagepublications.com
Publication Title: Positive Psychology: The Scientific and Practical
Explorations of Human Strengths
Author: Snyder/Lopez
Price: $69.95
Bringing both the science and the real-life applications, of
positive psychology to life for students.
This revision of the cutting edge, most comprehensive text for this
exciting field presents new frameworks for understanding positive
emotions and human strengths. The authors—all leading figures in
the field—show how to apply the science to improve schooling, the
workplace and cooperative lifestyles among people. Well-crafted
exercises engage students in applying major principles in their own
lives, and more than 50 case histories and comments from leaders in
the field vividly illustrate key concepts as they apply to real life.
SMART Strengths
Booth # 312
190 West Terrace Parkway
Culver City, IN 46511
PH: 1-347-SMART88
EM: smartstrengths@gmail.com
WEB: www.smartstrengths.com
SMART Strengths offers sales of the book: SMART Strengths: A
Parent-Teacher-Coach-Guide to Building Character, Resilience and
Relationships in Youth. Loaded with activities, resources and real-life
examples, SMART Strengths is the new gold standard in the field of
positive education. We also offer training programs that accompany
the book.
Springer
Booth # 200
233 Spring Street
New York, NY 10013
PH: 212-460-1600
FX: 201-348-4505
EM: exhibits-ny@springer.com
WEB: www.springer.com
Springer is a leading publisher in books and journals in areas such as
positive psychology, neuropsychology and health psychology.
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Taylor & Francis/Routledge Journals
Booth # 204
The Monroe Institute Booth # 211
365 Roberts Mountain Road
Faber, VA 22938
PH: 434-361-1500
FX: 434-361-1237
EM: carol.delaherran@monroeinstitute.org
WEB: www.monroeinstitute.org
At The Monroe Institute we believe that focused consciousness
contains definitive solutions to the major issues of human experience.
A not-for-profit organization, we offer programs using special sound
technology to facilitate brainwave synchronization and access to
different levels of consciousness, CDs for home use, and collaborate
in cutting-edge consciousness research.
University of Pennsylvania’s Master of Applied
Positive Psychology Program
Booth # 208
3701 Market Street, Suite 200
Philadelphia, PA 19072
PH: 215-746-3257
FX: 215-573-2188
EM: mapp-info@sas.upenn.edu
WEB: www.pennpositivepsych.org
The University of Pennsylvania’s Master of Applied Positive
Psychology (MAPP) program presents an extraordinary opportunity
for individuals with serious interest in applying the principles
and tools of positive psychology to their professional lives. This
pioneering program offers full-time study in an executive education
model with world-class researchers and practitioners of positive
psychology.
Wiley
Booth # 202
111 River Street
Hoboken, NJ 07030
PH: 781-388-8200
FX: 781-338-8212
WEB: www.wiley.com
Wiley is a global publisher of professional, consumer, scientific and
technical books, journals, textbooks and education materials. Among
it’s many imprints are “For Dummies” as well as Webster’s New World,
Cliff Notes, Frommers, Betty Crocker books, and Jossey-Bass. Please
visit Wiley at www.wiley.com.
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invited speaker abstracts
PL1 Self-Determination Theory and its Relation
to Positive Psychology
Edward L. Deci
University of Rochester, USA
Self-determination theory (SDT) was
formulated using an organismic metatheory, which assumes that human
beings have an inherent developmental
tendency referred to as the organismic
integration process. As people
internalize and assimilate with their
core self and intrinsic motivation the
processes for regulating both activities that are uninteresting but
important and their inherent emotions and drives, they develop
an evermore elaborated and refined understanding of themselves
in relation to their world. Through this process, people become
more autonomous or self-determined, which has consistently
been shown to be a positive predictor of psychological wellness
and effective functioning in the social world. SDT has focused
considerable attention on differentiating types of motivation—
specifically, autonomous and controlled motivation—and has
detailed both the antecedents and consequences of these types
of motivation. The theory has proposed, based on an empirical
derivation with substantial research support, that human beings
have three fundamental psychological needs—the needs for
competence, autonomy, and relatedness. Satisfaction of these
three needs has been found to be the basis for more effective
organismic integration, more autonomous motivation, and
greater psychological health regardless of whether they live in
collectivistic or individualistic cultures. The relations of the metatheory and theory of SDT will be examined as it related to the
general thrust of positive psychology.
PL3 Love: A New Lens on the Science of Thriving
Barbara Fredrickson
University of North Carolina, USA
In this talk, I’ll share my perspective
on how my and others’ research on
thriving has developed over the past
decade or so, with an eye toward
promising new directions. I will first
make the case that past research in
this area (my own included) has been
insufficiently social, as it has considered emotions and character
strengths to be largely intrapersonal rather than interpersonal
phenomena. I will then present a range of recent studies that
explores the unique benefits of interpersonally shared positive
emotions. From this empirical platform, I will build the case
for considering “love” to be not a distinct positive emotion,
but rather as a the pinnacle emotion that stems from any
micro-moment of shared positive emotional experience, be it
gratitude, joy, serenity, interest, or the like. This theoretical shift
promises to open up new ways of understanding and leveraging
micro-moments of positive emotional connection in daily life to
better promote human thriving.
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PL4 Change Your Brain by Transforming Your Mind
Richard J. Davidson
University of Wisconsin-Madison, USA
Meditation produces changes in
brain function that promote wellbeing, foster certain forms of positive
affect and virtuous dispositions and
impact physical health and illness.
Through research with both long-term
practitioners and novices studied
longitudinally, this talk will illustrate
some of key findings and challenges in the nascent field of
contemplative neuroscience.
IN1 - Beyond Extremes: Towards a Shared
Understanding of Well-Being
Antonella Delle Fave
Università degli Studi di Milano, Italy
Positive psychology faces various
criticisms, that nevertheless provide
suggestions for future directions. In
particular, well-being related theories
and constructs prominently stem
from the Western tradition, and
are empirically assessed through
scales, reflecting therefore researchers’ expectations
rather than participants’ perceptions. However, Western
conceptualizations of well-being and good life are not
universally shared. Each cultural system shapes individuals’
conceptions of well-being, providing meanings and values,
and differentially promoting or limiting its members’ access
to opportunities for goal setting and self-expression.
We addressed these issues gathering qualitative and
quantitative information on optimal experience across
cultures during two decades. This mixed method approach
highlighted the role of cultural meanings and values in
fostering optimal experience across life domains, and in
influencing its relevance for well-being and personal growth.
More recently, the use of a mixed method approach for
the cross-country investigation of eudaimonic and hedonic
components of happiness shed further light on the interplay
between individual and cultural values in meaning making
and goal pursuit, also allowing for the identification of a core
though neglected component of well-being: inner harmony/
balance.
These findings suggest the potential of qualitative and more
culture-fair studies to test the universality of theories and
constructs developed within positive psychology, and to
broaden our understanding of well-being.
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invited speaker abstracts (cont’d)
IN2 - Cultural Neuroscience: Brain Plasticity in
Varying Social Contexts
Shinobu Kitayama
University of Michigan, USA
Cultural neuroscience is an
emerging field that investigates the
interdependencies among culture,
mind, and the brain. By investigating
brain plasticity in varying social
contexts, it seeks to overcome the
nature-nurture dichotomy. Here,
after a brief overview of the field, I will illustrate its potential
by reviewing recent evidence on cultural variation in
brain mechanisms underlying self and person perception.
Implications for positive psychology will be discussed.
IN3 - Family Relationships and Adolescent
Development
Jacquelynne S. Eccles
University of Michigan, USA
Adolescence is a challenging time
for both adolescents themselves and
their parents. It is a time in which
young people must make major long
term educational decisions as well as
day-to-day behavioral choices that are
likely to affect both their current wellbeing and their future lives. It is also a time when adolescents
begin to solidify their social and personal identities and make
major decisions related to these identities. Family members
and family relationships likely influence how well adolescents
meet these challenges. In this session, I will summarize what
we know about the role that both long term and current
family relationships play in either supporting or undermining
positive youth development during the adolescent years. For
example, the nature of the family relationships and patterns
of family time-use built up since birth are likely to provide
critical resources to both family members and adolescents
themselves. I will also discuss the ways in which family
members can help adolescents navigate their complex worlds
and their own pathways into adulthood. Similarly, of course,
adolescents’ behaviors also influence ongoing and future family
relationships. I will discuss what little is known about these
associations.
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IN4 - Positive Acculturation: Successful
Engagement with Two Cultures
John Berry
Queen’s University, Canada
Acculturation is a process of cultural
and psychological change that follows
intercultural contact. At present,
much acculturation research is
focussed on immigrants and their
descendents living in industrialised
societies of settlement. The goals of
acculturation research are threefold: to
understand the phenomena of acculturation and adaptation; to
examine their relationships; and to apply these findings to the
betterment of immigrant well-being. These same goals apply
equally to member of the societies of settlement. Without an
understanding of how they are also impacted by immigration
and acculturation, there can be no advancement for immigrants
or their descendents when their environment remains negative
and unchanged.
Much early research on immigration and acculturation
provided ‘evidence’ that it generally led to negative experiences
and poor outcomes. This ‘evidence’ often came from those
who provided services to persons who were in difficulty
following immigration. Psychiatrists, social workers and other
clinicians rarely made observations on persons who had made
satisfactory acculturative transitions. However, it is now well
established that acculturation takes many forms and has highly
variable outcomes, both positive and negative. These variations
appear in regard to how people acculturate and how well they
adapt.
The study of how people acculturate has become focussed on
the concept of acculturation strategies. These strategies are based
on individuals’ and groups’ relative preferences with respect to
two issues: the degree to which people wish to maintain their
heritage cultures and identities; and the degree to which they
wish to establish contact with, and participate in, the larger
society. The intersection of peoples preferences for these two
issues produces four acculturation strategies: integration is
defined when both issues are positive in valence; assimilation is
when the first is negative, and the second is positive; separation
is when the first is positive and the second is negative; and
marginalisation is when both are negative in valence.
The study of how well people acculturate has become focussed
on two forms of adaptation or well-being: psychological
(eg., high self-esteem, life satisfaction); and sociocultural
(eg., positive social engagements and competencies in both
cultures).Variations in both the how and how well aspects of
acculturation appear to be related to a number of factors that
exist prior to migration, and to factors that arise following
migration or other forms of contact. Some of these factors
can be considered as protective, and some as risk factors.
Protective factors include: following the integration (and to
some extent the separation) strategy; residing for a longer
period of time in the society of settlement; having social
support in the two communities; public policies and attitudes
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supporting immigration, integration and multiculturalism. Risk
factors include: the experience of discrimination; following
the marginalisation (and to some extent the assimilation)
strategy; experiencing identity problems; and low human
capital and resources (education, wealth). The evidence for
these conclusions will be reviewed, followed by proposals for
promoting more positive acculturation through public policy,
programmes, and public attitudes.
IN5 - Mindfulness and the Integration of Bright
and Dark Sides of the Human Psyche
Kirk Warren Brown
Virginia Commonwealth University, USA
Predominant positive psychology
theories concern an appropriate
structuring of thoughts about, and
evaluations of, self, psychological
experience, and behavior. Such
approaches give primacy to the ego
identity as a basis for the attainment
and maintenance of well-being. Yet when rooted in such selfstriving, in which there are psychological experiences to gain,
maintain, and eliminate, people are vulnerable to discontent,
anxiety, sadness, and other forms of suffering. An alternative
approach, presented by organismic and related theories,
argues that integrative awareness –the inherent capacity to
be receptively aware of thoughts, emotions, and behavioral
tendencies – permits more fully informed responses that can
promote well-being, both by fostering positive psychological
states and by facilitating adaptive responses to events and
experiences that threaten well-being. Research from five recent
studies will show that one form of integrative awareness –
mindfulness – conduces to more balanced emotional states,
encourages voluntary exposure to unpleasant experiences that
promotes adaptive behavior, and facilitates more informed
behaviors that support well-being. Emphasized will be new
evidence that mindfulness counters the vulnerability to
suffering that arises with ego involvement. This research aims
to integrate our knowledge of the adaptive and maladaptive
aspects of human nature into a wholistic understanding that
will better promote human welfare.
lovable and that caregivers are available and supportive when
needed), which in turn fosters the formation of mutually
satisfying intimate relationships throughout life. In this
lecture, I will review research applying attachment theory
to adolescents and adults that have consistently shown that
chronic (dispositional) and contextually augmented security
encourages the positive, pro-relationship virtues emphasized by
theorists and researchers in the positive psychology movement,
such as the capacity for love, forgiveness, gratitude, respect,
tolerance, compassion, and authenticity. I will also review
findings showing that attachment security promotes reliance
on more constructive strategies of conflict resolution, provision
of more sensitive and effective support and caring to a needy
partner, and resilience in the face of relationship-related
distress, which in turn contribute to relationship quality and
stability. These findings provide strong support for Bowlby’s
ideas about the growth-enhancing consequences of secure
attachments and demonstrate the relevance of attachment
theory to understanding and fostering “fully functioning
relationships.”
IN7 – Industrial/Organizational Psychology and
Positive Psychology
Gary Latham
University of Toronto, Canada
Goal setting theory provides a
framework for designing interventions
that improves the personal effectiveness
of people in the workforce. In brief, the
theory states that specific, high goals
lead to higher performance than easy
goals, no goals, or even exhortations
to “do one’s best”. Given goal commitment, the higher the
goal, the higher an employees’s performance. Feedback,
participation in decision making, and monetary incentives
only affect behavior to the extent that they lead to the setting of
and commitment to a specific, high goal. My talk will include
the results of empirical research on diverse samples ranging
from loggers to engineers and scientists. I will conclude with
a discussion of emerging results of research on subconscious
goals primed in work settings.
IN6 - Attachment Security as an Inner Resource
for Psychological Growth
Mario Mikulincer
Interdisciplinary Center (IDC) Herzliya,
Israel
Attachment theory, which deals with
the effects of close relationships on
the development of both positive
and (in non-optimal cases) negative
personality characteristics, provides a
strong, research-generating framework
for a positive psychology of close relationships. In his
exposition of attachment theory, John Bowlby explained why
the availability of caring, supportive relationship partners,
beginning in infancy, is so important to developing a sense of
attachment security (confidence that one is competent and
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invited speaker abstracts (cont’d)
IN8 - Positive Education: Different Approaches
Christopher
Peterson &
Nansook Park
University of
Michigan, USA
Since positive
psychology
began little more
than a decade
ago, intriguing
scientific knowledge has accumulated about what makes life
worth living, as have efforts to implement this knowledge in
diverse settings where well-being and excellence are valued.
In particular, there has been great interest in applying positive
psychology to the field of education. Positive psychology as
a regular academic course has proliferated in colleges and
universities, and positive education programs have been
developed and disseminated to K-12 schools around the world.
Most of these programs involve teacher training that instructs
teachers in various positive psychology exercises that can be
used in and out of the classroom.
As popular as positive education programs have become, their
effectiveness is unclear. Whether this approach is right for
different educational institution is also unclear. In our talk, we
describe our recent project and those of others that involve
entire campuses and communities. These represent a different
approach to positive education. We conclude that innovative,
larger scale, and more diverse approaches to positive education
are needed in order to maximize and sustain the possible
benefits of positive education in all institutional settings.
IN9 - Development of Autonomous-Related Self
and Socio-Cognitive Competence: A CultureSensitive Positive Psychology Perspective
Cigdem Kagitcibasi
Koc University, Turkey
Urbanization and socio-economic
development are global processes of
cultural change. The accompanying
life style changes offer new demands
and opportunities to youth. Similar
contextual changes also occur in the
process of international migration.
Two key spheres of human development impacted by cultural
change concern the self and competence. In traditional, rural,
agrarian society the ‘related self’ is widespread, which is closely
connected with others but lacks autonomy, given the
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common obedience-oriented child rearing. With urbanization,
education and specialization in the work place, ‘autonomy’
becomes adaptive. However, autonomy-granting in child
socialization does not result in ‘separation’ from parents
and family, given the ‘culture of relatedness’. So, rather than
converging on the Western individualistic pattern toward the
autonomous-separate self, a synthesis of ‘autonomous-related
self’ develops. Given that both autonomy and relatedness
are basic needs, this is a more positive self pattern. As for the
development of competence, another synthesis, the ‘socialcognitive’ competence replaces ‘social competence’, valued in
traditional society. Both of these processes are adaptive to new
life styles and are required for success in a globalizing world.
Thus, they are in line with a positive psychology perspective on
culture change.
IN10 - Positive Well-Being, Biology, and Health
Andrew Steptoe
University College London, United
Kingdom
There is increasing evidence that
positive affect and other positive
psychological characteristics are
protective for physical health, and
predict reduced risk of premature
mortality. There is an urgent need
to understand the biological and behavioral processes
underpinning these associations. This presentation will outline
findings that reveal distinctive correlations with positive wellbeing across multiple biological systems. A range of research
methods have been used. First, epidemiological studies have
documented associations between affective and eudaimonic
well-being and neuroendocrine, inflammatory and metabolic
biomarkers in large representative population studies. Second,
naturalistic monitoring studies involving repeated measures
of biological activity in everyday life indicate that positive
well-being is related to cortisol over the day, and to ambulatory
blood pressure and heart rate variability. Third, the impact of
positive well-being has been shown in psychophysiological
studies on reduced physiological stress reactivity and
more effective post-stress recovery. In combination, the
evidence suggests that positive well-being has cardiovascular,
neuroendocrine, immune and metabolic correlates that
are potentially health-protective. These effects are largely
independent of socioeconomic factors, health behaviors, and
negative affective states, and are likely to reflect two way links
between well-being and biology. The challenges now are to
document more clearly the causal pathways relating well-being
with biology, and to establish the extent to which the healthprotective effects of positive well-being are mediated through
biological processes.
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IN11 - Promoting positive psychology in
sport, dance, and exercise settings: The role of
motivational processes
Joan Duda
The University of Birmingham, United
Kingdom
There is considerable evidence
regarding the physical and
psychological health benefits associated
with regular physical activity. However,
many children and adults do not
participate in physical activities with
the frequency and intensity necessary to accrue such benefits.
Moreover, it is not always the case that those who are active
have quality experiences that result in them feeling and doing
better. Primarily grounded in the achievement goal frameworks
and Deci and Ryan’s Self Determination Theory, this
presentation will review research we’ve conducted in the UK
indicating that healthy, optimal, and sustained participation
in sport, dance, and exercise is dependent on the motivation
underlying this engagement and the social environment
manifested in the context at hand. Particular attention will
then be given to theory-based interventions we have recently
implemented aimed at promoting positive psychological
outcomes and quality engagement in sport and physical activity
programmes. An example is the EU-wide PAPA project
(Promoting Adolescent Physical Activity; www.projectpapa.
org) which centers on training up grassroots coaches so that
they can make youth sport more enjoyable and empowering.
IN12 - The Role of Self-Efficacy in Health
Behavior Change
Ralf Schwarzer
Freie University of Berlin, Germany
Health-compromising behaviors such
as physical inactivity and poor dietary
habits are difficult to change. Most
social-cognitive theories assume that
an individual’s intention to change
is the best direct predictor of actual
change. But people often do not behave
in accordance with their intentions. This discrepancy between
intention and behavior is due to several reasons. For example,
unforeseen barriers could emerge, or people might give in to
temptations. Therefore, intention needs to be supplemented
by other, more proximal factors that might compromise or
facilitate the translation of intentions into action. Some of these
post intentional factors have been identified, such as perceived
self-efficacy and strategic planning. They help to bridge the
intention-behavior gap. The Health Action Process Approach
(HAPA) suggests a distinction between (a) pre-intentional
motivation processes that lead to a behavioral intention, and
(b) post intentional volition processes that lead to the actual
health behavior. In this presentation, studies are reported that
examine the role of volitional mediators, in particular perceived
self-efficacy, in the initiation and adherence to health behaviors
(e.g., physical exercise, breast self-examination, seat belt use,
dietary behaviors, condom use, sunscreen use, dental flossing).
The general aim is to examine the effects of self-efficacy on
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health behavior change based on various behaviors, time spans,
and study participants from different countries.
IN13 - Terrorism: A (Self) Love Story - How ReDirecting the Quest for Significance Can End
Violence
Arie W. Kruglanski
University of Maryland, USA
Ironically, the same motivation
that can lead to the most sublime
human accomplishments, namely
the quest for personal meaning and
significance, can also underlie some
of the most despicable and inhuman
activities often described by the term
of terrorism. In the present paper we argue that the quest for
significance, elevated by significance loss or the opportunity
for considerable significance gain, can under certain social
and political circumstances motivate individuals to embark
on terrorist activities. Those circumstances include the
availability of a terrorism justifying ideology, and a social
process that renders such ideology accessible and persuasive.
Our empirical research adduced in support of these theoretical
notions includes survey data from a variety of Arab and other
Muslim nations as well as experimental studies with American
participants. Our findings show that individual failure
encourages the embracement of collective ideologies; in turn,
these reduce one’s fear of death, and increase one’s readiness to
sacrifice one’s life for a collective cause. Ultimately then, a sense
of individual failure (including the failure to live up to religious
ideals) may lead to the embracement of terrorism and the
willingness to undertake martyrdom missions. Re-channeling
the quest for meaning in the positive direction can reverse
radicalization and remove violence.
IN14 - Self-Concept: The Cornerstone of the
Positive Psychology Revolution
Herbert Marsh
University of Oxford, United Kingdom
There is a positive psychology
revolution sweeping psychology, one
that emphasizes how healthy, normal
and exceptional individuals can get
the most from life (e.g., Bruner, 1996;
Marsh, 2007; Marsh & Craven, 2006;
Seligman & Csikszentmihalyi, 2000;
Vallerand, et al., 2003). Positive self-beliefs are at the heart of
this revolution. Consistent with this emphasis, a positive selfconcept, and its enhancement, is valued as a desirable outcome
in many disciplines of psychology such as educational,
developmental, sport/exercise, health, social, and personality
psychology, as well as in a broad array of other social science
disciplines. Self-concept is a multidimensional
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invited speaker abstracts (cont’d)
hierarchical construct with highly differentiated components
such as academic, social, physical and emotional self-concepts
in addition to a global self-concept component. Self-concept
is also an important mediating factor that facilitates the
attainment of other desirable outcomes. In education, for
example, a positive academic self-concept is both a desirable
goal and a means of facilitating subsequent academic
accomplishments. However, the benefits of feeling positively
about oneself in relation to choice, planning, persistence
and subsequent accomplishments, transcend traditional
disciplinary and cultural barriers. My purpose here is to
provide an overview of my self-concept research in which I
address diverse theoretical and methodological issues with
practical implications for research, policy and practice—thus
establishing self-concept as a cornerstone of the positive
psychology revolution.
IN15 - The Role of Passion in Optimal
Functioning in Society
Robert Vallerand
Université du Québec à Montréal, Canada
Recently, Vallerand and his colleagues
(2003) have proposed a new
conceptualization of passion. Passion is
defined as a strong inclination or desire
for a self-defining activity that we love,
value, and spend 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 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
harmonious passion plays an important contributory role in the
experience of Optimal Functioning in Society (OFIS) defined
as psychological, physical and relational well-being, as well as
optimal performance and a positive contribution to society.
Although obsessive passion may at times positively contribute to
some elements of OFIS, its effects on other elements are often
negative. I also report research on the social determinants of
passion. Implications of these findings for the concept of OFIS
and directions for future research are proposed.
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symposium & workshop abstracts
SY1 Positive Health Research: Smiles and
Songs, Ticks and Tresses
Afton L. Hassett1, Sarah D. Pressman2, Tara Kraft2, Joel Milam3
1
University of Michigan Medical School, Anesthesiology, Ann
Arbor, MI, United States, 2University of Kansas, Psychology,
Lawrence, KS, United States, 3Keck School of Medicine,
University of Southern California, Preventive Medicine, Los
Angeles, CA, United States
Positive factors like optimism and positive affect have been
shown to be predictors of better health outcomes, ranging
from recovery from disease to increased longevity. Further,
novel biomarkers can provide more objective evidence
of the relationships between positive factors and health
outcomes. This seminar highlights four diverse positive health
research studies. The first is a prospective study conducted
by Afton Hassett, Psy.D. This longitudinal cohort study of
patients treated for Lyme disease demonstrated a striking
relationship between positive affect and recovery from this
infectious disease. The second study will be presented by a
graduate student, Tara Kraft, BA. Her research evaluated the
physiological differences between genuine smiles and fake
smiles as measured by an index of the stress-response system
(i.e., heart rate variability). Next, Joel Milam, Ph.D. will
present findings from his research testing the hypothesis that
mindfulness, happiness and optimism are related to a novel
biomarker of the stress response system, hair cortisol. This
particular biomarker reflects the effects of stress over time.
Lastly, Sarah Pressman, Ph.D. will explore the health benefits
of singing a happy tune. Her research asks, “Are singers of
positive songs more likely to live longer than those who sing
the blues?”
SY1.1 Are All Smiles Created Equally? The
Influence of Varying Positive Facial Expressions
on Cardiovascular Stress Responses
Tara Kraft, Sarah D. Pressman
University of Kansas, Psychology, Lawrence, KS, United States
Background: The facial feedback hypothesis states that facial
muscle activity can influence a person’s emotional state, even
when the individual is unaware of their expression. We were
interested in whether the old maxim “grin and bear it” had
proven value and whether smile type/awareness influenced
its effectiveness as a stress-buffer.
Methods: 170 university students (told that they were in
a multi-tasking study) placed a chopstick in their mouth to
activate muscles consistent with (1) a “genuine” Duchenne
smile, (2) a standard smile, or (3) a neutral expression.
“Smilers” were further divided aware/unaware conditions.
Participants maintained facial position as they endured two
stressful tasks.
Results: After controlling for significant covariates, results
indicated that standard smiles were associated with lower
stress responses than Duchenne smiles (heart rate: F=4.41, p
< 0.05; diastolic blood pressure: F=3.41, p=0.068). Smiling
awareness heightened stress responses (e.g., for pulse:
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F=4.787, p = 0.031). Interestingly, while Duchenne smiling
was not tied to healthier stress reactivity, it was associated
with greater heart rate variability throughout the entire
experimental period indicating a generalized physiological
benefit (F=5.11, p < 0.05).
Conclusion: Faking a smile may not be consistently
beneficial to the physiological stress response, especially
when made aware of the false expression.
SY1.2 Dispositional Optimism and Hair
Cortisol among Adolescents
Joel Milam, Rhona Slaughter, Rob McConnell
University of Southern California, Preventive Medicine, Los
Angeles, CA, United States
Background: Stress is a major pathway through which
positive psychological constructs may influence health
outcomes. Whereas salivary and serum cortisol are
biomarkers of acute stress (over hours), and urine cortisol
may be an indicator for stress during the prior day, hair
cortisol is an indicator of the prior 1-3 months and therefore
a biomarker for chronic stress that fills an important
methodological gap. Although prior work has examined the
relationship between hair cortisol and negative psychological
constructs (e.g., self-reported stress, anxiety and depression),
there are no studies that have examined the relationship
between hair cortisol and various positive or stress-buffering
psychological constructs.
Methods: We examined the relationships between hair
cortisol (three 1 cm segments from the proximal end
representing the prior 3 months of cortisol exposure) and
self-reported mindfulness, happiness, and dispositional
optimism in a pilot study of 33 adolescents (mean age=15.21,
SD=1.61; 70% female; 93% Hispanic/Latino).
Results: Hair cortisol was not associated with mindfulness
or happiness scores. Dispositional optimism had a significant
inverse association with hair cortisol (r´s ranging from -.53 to
-.68 across 3 segments, all p´s< .05).
Conclusion: Although preliminary, these data indicate a
salutary relationship between dispositional optimism and a
novel biomarker for chronic stress.
SY1.3 Sing Me a Happy Song: The Associations
Between Singer Longevity and Emotion WordUse in Love Songs
Sarah D. Pressman, Melanie Canterberry, Sean Burkett
University of Kansas, Psychology, Lawrence, KS, United States
Background: Emotional expression, including that in
writing, has been long known to impact health. Along the
same lines, this study examined whether positive and
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symposium & workshop abstracts (cont’d)
negative feelings expressed in song lyrics are associated with
life duration. The hypothesis was that even if the singers
do not write the songs, they are subjected to thousands of
repeated expressions of the words in an emotional fashion. As
a result, more positive songs should be tied to health benefit
(i.e., a longer life).
Methods: Popular love songs from 63 deceased singers
were subjected to digital word encoding to examine the use
of emotion words. Information on the singers was retrieved
from Internet databases.
Results: Results revealed that singers of more positive songs
had increased life duration (b = .22, p < .05) primarily due
to the well-being component of positive affect (words like
cheerful and happy). Overall negative word usage was not
associated with life duration, however, anger words were tied
to decreased life duration (b = -.20, p < .05).
Conclusion: These findings indicate that song lyrics, even
in the absence of the singer writing the song, may be an
important indicator of life span.
SY2 Positive Interventions: New Frontiers
Acacia Parks1, Todd Kashdan2,3, Christopher Kahler4,5, Piper
Meyer6
1
Reed College, Psychology, Portland, OR, United States,
2
George Mason University, Psychology, Fairfax, VA, United
States, 3George Mason University, Center for Consciousness &
Transformation, Fairfax, VA, United States, 4Brown University,
Center for Alcohol and Addiction Studies, Providence, RI, United
States, 5Brown University, Department of Community Health,
Providence, RI, United States, 6University of North Carolina
Chapel Hill, Department of Psychology, Chapel Hill, NC, United
States
The proposed symposium will provide a sampling of
cutting-edge work applying positive interventions in novel
populations. Acacia Parks, an assistant professor at Reed
College and the designer of group positive psychotherapy
(one of the first “packaged” positive interventions; Seligman,
Rashid, & Parks, 2006), will serve as chair, setting the stage
for the other presentations by providing an overview of
group positive psychotherapy and other related positive
interventions, and introducing the three following speakers.
Piper Meyer, a Research Associate at the Department of
Psychology at UNC Chapel Hill, will present pilot data
on a group positive psychotherapy program for inpatients
suffering from schizophrenia. Christopher Kahler, a Research
Professor at Brown University´s Center for Alcohol and
Addiction Studies, will discuss the manualized positive
psychotherapy intervention he and his research group have
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designed and pilot tested in smokers with low positive affect
who are attempting to quit. Todd Kashdan, a professor
at George Mason University, will present data on the
application of positive intervention approaches to reduce
aggression. Taken together, this symposium will provide the
audience with an overview of existing positive interventions
and a taste of the diverse domains in which positive
interventions can be applied.
SY2.1 Positive Living: A Pilot Study of Group
Positive Psychotherapy for People with
Schizophrenia
Piper Meyer
UNC Chapel Hill, Psychology, Chapel Hill, NC, United States
The concept of recovery has become an increasingly
important concept in the treatment of schizophrenia.
Recovery is not defined by symptoms and impairments but
rather what is most meaningful to the individual and the
ability to tackle the challenges in life (Carling, 1997; Deegan,
1988). Positive psychology interventions target well-being
and the building of psychological resources, both of which
could impact an individual’s recovery. These specific factors
could lead to a longer and more sustainable recovery and
possibly a longer period between relapses. This study presents
pilot data for group positive psychotherapy that has been
adapted for people with schizophrenia, which we call Positive
Living. Sixteen participants were recruited for 2 groups and
assessed at baseline, post-treatment, and a 3 month follow-up
on a variety of outcomes including well-being, symptoms,
self-esteem, hope, recovery, savoring, and social functioning.
Preliminary results suggest that the group was well tolerated
with 81% participants completing the group and the majority
of participants reporting the group was useful, helped them
enjoy life, and helped them look forward to being around
people. At the end of the group large effect sizes were found
for symptom improvement,
well-being, recovery, hope, and savoring.
SY2.2 Development of Positive Psychotherapy
for Smoking Cessation
Christopher Kahler1, Nichea Spillane1, Richard Brown2
1
Brown University, Center for Alcohol and Addiction Studies,
Providence, RI, United States, 2Brown University, Department of
Psychiatry and Human Behavior, Providence, RI, United States
Mood disturbance has been linked to poor smoking cessation
outcomes and may be an important target for intervention in
smoking cessation treatment. However, smoking cessation
programs incorporating cognitive behavioral therapy for
depression or mood management interventions, which
primarily focus on negative mood and depressive symptoms,
have not proven effective for the majority of smokers and do
not appear to improve mood during smoking cessation. Given
these findings, combined with additional data indicating that
low positive mood impedes smoking cessation, an alternative
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approach to enhancing moods during smoking cessation is
needed. This presentation describes the development and
initial application of a manualized adaptation of Positive
Psychotherapy for smoking cessation (PPT-S). Data
supporting the need for this type of intervention and the
process of treatment development will be reviewed, along
with initial results of piloting the intervention with low
positive affect smokers. This project represents a significant
and innovative application of positive psychology to the
field of addictions treatment, a cross-fertilization that
could substantially enrich addictions research and theory.
Ultimately, we expect this program of research could result in
a well-specified, efficacious intervention that could be readily
disseminated and be applicable to a broad range of smokers
seeking cessation treatment.
SY2.3 Investigating Naturalistic Positive
Psychology Interventions
Todd Kashdan
George Mason University, Psychology, Fairfax, VA, United States
Beyond the context of psychotherapy, there are many
mechanisms in everyday life that enhance well-being and
adaptive functioning, help people manage stress and crises,
and more generally, help people effectively navigate the
social world. In this presentation, I present data on several
studies on the role of gratitude, curiosity, and emotion
differentiation in weakening the relationship between anger
and aggression. Additional data will be presented on the
psychological benefits of being a spiritual person and having
spiritual experiences on a daily basis. Taken together, this
work addresses broad issues of how people can intervene to
change social, emotional, and behavioral aspects of their life.
By studying people in their naturalistic environment over
time, we can begin to address the ultimate question of what
types of positive psychological experiences are most useful,
under what set of circumstances, to improve psychological
and social outcomes.
SY3 Applied Positive Psychology in Action
Stewart I. Donaldson
Claremont Graduate University, Claremont, CA, United States
Positive psychology has garnered considerable attention
among researchers and practitioners since the emergence of
its movement at the beginning of the new millennium. As
the science of positive subjective experience, positive traits,
and positive institutions, positive psychology has uncovered
many interesting aspects of human strengths and quality
of life (Peterson, 2006). Positive psychology has spread
quickly across a wide range of disciplines and professions.
This symposium seeks to show how positive psychology has
been applied in the domains of organizational psychology,
adolescent and adult development, and education. First, Ia Ko
and Rebecca Reichard will provide an overview of positive
organizational psychology and cover some key topic areas,
focusing on positive leadership. Second, Jeanne Nakamura
will talk about applied positive developmental psychology.
Third, Hans Henrik Knoop will present a synthesizing model
that describes how fundamental insights from positive
psychology can be used to guide future education. Then,
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Shane Lopez will describe the annual Gallup Student Poll
and its results that can be used to facilitate community
engagement and school and student success. Finally, Mihaly
Csikszentmihalyi will discuss some of the major trends and
issues that emerge across these presentations, and engage the
audience in a Q&A session with the presenters.
SY3.1 Applied Positive Organizational
Psychology: The State of the Science and
Practice
Ia Ko, Rebecca J. Reichard
Claremont Graduate University, Claremont, CA, United States
Since the emergence of positive psychology over a decade
ago, an increasing number of organizational scholars have
studied how to apply positive psychology to improve
organizational effectiveness and employee well-being. These
efforts have resulted in the emerging academic literature
referred to as positive organizational psychology (POP).
The first half of this presentation will provide an overview
of POP, describe its importance, and review a number of
ways in which the world of work can be improved by the
science of positive psychology. It will also cover some of the
key POP topic areas selected based on extant research and
future application. The second half of the presentation will
focus on positive leadership, one of the most popular topics
in the POP literature. Various positive leadership theories
and interventions will be presented. Strengths, limitations,
and implications of building a practical, evidence-based
knowledge base for making significant improvements in the
quality of working life and organizational effectiveness will be
discussed.
SY3.2 Applied Positive Psychology in Education
Hans Henrik Knoop
University of Aarhus, Aarhus, Denmark
From the positive psychology viewpoint, it should not be
hard to succeed in education, as teachers or students. At least
not if we are allowed to professionally employ the evidence
about what is known about learning, creativity and well-being
– and, to be sure, this in ways where individual success is not
dependent on the failure of others. Similarly it is quite easy to
fail educationally if only scientific insights are convincingly
ignored and human rights effectively disabled in the process.
By definition, such basic facts are impossible to ignore for any
educational governor, planner, or educator in any democratic
society. Or so it would seem. In educational reality, nothing
seems impossible; countries around the world manage to
run their educational systems in ways largely blind to their
citizens’ strengths and needs. Even elementary insights,
like the fact that no one can flourish without initiative, or
the truism that prolonged boredom is completely without
educational perspective, are so effectively neglected in many
classrooms, that educational practice in reality undermines
educational ideas.
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In this presentation, Dr. Knoop offers a synthesizing model
of how to employ fundamental insights from positive
psychology and systems science to guide future education in
joyful and adventurous ways.
SY3.3 Promoting Hope, Engagement, and WellBeing in America’s School
Shane Lopez
The Gallup Organization, Omaha, NE, United States
The Gallup Student Poll gives America’s young people a
voice to convey their daily experiences and aspirations for the
future. Research has shown that hope, engagement, and wellbeing are positioned as actionable targets and indicators of
success, with links to grades, achievement scores, retention,
and employment. Poll data facilitates new family, school,
and community conversations and solutions that lead to
community engagement and school and student success. In
this presentation, Dr. Lopez describes the annual poll and its
results and discusses the policy implications associated with
data on what is right with students.
SY3.4 Applied Positive Developmental
Psychology: Mentoring as an AdultDevelopmental Relationship
Jeanne Nakamura
Claremont Graduate University, Claremont, CA, United States
In the rapidly expanding science of well-being, a positive
psychology of lifespan development has begun to emerge
(Lopez & Snyder, 2009). This makes sense, as some of
positive psychology’s most central applied goals and most
fundamental research questions call for a developmental
perspective. How do talents, strengths, and values develop?
What enables aging well? Under what conditions do major
institutions such as schools and workplaces promote growth?
What constitutes a life well lived? Developmental science
offers generative insights for applied positive psychology (e.g.,
Lerner et al., 2003). For example, development continues
throughout adulthood, encompassing a series of psychosocial
concerns and social roles that emerge across the course of
life; and it is shaped by both individual agency and context,
the latter including relationships, institutions, and culture.
The mentoring relationship, a key adult-developmental
relationship affecting the members of the dyad and the
contexts in which they reside, has received considerable
attention from both scholars and practitioners. It is used
in this presentation to illustrate how basic developmental
insights can be generative for applied positive psychology in a
concrete case.
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SY4 Transformative Research in Positive
Psychology
Luis M. Neto1,2, Helena A. Marujo3
1
Lisbon University, Lisbon, Portugal, 2Instituto de Estudos de
Literatura Tradicional, Lisbon, Portugal, 3Universidade de
Lisboa - Lisbon University, Faculdade de Psicologia - School of
Psychology, Lisbon, Portugal
Due to the implicit values embedded in psychological theory,
description and methods of data gathering, the dissemination
of knowledge has the potential to alter patterns of thought,
behavior and social activity. Positive psychology had the
merit of bringing the discussion on values to our current
theory and inquiry practices. Much more than a plain
descriptor, we believe that research actually influences the
phenomena it is supposed to be studying and we consider
research as a dialogue, a co-construction of meaning, and a
way to transform social life. As Kenneth Gergen puts it, the
question is not accuracy, but humankind. Accordingly, we
have been using appreciative inquiry and solution-focused
approaches to construct new research methodologies that
honor systemic views, bring to the surface the best in people
and communities, and intentionally use research to positively
change people’s lives.
As a way to discuss the topic, this Symposium integrates
four different studies, in areas as different as the study of (1)
meaning making about religious beliefs and positive emotions
in Brazil; (2) well-being using an appreciative inquiry
interview survey, (3) chronically ill children using relational
and appreciative interviews, and (4) prevention of marital
violence using positive publicity and art, these last three in
Portugal. They are all connected by the same epistemological
and methodological perspectives, and illustrate an account
that goes beyond action-research, towards a “social reframing” of research itself as a transformative practice and a
gift-giving exchange.
SY4.1 Blessed Moments, Happy Mood:
Religious Attributions, Affect, and Meaning in
Life amongst Brazilian Young Adults
Gabriela Pavarini1, Débora H. Souza2, Helena A. Marujo3,4
1
University of Cambridge, Cambridge, United Kingdom,
2
Universidade Federal de São Carlos, S. Paulo, Brazil,
3
Universidade de Lisboa - Lisbon University, Faculdade de
Psicologia - School of Psychology, Lisbon, Portugal, 4Centro
de Investigação em Psicologia Universidade de Lisboa, Lisbon,
Portugal
Although there is a vast literature on religious coping with life
stressors, little is known about the use of religious attributions
to explain positive life events. The present study aimed to
contribute to this field explored how these attributions
relate to the experience of positive and negative effect, and
sense of meaning in life, in a sample of 39 Brazilian young
adults with different religious beliefs (Catholics, Spiritists,
and with no religion). Participants were asked to describe
one positive and one challenging event in their lives and to
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attribute a possible cause to those events. They were also
assessed through an appreciative interview with regard to
their meaning making of the experience of affect and purpose
in life. Results showed that participants who had a religious
explanation for the positive event (e.g. ‘My aunt is a gift from
God to me’) reported experiencing more positive effect, less
negative effect, and were more likely to perceive their lives
as meaningful. Those who had a religious explanation to the
challenging event were marginally more likely to experience
positive effect, but no difference was observed for measures
of negative affect and meaning in life. The present findings
suggest that the study of religious attributions to positive
experiences is relevant and can illuminate current discussions
on the link between religion and well-being and that the
characteristics of the process of gathering of data had a
positive impact on their personal experiences.
SY4.2 Happiness in Fadoland - Introducing the
Appreciative Questioning
Catarina Rivero1,2, Ana C. Marques3, Cátia P. Matos4, Leonor F.
Balancho5, Helena A. Marujo6,7, Luis M. Neto6,8
1
Associação Portuguesa de Estudos e Intervenção em Psicologia
Positiva, Coimbra, Portugal, 2Sociedade Portuguesa de Terapia
Familiar e Comunitária, Lisbon, Portugal, 3Camara Municipal
de Lagos, Lagos, Portugal, 4Cooperativa Torre da Guia, Lisbon,
Portugal, 5Universidade Lusíada, Lisboa, Portugal, 6University
of Lisbon, School of Psychology, Lisbon, Portugal, 7Centro de
Investigação em Psicologia Universidade de Lisboa, Lisbon,
Portugal, 8Instituto de Estudos de Literatura Tradicional, Lisbon,
Portugal
What kind of “glasses” do the natives of Fadoland use to
interpret life? Is it possible to be happy and happier in the
Nation of Fado, a melancholic music genre that is one of the
Portuguese cultural landmarks?
The aim of this study is to understand Portuguese perceptions
about happiness. Through an online survey available on
website of the Portuguese Association of Studies and
Intervention on Positive Psychology, 521 Portuguese
answered eight appreciative questions about the meanings
of happiness. This research integrates qualitative information
with quantitative data.
The data collected reveals a higher life satisfaction scale score,
mean 7, compared to the findings in other studies. In the
qualitative analyses the results suggests that the Portuguese
value most the positive relations in their lives and they
perceive their selves as active-constructors of their happiness,
mainly through cultivating an appreciative perspective of
reality. It also shows discrepancies in the way they define
happiness for themselves and what they think makes other
people happy. The feed-back given by the participants
regarding the involvement in the study also shows important
data in terms of the evaluation of the methodology as a way to
study the subject, as much as a transformative action.
We expect that these results can lead us to new and deeper
directions in terms of the processes of inquiry in well-being
and the impact of appreciative questioning and qualitative
measures on the assessment of this domain.
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SY4.3 Preventing Through Creative Solutions:
Solution-Focused Approach, Publicity and Art
as Vehicles for Marital Violence Prevention
Clara L. Teles1, Luis M. Neto2,3
1
Universidade Nova de Lisboa and Lisbon University, Lisbon,
Portugal, 2University of Lisbon, School of Psychology, Lisbon,
Portugal, 3Instituto de Estudos de Literatura Tradicional, Lisbon,
Portugal
The current study’s main objective is to understand the
benefits of combining the principles of Solution Focused
Approach with some artistic and Publicity strategies in the
design of prevention programs.
Therefore, we constructed TV Commercials whose scripts,
through the images and “language games” that use, provide
creative and specific alternatives to the risk behaviors
associated with marital violence and help the audience to
focus on the skills that prevent the phenomenon.
In order to verify the effectiveness of the instruments
designed, 100 Portuguese adults participated in an online
survey that involved the display of TV Commercials and
completing an appreciative questionnaire that investigates
their social representations of “marital heath”, the solutions
and skills that they privilege to prevent the marital violence
and their perceived-effectiveness of the program. Then, the
data were subjected to a software content analysis process.
Finally, we discuss the results obtained, the strengths and
limitations of this study, as well as the practical implications
of using these techniques in the prevention of other
problematic behaviors and in the promotion of well-being.
SY4.4 The Power of Dreams: Expanding
Children’s Universe The Effects Of
Implementing Dreams on the Psychological and
Physical Well-Being Of Chronically Ill Children
And Their Caregivers
Joana R. Carvalho1, Helena A. Marujo2,3, Frederico Fezas-Vital1,
Cintia Inácio4
1
Terra dos Sonhos - Land of Dreams, Lisbon, Portugal,
2
University of Lisbon, Lisbon, Portugal, 3Centro de Investigação
em Psicologia Universidade de Lisboa, Lisbon, Portugal,
4
University of Lisbon, School of Psychology, Lisbon, Portugal
The present research was developed by a Portuguese
solidarity institution (Terra dos Sonhos/ Land of Dreams)
that is specialized in creating conditions for dreams to come
true in large samples of chronically ill children. The aims of
the study implied the assessment of the impact of realizing
one dream to a child on:1) The psychological well-being
of children, their parents and health-care professionals;2)
Their perceptions of the utility and efficacy of the process;3)
The physical recovery of children and their reaction to
treatments;4) The post-traumatic growth of all people
involved. The study was qualitative, appreciative and solutionfocused in nature, implying positive conversations.
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symposium & workshop abstracts (cont’d)
It enrolled 40 children and adolescents (aged 3-18 years old),
45 mothers and fathers, and 28 healthcare professionals, from
15 different hospitals/institutions located in three different
regions of the country. Results show effects of elevation
and enhancement of positive emotions in all involved,
hedonic experiences, vigor, meaning-making and hope for
the future. Also, they show better adherence to treatments
and acceptance of the disease, showing the process can
promote well-being and post-traumatic growth. Giving the
difficult circumstances of most of the children and families
that participated in the study, some of them in very difficult
illness processes like cancer, the type and characteristics of
the research, namely the appreciative and solution-focused
characteristics of the interviews, had a very important
positive influence on those implicated. As a consequence,
results are discussed in terms of the data gathered and of
the process of gathering data itself.
I will describe genetically sensitive approaches to
understanding well-being, and discuss the future role that
such designs could play in the personalization of well-being
interventions to an individual’s genetic and environmental
profile. I will draw upon example results from the UK
Twins Early Development Study (TEDS), which is a large,
longitudinal cohort of twins assessed from infancy, through
childhood and now into adolescence. At 16 years we have
assessed a broad range of well-being indicators including
subjective happiness, optimism, gratitude, hopefulness
and life satisfaction. In addition, TEDS includes numerous
measures of cognitive, academic and behavioral development
at 2, 3, 4, 7, 9, 10, 12, 14 and 16-years of age, which we are
using alongside diverse environmental measures assessed
longitudinally in TEDS to understand the genetic and
environmental relationship between adolescent indices of
well-being and cognition and behavior.
SY5 Genetically-Sensitive Approaches to Study
Individual Differences in Well-being
SY5.2 The Nature and Nurture of Well-Being:
Results from Studies with Norwegian Twins
and Families
Meike Bartels1,2, Claire Haworth3
1
VU University, Biological Psychology, Amsterdam, Netherlands,
2
EMGO institute for Health and Care Research, VU medical
Centre, Amsterdam, Netherlands, 3Institute of Psychiatry, SGDP
Centre, London, United Kingdom
Interest in Subjective Well-Being (SWB) s increasing and
a major force driving this is its association with physical
and mental health. SWB predicts longevity among healthy
populations and the observed positive effect is of similar
magnitude as the negative effect of smoking. Twin and family
studies have indicated that part of the individual differences
in SWB is accounted for by genetic factors. In this symposium
research from different large twin and family studies will
be presented and an update on the current state of affairs
in behavioral genetic and molecular genetics in the field of
positive psychology is provided.
SY5.1 The nature and nurture of Well-Being:
Results from the UK Twins Early Development
Study
Claire M.A. Haworth, Robert Plomin
Institute of Psychiatry, SGDP Centre, London, United Kingdom
Why are some people happier than others? By using a
genetically sensitive design, such as a twin study, it is possible
to estimate the relative contributions of nature (genetics) and
nurture (environment) to individual differences in well-being.
Ragnhild Bang Nes, Nikoali Czajkowski, Espens Røysamb, Ted
Reichborn-Kjennerud, Kristian Tambs
The Norwegian Institute of Public Health, Division of Mental
Health, Oslo, Norway
Over the past decade, behaviour geneticists have entered
the positive mental health field exploring to what extent
happiness is a family matter, or a matter of circumstances.
By means of genetically informative data (twin and family
data) and different biometric designs, we have explored the
aetiological influences on subjective well-being (SWB) and
life satisfaction (LS). We have also explored the extent to
which genetic and environmental influences on indicators
of well-being, distress and mental disorders are overlapping
or distinct, to what extent they are stable and whether they
are moderated by the environmental context. The research
material consists of self-report questionnaire data and
structured clinical interviews (axis I and axis II disorders)
from a population-based sample of Norwegian twins, born
between 1967 and 1979, and measured between the ages
of 18 and 36. Structural equation modeling techniques by
means of Mx and R were used in all studies. The presentation
presents overall findings from a series of studies and discuss’
important implications.
SY5.3 Gene-Environment Interaction in DailyLife Happiness
Claudia Lothmann, Nicole Geschwind, Marieke Wichers
Maastricht University, Department of Psychiatry and
Neuropsychology, Maastricht, Netherlands
Global measures of happiness are genetically and
environmentally influenced. However, happiness shows
more fluctuation than other aspects of well-being and is likely
influenced by gene-environment interactions in daily life.
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Therefore, the following studies employed the experience
sampling method to immediately collect positive emotions
and appraisals of positive situations in daily life, yielding
fine-grained and ecologically valid data with minimal
retrospective bias.
A twin study found that the ability to experience positive
emotions from everyday environmental pleasant situations
was influenced by both latent genetic (12%) and individual
environmental factors (88%), confirming and expanding
previous findings. Molecular genetic studies found that
the Catechol-0-Methyl-Transferase gene is linked to brain
reward systems and feelings of happiness. The COMT
val66met polymorphism interacted with daily life pleasant
environmental influences to generate positive feelings in a
dose-response fashion. However, the role of genes in everyday
life happiness is not deterministic. A randomized-controlledtrial demonstrated that mindfulness training increased
peoples’ ability to experience positive emotions from dailylife positive situations.
Thus, genes interact with positive daily life events to create
happiness. Further, the ability to generate positive emotions
from everyday pleasant situations are partly influenced by
genes implicated in the brain reward system and can be
experimentally modified.
SY5.4 The Nature and Nurture of Well-Being:
Results from the Netherlands Twin Register
Meike Bartels1,2, Dorret Boomsma1
1
VU University, Biological Psychology, Amsterdam, Netherlands,
2
EMGO Institute for Health and Care Research, VU Medical
Centre, Amsterdam, Netherlands
Twin and family studies revealed that 40% to 50% of the
variance in SWB is explained by genetic factors .We used
a large sample of twins and their non-twin siblings to
investigate: 1. The underlying sources of overlap of different
SWB measures; 2. The causes of individual differences in
subjective well-being; 3. Genomic regions of interest by
means of linkage analyses; 4. Genetic variants of interest
by means of Genome wide Association Analysis. Results
indicate that the clustering of four different measures of
Subjective Well-Being (quality of life in general, satisfaction
with life, quality of life at present, and subjective happiness)
was explained by an underlying additive genetic factor
and an underlying non-additive genetic factor. Individual
differences in SWB were accounted for by additive and nonadditive genetic influences, and non-shared environment.
The broad-sense heritabilities were estimated between 40
and 50%. A linkage signal (logarithm of odds score 2.73,
empirical p value 0.095) was obtained at the end of the long
arm of chromosome 19 for marker D19S254 at 110 cM. A
second suggestive linkage peak was found at the short arm of
chromosome 1 (LOD of 2.37) at 153 cM, marker D1S534
(empirical p value of .209). These two regions of interest
are not overlapping with the regions found for contrasting
phenotypes (such as depression, which is negatively
associated with happiness). The Genome wide association
analysis is work in progress.
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SY6 What We Know About Positive
Organizations: Empirical Evidence
Kim Cameron, Gretchen Spreitzer, Robert Quinn
University of Michigan, Ross School of Business, Ann Arbor, MI,
United States
Positive psychology has been described as possessing
three areas of emphasis: positive emotions, positive traits
(especially, virtues and strengths), and positive institutions
(Seligman, 2002). The first two domains have seen a great
deal more empirical attention than the third. Empirical
research on positive institutions—especially positive
organizations—has been sparse relative to research on
individuals. This symposium summarizes the current
state of research in positive organizational scholarship.
In organizational studies, the term “positive” is accused
of having a restrictive connotation and values bias and is
criticized as implying that most organizational science is
negative, that an ethnocentric bias is represented, that a
narrow moral agenda is being pursued, and that non-rigorous
concepts are being espoused without theoretical grounding
(Hackman, 2008; Fineman, 2006). The term has been
credited, on the other hand, with expanding and enriching
the domain that explains performance in organizations and
with opening up, rather than restricting, organizational
science (Cameron, Dutton, & Quinn, 2003; Dutton & Glynn,
2007). This controversy has slowed theoretical and empirical
development of positive organizational scholarship. However,
an 80 chapter handbook has just been completed—to be
published in August 2011—summarizing the state of science
on positive organizations. This symposium summarizes
some of the most important empirical research that has been
produced in organization-level research to date.
SY6.1 The Effects of Positive Organizational
Psychology on Organizational Performance
Kim Cameron
University of Michigan, Ross School of Business, Ann Arbor, MI,
United States
A growing body of evidence confirms the effects of positivity
in various forms on the physical, emotional, social, and
intellectual well-being of individuals. Merely aggregating
happy, satisfied people together, however, does not make
for an effective organization. Organizational dynamics
create complexity that extends beyond individual attitudes,
behaviors, and emotions. This presentation summarizes
half a dozen studies across several different industries
that examined the effects of positivity—in the form of
virtuousness and positive organizational practices—on
organizational outcomes. In particular, the question was
asked: Does positivity affect profitability, productivity,
quality, innovation, customer satisfaction, and employee
engagement? The studies confirm that positive practices and
virtuousness in organizations produce higher performance.
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SY6.2 A Path Forward: Assessing Progress
and the Future of Positive Organizational
Scholarship
Gretchen Spreitzer
University of Michigan, Ross School of Business, Ann Arbor, MI,
United States
This presentation synthesizes key findings and highlights
what has been learned from research in Positive
Organizational Scholarship (POS) over the last ten years.
The 79 chapters that are part of the Handbook of Positive
Organizational Scholarship (2011, Oxford University Press)
are examined, and five key themes are reported. They include
(1) complicating the meaning of “positive,” (2) specifying
mechanisms that undergird generative dynamics, (3)
identifying key outcomes, (4) uncovering positive human
resource and organizational practices, and (5) advancing
construct development. The presentation also identifies core
questions that can help shape an agenda for future research
and help increase the impact and insights of a POS lens.
SY6.3 Positive Organizing and the Generative
Practices of Value Added Teachers
Robert Quinn
University of Michigan, Ross School of Business, Ann Arbor, MI,
United States
The presentation examines the potential of positive
organizing, how it is brought about, and what impact it has.
Normal organizing is based on assumptions of hierarchy,
authority, and self-interested exchange. Positive organizing is
based on assumptions of equality, trust, and the pursuit of the
common good. The presentation reports an investigation of
the generative practices of people who do not see themselves
as leaders, who are not highly valued in the economy, who are
expected to work with challenging clients, and who must do
this in a context that is hierarchical, under-resourced, pubic,
and politically charged. These teachers have been objectively
identified through value added scores as “positive deviants,”
and I report the extraordinary impact they have on the
measurable progress of their students, largely in spite of their
organizational context.
SY7 Daily Diary and Experience Sampling
Methods in Positive Psychology: Because Each
Day Counts
Frederick Grouzet
University of Victoria, Psychology, Victoria, Canada
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The aim of the symposium is to present recent developments
in diary and event sampling methods that allow to test
new hypotheses and better explain everyday well-being.
More specifically, the four presentations will demonstrate
the importance of intensive repeated measures designs to
capture intraindividual variability of thoughts, emotions and
actions. The first speaker, Jonathan Rush (MSc. University of
Victoria), will propose a new and unique approach to study
time perspectives and well-being using a web-based daily
diary. This method challenges current knowledge on the
relationship between time perspective and well-being. The
second speaker, Dr. Kirk W. Brown (Virginia Commonwealth
University) will show how experience-sampling and chaos
theory-derived statistical methods can be used to study
mindfulness and emotion regulation. The third speaker,
Dr. Todd B. Kashdan (George Mason University), will
present three studies where diary method is used to measure
emotion differentiation and thus can help to understand
the relationship between anger and aggression. Finally, Dr.
Frederick Grouzet (University of Victoria) will use data
from survey and diary studies to show a variety of statistical
analytical strategies that can allow researchers to test new and
unexplored hypotheses that are different from what can be
captured with surveys.
SY7.1 It’s About Time: Applying a Daily Diary
Design to Investigate the Relationships between
Temporal Perspective and Well-Being
Jonathan Rush, Frederick Grouzet
University of Victoria, Psychology, Victoria, Canada
Temporal perspective is a multi-dimensional term for how
individuals focus attention toward the past, present, and
future. Temporal perspective is a good predictor of various
behaviours. However, the relationship between temporal
perspective and well-being is not well understood. The few
investigations into this relationship have relied predominantly
on single-occasion measurement designs (i.e., survey). Such
designs ignore the potential for within-person variations in
temporal perspective that may be important in accounting
for fluctuations in well-being. The current study (N=119)
examined the dimensions of temporal perspective (temporal
focus, temporal attitude, and temporal distance) and their
dynamic relationships with well-being. A 14-day daily diary
design was employed to examine whether people fluctuate
in their temporal perspective, and if these fluctuations
systematically covary with daily well-being. The results from
multilevel analyses supported the following conclusions:
(a) there is evidence of within-person variability in daily
temporal perspective, and (b) this within-person variability
in temporal perspective fluctuates systematically with
fluctuations in daily well-being. Each temporal perspective
dimension was useful in predicting daily well-being. These
findings will be discussed in relation to previous findings
obtained with survey method.
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SY7.2 Mindfulness and Emotional Stability in
Day-to-Day Life: Findings from Experience
Sampling Research
SY7.4 General and Daily Satisfaction of
Psychological Needs: A Comparison Between
Survey and Diary Methods
Kirk W. Brown
Virginia Commonwealth University, Psychology, Richmond, VA,
United States
Frederick Grouzet
University of Victoria, Psychology, Victoria, Canada
Experience sampling and other ecological momentary
assessment methods are well suited to capturing the
dynamics of emotion in day-to-day life. Research on
intraindividual variability of emotion has shown that it has
stable, trait-like characteristics (Eid & Diener, 1999) and
serves as an important indicator of emotion regulation
capacity in daily life (e.g., Ebner-Priemer et al., 2008). Using
experience-sampling and chaos theory-derived statistical
methods, this presentation will highlight recent research
with both college students and community adults (Ns =
70-80 per sample) showing that mindfulness - a receptive
attention to emotional and other experiences (e.g., Brown
& Ryan, 2003) - predicts lower intraindividual variability of
emotion in day-to-day life, or greater emotional stability, in
ways consistent with greater emotion regulation capacity.
Discussion will focus on the implications of the research
for our understanding of mindfulness and its benefits for
emotional well-being.
The use of diary and event sampling designs has become
increasingly popular in positive psychology. The development
of research methods, statistical analysis and technologies has
contributed to this expansion and allowed researchers to test
new hypotheses and better capture psychological constructs
as they are experienced by individuals every day. However,
survey is still the most frequent method used in positive
psychology. For example, research on need satisfaction in
relation to motivation and well-being is mainly based on
survey data. Daily diary studies recently emerged to study
the daily relation between need satisfaction and well-being.
The objective of this presentation is to show that dairy data
can be analyzed in various ways to test additional hypotheses
and can provide new perspectives on psychological needs
that survey cannot do. In addition, recent studies where a
combined survey- diary design was used with university
students (Ns = 80-120 per sample) will be presented.
Similarities and discrepancies between what people say they
feel based on surveys and what people actually feel based on
daily diaries will be discussed.
SY7.3 Mindful Awareness and Mental
Representation of Emotional States Protects
Against Self-Destructive, Impulsive Behavior: A
Daily Process Approach
SY8 Hope: What We Know and Don’t Know
after Two Decades of Research
Todd B. Kashdan
George Mason University, Psychology, Fairfax, VA, United States
Anger is commonly associated with aggression. Inefficient
anger-coping strategies increase negative affect and deplete the
regulatory resources needed to control aggressive impulses.
Factors linked with better emotion regulation should then
weaken the relationship between anger and aggression. The
current work explored one factor associated with emotion
regulation—differentiating one’s emotions into discrete
categories (e.g., angry, sad)—that may buffer angered people
from aggression. Three diary studies (N= 626) tested the
hypothesis that emotion differentiation would weaken
the relationship between anger and aggression. In Study 1,
participants high in emotion differentiation reported less daily
aggression when angered, compared to low differentiators.
In Study 2, high differentiators reported less daily aggression
in response to a provocation that increased their anger,
compared to low differentiators. Study 3 showed that low daily
mental exhaustion mediated the interactive effect of emotion
differentiation and anger on aggression. These results highlight
the importance of considering how people differentiate their
emotions in predicting their aggressive responses to anger.
Shane J Lopez
Gallup and The Clifton Strengths School, Omaha, NE, United
States
Twenty years after C. R. Snyder’s first publication on hope
there is much we know about this motivational force and
much we don’t know. During this symposium, three of the
leading hope scholars (two from the US, one from Portugal)
will review recent research on the role hope plays at school
(Marques), work (Lopez), and in personal well-being
(Gallagher). Attendees will learn that hope is associated
with what makes us productive and makes life worthwhile.
Specifically, the science of hope shows us that how we think
about the future is a key determinant in six of life’s most
desired outcomes:
Showing up
Sustained effort
Productivity
Health
Well-Being
Longevity
Each scholar will end their presentation by posing the most
provocative hope research question, relevant to their specialty
area, that needs to be addressed in the next decade.
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symposium & workshop abstracts (cont’d)
SY8.1 Hope and Academic Achievement: A
2-year Longitudinal Study
Susana C. Marques1, Shane J. Lopez2, J. L. Pais Ribeiro1
1
Porto University, Faculty of Psychology and Educational
Sciences, Porto, Portugal, 2Gallup and The Clifton Strengths
School, Omaha, NE, United States
Accumulating evidence suggests that hope defined as the
perceived capacity to find routes to goals combined with
the motivation to use those routes is important for goaldirected behaviour such as school grades. The present
study aims to identify longitudinal predictors of academic
achievement among Portuguese students. A sample of
367 middle-schoolers completed the Portuguese versions
of the Children Hope Scale, Students’ Life Satisfaction
Scale and Global Self-Worth Scale. Students’ academic
achievement reports were obtained from school records.
Cross-sectional and longitudinal patterns of correlations
between academic achievement and psychological constructs
are moderate and statistically significant, but only initial
hope contributes significantly to the prediction of students’
academic achievement 1- and 2-years later. No significant
changes were found between the variables across the
administrations and throughout the age cohorts, and all the
variables demonstrate moderate to high stability across a 1and 2-years. Females scored significantly higher than males
on academic achievement. Findings suggest that hope may
be an important precursor of academic achievement. This
study goes beyond previous ones by assessing longer-term
relationships, provides new insight into the limited research
on repeated measures data and important information for
educators attempting to understand and promote academic
achievement.
SY8.2 Hopeful People Are More Engaged,
Creative, and Productive at Work
Shane J. Lopez
Gallup and The Clifton Strengths School, Omaha, NE,
United States
In the last 10 years it has become increasingly clear that more
hopeful workers are more likely to go to work (Avey, Patera,
& West, 2006) and be more engaged, satisfied, creative, and
productive while there. Gallup (2010), in its examination
of the state of the American worker, found that hopeful
employees are far more involved and enthusiastic at work.
Adams et al. (2002) also reported positive relationships
between hope and employee satisfaction and commitment.
Regarding creativity, hope predicted manager-rated employee
creativity in a sample of Portuguese individuals from various
industries (Rego, Machado, Leal, & Cunha, 2009) and
hopeful American executives came up with more creative
solutions to real world problems (Peterson et al., 2009).
In three different U.S. samples (sales employees, mortgage
brokers, and management executives) hopeful people
were higher-performing (using objective measures), even
after controlling for their self-efficacy and cognitive ability
(Peterson & Byron, 2008). In the context of the research
about psychological capital, the hope construct has been
found to be positively related to performance (Luthans et
al., 2007; Luthans, Avolio, Walumbwa, & Li, 2005; Luthans,
Norman, Avolio, & Avey, 2008). In addition to reviewing the
findings from the past decade, I will highlight new research
on the role of hope in teacher performance.
SY8.3 Hope, Optimism and the Longitudinal
Course of Well-Being
Matthew W Gallagher
University of Kansas, Lawrence, KS, United States
Positive expectancies for the future provide an important
pathway to the development of mental health. Generalized
expectancies in the form of optimism beliefs and positive
expectancies regarding personal agency (i.e., hope) have
both been shown to predict higher levels of mental health
(Gallagher & Lopez, 2009). Previous research, however,
has generally been limited by the failure to establish the
incremental validity of hope and optimism theories and the
reliance on cross-sectional designs. Therefore, the present
study attempted to improve our understanding of how
positive expectancies relate to mental health by longitudinally
examining the unique effects of hope and optimism on
various indicators of well-being. Results of longitudinal
structural equation models indicated that hope and optimism
both have robust effects on mean levels of well-being across
time, but that hope is consistently a better predictor of
improved psychological functioning than is optimism. These
results therefore demonstrate that positive expectancies
are important contributors to the development of mental
health, and that positive expectancies regarding a sense of
personal agency are the more important predictor of adaptive
psychological functioning.
SY9 Flow Research Performed by Early-Career
Positive Psychology Researchers
Orin C. Davis
City University of New York, Psychology, Brooklyn, NY, United
States
This symposium will present flow research from advanced
graduate students and early career researchers in Positive
Psychology. Specifically, presentations will feature new
findings that provide deeper insights into the nature and
dynamics of flow, including: (a) the non-linear relationship
between the balance of challenge and skill and the flow
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experience, (b) flow under conditions that are not conducive
to deep flow (microflow), and (c) the individual flow
experience that occurs as a function of a group dynamic
(team flow). Additionally, all of the presentations will make
specific reference to applications in the workplace, with
suggestions for how to foster more frequent flow experiences
on the job.
SY9.1 Suddenly I get Into the Zone: Examining
Discontinuities and Nonlinear Changes in Flow
Experiences at Work
Lucia Ceja1,2, Jose Navarro2
1
IESE Business School, University of Navarra, Family-Owned
Business Chair, Barcelona, Spain, 2University of Barcelona, Social
Psychology Department, Barcelona, Spain
The present study examines the application of catastrophe
theory (cusp catastrophe model) to modeling flow at work by
comparing it to a more traditional statistical linear approach
(i.e., linear regression analysis) on a sample of 60 employees.
Employees’ perceptions of challenge and skill regarding workrelated activities and their subjective experience in terms of
enjoyment, interest and absorption were measured using
the experience sampling method obtaining a total of 6,981
observations. According to the R2, AIC and BIC indexes, the
cusp model fit the data better than the linear regression model.
Our results demonstrate the viability of cusp catastrophe
models for modeling flow experiences in the workplace. The
better performance of the cusp catastrophe model is attributed
to its ability to model both linear and nonlinear relationships
as well as gradual and discontinuous change in an integrative
manner.
SY9.2 Cortisol and Flow-Experience - An
Experimental Approach
Corinna Peifer, Hartmut Schaechinger, Conny H. Antoni
University of Trier, Trier, Germany
The relation of stress and flow-experience has rarely been
investigated in experimental research, and physiological
concepts explaining the flow phenomenon are largely lacking,
but are of growing interest. On a theoretical basis Donner
& Csikszentmihalyi (1992) postulate that stress and flow
are related. Stress induces autonomic nervous system and
neuroendocrine activation. We here hypothesize that the
neuroendorine stress mediator cortisol is affecting brain
mechanisms processing flow-experience. Such a relationship
is supported by our own preliminary correlational research
results (poster presentation at the ECPP 2010, Copenhagen).
To experimentally investigate a causal relationship between
cortisol and flow-experience we conducted the present
study. Forty-eight young healthy participants took part in our
experiment. The computer game Pacman was used to induce
flow-experience, and flow was measured with the Flow-ShortScale (FKS, Rheinberg et al., 2003). In a double-blind, placebocontrolled design participants were randomly assigned to a
cortisol (20mg, orally) or a placebo condition. Results indicate
that neuroendocrine stress factors contribute to the experience
of flow, and emphasize the relevance of the postulated
physiological relatedness of the flow-concept with stress.
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SY9.3 Developing Team Flow
Jef van den Hout1, Orin C. Davis2
1
Technical University of Eindhoven, Eindhoven, Netherlands, 2City
University of New York, Brooklyn, NY, United States
Research has suggested that flow in teams can enhance the
team’s effectiveness, productivity, performance, and capability.
Treating team flow as an individual experience emerging from
the group´s dynamic, we developed a model that describes
team flow, which has seven main characteristics: (a) Goals, (b)
Communication, (c) Potential to succeed or fail, (d) Balance of
Challenge and skill, (e) Focus, (f) Unity, (g) Autotelicity.
When all of the individuals in the group are experiencing team
flow, there is full team flow, at which point the group will likely
exhibit the synchronicity and high performance that is often
indicative of group flow. Thus, we contend that team flow is a
sub-construct, and perhaps precursor, of group flow.
In addition to the seven conditions of team flow, there are two
precursors that a team can develop, namely “team awareness”
and “flow awareness.” Team awareness can help generate several
key aspects of group and team flow, including familiarity and
blending of egos, unity, and balance of challenge and skill.
Flow awareness enables team members to seek out, develop,
and facilitate the characteristics of flow and team flow both in
themselves and in other team members.
To that end, we will be presenting the results of experiments,
based on the model, that will clarify the definition of team flow
and its antecedents, as well as examining the effectiveness of
interventions that may spark team flow (e.g., developing team
awareness using appreciative inquiry and setting common goals
in team sessions).
SY9.4 Toward a Theory of Microflow
Orin Davis
City University of New York, Psychology, Brooklyn, NY,
United States
Though theories pertaining to flow have been updated since
they were originally published in Csikszentmihalyi’s 1975
work, the definition and theories regarding microflow have
remained largely static. A review of the updated theories
reflects a need for redefining microflow, and this presentation
describes an experiment aimed at confirming an updated
theory of microflow that is consistent with modern-day
theories of flow. Based on a review of the literature, it is
suggested that microflow is the optimal experience that
occurs under conditions that tend to inhibit deep flow, such
as the limited time of waiting for a commuter train. The
experiences of commuters were measured with respect to flow
characteristics and positivity of experience, and analysis shows
that there are specific flow characteristics (e.g., balance of high
challenge and skill) that are compromised in flow-inhibiting
conditions. It is concluded that microflow is a subset of flow
that is marked by lower levels of challenge and skill, high
arousal and affect, and typically occurs in response to
boredom (or the threat of boredom), among other
characteristics. The implications of this study suggest
that some of the benefits of flow may be possible
even under suboptimal conditions.
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symposium & workshop abstracts (cont’d)
SY10 The International Well-Being Study: New
and Stronger Paths to Well-Being.
Aaron Jarden1,2, Todd Kashdan3, Paul Jose4, Erica Chadwick5,
Bee Lim6
1
The Open Polytechnic of New Zealand, Psychology, Wellington,
New Zealand, 2Canterbury University, Psychology, Christchurch,
New Zealand, 3George Mason University, Psychology, Fairfax,
United States, 4Victoria, University of Wellington, New Zealand,
Psychology, Wellington, New Zealand, 5Victoria, University of
Wellington, Psychology, Wellington, New Zealand, 6Victoria
University of Wellington New Zealand, Psychology, Wellington,
New Zealand
Longitudinal in-depth studies of well-being are few and
far between. This presentation outlines the International
Well-Being Study (www.well-beingstudy.com ) - one of the
largest and most comprehensive studies in the field to date.
Beginning in March 2009 and available in 16 languages, this
study asks participants 208 questions every three months for
a year. Measures include 18 validated scales; global well-being
scales, component well-being scales, measures of negative
symptomatology, and of positive and negative events. To date
the survey has been completed more than 10,000 times in
English alone.
In this presentation we introduce and outline the study
(Aaron Jarden), focus on the most interesting findings in the
study data to date (Todd Kashdan), and then look specifically
at one subcomponent in the study (savouring) to further
demonstrate the study’s value. Here savouring differences
between adolescences and adults are discussed (Erica
Chadwick, Paul Jose), and relationships among savouring,
meaning in life, and affective outcomes are outlined (Bee
Lim, Paul Jose). The presentation concludes with a global
overview of the importance of this study in the positive
psychology landscape and the range of questions it addresses
(Todd Kashdan). In addition, the data set will be made freely
available to the research community at the conclusion of the
presentation.
SY10.1 An Overview and Key Findings from the
International Well-Being Study
Aaron Jarden1,2, Todd Kashdan3
1
The Open Polytechnic of New Zealand, Psychology, Wellington,
New Zealand, 2Canterbury University, Psychology, Christchurch,
New Zealand, 3George Mason University, Psychology, Fairfax,
VA, United States
The International Well-Being Study (www.wellbeingstudy.
com ) is one of the largest and most comprehensive studies
of well-being in the field of positive psychology date. Aaron
Jarden briefly describes the study´s development, outlines
its design, including methods and participant information.
In addition to its notability for its size and scope, this study is
also notable for its collaborative nature, cheap cost, scalable
use of technology, and longitudinal design which will also be
discussed. Follow this Todd Kashdan focuses on the most
interesting findings in the study data to date and highlights
the implications of these findings - for example, that the
extent to which participants live their lives in alignment
with their values is a stronger predictor of life satisfaction
than components currently studied in the field - strengths,
gratitude, hope, meaning, etc - , or that satisfaction with time
use is also a very strong predictor of well-being.
SY10.2 Adolescent and Adult Everyday
Savoring of Everyday Positive Events
Erica Chadwick, Paul Jose
Victoria University of Wellington New Zealand, Psychology,
Wellington, New Zealand
Savoring has important implications for positive health,
unfortunately, very few studies exist on savoring (Bryant &
Veroff, 2007). We sought to contribute to the understanding
of savoring and positive health by conducting cross-sectional
studies with both adolescents and adults. We recruited
463 13-to-15 year old adolescents (51% female) and 980
18-to-85 year old adults (83% female) who provided selfreport data through The International Well-Being Study
questionnaires. Confirmatory factor analysis with latent
variable path modeling best supported a four-factor savoring
model for adolescents (c2/df = 2.55, CFI = .93, RMSEA
= .06, sRMR = .04) and adults (c2/df = 4.16, CFI = .94,
RMSEA = .06, SRMR = .04), indicating adolescents and
adults similarly savor everyday positive events with dismissive
(“I don’t deserve it”), low arousal (“I tried to slow down”),
high arousal (“I jumped up and down”), and self-focused
(“I reminded myself how lucky I was”) strategies; however,
invariance testing found that adolescents discriminate
dismissive savoring from low arousal, high arousal and selffocused savoring less than adults. Further, adolescents use
more dismissive strategies than adults, whereas adults use
more engaging strategies than adolescents. The implications
of these savoring similarities and differences on positive
health development are discussed.
SY10.3 Relationships Among Savoring
(engaged and dismissive), Meaning in Life
(presence of meaning and search for meaning)
and Affective Outcomes (subjective happiness,
depression and life satisfaction)
Bee Lim, Paul Jose
Victoria University of Wellington New Zealand, Psychology,
Wellington, New Zealand
The relationships among seven variables: Savoring (engaged
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and dismissive), meaning in life (presence of meaning and
search for meaning) and affective outcomes (subjective
happiness, depression and life satisfaction) were examined.
For English speaking participants, engaged and dismissive
savoring led to different outcomes. Engaged savoring was
associated with increased presence of meaning in life and
that in turn led to higher levels of subjective happiness, life
satisfaction, and lower levels of depression. Engaged savoring
also significantly predicted increased levels of happiness, life
satisfaction, and decreased level of depression. Dismissive
savoring, on the other hand, was associated with decreased
level of presence of meaning in life as well as lower levels of
life satisfaction and increased levels of depression. Engaged
savoring was not related to the search of meaning in life,
while dismissive savoring marginally predicted the search of
meaning in life. Consistent with literature on meaning in life,
the search of meaning was marginally related to lower levels
of subjective happiness, and life satisfaction, and significantly
predicted increased level of depression. Longitudinal
relationships among the seven variables as well as crosscultural differences in the relationships among the variables
will also be discussed.
care psycho-education, online interventions and referral
to face-to-face care. MentalVitality and its dissemination is
financed by the Ministry of Health in the Netherlands. Part of
the portal is Psyfit (www.psyfit.nl), an online mental fitness
self help program, based on positive psychology principles.
Psyfit aims to support a positive mental health in general and
strengthens self-management in case of mental problems.
With the assistance of Psyfit people can train their mental
fitness, in a way analogous to improving a physical condition.
SY11 Online positive interventions: state of the
art and new developments
SY11.2 An Online Positive Psychology
Intervention for Chronic Pain Patients:
Preliminary Data from a Randomized
Controlled Trial
Linda Bolier1,2
1
Trimbos Institute, Utrecht, Netherlands, 2University of Twente,
Enschede, Netherlands
E-mental health is a rather new and emerging scientific area in
which interventions are developed and implemented using the
internet and mobile phones. E-mental health as the delivery
mode for an intervention program has several potential
advantages over care as usual. First of all, interventions
delivered through the internet have shown to be effective in
preventing and restoring impaired mental health. Further,
they offer the advantage of anonymity and unburdens the
health sector by taking the pressure of the therapists´ time
with reduced costs as a result (cost-effectiveness). The high
scalability of these interventions should also be mentioned: in
2010 26% of people worldwide use the internet and an even
higher percentage (67%) uses mobile phones. This offers major
opportunities for dissemination. In positive psychology already
several research experiments are conducted in this exciting
new field. What are effective interventions? For which target
groups? What are the do´s and don´ts in online research?
In this workshop some of the most recent research will be
presented. We will explore and discuss the online possibilities
for the worldwide enhancement of well-being.
In a pragmatic randomized controlled trial the effectiveness
of Psyfit was examined. During one month almost 900
people registered for participation in the study from which
284 participants were included and randomized. Participants
in the Psyfit experimental condition (n=143) reported
significantly higher levels of well-being and fewer depressive
and anxiety symptoms at post test and 4-month follow up
compared to the waiting list control group (n=141). Despite
limitations like high drop-out and low adherence rates this
study provides important insights in how highly
accessible and affordable online interventions can be
developed and used in the context of public
mental health policy.
Elke Smeets, Madelon Peters
Maastricht University, Maastricht, Netherlands
Previous studies have shown that positive psychology
interventions have benefits for individuals with depressive
complaints. In the present study it will be investigated
whether this type of intervention can be of benefit for
chronic pain patients. More specifically, we seek to examine
whether an internet-based positive psychology intervention
can alleviate distress and diminish disability in patients
with fibromyalgia, in comparison to a self-management
intervention and a wait-list control group. During the course
of six weeks, patients will be guided through six different
positive psychology themes. These will be respectively:
savoring, three good things, self-compassion, gratitude,
silver lining and a best possible self exercise. Patients will be
encouraged to log in to the system weekly and to perform
their exercises daily. We aim to include 274 fibromyalgia
patients that will be randomly assigned to either the
positive intervention (n=112), a self-management
intervention (n=112), or to a waiting-list condition
(n=50). Pilot results of our randomized
controlled trial will be presented.
SY11.1 A Public Mental Health Perspective in
the Online Promotion of Well-Being - Results of
a Randomized Controlled Trial
Linda Bolier1,2, Merel Haverman1, Ernst Bohlmeijer2
1
Trimbos Institute, Utrecht, Netherlands, 2University of Twente,
Enschede, Netherlands
In the perspective of the high burden of mental health
problems and disorders an internet portal MentalVitality
(www.mentaalvitaal.nl) was developed containing stepped
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SY11.3 Using the Internet to Test Theoretical
Questions about Positive Interventions
Acacia Parks, Meredith Heiss, Rachel Mossey
Reed College, Psychology, Portland, OR,United States
In this presentation, we discuss the utility of the internet
for testing not just efficacy, but theoretical questions about
positive psychology exercises. We then illustrate this point by
presenting data from a pilot study examining the underlying
mechanism of the Three Good Things exercise. In Three
Good Things, individuals keep a nightly log of positive events
that took place that day. We explored two hypothesized
mechanisms for this exercise: one emotional (e.g. increased
gratitude for positive events), and one cognitive (e.g. shifted
attention towards positive events, making it easier to notice
and recall those events). Participants were randomly assigned
to complete Three Good Things (TGT), or one of three
control conditions - a weekly Gratitude Journal (taken from
Emmons & McCullough, 2003; distinct from TGT in that
it is not focused on specific events), a daily neutral events
log, and an assessment-only no-journal condition - for three
weeks. At the end of the three-week intervention period,
efficacy of each exercise was assessed, along with changes in
gratitude and attention. Using this kind of design, researchers
can ask myriad questions about the mechanisms underlying
positive psychology exercises. Online methodology allows for
the larger number of participants required to include multiple
control conditions, as well as to conduct mediation analyses.
SY11.4 The Tuesday Program: A Free Online
Positive Psychology Program for Increasing
Well-Being
Aaron Jarden1,2
1
The Open Polytechnic of New Zealand, Psychology, Wellington,
New Zealand, 2Canterbury University, Psychology, Christchurch,
New Zealand
This presentation outlines and describes The Tuesday
Program. The Tuesday program is a free seven week online
positive psychology intervention course which aims to
increase general well-being by using already empirically
validated approaches and techniques. Participants log onto
the program website (www.thetuesdayprogram.com) every
Tuesday for seven consecutive weeks, learning a new topic
each week. The seven topics include: strengths, growth
mindsets, purpose and values, gratitude, communication,
relaxation, and mindfulness. Participants learn these new
skills in under 10 minutes by watching a short 4-6 minute
animation, and then by downloading a short 2-3 page .pdf
document which summaries what they have watched and
provides instructions on implementing these new skills.
After describing the program I offer insights into its
development, including the challenges and lessons learnt
from its online implementation. I also briefly provide data on
its effectiveness.
SY11.5 Optimizing Online Positive Psychology
Interventions Through the Use of Video Game
Design Principles
Pamela Stokes
University of Pennsylvania, Positive Psychology Center,
Philadelpha, PA, United States
Positive psychology interventions have demonstrated
effectiveness on a variety of outcomes (for a recent metaanalysis, see Sin & Lyubomirsky, 2009). As with all
therapeutic interventions, however, face-to-face approaches
are necessarily limited in their ability to reach all those who
would stand to benefit from them. Researchers have recently
looked to the internet as a potential intervention medium
with a far wider reach. Early evidence from work on online
forms of positive psychotherapy has been encouraging, and
participation has been associated with lasting beneficial
outcomes (e.g., Seligman, Rashid, & Parks, 2006). Another
significant barrier all forms of therapeutic intervention face
is a propensity for high drop-out rates. Unfortunately, this
problem is often exacerbated in web-based interventions.
This presentation will describe the development of a
new form of web-based positive psychotherapy, based on
the application of video game mechanics to therapeutic
intervention. Video games, by design, are remarkably effective
in their ability to entice people to stay involved (termed
“stickiness”), and the same design elements that can create
an engaging escape from reality can similarly be applied to
create an engaging intervention that provides the tools to
better one´s reality. I will discuss the design of a novel form
of intervention to foster participant motivation, and therefore
retention, in positive psychotherapy, starting with the ActiveConstructive Responding exercise. I will also discuss the use
of game design principles to build an engrossing, communitybased positive psychology intervention, and approaches used
to keep exercises challenging and “fresh.” This presentation
will also provide a background for a broader discussion
on the unique benefits and challenges of online and game
design-informed positive psychology interventions more
generally.
SY12 Growth and Resilience Through the Eyes
of Adolescents, Parents, and Grandparents
Following Unique Circumstances
Orit Taubman - Ben-Ari
Bar Ilan University, School of Social Work, Ramat Gan, Israel
Research on stress and coping has largely followed the
premise that stressful life events lead to deleterious cognitive,
emotional, and physiological effects. Although these negative
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effects are undeniable, people can – and often do – respond to
them with remarkable resilience. The proposed symposium is
aimed at shedding light on the internal and external resources
contributing to growth and resilience in unique situations
in the family life course, some of which are natural, like
the birth of a child or grandchild, whereas others are more
unique and demanding, like the birth of a preterm baby and
twins or the presence of a child with disability in the family,
not to speak of the death of a classmate during adolescence.
The three presentations in the current symposium will show
that extended stress experienced by participants exposed
their strengths, resilience, and encouraged positive changes.
Thus the occurrence of crisis and feelings of distress enable
family members to view these circumstances as a source of
personal growth. The similarities and differences between the
presented life events, and the diverse stages in life in which
they occurred, will be discussed.
SY12.1 Resilience, Written Emotional
Disclosure, and Adjustment Trajectories
Among Adolescents after the Death of a
Classmate
Tracey A Revenson1, Davide Margola2, Federica Facchin2,
Sara Molgora2
1
CUNY, The Graduate Center, New York, NY, United States,
2
Catholic University of Milan, Milano, Italy
Drawing on theories of coping and resilience (Lepore &
Revenson, 2006), we examine the processes by which written
emotional disclosure may help adolescents adapt to a shared
trauma, the unexpected death of a classmate. The death of
a peer has been related to intrusive thoughts, depression,
and emotional suppression. Personality characteristics and
cognitive processing through writing may alleviate symptoms
and promote adjustment.
Twenty high school students wrote on three consecutive
days about the death. Measures of dispositional optimism
and posttraumatic stress symptoms were obtained three
times: 14 days after the death, and 1 week and 4 months
post-writing. Findings revealed a progressive elaboration
of the traumatic event across the writing days, moving
from a factual perspective to emotional processing to an
integrated emotional and cognitive restructuring of the event.
Optimists referred to the traumatic event more explicitly
and were less self-referential. There was little evidence that
writing minimized intrusive thoughts. When the sample was
divided into four different adjustment trajectories (Decline,
Recovery, Stable-Negative, Stable-Positive), differences
in the writing emerged that reflected different stages of
cognitive and emotional processing. The results suggest that
emotional disclosure through writing may help adolescents
who experience a traumatic event create a more integrated
narrative and come out of the experience more resilient.
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SY12.2 Personal Growth among Mothers in
Normative and Unique Circumstances
Orit Taubman - Ben-Ari
Bar Ilan University, School of Social Work, Ramat Gan, Israel
Theoretical and empirical literature from the last two decades
highlights the potential benefits of challenging life events,
indicating that the need to adapt to demanding and stressful
circumstances may engender personal growth. Though
the transition to motherhood and the experience of being
a mother are considered positive life events that typically
arouse joy and a sense of bliss and fulfillment, they may also
engender a variety of stresses. A series of four studies, both
cross-sectional and longitudinal (from pregnancy through
two years after the birth of the child) will be presented in
which the experience of growth was examined in samples of
first-time and more experienced mothers. Both normative
transitions and unique circumstances, such as parenting twins
or pre-term babies, will be considered. Through the studies
presented, I will discuss the possibility of growth in the wake
of this life event and the internal (e.g., self-esteem; cognitive
appraisal of challenge, threat, and self-efficacy; attachment
orientations; self-mastery; coping strategies) and external
resources (e.g., marital relationship, grandmother‘s support)
which may contribute to this experience. Raising awareness
of practitioners to the potential positive changes among
mothers might encourage the development of efficient
intervention strategies which would enable personal growth
in the wake of motherhood.
SY12.3 Personal Growth among Grandparents
of Children With/Without Disabilities
Liora Findler
Bar Ilan University, School of Social Work, Ramat Gan, Israel
The experience of grandparents of children with disabilities
has been depicted for years as a continuous sorrow causing
grandparents a three-fold pain for their grandchildren, their
children and themselves. However, it appears that along with
the disappointment and distress they face, many of them are
able to adapt to the situation and report personal growth.
The aim of the current research was to examine the
contribution of internal and external resources and the
perceived role of grandparenthood to the personal growth
among grandparents of children with and without an
intellectual disability. Ninety four grandparents of a child
with an intellectual disability and a comparison group of
105 grandparents of children with no disability completed
questionnaires tapping post traumatic growth, level of
differentiation, perceived social support, family cohesion
and adaptation to change, and the four dimensions of the
perception of the grandparent role.
Results showed that the level of growth reported by all
grandparents was high and no differences were found
between the groups. Women reported higher levels of
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growth than men. Health, perceived family cohesiveness and
the symbolic, affective, and behavioral dimensions of the
grandparent role contributed to the perception of personal
growth among all grandparents.
SY12.4 Growth and Resilience Through the
Eyes of Adolescents, Parents, and Grandparents
Following Unique Circumstances - Discussion
Mario Mikulincer
IDC Herzliya, School of Psychology, Herzliya, Israel
The Discussion will integrate the three presentations in the
current symposium, which intend to show that extended
stress experienced by participants exposed their strengths,
resilience, and encouraged positive changes along crucial
milestones in the life course. The similarities and differences
between the presented life events, in the different cultural
settings, and the diverse stages in life in which they occurred,
will be discussed.
SY13 Well-Being Differences in Iberoamerican
countries: Spain, Portugal, Venezuela and
México
María Elena Garassini
Universidad Metropolitana, Science Behavior, Caracas, Venezuela
The studies of the Well-being in Iberoamerica consider
these countries with a high level of Well-being in spite of
not being the countries with the highest level of economic
development. On one hand, we will describe the Well-being
in both European countries, Spain and Portugal, that belong
to Iberomerican countries which share the language and
some customs with the Latin-American countries, although
they represent a different reality. On the other hand, the
study includes Latin American countries that constitute the
called “Paradox of the Latin American Well-being”. In this
symposium we will describe the studies realized in Venezuela
and Mexico as a typical representation of the Latin-American
countries.
The cultural shared and non-shared characteristics of Ibero
American countries, such as the existence of people with a
high and low culture living together, the importance of family
and religion and other characteristics, can help to explain
the paradox of the levels of well-being which these countries
present.
SY13.1 The Paradox of Venezuelans Well-being
María Elena Garassini
Universidad Metropolitana, Science Behavior, Caracas, Venezuela
Latin American has been the center of attention of studies
about well-being because we represent a paradox between
the indexes of the world‘s well-being. Especially, the
Venezuelans have a low revenue per capita and belong to the
underdeveloped countries that present high indexes of wellbeing. On the other hand, in 2002 the Guinness record book
indicated Venezuela as the happiest country of the world.
The studies that were realized by the Venezuelan society
of positive psychology seek to describe the well-being, the
strengths, the positive emotions and the flow and resilience
levels in different populations that allow us to explain this
paradox. The preliminary studies point at high levels places of
general well-being measured up with Sànchez Cànova´s test,
high levels of resilience in samples that have suffered diseases,
measured with the Spanish version (Heilemann, Lee y Kury,
2003) from Wagnild y Young´s (1993) test, the presence of
activities of flow in 95 % of the samples studied measured
with Csikzentmihalyi‘s questionnaire (centered principally
on active leisure activities) and the presence of a profile of
strengths centered on gratitude, amability, love, justice and
creativity as principal strengths that highlight the importance
of the human relations centered on Humanity and Love as
fundamental elements.
SY13.2 Struggling to Rebuild Well-Being and
Hope: Beyond Colonialism, Natural Evil and
Political Fascism in Portugal
Miguel Neto, Helena marujo
University of Lisbon, Lisboa, Portugal
Amidst the many European and Worldwide surveys that have
included Portugal in the last decades, on subjective wellbeing, happiness levels, and optimism (NEF; Gallup; World
Happiness Database, Eurostat), data show low results of the
Portuguese in either domain. To try to understand these
phenomena, we will discuss three main historical processes
that might still interfere with this contemporary results:
1) the difficult course of action, including years of war, to
end colonialism in Africa; 2) the 1755 Lisbon earthquake,
considered by Susan Neiman the “end of philosophical
optimism in the occidental culture”, and 3) the 40 years of
political fascism.
These processes, paired with the geographic isolation, might
have erode in the Portuguese society a particular set of values,
beliefs and practices around self-identity and hope for the
future, that might be maintained by a specific relational
language that socially constructs hopelessness and low wellbeing levels. We will discuss these ideas in relation with
two recent happiness studies: one conducted on line with
culturally affluent persons and another interviewing persons
living in poverty.
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SY13.3 Faring Better than Predicted: A
Confirmation of the ‘Latin-American Paradox’
using the Pemberton Happiness Index
Carmelo Vázquez1, Margarita Tarragona2
1
Universidad Complutense de Madrid, Psychology, Madrid,
Spain, 2Universidad Iberoamericana, Psychology, Mexico City,
Mexico
The research conducted for the development of the
Pemberton Happiness Index (Hervas & Vazquez, 2010),
yielded a rich set of web-based data about happiness and wellbeing in 9 countries: Germany, Spain, Sweden, Turkey, India,
Russia, Japan, the United States and Mexico. Its findings allow
us to compare remembered well-being (general, hedonic and
eudaimonic) and experienced well-being in these countries.
In particular, the data on Mexico suggest, like previous
studies have, that there seems to be a “Latin American
Paradox”: that, in general, Latin American countries fare
better in several components of well-being than what would
be predicted by their level of economic development. This
paradox emerges when considering both remembered and
experienced aspects of well-being. In this presentation, we
will explore several hypotheses that may help explain these
intriguing findings.
SY14 Qudurat: The Largest Cross-Cultural
Workplace Survey in the Middle East Focusing
on Employee Strengths, Relationships, and
What Matters at Work
Nicholas Hall1, Radhika Punshi2, David Jones2
1
Stanford Graduate School of Business, Stanford, CA, United
States, 2Aon Hewitt Middle East, Dubai, United Arab Emirates
A partnership between researchers at Aon Hewitt and the
Stanford Graduate School of Business has produced the
first and largest research study of workplace strengths and
orientations of employees in the Middle East. The expansive
study covers both the local population as well as the many
western and non-western expatriates who work in the region.
The study spans five countries (UAE, Qatar, Bahrain, Saudi
Arabia and Oman) with the participation of forty private
and public sector organizations (N= 4,599). The team of
researchers across USA, India and Dubai designed the study
which included an in-depth understanding of workers‘
orientations to themselves (strengths), to their work, to others
(co-workers, managers etc.), to the working environment,
and the various identities (work, cultural, familial etc.) they
bring with them into work. Several participating organizations
supplied actual hard-data about their employees (sick days
taken, performance reviews, employees identified as high
potentials etc.). This addition made possible an analysis against
the survey data to get a picture of the positive attributes of
high performers, healthy workers, employees who are engaged
at work, positive work environments etc. Our presentation
will discuss the highlights from this extremely large dataset
spanning multiple organizations, nationalities and countries,
focusing on significant and counterintuitive findings from
the positive psychology measures used. Particular emphasis
will be made on the findings from the analysis of ‚real-world‘
people outcomes, such as actual performance data provided by
organizations.
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SY14.1 Who Are the ‘Shiny Happy People’
(read: Engaged Employees) at Work and Why?
Radhika Punshi
Aon Hewitt Middle East, Dubai, United Arab Emirates
The world of work is constantly evolving and the role of
CEO‘s and HR personnel across the world is to constantly
keep abreast with the factors that motivate and drive the
human side of the enterprise. What gets their employees out
of bed at 7:00 am to get to work? What differentiates those
that are willing to put in discretionary and extraordinary
effort to go above and beyond what is normally required
from them? Who are the most engaged employees and
what, if anything, sets this group aside from those who are
disengaged? What the unique strengths of highly engaged
employees? We are beginning to find out. This presentation
will focus on the concept of engagement, why it is critical
and what drives engagement at work? It would be based on
the analysis and conclusions of a pioneering cross-cultural
research study, Qudurat, with approximately 4600 employees,
across 5 countries, 40 organizations and multiple nationalities
in the Middle East. The presenter will also put these findings
into perspective with regards to existing global research on
organizations that are considered ‚Best Employers‘ versus
‚the Rest‘ As the workplace and workforce becomes more
diverse and multi-cultural, the findings from this study could
raise important questions on the concept of workplace
engagement and be as relevant across Dubai and Dublin,
Bahrain and Boston.
SY14.2 Positively Mapping the Workplace:
Combining Positive Psychology Survey Data
with Real World Outcomes
Nicholas Hall
Stanford Graduate School of Business, Stanford, CA,
United States
How often do corporations release classified employee
information such as managerial ratings of performance,
recommendations for promotion or not, or sick days taken
off work? Never. If they don‘t, then how can organizational
behavior researchers ever do meaningful research on what
produces workplace satisfaction and employee performance?
It is difficult. However, three organizations provided
employee ‚outcome‘ data, such as their performance ratings,
actual sick days taken, employees on high potential programs
for nearly 500 employees to the Acumena Centre and the
Qudurat research project. With this information, we can
answer the question about what actually supports workplace
satisfaction and employee performance. Is there a positive
psychological profile of a worker that is ideal? Is there an
ideal environment? It depends. Variables like employee
strengths, relationships with management, relationships
with coworkers, and the diversity of the environment all
play a role. This presentation will focus on these questions,
illuminating some surprising findings for the employee and
the manager in any culture. These findings are particularly
pertinent now, at a time when providing the workforce
(even in the Middle East) with meaningful and
productive work is particularly challenging.
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SY14.3 The Under ‘25’s’ at the Workplace
- Opportunities and Challenges Towards a
Brighter Future
David Jones
Aon Hewitt Middle East, Dubai, United Arab Emirates
According to the research findings from Qudurat, we have
found, consistently, that across all 5 countries those under 25
years have some pretty distinct characteristics. They are by
far the least engaged and yet also the most career and work orientated, as well as having the strongest work identity after
those after 55 and above. Interestingly, this group also reports
the greatest dissonance between who they are at work and
who they are at home in terms of their identity. Increasing
the engagement and productivity levels amongst the youth
– those currently in the workforce, and those about to enter
the workplace, is fast becoming a critical area of opportunity
for policy makers and organizational leaders alike. In labour
markets where participation of the local population in the
workforce is as low as 3-5% and unemployment amongst
those under 25 is 40%, truly understanding the strengths,
preferences and work orientations of our 20 something‘s
is not only paramount but crucial in order to reap the
demographic dividend that the region needs for its future
sustainable development. This presentation will focus on
both the challenges and opportunities based on findings from
the research study. How do the youth of today derive a sense
of meaning, pride and engagement from their work, and what
are some of the demographical differences that will drive our
HR strategy and priorities in the future?
SY15 Positive Computing - Using Technology
in a New Way
Tomas Sander
Hewlett-Packard Laboratories, Princeton, NJ, United States
In this symposium three technologists and a positive
psychologist will explore how technology can effectively
incorporate insights from Positive Psychology. The session
provides an overview of relevant technology ranging from
smartphones, social networks and computer gaming to
cutting edge research in areas such as Affective Computing
and how a computer can intelligently recognize and respond
to user activities or emotions. A number of concrete
technology examples in these areas will be presented.
This sets the stage for an interactive discussion among the
panelists about how computers can be used to enhance
people‘s well-being, an evolving research area we call Positive
Computing. The symposium seeks answers to how we can
create engaging, exciting technology that is based on
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solid PP research. Which new types of positive psychology
interventions become possible by the advances in computing
technology now and 5, 10, 15 years into the future? What
would be desirable? Which technical, privacy and other
challenges need to be overcome along the way for Positive
Computing to be successful? Technologies designed to
monitor and influence how we think, feel and act are still
radically novel. Yet there are some innovative uses of existing
technology available (e.g., iPhone apps) that PP practitioners
can use with clients today. The symposium will also explore
these practical, innovative examples of what PP practitioners
can do now with technology. The last 10 minutes are reserved
for questions from the audience.
The speakers are Rosalind Picard, founder and director of
the Affective Computing Research Group at the MIT Media
Lab, Jane McGonigal, a world leading game designer and
Director of Game R & D at the Institute for the Future.
Tomas Sander is a senior research scienctist in HP Labs and
has coorganized the first Positive Computing meeting in
2010. Martin Seligman, founder of Positive Psychology, joins
as a discussant.
SY15.1 An Introduction to Positive Computing
Tomas Sander
Hewlett-Packard Laboratories, Princeton, NJ, United States
Positive Computing has been defined by the author as `the
study and development of information and communication
technology that is consciously designed to support people‘s
psychological flourishing in a way that honors individuals’
and communities’ different ideas about the good life.’ We
first review key principles and technical building blocks for
how computers can support positive processes of their users.
As one building block we will look at effective techniques
for making technology ‘persuasive’, e.g., to support lifestyle
changes such as diets or exercise. These techniques can be
applied in Positive Computing to motivate users to take
positive actions in their daily lives.
As a simple, yet instructive use case for Positive Computing
we then demo how to use smartphones for building
personalized, positive resources (e.g., digital memories,
checklists etc.) over time in a user-friendly way and share
insights from user tests. This use case also provides examples
for how computers allow to create new, rich PP interventions
that are not feasible in off-line scenarios. This may be of
interest in its own right.
Lastly we will address some of the obstacles to successfully
implementing the Positive Computing vision, in particular
the privacy challenges that arise from collecting and
processing highly sensitive personal data. We argue that many
of these challenges can be satisfactorily dealt with.
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SY15.2 Technology for Positive Support:
Recognizing and Responding to Emotion
Rosalind Picard
M.I.T. Media Laboratory, Cambridge, MA, United States
Our team at the MIT Media Lab is inventing mobile
sensors and software that can help sense stress, negative
thoughts, and more, using technologies that comfortably
measure physiology on the go (e.g. wrist sensors) or while
you are online (e.g. webcams). We are also developing new
technologies that respond to affective states, and we are
exploring different combinations of artificial intelligence
and human computation to provide emotional support that
is both tactful and personally relevant. Our technologies
are based on an opt-in system, so your feelings are always
respected. What you choose to share can trigger various
forms of real-time help and support, through private
automated reminders of therapies that work for you or
through crowdsourced feedback to help you reframe
emotion-eliciting thoughts and events. New advances in
crowdsourcing and human computation can also be used
to help you improve your explanatory style, and it can do so
in relation to real events and situations that have meaning
in your life. Our technologies further the aims of positive
psychology by (1) identifying affective states useful for taking
an action and (2) triggering respectful responses that provide
positive support at the time of greatest need and effectiveness.
SY15.3 Positive Impact Game Design
Jane McGonigal
Institute For The Future, Palo Alto, CA, United States
The average young American spends 10,000 hours playing
computer and videogames by the age of 21 – or roughly
exactly the same number of hours they spend in the
classroom. Worldwide, our collective gaming total is 3 billion
hours a week. How many of those hours have positive impacts
on the players´ real life – and how can game designers do
more to increase those impacts? This talk explores four ways
that computer games can harness the positive emotions and
positive relationships fostered by good game design to create
more engagement, social trust, meaning and accomplishment
in players´ real lives.
Discussant: Martin E.P. Seligman University of Pennsylvania
Positive Psychology Center, Philadelphia, PA, USA
SY16 The Positive Turn: Why Positive Psychology
and the Humanities Need Each Other
James Pawelski, Donald J. Moores, Lindsay Doran, Martin E.P.
Seligman
University of Pennsylvania, Positive Psychology Center,
Philadelphia, PA, United States
work of determining the best ways to help people achieve
human flourishing, and the applied work of delivering
positive interventions to individuals and communities. But
positive psychology will not be able to meet this challenge
alone. All of the social sciences will have to collaborate in
the development of a mature science of well-being. Equally
important will be the development of a culture of well-being.
Key here is the engagement of the humanities, the branch
of learning that studies human culture. The humanities,
which includes such disciplines as history, literature, law,
philosophy, religious studies, art, and music, influences every
aspect of our lives and comprises a large part of what is taught
to children in K-12 schools and to adults in universities.
Bringing together a philosopher ( James Pawelski), a literature
professor (Don Moores), and a Hollywood film producer
(Lindsay Doran) in dialogue with the founder of positive
psychology (Martin Seligman), this symposium explores
ways in which positive psychology needs the humanities as it
continues to develop, ways in which positive psychology can
help transform the humanities, and ways in which both can
work together to bring about greater flourishing in the world.
SY16.1 Philosophy and the Positive Turn
James Pawelski
University of Pennsylvania, Positive Psychology Center,
Philadelphia, PA, United States
Positive psychology has particular metaphysical and
epistemological commitments. At the metaphysical level,
Mihaly Csikszentmihalyi has argued that positive psychology
is essentially a “metaphysical orientation” that privileges the
positive aspects of human life. That is, positive psychology
is committed to the view that the positive is just as real
and important as the negative. Epistemologically, positive
psychology grounds itself in the empirical methods of
modern science. It is committed to the testing of claims
via the most rigorous empirical methods available. Just as
psychology has made a metaphysical “positive turn,” so,
too, the humanities are in need of a positive turn. But the
humanities will bring their own epistemological methods
to the investigation. By sharing positive psychology‘s
metaphysical orientation toward the positive and using
their own methods of inquiry, each of the disciplines in
the humanities can make important contributions to a
culture of well-being. Additionally, the humanities can help
positive psychology grow through deepened theoretical
perspectives, more nuanced experimental constructs, and
better understood empirical results. In this way, the culture of
well-being and the science of well-being can create an upward
spiral to help us meet the challenge of understanding and
fostering human flourishing.
At the First World Congress on Positive Psychology in 2009,
Martin Seligman issued a challenge to positive psychology.
The challenge is to ensure that 51% of the world‘s population
is flourishing by the year 2051. If we take this challenge
seriously, there is lots of work for everyone in positive
psychology to do. There is the theoretical work of developing
definitions and models of human flourishing, the empirical
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SY16.2 Ecstatic Poetry, the Hermeneutics of
Suspicion & the Positive Turn
Donald J. Moores
Kean University, Union, NJ, USA
The ecstatic poetic tradition represents a positive affirmation
of the value of happiness, human connections, festivities,
and relatedness to immanent and transcendent sources of
meaning. The poets who write such verse typically depict
peak states of being and positive, life-affirming emotions,
such as serenity, awe, wonder, rapture, gratitude, and love.
They also praise the goodness of life, the abundance of
nature, and the intimate interrelation of the whole cosmos.
Ecstatic poetry, which ranks among the most sophisticated
verse ever written, is about being well in its fullest sense. So
what is the nature of the ecstatic experience? Ecstasy is not
an emotion per se but the fulfillment or climax of any form
of positive affect. Its effects, like those of all of the positive
emotions in Fredrickson’s “broaden-and-build” theory, are
highly beneficial and can be located downstream. Ecstatic
experiences in religious and secular contexts are thus
strongly associated with psychological healing. Moments
of ekstasis, the Greek word for self-transcendence, can be
highly valuable, provided one returns from such experiences
and assimilates their energies. The cultural record attests to
the positive effects of ecstasy in the ecstatic poetic tradition,
which connects many cultures and reaches across vast
stretches of time. A supreme example of such verse is found
in William Wordsworth’s famous sonnet, “Composed upon
Westminster Bridge,” in which the poet depicts a moment of
ecstasy catalyzed by the intensification and climax of a state of
wonder. In the poem Wordsworth configures a sophisticated,
peak state of being, which calls for an equally sophisticated
framework of understanding. In their interpretations of
ecstatic poetry, literary scholars often employ a hermeneutics
of suspicion, conceived as an attempt to demonstrate a
given writer’s complicity in various undesirable ideologies.
The question remains, however, whether this interpretive
approach is the appropriate framework for discussions of
ecstasy and ecstatic poetry. Applied examples will show
that the hermeneutics of suspicion, despite its rich legacy
in the form of critical theory, falls short of providing a
sufficient means by which ecstatic poetry can be sufficiently
understood. A more appropriate interpretive framework lies
in an appeal to the positive turn, the discussion of flourishing
that has overgrown disciplinary lines and begun to take root
in literary studies.
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SY16.3 Hollywood and Happiness
Lindsay Doran
Movie Producer, Hollywood, CA, USA
Hollywood studios spend an enormous amount of money
each year (probably even more than Positive Psychologists)
trying to figure out what makes people happy. Research
screenings are conducted all over the world, focus groups
are conducted even at the script development stage, all with
the goal of making people feel happy and satisfied when a
movie is over and when they‘re telling their friends about
it the next day. This intensive research is aimed primarily
at letting filmmakers know if the stories are working, if the
characters are likeable, if the ending makes people cheer
or want to shoot themselves. But it also tells us a lot about
what audiences value, what virtues and strengths they
admire, and what, in their minds, constitutes a hero. Not
surprisingly, the elements of a satisfying, uplifting movie
have a lot in common with the elements of well-being. The
five components of a life worth living as described in Martin
Seligman‘s book Flourish – positive emotions, engagement,
positive relationships, accomplishments, and meaning – can
all be found in discussions of what makes a movie work (or
not work), whether it’s Green Lantern or The King’s Speech.
We can also see preferences emerge among the elements
of well-being that are found in movie stories: do audiences
value accomplishments more than relationships? Do they
prefer a story ending in a victory that creates short-term
positive emotions, or a story ending in a loss through which a
character might achieve more meaning in his or her life? And
after years and years of research, why is it still so hard to make
audiences happy?
Discussant: Martin E.P. Seligman University of Pennsylvania
Positive Psychology Center, Philadelphia, PA, USA
SY17 POSITIVE PSYCHOLOGICAL WELLBEING IN NEW ZEALAND
Jarrod Haar1, Maree Roche2, Derek Riley1
1
University of Waikato, Hamilton, New Zealand, 2Waikato
Institute of Technology, Hamilton, New Zealand
This symposium enhances Positive Psychology research
by undertaking multiple studies of employee well-being
including different cultural perspectives. This symposium
presents research from New Zealand and we assess well-being
and positive psychology dimensions from three levels: (1)
Social-Cultural, (2) Organisational and (3) Individual. While
New Zealand is a western country, its population is widely
regarded as multi-cultural, including New Zealand European,
Asian, Pacifica and Maori, the indigenous people. The first
presentation focuses on Maori Well-Being by exploring
the positive benefits of 420 Maori employees working with
and being supported by, extended family, and these famial
ties were found to enhance well-being. The second study
focuses on the aspirations of 386 leaders, due to suggestions
that the current economic crisis can be viewed as a result of
leadership greed. Findings show that intrinsic aspirations
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positively influence well-being, while extrinsic aspirations are
negative. Furthermore, organizational support for autonomy
moderated these effects, with greater support enhancing
well-being. Thirdly, individual well-being was explored on
1596 health professionals and the structural equation model
showed the work-family interface (conflict and enrichment)
predicted well-being outcomes via resilience as a mediator.
Combined, these studies extend our understanding of wellbeing from a Positive Psychology perspective by the New
Zealand setting.
SY17.1 Maori Well-being: The Benefits of
Whanau for Working Maori
Jarrod Haar
University of Waikato, Hamilton, New Zealand
The present study tested the potential benefits of whanau
(extended family) on 420 employees of Maori descent (the
indigenous people of New Zealand). Data was collected in
two waves: (1) predictors and (2) outcomes, one month
later. Factor analysis showed the measure of whanau
relationships in the workplace were two distinct factors:
(1) whanau connectedness, which relates to working and
interacting with family in the workplace, and (2) whanau
support, which relates towards support by family and whanau
for workplace issues. Towards life satisfaction, both measures
were strongly related, while towards anxiety, both were
significant, although whanau support dominated. Both
dimensions accounted for over 25% of the variance towards
both outcomes. A significant interaction effect between these
dimensions was found with superior life satisfaction reported
by Maori employees with high whanau connectedness and
high whanau support, showing a cumulative benefit. The
present study highlights the importance of whanau for Maori
workers, but importantly, social support through whanau
which appears to enrich lives and reduce anxiety from work
issues. Implications for organizations are that the development
and encouragement of strong whanau networks can aid
Maori employees, as appears to make a strong and valuable
contribution to Maori well-being.
SY17.2 Aspirations and the Role of Autonomy
Support Towards New Zealand Leaders WellBeing
Maree Roche
Waikato Institute of Technology, Hamilton, New Zealand
Self Determination Theory (SDT) emphasizes that the nature
of the aspiration that a person pursues will support or detract
from well-being. Intrinsic aspirations (growth, affiliation,
community contribution), and extrinsic aspirations (wealth,
image and fame) differ in the likely well-being consequences
of goal pursuit. Testing aspirations towards subjective
well-being of 386 leaders from over 200 organizations with
data split in two waves (1) aspirations and (2) well-being
outcomes, found that intrinsic aspirations were positively
related, and extrinsic were negative related, to well-being (life
satisfaction, positive affect, negative affect, and subjective
well-being). Furthermore, perceived autonomy support
(PAS) was tested as SDT suggests attaining well-being can
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also be influenced by the context of sought opportunities
(e.g. organizations). Findings show that PAS was directly
beneficial towards all well-being outcomes, as well as
moderating the effects of various aspirations towards all
outcomes. Overall, moderating effects supported the positive
influence of PAS, where it enhanced the positive influence of
intrinsic aspirations and buffering the detrimental influence
of extrinsic aspirations, towards well-being.
SY17.3 Resilience and Work and Family WellBeing in the New Zealand Context
Derek Riley
University of Waikato, Hamilton, New Zealand
This paper reports findings from a study of resilience and its
effects on employee well-being in New Zealand. A model
of well-being will be discussed that includes work→family
and family→work conflict, work→family enrichment and
family→work enrichment as predictors, resilience as a
mediating variable and five well-being criterion variables
(job and family satisfaction, anxiety/depression, social
dysfunction and work-life balance). The sample comprised
1596 health professionals from three organisations in New
Zealand. The results indicated that resilience was significantly
correlated with all latent variables in this study, in particular
anxiety/depression (r = -.42), family satisfaction (r = .36),
and social dysfunction (r = -.30). Structural equation
modelling demonstrated that resilience mediated the
relationships of work→family conflict (strain), family→work
conflict (strain and behaviour) and work→family enrichment
(capital) with all the well-being variables. These findings
illustrate the positive effects of resilience on employee
satisfaction and well-being when confronted with conflict
between their work and family commitments.
SY18 Positive Psychology in Schools
Michael Bernard1, Jane Gillham2,3, Tayyab Rashid4,5, Steve
Leventhal6, Mathew A White1,7
1
The University of Melbourne, Melbourne Graduate School
of Education, Melbourne, Australia, 2Swarthmore College,
Psychology Department, Swathmore, United States, 3University
of Pennsylvania, Psychology Department, Philadelphia, PA,
United States, 4University of Toronto Scarborough, Toronto,
Canada, 5Values in Action Institute, Cincinnati, United States,
6
CorStone, 250 Camino Alto Suite 100A, Mill Valley, United
States, 7St Peter‘s College, St Peter‘s, Adelaide, Australia
Many lessons are being learned from the application of
positive psychology principles and practices in schools.
This symposia will report on the application of positive
psychology in Australia, Canada, India and the United States
of America across a diversity of cultural and socio-economic
settings. Chaired by Dr Mathew White, Associate Director
– Ethics, Excellence & Engagement at St Peter´s College,
Adelaide and Fellow in the Melbourne Graduate School of
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Education the symposia will report and discuss data from the
following recognized leaders: Professor Michael E. Bernard
author of the social and emotional learning program You Can
Do It! used in over 6000 schools; Associate Professor Jane
Gillham co-author of the Penn Resiliency Program who will
present findings from a longitudinal, randomized controlled
study of a high school positive psychology program; Dr.
Tayyab Rashid from the Values in Action Institute and
co-developer of Positive Psychotherapy with Dr. Martin
Seligman will discuss integrated approach to good character
with child‘s self-report measures to determine a child’s
signature strengths; Steve Leventhal will outline CorStone’s
‘Children’s Resiliency Program (CRP)’ in New Delhi,
Mumbai and Surat, India . Each eductors will explore some
of the lessons learned from the implementation of positive
psychology interventions in schools across a range of settings.
SY18.1 How to Effectively Implement Positive
Psychology in School Communities: Some
Lessons from Australia
Michael Bernard
The University of Melbourne, Melbourne Graduate School of
Education, Melbourne, Australia
This presentation will focus on one of Australia‘s most
extensively used (K-12) u Education, developed since
1987 by the author and being used to various degrees of
effectiveness in over 50% of schools in Australia. A brief
summary will be presented on the cognitive-behavioral
theory behind YCDI‘s teaching and curricula including
with a focus on the behavioral strengths of resilience,
confidence, persistence, organization and getting along as
well as 12 positive Habits of the Mind (e.g., self-acceptance,
high frustration tolerance, other-acceptance) that research
indicates supports high levels of student well-being. Research
evidence of YCDI efficacy will be summarized. A major
focus of the presentation will be on what has been learned
about the core practices for building the critical mass that is
necessary for positive psychology programs to be effectively
implemented within school communities. Based on extensive
experience in conducting professional development
master classes in social and emotional learning for school
principals and other school leaders, a five stage flow-chart
for implementation of positive psychology programs will
be highlighted. Finally, the engine of implementation in
school of positive psychology programs is the professional
preparation and ongoing development of teachers. Different
examples of successful teacher training programs including
train-the-trainer and “The Resilient educator” will be
described.
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SY18.2 Assessing Signature Strengths of the
Children from Multiple Perspectives
Tayyab Rashid1,2
Values in Action Institute, Cincinnati, OH, United States,
2
University of Toronto Scarborough, Toronto, Canada
1
Good character is what parents want to cultivate in their
children, what teachers attempt to impart in their pupils, what
friends look for in each other. But rarely these perspectives
have been integrated with child‘s self-report measures to
determine a child‘s signature strengths. This study precisely
did that. An entire six grade class at a public school in
Toronto participated in this project. Character strengths of
curiosity, forgiveness, appreciation of beauty, authenticity
and honesty, love, social intelligence and zest received high
convergence while modesty, perspective, self-regulation and
spirituality received low convergence. Children with the help
of their parents also participated in a project which actively
deployed children‘s signature strengths. Results of this project
are expected before this proposed presentation.
SY18.3 Teaching Positive Psychology to
Adolescents: 3 Year follow-up
Jane Gillham1,2, Michael Bernard3
1
Swarthmore College, Psychology Department, Swathmore,
United States, 2University of Pennsylvania, Psychology
Department, Philadelphia, PA, United States, 3The University
of Melbourne, Melbourne Graduate School of Education,
Melbourne, Australia
We present findings from a longitudinal, randomized
controlled study of a high school positive psychology
program (Reivich, Seligman, Gillham, Linkins, Peterson, et
al., 2003). The program is based largely on Seligman‘s (2002)
theory of happiness and includes 25 lessons designed to
promote students‘ positive emotions, character strengths,
and sense of meaning. We randomly assigned 347 9th grade
students (ages 13-15) to the positive psychology program or
to a school-as-usual control. The positive psychology program
was delivered during the first year of high school (9th grade)
and students were followed until the end of high school. We
collected data on students’ emotional well-being, behaviors
related to character strengths, and academic achievement.
Short-term findings (presented during the first IPPA World
Congress) suggested that the positive psychology program
increased students’ social skills (e.g., empathy, cooperation)
and increased students’ engagement in school. Effects were
particularly strong among students with lower levels of
achievement at baseline. We have recently completed our
final assessments for this project. We will present the longterm findings, through students’ final year of high school.
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SY18.4 Children’s Resilience Program in India
Steve Leventhal
Universiry of California, Global Health Sciences, San Francisco,
CA, United States
We present findings from CorStone’s ‘Children‘s Resiliency
Program (CRP)’ in New Delhi, Mumbai and Surat, India.
CRP is a 24-week, school-based prevention program that
incorporates elements of positive psychology, restorative
practices, and social-emotional learning skills for at-risk
adolescent youth in developing countries. The CRP seeks
to provide youth with knowledge and tools that build
character strengths, inter-personal skills, problem-solving
and conflict resolution. In 2009 the CRP was piloted with 97
female students, ages 12-18 at a school in a poverty-stricken
Muslim community in New Delhi. Teachers were trained to
facilitate weekly one-hour support groups (10 students per
group). Group sessions included an interactive 20 minute
lesson plan followed by 40 minutes of group sharing and
problem-solving. Emotional resilience was assessed by levels
of optimism, locus of control, and emotional and behavioral
difficulties.
Standardized assessments administered at baseline, midpoint
and post intervention, showed large emotional and behavioral
effects. ‘Normal’ scores on the Strength and Difficulties
Questionnaire (SDQ) increased from 33% at baseline to 61%
at mid-intervention (12 weeks), whereas the percentage of
students having an abnormal score decreased from 45% to
6%. Significant decreases in pessimism and external locus of
control were found in post-intervention scores. Attendance
increased markedly on days when the program was offered.
99% of students reported that the topics were relevant to
their lives and that the program provided valuable learning
experiences.
An intervention for 1,000 adolescent girl students in slum
communities in Mumbai and Gujarat is currently underway,
using a quasi-experimental design with 500 girls receiving the
intervention and 500 girls serving as a control group. Midpoint data will be available in June 2011.
SY19 Psychological Safety in the Workplace:
What Does It Mean in Healthcare?
Katerine Osatuke
VHA National Center for Organization Development,
Cincinnati, OH, United States
This symposium focuses on workplace psychological safety, a
climate aspect that supports employees in openly disclosing
mistakes or concerns (Edmondson, 1999). In medical
settings, psychological safety takes a unique meaning, making
a difference between preventing medical errors or letting
harm happen to patients (Nembhard, Edmondson, 2006;
Tynan, 2005). Carameli and Dyrenforth illustrate a positive
relationship between healthcare employees’ perceptions
of psychological safety and patients’ experience of hospital
environments in the Department of Veterans Affairs (VA).
Teclaw and Osatuke discuss demographic influences on
employees’ perceptions of psychological safety using the
data from the VA All Employee Survey, with 70% response
from the workforce of the 2nd largest federal employer
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in the U.S.. These authors show that demographically
different individuals may have sensitivities with respect to
psychological safety setting them apart from the rest of their
workgroup. Leiter and Laschinger examine determinants of
psychological safety within aspects of organizational culture
and climate and, using the data of Canadian healthcare
providers, confirm a model where workplace civility
and personal-organizational value congruence represent
predictors of psychological safety perceptions. Osatuke et al.’s
qualitative data illustrate the components of psychological
safety that affect healthcare employees’ willingness to
report medical mistakes and violations should these occur.
Dyrenforth and Yanovsky discuss specific interpersonal
behaviors of workgroup managers that are the strongest
predictors of their supervised employees’ perceptions of
psychological safety.
SY19.1 The Relationship between Healthcare
Employees’ Psychological Safety and Patient
Care Experiences
Kelley A. Carameli1, Sue R. Dyrenforth2
1
VHA National Center for Organization Development,
Cincinnati, OH, United States, 2VHA NCOD, Cincinnati, OH,
United States
Psychological safety involves feeling secure to take
interpersonal risks in a group environment. Workplace
studies show that employees’ psychological states (e.g.,
stress, strain, safety) “spillover” between work-home and selfcoworkers, but what about spillovers between employeespatients in shared healthcare environments? Using
correlation analyses, this study explored whether workplace
psychological safety among Veterans Health Administration
(VHA) employees affects VHA inpatients/outpatients‘
perceptions of courteous and respectful treatment, emotional
support, involvement in healthcare decision-making, and
overall healthcare satisfaction. Two archival (2008) VHA
datasets were used: All Employee Survey (AES) and Survey
of Healthcare Experiences of Patients (SHEP). Both datasets
entailed voluntary, anonymous, aggregated responses
matched at the medical facility level (N=140). Results
indicate a positive, small (r=.221 to .363), yet significant (p<
.01) relationship between employee psychological safety and
inpatients/outpatients’ satisfaction with both their quality of
care and overall healthcare experience; inpatients’ perceived
courteous and respectful treatment; and outpatients’
receipt of emotional support and involvement in healthcare
decision-making. These findings, while preliminary, indicate
a potential “spillover” effect between healthcare employees’
psychological safety and patients‘ care experiences.
Although additional exploration using individual-level data
is warranted, worksites with shared employee-patient or
employee-customer environments may consider broadening
their conceptualization of impact made by their employees’
psychological states.
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SY19.2 Demographic and Organizational
Correlates of Psychological Safety Perceptions
in a Large Health Care Organization
Robert Teclaw, Katerine Osatuke
VHA National Center for Organization Development,
Cincinnati, OH, United States
A lack of psychological safety is a concern in medical
and other high stakes work environments because this
characteristic can contribute to patient harm and other
negative outcomes. Psychologically safe workplaces allow
employees to feel secure in pointing out problems and
making suggestions to benefit the workplace. In order to
increase psychological safety within organizations, it is
important to understand if and how employee characteristics
shape their perceptions of psychological safety. The Veterans
Health Administration (VHA) routinely uses information
from organizational surveys to address employees concerns,
to increase staff satisfaction, and ultimately to maintain a
high level of care for clients. This report uses responses to the
2010 VHA All Employees Survey (n=185,459, 71% response
rate) to describe differences in perceptions of psychological
safety across the following demographic categories: sex, age,
ethnicity, race, time at VA, supervisory status, clinical service,
and occupation. In addition, comparisons of individual
perception with the average of their workgroup’s perception
of psychological safety demonstrate that members of some
demographic subgroups are less likely to agree with their
workgroup’s perceptions than members of other subgroups.
This information will help inform efforts to promote
perceptions of psychological safety at the VHA.
SY19.3 Psychological Safety, Respect, and
Values: Foundations of a Psychologically
Healthy Workplace
Michael P. Leiter1, Heather K. Spence Laschinger2
1
Arcadia University, Wolfville, Canada, 2University of Western
Ontario, London, Canada
Psychological safety reflects employees‘ evaluation of a
workplace as a supportive environment in which to raise
difficult issues and to take risks. An important factor in
perceiving a work setting as psychologically safe is the
extent to which employees are confident that colleagues and
supervisors will react constructively to challenges. The study
reported here examined two factors that potentially influence
that judgment: (1) the civility and respect evident in
workplace encounters, and (2) the extent to which employees
perceive a good match of personal and organizational values
within the workgroup.
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A Survey of health care providers (N=850) completed
measures assessing psychological safety, respect, value
congruence, and work engagement. Analyses confirmed
a model that proposed respect and value congruence as
predictors of psychological safety. Further, psychological
safety and value congruence predicted work engagement.
Psychological safety mediated the relationship of respect with
work engagement.
The results support efforts to enhance engagement at work
by improving collegial relationships. The major implication
of the findings is that initiatives that both increase the level
of civility in workplace discourse and that develop basic
agreement on core values have a potential to increase work
engagement.
SY19.4 Factors that Influence Psychological
Safety in Healthcare Settings
Katerine Osatuke1, Jonathan L. Fishman1,2, Ryan Derickson3,4,
Mark Price3,5, Sue R. Dyrenforth1
1
VHA National Center for Organization Development,
Cincinnati, OH, United States, 2Miami University, Oxford, OH,
United States, 3VHA NCOD, Cincinnati, OH, United States,
4
Xavier University, Cincinnati, OH, United States, 5University of
Cincinnati, Cincinnati, OH, United States
Psychological safety refers to the extent to which employees
feel comfortable seeking information, asking for help,
and do not fear being penalized for making mistakes.
Psychologically safe workplaces thus create learning
environments where employees can proactively avoid making
mistakes and efficiently learn from mistakes when they do
occur (Edmondson, 2002; Tynan, 2005). We asked 570
healthcare workers across 12 Veterans Affairs healthcare
facilities to describe what facilitates or hinders reporting of
serious medical violations in their facility, a key component of
psychological safety in healthcare environments (Walumbwa,
Shaubroek, 2009). Interview themes were analyzed based
on grounded theory (Glaser & Strauss, 1967), refined
through independent iterative revisions (Ward method;
Shielke et al., 2010), and organized according to respondents’
perceptions of how these aspects of hospital environments
support or hinder employees’ willingness to report medical
violations. We report qualitative and quantitative results
which collectively suggest specific factors to be taken into
account when promoting psychological safety in healthcare
workplaces. For example, personal ethics and values, concern
for patient care, and supervisor approachability were the
top factors that facilitated reporting known violations.
Conversely, a lack of organizational accountability and
responsiveness and fear of repercussions were named as
barriers to reporting known medical violations.
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SY19.5 Supervisors’ Behaviors that Predict
Psychological Safety Perceptions in Supervised
Employees
Sue R. Dyrenforth, Boris Yanovsky
VHA National Center for Organization Development,
Cincinnati, OH, United States
Supervisors and managers can greatly influence how
psychologically safe their employees feel at the workplace.
This study explored the relationship between 12 specific
interpersonal behaviors of workgroup managers (having
to do with courtesy/consideration, power sharing,
fairness, objectivity, and networking) and their supervised
employees’ perceptions of psychological safety. Supervisors’
behaviors were measured through 360-degree feedback
ratings where employees rated observed frequency of their
supervisors’ specific interpersonal behaviors on the job.
Workplace psychological safety climate was measured
in an independently administered VA-wide voluntary
confidential All Employee Survey, which included two
measures (“Members of my workgroup are able to bring
up problems and tough issues”, and “It is safe to take a risk
in this workgroup”). For each measure, separate multiple
regression analyses were conducted to predict employees‘
workgroup climate perceptions from specific supervisory
behaviors using data from 264 workgroups. Comparing
predictive models suggested that courtesy/consideration
behaviors by supervisors accounted for more variance in both
psychological safety measures than any other supervisory
behaviors (R2=.12, adjusted R2=.10, F(5, 247)=6.52,
p< .001; R2=.10, adjusted R2=.09, F(5, 248)=5.76, p<
.001). The strongest individual predictor of employees’
psychological safety perceptions was the following rating for
their supervisor’s behavior: “Encourages and listens to the
ideas and opinions of others.”
SY20 Seeing the Kid Behind the Student:
Studying and Implementing Positive
Psychology in Educational Settings
Anat Shoshani, Mario Mikulincer, Sarit Guttmann-Steinmetz,
Tal Ben-Shahar
Interdisciplinary Center (IDC) Herzliya, Psychology,
Herzliya, Israel
Adjustment to school is a complex and multifaceted process.
Although the explicit goal of school is education, school is a
place where children develop emotionally and socially and
handling school demands and challenges have a long-lasting
impact on children´s well-being and social adjustment. In the
proposed symposium, we will showcase studies conducted
by Maytiv Center (the Center for the Research and Practice
of Positive Psychology) in Israel aimed at investigating and
cultivating teachers´ and children´s strengths and their
contribution to children´s adjustment to school. In the first
lecture, Anat Shoshani will present findings from a study
examining the contribution of children´s character strengths
to their emotional, social, and academic adjustment to first
grade. In the second lecture, Mario Mikulincer will present
findings from a prospective study examining the contribution
of teachers´ sense of attachment security to their students´
emotional, social, and academic adjustment to first grade.
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In the third lecture, Sarit Guttmann-Steinmetz will present
a school-based intervention study aimed at cultivating
teachers´ and students´ personal strengths to both teachers´
and children´s well-being. Tal Ben-Shahar will briefly discuss
the three presentations and suggest future challenges and
directions for research and practice of positive psychology in
educational settings.
SY20.1 A Positive Psychology Perspective
on School Readiness – Children’s Character
Strengths and the Transition from Kindergarten
to First Grade
Anat Shoshani
Interdisciplinary Center (IDC) Herzliya, Psychology,
Herzliya, Israel
The transition from kindergarten to first grade is one of the
major challenges children face during early childhood, and
children´s character strengths can be crucial for effectively
adjusting to this transition. In this talk, I will present findings
from a pioneering study attempting to integrate the body of
knowledge accumulated in the strengths and virtues field
with the school adjustment literature. Specifically, parents of
108 first-grade Israeli children rated their child´s character
strengths using a Hebrew version of the 24-items Values in
Action (VIA) scale and reported on their child´s cognitive,
emotional, behavioral and social engagement in school.
Findings provided extensive support to the hypothesis that
children´s character strengths positively contribute to school
adjustment. Curiosity and self regulation were the most
important predictors of cognitive, emotional, and behavioral
adjustment to school. Implications for early childhood
practices and strengths-based skills relevant to school
adjustment will be discussed.
SY20.2 The Contribution of Teacher´s
Attachment Security to Children-Teacher
Relations and Children´s Adjustment to First
Grade – A Prospective Study
Mario Mikulincer1, Michal Alyagon2, Inbal BinyaminKleinerman3
1
Interdisciplinary Center (IDC) Herzliya, Psychology, Herzliya,
Israel, 2Tel Aviv University, Education, Tel-Aviv, Israel, 3Bar-Ilan
University, Psychology, Ramat Gan, Israel
According to attachment theory, interactions with securelyattached caregivers infuse children with a sense of attachment
security, which, in turn, builds their own resilience for
dealing with life threats and challenges. In this talk, I present
findings from a prospective study examining the contribution
of teachers´ sense of attachment security to the quality of
children-teacher relationship and children´s adjustment to
first grade. Five-hundred fifty-eight first-grade Israeli children
and 58 classroom teachers (around 10 children per teacher)
from regular elementary schools participated
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in two-wave study. In the first wave, at the beginning of the
year, we assessed teachers´ attachment security, teachers´
and children´s appraisals of the quality of children-teacher
relationship, children´s emotional and academic adjustment
to school, and their attachment to mother. In the second
wave, at the end of the academic year, we reassessed
appraisals of quality of children-teacher relationship and
children´s adjustment to school. Findings showed that
higher levels of teacher´s security predicted better childteacher relationships and better children´s adjustment to
school regardless of children´s variations in attachment to
mother. Quality of children-teacher relationship mediated
the association between teacher´s security and children´s
adjustment. Findings emphasize the important role that
teachers play in building children´s resilience at school.
SY20.3 Cultivating Strengths, Resilience,
Optimism, and Well-Being in Teachers and
Adolescents: A School-Based Intervention
Program
Sarit Guttmann-Steinmetz
Interdisciplinary Center (IDC) Herzliya, Psychology,
Herzliya, Israel
In this talk, I will present a school-based intervention
program carried out in a middle-school in Israel, with 300 8th
and 9th grade students and their teachers. The intervention
program was designed to help students´ identify their own
strength and apply them at the personal, interpersonal and
community levels, to increase students´ sense of personal
responsibility and self-efficacy, and then to enhance their
leadership qualities as a significant component in their
personal identity and day-to-day life. The intervention
program was implemented in two stages. In the first stage,
classroom teachers participated in a 15 two-hour sessions
(for a total of 30 hours) course, and through lectures and
experiential activities, we teach them the core skills of
positive psychology (e.g., cultivating authentic leadership,
positive emotions, appreciation, and gratitude, facilitating
meaning construction, strengthening mind-body connection,
forming and maintaining positive relationships, and
creating positive environments). In the second stage, each
of the teachers delivered a similar 15 two-hour sessions
program to their classroom students. Findings concerning
program efficacy in terms of positive changes in teachers´
and students´ well-being, optimism, leadership, school
functioning, sense of self-efficacy, and mental health will be
presented and discussed.
SY21 Eudaimonic and Hedonic Happiness
Investigation: The Influence of Individual
Difference and Contextual Factors on
Conceptualisations and Experiences of
Happiness and Meaning
Dianne A. Vella-Brodrick1, Antonella Delle Fave2, Ingrid Brdar3,
Marie Wissing4, Teresa Freire5
1
Monash University, School of Psychology and Psychiatry,
Melbourne, Australia, 2Universita` degli Studi di Milano, Faculty
of Medicine, Milan, Italy, 3Department of Psychology at the
University of Rijeka, Rijeka, Croatia, 4North West University,
School of Psychosocial Behavioural Sciences, Potchefstroom,
South Africa, 5University of Minho, School of Psychology, Braga,
Portugal
The Eudaimonic and Hedonic Happiness Investigation
(EHHI) assesses happiness via (1) open-ended questions on
happiness, goals and meaningful things, and (2) rating scales
for measuring the degree of happiness and meaningfulness
on 10 life domains. The instrument was initially administered
to 666 participants from Australia, Croatia, Germany, Italy,
Portugal South Africa and Spain and to subsequent samples
from Italy (N=402) and South Africa (N1=124, N2=400).
The first presentation focuses on how happiness and meaning
ratings of specific life domains (e.g., family, religion/
spirituality) are related to conceptualizations of happiness,
and whether congruence in ratings and conceptualizations is
associated with higher well-being. The second presentation
examines whether individuals with electronic based hobbies
report different levels of happiness and meaning ratings on
10 life domains and life satisfaction compared to people
with non-electronic based hobbies such as volunteering
and playing sport. The third presentation examines whether
flourishing, moderately healthy, and languishing individuals
differ in their definition and reported experiences of
happiness. The final presentation focuses on the type of
work participants engaged in and how this relates to their
conceptualisations and ratings of well-being. Collectively
these findings illustrate the importance of considering
individual difference and contextual factors when analysing
and interpreting responses to mixed method inquiries on
well-being.
SY21.1 The Conceptions of Happiness and
Well-Being Across Life Domains
Ingrid Brdar
University of Rijeka, Department of Psychology, Rijeka, Croatia
This study focuses on people´s conception of happiness
and things they consider meaningful in their present life.
Participants from seven countries (N=666) were asked to
define happiness, to list three things that they considered
most meaningful in their present life and to rate happiness
and meaningfulness across 11 life domains. The first aim was
to find out which participants include a specific component
in their conception of happiness – those who are not happy
in the corresponding life domain or those who have already
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achieved happiness. The findings indicate that individuals
who experienced higher happiness and/or meaningfulness in
domains such as family, interpersonal relationships, religion/
spirituality and standard of living included these components
in their definition of happiness. The second aim was to
examine whether the congruence between the conception
of happiness and things considered to be most meaningful
is relevant for individual well-being. The results show that
the congruence is linked with higher levels of happiness and
meaningfulness for all life domains, except for leisure and
life in general. These findings suggest that conceptualization
of happiness is an important aspect of well-being, because it
determines ways to strive for happiness.
SY21.2 Differences in Well-Being Ratings for
Individuals with Electronic Based Hobbies
Compared to Those with Non-Electronic
Hobbies: A Cross Country investigation
Dianne A Vella-Brodrick1, Teresa Freire2
1
Monash University, School of Psychology and Psychiatry,
Melbourne, Australia, 2University of Minho, School of
Psychology, Braga, Portugal
A sample of 666 participants from six countries (Australia,
Croatia, Germany, Italy, Portugal, South Africa and Spain)
completed the Eudaimonic and Hedonic Happiness
Investigation - instrument and the Satisfaction with Life
Scale. They were also asked to list their “hobbies and/or
activities in free time”. It was predicted that individuals who
listed electronic media, TV and the internet as their main
hobbies, would report the least happiness and meaning in
10 life domains and life satisfaction, than individuals who
reported non-electronic based hobbies such as volunteering,
travelling, gardening, artistic activities and playing sport.
Findings did not support this hypothesis and may be
explained using Self Determination Theory. It is possible
that by choosing to participate in a particular leisure
activity, one is motivated to engage in the activity which
in turn enables the participant to meet one or more of the
primary motivational needs of competency, relatedness and
autonomy. Electronic based hobbies may provide individuals
with opportunities to meet competency needs through, for
example, mastering games, relatedness needs through, for
example, on-line communications, and autonomy needs
through, for example, increased options and control. Crosscountry comparisons with regard to hobbies were also
analysed and will be discussed.
SY21.3 What is Well-Being? Flourishers and
Languishers Differ in Perspectives: Findings
from the Eudaimonic-Hedonic Happiness
Investigation (EHHI)
Marie Wissing, Heleen Coetzee
North West University, School of Psychosocial Behavioural
Sciences, Potchefstroom, South Africa
findings from the EHHI-study focused on what participants
described as happiness, found meaningful, what their goals
were, and what their most intense happiness experiences were
in order to disentangle and understand these phenomena
and how they hang together or differ across domains of
life and countries (cf. Delle Fave et al., 2010). The current
study explores whether people with different levels of wellbeing (i.e. flourishing (F), moderate mental health (MMH)
or languishing (L) – as measured by the MHC-SF scale
of Keyes) differ in their conceptualizations of happiness,
experienced most meaningful things, and important goals,
as well as whether they vary in the rank order of domains
of life most relevant for facets of well-being. Two South
African samples (N1=124, N2=400) completed the EHHIinstrument and other measures of well-being. Striking
differences emerged in conceptualizations and experiences
of happiness, meaningfulness, goals and most important
life domains among F, MMH and L groups. Implications of
findings for theory and practice are indicated.
SY21.4 Well-Being at Work and Across Life
Domains: A Comparative Study Among Italian
Professionals
Antonella Delle Fave1, Mjriam Di Bisceglie1, Andrea Fianco1,
Paola Mencarelli2
1
Università degli Studi di Milano, Faculty of Medicine, Milan,
Italy, 2UILCA, Milano, Italy
Background and aims: Meaning pursuit, resource
mobilization, and the exercise of freedom and responsibility
are constituents of well-being in any life domain. However,
as concerns work, task and organizational differences
substantially influence workers’ well-being. These topics were
explored through the Eudaimonic and Hedonic Happiness
Investigation among 402 Italian adults (266 women and
136 men, aged 45,8 on average), including 185 teachers, 113
bank clerks, and a miscellaneous group of 104 participants
involved in different jobs.
Results: Teachers associated work with the highest levels
of happiness and meaningfulness, compared with the
other groups. On the opposite, bank clerks scored lowest
in happiness and meaningfulness at work, and in life
satisfaction. Teachers more often associated well-being
with personal growth and involvement in community/
society issues, while the other groups gave more emphasis
to leisure and material resources. All groups quoted family
as the prominent context of meaningfulness and happiness.
Conclusion: Teachers prominently associated job with wellbeing, while bank clerks perceived lack of engagement and
meaning. Structural job aspects were related to these findings.
Overall, group differences suggest that achieving an optimal
balance in resource investment across life domains, according
to their developmental and meaning potential, can represent
a useful strategy in well-being promotion.
The EHHI study explores lay people‘s perspectives on
psychological well-being and related facets, and adopted a
mixed method approach through which both quantitative
and qualitative data are gathered. Previous reports on
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symposium & workshop abstracts (cont’d)
SY22 Elevating Experiences: Research on Moral
Elevation, Awe, and Transcendence
Veronika Huta1, Jonathan Haidt2, Ryan Niemiec3, Ann Roepke4
1
University of Ottawa, Ottawa, Canada, 2University of Virginia,
Charlottesville, VA, United States, 3VIA Institute on Character,
Cincinnati, OH, United States, 4University of Pennsylvania,
Philadelphia, PA, United States
Elevating experiences represent the largely unstudied
upper end of the well-being spectrum, the experiences
that we remember as particularly uplifting, inspiring, or
transformative. They include feelings of awe, moral elevation,
inspiration, and transcendence (sense of connection with
a greater whole). The members of this symposium have
come together from different universities to share their
research on these rare but deeply moving events. Their work
includes the role of elevating experiences in: the pursuit of
excellence, prosocial contribution, and personal growth, the
transformative effects of movies, and the benefits of character
strengths.
SY22.1 An Overview of the Self Transcendent
Emotions
Jonathan Haidt
University of Virginia, Psychology, Charlottesville, VA,
United States
In this talk I´ll give an overview of a class of emotions that
was almost completely ignored by psychology prior to
the arrival of positive psychology: the self-transcendent
emotions, including awe, gratitude, admiration, and moral
elevation. I´ll explain why humans, and only humans, have
these emotions and I´ll give a brief overview of the small
but growing body of empirical research on these emotions.
For most people these emotions are rare compared to more
commonly studied emotions such as anger and joy, but
because of their link to self-transcendence and therefore to
spirituality, these emotions are often found at the turning
points and peak experiences of people´s lives.
SY22.2 Awe, Inspiration, and Transcendence:
When Elevating Experience Plays a Greater
Role than Subjective Well-Being
Veronika Huta
University of Ottawa, Ottawa, Canada
A measure of awe, moral elevation, and transcendence
was developed, drawing on the works of Haidt, Keltner,
Csíkszentmihályi, and other scholars. Factor analyses showed
that these experiences represent a single higher-order
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concept, which was called elevating experience. The scale
has demonstrated good psychometric properties. I have
examined elevating experience in 11 studies, including two
longitudinal and one intervention study, to identify areas
where elevating experience consistently plays a greater role
than all three components of Subjective Well-being (SWB,
i.e., positive affect, negative affect, life satisfaction). Elevating
experience related more than SWB to eudaimonic activity
(seeking to use and develop the best in oneself), but less
than positive affect to hedonic activity (seeking pleasure,
enjoyment, and comfort). Elevating experience related
more than SWB to a composite of the 24 VIA-IS character
strengths, but equally or less to a composite of psychological
vulnerabilities (Dysfunctional Attitudes Scale). Elevating
experience related more than SWB to interdependent
self-construal, but equally to independent self-construal.
And elevating experience related more positively to proenvironmental behavior, but more negatively to materialism.
These findings suggest that elevation is a particularly strong
marker and motivator of excellence, virtue, and concern for
the broader world, much as Haidt (2000) predicted. It also
identifies areas of research where it would be valuable to more
consistently include elevating experience in the assessment of
well-being.
SY22.3 A Pathway of Impact: Elevation at the
Movies
Ryan M. Niemiec
VIA Institute on Character, Cincinnati, OH, United States
The movie-going experience provides a unique opportunity
for principles of positive psychology to come alive, whether
that be authentic happiness theory, character strengths and
virtues, broaden-and-build theory, flourishing, or positive
emotions. Such concepts and theories can be usefully applied
to the experience of the viewer and/or the characters on the
cinematic screen. Perhaps the area with the most potential
is the connection between elevation and the movie-going
experience. Emerging evidence shows that elevation not only
motivates people toward the good but may actually increase
altruism/prosocial behavior. Positive psychology movies are
often used in research labs to elicit positive emotions and the
most dynamic consultants, psychologists, and coaches readily
use movie clips and movie homework assignments in their
work to help clients deepen awareness, develop empathy,
understand character strengths, generate positive emotions,
and act as a catalyst for growth. This presentation will explore
the important role of elevation in the context of watching
movies and review practical implications.
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SY22.4 Elevation as an Opportunity for Growth
SY23.1 A UK Perspective on Positive Education
Ann Marie Roepke
University of Pennsylvania, Psychology, Philadelphia, PA,
United States
Ilona Boniwell
University of East London, London, United Kingdom
Theory indicates that awe and fear may be different sides
of the same coin. Both awe and fear can lead to a need for
accommodation, and thus to opportunities for positive
psychological growth and change. An ever-growing body of
research has examined the positive changes that result from
experiences of fear – posttraumatic growth – but we still know
little about the lasting positive outcomes of elevating and
awe-inspiring experiences. This empirical study examines
peoples’ experiences of positive growth after elevating events,
using a mixed methods design. First, peoples’ experiences of
such growth are explored qualitatively. Then, these growth
outcomes are quantified in the creation of a new scale that
measures growth after elevating experiences. Implications
for theory and future research are discussed.
SY23 Positive Education: Global Developments
in Applying the Principles of Positive
Psychology and Well-Being in Schools,
Universities and in Teacher Education
Ilona Boniwell1, Hans Henrik Knoop2, Toni Noble3, James O.
Pawelski4, Lea Waters5, Mathew A. White5,6
1
The University of East London, School of Psychology, London,
United Kingdom, 2Aarhus University, The Danish School
of Education, Copenhagen, Denmark, 3Australian Catholic
University, School of Educational Leadership, Sydney, Australia,
4
University of Pennsylvania, Positive Psychology Center
Department of Psychology, Philadelphia, PA, United States,
5
The University of Melbourne, Melbourne Graduate School of
Education, Melbourne, Australia, 6St. Peter‘s College, St Peter‘s,
Adelaide, Australia
What are the global developments of Positive Education?
What are the implications for educational policy, schooling,
school leadership and teacher education? The panel members
will address these questions and report on the application
of positive psychology in education across three continents
(Australia, Europe and the United States of America).
Chaired by Professor Hans Henrik Knoop from the Danish
School of Education, Aarhus University, the panel members
are Dr. Ilona Boniwell, School of Psychology, The University
of East London, London, UK; Professor Toni Noble,
Faculty of Education, Australian Catholic University; Dr.
James Pawelski, Positive Psychology Center, University of
Pennsylvania, USA; Professor Lea Waters, Director, Masters
in School Leadership, Melbourne Graduate School of
Education, The University of Melbourne, Australia and Dr.
Mathew White, Associate Director, Excellence, Ethics &
Engagement at St Peter’s College, Adelaide, Australia, and
Fellow in the Melbourne Graduate School of Education, The
University of Melbourne, Melbourne, Australia.
This presentation will address two positive education
projects implemented in British schools. Results will be
discussed with regard to cultural, curricular and wider
school policy considerations. The first, Haberdasher´s WellBeing Curriculum, is a comprehensive positive psychology
programme implemented in three secondary schools
in South East London. From Year 7 through to Year 13
students receive one hour of positive education weekly. The
presentation will report on the outcomes of the pilot year of
programme implementation with Year 7 students (focusing
on positive experience and relationships). The study was a
non-randomised control group design with a pre-test and
post-test, using Multidimensional Life Satisfaction Scale
for Children, Positive and Negative Affect Schedule for
Children and Students’ Life Satisfaction Scale. Using 2x2
Anova, significant effects were found for satisfaction with self,
satisfaction with family, satisfaction with school, satisfaction
with friends, positive and negative affect.
The SPARK Resilience Programme was developed to
improve adolescents´ psychological well-being by building
resilience over 12 one-hour weekly lessons. It was delivered
to Year 7 pupils in two different schools in the Borough of
Newham, East London and assessed using pre- and posttest design. The statistical data analysis showed significantly
higher resilience scores in the post assessment compared
to the pre-assessment data. A significant increase was also
found for self-esteem and self-efficacy scores. A marginally
significant decrease was observed in depression symptoms.
The control data was provided by the school’s annual student
survey of Year 7 students completed one year previous to
the current post-assessment. The control group indicated
lower positive affect than the treatment group in the pre and
post assessment. The control group’s life satisfaction scores
(SLSS) resulted lower than the treatment group in the post
assessment.
SY23.2 The Importance of the Positive
Humanities for Positive Education
James Pawelski
University of Pennsylvania, Positive Psychology Center,
Philadelphia, PA, United States
There is growing global interest in positive education, an
approach emphasizing the importance of well-being both as
a cause of academic success and as a proper goal of education
in its own right. Crucial to positive education is the science
of well-being—especially positive psychology—and its
application to pedagogy, curriculum, and school culture. Just
as crucial to positive education is the culture of well-being,
as reflected in positive theoretical perspectives in the various
disciplines of the humanities. This presentation will call for a
This panel will be of relevance for policy makers and
educators from elementary, secondary and tertiary levels.
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“positive turn” in the humanities—both at the theoretical and
the pedagogical level—as an important way to increase our
knowledge of well-being and its effective cultivation. We will
examine current work being done to facilitate such a positive
turn, including key scholarly works in the area and the
inaugural course on “Humanities and Human Flourishing”
I developed and taught last year in the University of
Pennsylvania’s Master of Applied Positive Psychology
(MAPP) program. We will consider the overall implications
of this work for positive education at all scholastic levels.
SY23.3 Building Capacity in School Leaders
Using Positive Psychology
Lea Waters
University of Melbourne, Melbourne Graduate School of
Education, Melbourne, Australia
Creating system-wide change is a complex process. Systems
theory shows that many levers need to be pulled to create
change and that leadership is a critical lever. Berends, Bodilly
and Nataraj Kirby (2002) concluded that leadership is the
biggest factor in predicting school reform. This presentation
will outline the way in which positive psychology has been
built into a new leadership program that services school
leaders in the state of Victoria, Australia. The Master in
School Leadership (MSL) is designed to develop the next
generation of school leaders for the Victorian Department of
Education. Over the next six years, 180 future school leaders
will go through this course and will study positive psychology
and positive education. The MSL is seen as a critical program
in spreading the adoption of positive education across the
Victorian School system. The presentation will discuss the
ways in which the MSL is designed so that incumbent school
leaders have a personal experience with positive psychology
and are encouraged to apply positive psychology with
their school staff and students through an action-research
project. The presentation will outline some of the hurdles
and enablers of using a positive psychology approach in this
Masters degree.
SY23.4 Positive Education: Applications of
Positive Psychology in School Development
Mathew A White1,2
1
St Peter‘s College, St Peter‘s, Adelaide, Australia, 2The University
of Melbourne, Melbourne Graduate School of Education,
Melbourne, Australia
The tension between outcome driven schooling, positive
youth development and specific demands of national systems
of education is well documented amongst educators;
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however, applications of positive psychology at a whole
school level remains an emerging area of effective strategic
planning.
In 2011 St Peter´s College, Adelaide, one of Australia´s
leading all boys’ independent Anglican day and boarding
school commenced steps towards embracing a whole school
approach to positive education. Under the management
of Simon Murray, Headmaster, the leadership position of
Associate Director – Excellence, Ethics, and Engagement
was created to enable St Peter´s College to adopt and
adapt the latest findings from Positive Psychology and
reinforce the school´s focus on student and staff well-being.
Founded in 1847 St Peter’s College is Australia’s fourth
oldest independent school with over 160 years of national
and international service. Among her Alumni are 3 Nobel
Laureates, 41 Rhodes Scholars and 8 State Premiers.
Pivotal to the introduction of positive education at St Peter’s
College is the creation of a visiting fellows program that
will engage all parts of school community: students, parents
and old scholars. The program has four objectives: to foster
positive emotion, develop positive relationships, engage
students to seek meaning and purpose through a strengthsbased approach to teaching and learning, and celebrate
positive accomplishment.
St Peter’s College’s organizational development is influenced
by the science of positive psychology or the scientific study
of the strengths and virtues that enable individuals and
communities to thrive. In the symposia discussion this
presentation reports on St Peter’s College vision, mission,
values and strategic planning to achieve a results-based
accountability system to educate students in strengths-based
pathways to global citizenship, social responsibility, civic
engagement and pro-active approaches to adolescent wellbeing.
SY24 Facing Adversities, Building Resources:
The Challenges of Work Across Countries
Marta Bassi1, Daleen Koen2, Marisa Salanova3, Kamlesh Singh4
1
Università degli Studi di Milano, Milano, Italy, 2North-West
University (NWU), Potchefstroom, South Africa, 3Universitat
Jaume I, Castellò de la Plana, Spain, 4Indian Institute of
Technology, New Delhi, India
Individuals around the world invest a great deal of their time
and efforts in work. Besides being the primary source of
sustenance, work has become a privileged area of personal
fulfilment, especially in those countries where individuals
can chose the kind of profession they want to pursue in
life. In the attempt to shift the focus from preventing poor
performance, low motivation, and stress and illness, positive
psychology researchers target the promotion of workers’
well-being, competence development and appreciation of
human capital in the face of the adversities and problems
confronting the world economy today. In this symposium
three presenters from different countries illustrate crucial
issues in the investigation of well-being at work. The first
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presentation analyzes the relationship between the nature of
work and happiness among rural women in India. The second
presentation focuses on collective self-efficacy beliefs and
workers’ performance within companies in Spain. The final
presentation analyzes the relationship between economic
crisis and well-being among Italian workers. Findings are
discussed based on the regional and cultural diversities in the
world’s economy and on the contribution of
individuals’ happiness to community prosperity.
SY24.1 Relationship Between Nature of Work
and Happiness Among Rural Women
Kamlesh Singh
Indian institute of Technology (IIT) Delhi, Delhi, India
India is primarily a society, where the majority of the
population depends on agriculture and has works like
farming, cattle rearing, and household activities. In this
patriarchal rural society women’s work is generally neither
acknowledged nor paid by the family. A substantial number
of women do unpaid activities (51%) and spend 86% of
their time doing them. However, rural women are also
moving towards independent jobs as teachers, Aaganwadi
workers, nurses, and laborers. The present study will
explore whether the nature of work affects rural women’s
hedonic and eudaimonic well-being in Northern India. It is
hypothesized that well-being of recognized workers (women
with a job outside the family and with independent income
and recognition) would be better off as compared to nonrecognized workers (women working the whole day in the
fields, doing cattle rearing and other income-oriented family
jobs, and not getting independent income and recognition).
Participants were administered Positive Affect Negative
Affect Scale, Subjective Happiness Scale, Satisfaction
Life Scale, Ryff´s Scales of Psychological Well-being, and
semi-structured interviews for collecting information on
socio-cultural issues. Data from 100 participants in each
group will be discussed. Finally, the paper will focus on
recommendations regarding socio-cultural issues hampering
women’s well-being.
SY24.2 Eudaimonic and Hedonic Well-Being
at Work: Comparing Thriving and Failing
Companies
Marta Bassi, Gertraud Bacher, Antonella Delle Fave
Università degli Studi di Milano, Milano, Italy
Focusing on either eudaimonic or hedonic dimensions,
research has shown that well-being at work can have
beneficial effects for both individuals and organizations.
This study aims at integrating these two approaches in
the investigation of well-being under different working
conditions. Is there a relationship between economic crisis
and well-being at work? To what extent do hedonic and
eudaimonic dimensions contribute to job satisfaction? Are
there spillover effects from work to overall life satisfaction
and happiness? To answer these questions, we collected data
from Italian employees at a thriving insurance company and
at a failing one (N=42 and N=43).Well-being at work was
assessed through Job Content Questionnaire, Satisfaction
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with Work Questionnaire, and Basic Psychological Needs
Scale at Work. Psychological Well-being Scales, Eudaimonic
and Hedonic Happiness Inventory, Satisfaction with Life
Scale, Flow Questionnaire and Global Motivation Scale
provided information on participants‘ global well-being.
Employees at the failing company reported lower values of
satisfaction with job and salary, social status, job happiness,
competence, outcomes and working skills. No significant
between-group differences were identified in the global
indicators of hedonic and eudaimonic well-being. No
spillover effect was detected either. Discussion will focus on
the importance of pursuing balance across life domains in
well-being promotion.
WS1 Finding the Sweet Spot of Engagement:
Using Appreciative Inquiry and the VIA
Joan Hoxsey1, Neil Samuels2
1
Relationship Resources LLC, Cincinnati, OH, IL, United States,
2
Profound Conversations Inc, Naperville, United States
The science of strengths is changing the world giving
individuals, companies, organizations, civic groups, and
not-for-profits the key to engagement and performance.
The most effective consultants and executives know how to
help organizations identify individuals’ strengths and then
magnify them and connect them to others. Now for the first
time you can learn how to apply this science of strengths to
organizational life through the use of Appreciative Inquiry
(AI) and the VIA Survey of Character. Integrating AI and the
VIA gives organizations and individuals an opportunity to
find the “sweet spot” where engagement lives. Appreciative
Inquiry moves away from the traditional path of “diagnosing
and destroying the problem” and instead creates a pathway
to Discover strengths, Dream about what the strengths can
do in the future, Design that future, and Deliver it. The VIA
Survey of Strengths identifies each person’s unique profile
of character strengths and gives a language of strength to the
process of Appreciative Inquiry. Combining Appreciative
Inquiry and the VIA is a powerful example of fusing strength
to strength, the result of which is exponential improvement.
This workshop will be highly experiential using pairs and
small groups. Participants will have a chance to inquire more
deeply into their own strengths and how to engage both the
individual’s and organizational strengths. Both presenters
have worked closely with David Cooperrider, innovator of
Appreciative Inquiry and the VIA Character Institute. They
have developed a unique perspective as to what this AI/VIA
integration process entails. Participants will benefit from
their extensive use of both AI and the VIA. They recently
presented an AI/VIA Integration workshop in Chicago that
was rated as excellent by participants. Come join us for this
innovative yet down to earth, practical application of two
of the most valued strength based processes in the field of
positive psychology.
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symposium & workshop abstracts (cont’d)
WS2 Qualities of Resilience in Couple
Relationships
Karen Skerrett
University of San Diego, Nursing & Health Sciences, San Diego,
CA, United States
The majority of work to date in positive psychology, both
conceptually and empirically, has focused on the individual.
Yet, numerous studies demonstrate the crucial importance
of relationships for optimal living. Little attention has been
paid to the qualities of a relationship that might contribute
to positive states. This workshop examines resilience as
a couple phenomenon; a dynamic process qualitatively
different than the sum of individual partner resilience.
Hypothesized to reflect the ‘we-ness’ of a couple, relational
resilience represents the ongoing interplay between self,
other and relationship awareness. Key components will
be described as 1) self, other and relationship awareness,
2) mutual engagement in supported vulnerability, 3) the
joint creation of meaning and 4) skill sets that promote
relationship priority and positivity. These components were
identified in a series of qualitative studies with long-married,
heterosexual couples and were linked to the development of
generative perspectives and positive coping during illness.
The studies suggested that the cultivation of couple resilience
not only promoted individual and relational development
but contributed to couples’ ability to refine their joint stories
in positive directions. Specific techniques shown to promote
relational resilience will be discussed and implications for
relationship enhancement and therapeutic work with couples
will be suggested.
WS3 Model for University Academic Programs
in Positive Psychology and Consciousness
Studies
Mark Thurston
George Mason University, Center for Consciousness and
Transformation, Fairfax, VA, United States
This workshop presents a summary of developments over
the last three years at George Mason University, located in
suburban Washington, D.C. by the Center for Consciousness
and Transformation. This interdisciplinary Center at a large
public university has developed an extensive undergraduate
minor (15 credits) that features courses in the science of
well-being, consciousness studies, strengths-based leadership,
and other topics directly related to positive psychology. The
Center has implemented both academic and co-curricular
initiatives on campus, and it has engaged faculty participation
from a wide range of disciplines. The workshop
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will summarize the methods used in this one model and
then engage workshop participants in conversation about
how similar academic and co-curricular programs might be
possible on other campuses. The workshop is designed for
faculty or administrators from any college or university where
there is interest in positive psychology.
WS4 The HAPPY SCHOOLS Program: A
Project on Positive Education in Spain
Ricardo Arguís Rey
C.P.R. ‘Juan de Lanuza’, Zaragoza, Spain
The “HAPPY CLASSROOMS” Program is a pioneering and
recent project in Spain, which attempts to provide teachers
an educational program based on Positive Psychology. It’s
designed for students in Preschool, Primary and Secondary
Schools (children and youth between 3-18 years old). The
two axes of the Program are: mindfulness and the education
of character strengths (Peterson & Seligman, 2004). It has
two fundamental objectives: enhancing the personal and
social development of students, and promoting the happiness
of students, teachers and families.
This Program is situated within the framework of the Key
Competencies of the current European educational systems.
Specifically, it allows teachers to work the three more
transversal Competencies: autonomy and personal initiative,
social and civic competence, and competence of learning to
learn. It can be developed in all areas of school curriculum, as
well as in tutorial action and values education.
This project is the result of two years of work by a team of
advisors and teachers linked to the Teachers’ Center “Juan de
Lanuza” in Zaragoza (Spain). The authors -SATI Team- have
grounded the program on the most recent contributions of
Positive Psychology, and offer general proposals and more
than 200 activities for students. The Program is posted
online from October 2010 and in coming months it will be
published in printed version.
Currently, SATI Team promotes teacher training to
implement the HAPPY CLASSROOMS Program in schools
in Spain. In June 2011, we will have some data that will help
to evaluate its application, as a basis for designing future
research on the effectiveness of the Program.
At present, the Program is only available in Spanish. Its
distribution is gratuitous and completely free. The authors
allow its diffusion and reproduction, but always without
commercial purposes and citing the original source. It
can be downloaded at the next website: http://catedu.es/
psicologiapositiva
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WS5 Positive Psychology and Psychodynamic
Therapy: Positive Affect, Negative Affect and
Complexity
Richard F Summers
University of Pennsylvania, Psychiatry, Philadelphia, PA, United
States
This workshop focuses on the integration of positive
psychology principles with psychodynamic psychotherapy
technique1. Detailed clinical material will allow the presenter
to make the argument that attention to positive emotion,
along with the traditional therapy focus on negative emotion,
enhances the effectiveness of treatment.
The therapeutic alliance is a predictor of psychotherapy
outcome2 and the bond between patient and therapist is
built up through moments of emotional contact. Yet, positive
emotion is traditionally seen as defensive when expressed
by psychotherapy patients, and risky when expressed by
therapists because it may be misunderstood and boundaries
may be crossed.
Aging, maturation, and challenging circumstances are
often important stimuli for the development of personality
strengths, yet discussion of character strengths and their
development, in either the therapist or the patient, has
been limited in the literature. However, there are new
data suggesting that dynamic therapy increases reflective
functioning3.
Five areas where findings from positive psychology
suggest alterations to the theory and practice of dynamic
psychotherapy will be discussed: enhancement of the
therapeutic alliance, identifying and eliciting positive affect,
change strategies and their relation to the patient’s affective
state, combining positive interventions and traditional
psychotherapy, and resilience as a criteria for termination.
1
Summers RF, Barber JP. (2009) Psychodynamic Therapy: A
Guide to Evidence-Based Practice, New York: Guilford Press.
2
Martin DJ, Garske JP & Davis MK. (2000). Relation of the
therapeutic alliance with outcome and other variables: A
meta-analytic review. J Consult Clin Psych, 68, 438-450.
3
Levy KN, Meehan KB, et al. (2006). Change in Attachment
Patterns and Reflective Function in a Randomized Control
Trial of Transference-Focused Psychotherapy for Borderline
Personality Disorder. J Consult Clin Psych, 74, 1027-1040.
WS6 Five Ways to Well-Being: Exploring the
Implications for Your Work of Five Evidence
Based Actions for Happiness Which Were
Developed by the New Economics Foundation
(nef) for the UK Government Office of Science
as Part of the UK´s Broader Policy Focus on
National Well-Being
Nic Marks1,2
1
New Economics Foundation, Centre for Well-being, London,
United Kingdom,
2
Action for Happiness, London, United Kingdom
five evidence based positive actions for promoting personal
well-being and happiness. The UK Government Office of
Science from time to time conducts what they call “Foresight
Reviews” of issues that are pertinent to the future of the UK.
In 2008 their focus was people’s well-being and we at nef´s
centre for well-being were commissioned to produce a list of
positive actions that would enhance people’s well-being. They
had to target the individual, be universally applicable and of
course they had to be evidence based. The whole Foresight
project was a massive endeavor and it involved over 300
experts and contained over 100 separately commissioned
reports and reviews. Our positive actions project started just
as all the other reports were being collated, so we could use
them as our primary source of evidence.
Five action themes were identified that met the criteria as well
having the quality of variety: social relationships, physical
activity, awareness, learning, and giving.
The Five Ways were then ´messaged´ (drawing on social
marketing techniques) as an invitation to people to try
them out: Connect ... Be Active ... Take Notice ... Keep
Learning ... Give...
The Five Ways have had significant pick up in the UK since
the Foresight launch in late 2008 and internationally since
the TED lecture and the subsequent publication of the book The Happiness Manifesto - by nef´s Nic Marks.
WS7 Forgiveness Solution Interventions:
A Transformational, Energetic and Positive
Approach to Less Stress and Greater Peace,
Love, Joy, Life Satisfaction, Happiness, WellBeing and Relationship Harmony
Philip Friedman
Foundation for Well-Being, Plymouth Meeting, PA, United States
This workshop explores the different practical aspects of my
new book “The Forgiveness Solution”(named by Spirituality
& Practice one of the best books of 2010) It draws on
cognitive, emotional, spiritual, positive and energetic
approaches to forgiveness and healing. Participants will
have the opportunity to learn transformational forgiveness
imagery techniques, positive affirmations and afformations
and different levels of the Positive Pressure Point Techniques
that facilitate forgiveness. The goal of true forgiveness is
peace, happiness, joy, love, satisfaction with life, gratitude and
healed relationships The intervention tools presented in this
workshop have been empirically demonstrated in the authors
clinical research to rapidly catalyze healing and change using
measures such as the Satisfaction with Life Scale (Diener
et. al); The Heartland Forgiveness Scale (Thompson et. al);
The GQ6 Gratitude Scale (McCullough, M. E., Emmons,
R. et.al: the Happiness Scale (Lyubomirsky, S et. al) and the
Friedman Affect, Belief and Well-Being Scales (Friedman
et. al.) A number of these studies have been published in
professional journals. The presentation will include lecture,
demonstrations, individual, paired and group participation
plus handouts.
This workshop will introduce the Five Ways to Well-being -
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WS8 Teaching Tips for More Positive College
Classrooms
data within institutions and in comparison to other hospitals
in a national database.
Charles J Walker
St. Bonaventure University, Psychology, St. Bonaventure, NY,
United States
This workshop will present a case study of 6 positive
psychology principles applied at a major academic medical
center. Using a non-linear approach to achieve a “tipping
point,” this model was able to generate a quantum shift in
workplace culture: job engagement increased 87%, staff
satisfaction rose 85%, patient satisfaction increased 43%, sick
leave dropped 75%, patient safety measures rose 22% and RN
retention rose 50%.
Classroom climate and the rapport an instructor has with
students are unequivocally the best predicators of not
only student learning, but also interest, curiosity, and
creativity (Benson, Cohen, & Buskist, 2005). However,
rarely is the positive psychological well-being of students
deliberately considered in the design and delivery of
college courses. Positive psychology can provide useful
suggestions for educators who intentionally want to
improve the quality of teaching and learning experiences.
For example, research on optimism (Peterson, 2000) hope
(Snyder, 2002), self-determination (Deci & Ryan, 1995),
positivity (Frederickson, 2009), flow (Csikszentmihalyi,
1990), psychological well-being (Keyes, 2007) meaning &
purpose (Wong & Fry, 1998), resilience (Bonanno, 2004),
and mindset (Dweck, 2007) have specific implications for
course planning, syllabus construction, learning assignments,
classroom exercises, classroom management, performance
feedback, grading procedures, classroom assessment and
course evaluation. Participants in this workshop will be
offered feasible, easy-to-adapt, teaching tips (Svinicki &
McKeachie, 2010) on how to make their classrooms more
positive. Through hands-on demonstrations participants
will learn, for example, how to write optimistic syllabi,
establish a positive classroom climate, give growth feedback,
increase intrinsic interest, monitor student enthusiasm, and
strengthen their own psychological well-being.
WS9 Using Positive Psychology to Transform
Organizational Culture
Thomas M Muha1,2
1
PROPEL performance, LLC, Annapolis, MD, United States,
2
Johns Hopkins Hospital, Baltimore, MD, United States
Challenges have become increasingly complex for
organizations, particularly health care systems. Looming
health care reform measures, significant financial pressures,
a shortage of doctors and nurses, and a rapidly aging patient
population are causing significant stress for leadership and
staff.
However, hospitals provide an unprecedented opportunity
to test the efficacy of positive psychology principles in a real
life situation because health care systems routinely measure
performance and satisfaction levels. This allows analysis of
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WS10 School Based Relationship Programs: A
Foundation for Building Resilience
Jonathan Toussaint, Karen Morris
Interrelate Family Centres, Sydney, Australia
The Australian Government’s initiative and focus on Respectful
Relationships has informed the development of Kids
Connexions, a program for children encouraging them to build
healthy relationships. The program covers the importance of:
maintaining a sense of self; respecting differences in others;
normalizing respectful ways of relating to others; empowering
children to make healthy choices about relationships; and
highlighting effective ways to connect with peers.
Kids Connexions has been evaluated with outstanding results.
The philosophy of Interrelate is to build resilience in the life of
a child. With over 84 years experience in cutting edge school
based program development and delivery, Interrelate continues
to inform children as they first begin to establish conscious
relationships in primary school.
This interactive workshop provides participants with an
overview of the program, useful tools to engage with children,
and techniques to encourage active participation in the
classroom. Strategies to promote and increase the involvement
of schools will also be addressed. Participants will receive a
comprehensive information and resource pack. Attending
this session, participants will see how they can work in a
strength based way with children, assisting them to understand
themselves and build healthy relationships with their peers.
WS11 Geelong Grammar School’s journey with
Positive Education
Karen Reivich1, Charles Scudamore2
University of Pennsylvania, Philadelphia, NY, USA;
2
Geelong Grammar School, Corio, VIC, Australia
1
Geelong Grammar School, a coeducational Australian
boarding school continues to pioneer the introduction of the
tenets of Positive Psychology into all facets of the school’s
operation. Over the past three years, 250 Geelong Grammar
staff members have undertaken multi-day training workshops
in Positive Psychology led by Professor Martin Seligman and
Doctor Karen Reivich from the University of Pennsylvania.
Geelong Grammar School explicitly teaches Positive
Education as part of their academic curriculum in Years 7, 9
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and 10. This workshop will provide an overview of the key
steps Geelong Grammar School has undertaken in integrating
a whole school approach to Positive Psychology, including
lessons learnt over the past three years and future directions
in implementation.
WS13 The Research and Practice of Building
Happiness at Work: New Psychometrics,
Interventions, and the Internet
Simon J Lutterbie, Jessica Pryce-Jones
iOpener, Ltd., Oxford, United Kingdom
Dr. Karen Reivich will outline the key skills covered in the
staff training and explain the sustainable training model
that Geelong Grammar School has adopted. Two specific
activities will be presented and discussed: the way in
which relationships at the school are enriched through the
knowledge of Active Constructive Responding, and how the
field of Character Strengths is addressed amongst staff and
students with particular importance placed upon the VIA
acronym – Values In Action.
The iOpener People and Performance Questionnaire (iPPQ)
is a new instrument which measures five drivers of happiness
in the workplace: Contribution is feeling you are making a
difference; Commitment is feeling dedicated to your work;
Culture is feeling supported at work; Confidence is belief in
your abilities; and Control is feeling able to manage your dayto-day activities. The first part of the workshop outlines the
research background, development and testing of the iPPQ.
Charles Scudamore, Vice Principal at Geelong Grammar
School will discuss specific Positive Psychology initiatives
in the academic and co-curriculum domains of the four
campuses of the school covering the Early Learning years
through to Year 12. Some preliminary well-being data
collected at the School will be presented and there will be an
opportunity for workshop participants to ask questions.
Alongside the iPPQ, a series of individual, coach-facilitated,
and team-based workshops have been designed to build
happiness at work. These interventions apply positive
psychology theory and empirically-validated techniques to
the workplace. The second part of the workshop introduces
several of these tools, illustrating how the iPPQ can be used
as an assessment measure for determining which techniques
to employ.
WS12 Flourishing Through Meditation and
Mindfulness
Peter Malinowski
Liverpool John Moores University, School of Natural Sciences and
Psychology, Liverpool, United Kingdom
One exciting development in Positive Psychology is the
recognition that various forms of meditation practice have
the ability to foster positive change, increase well-being
and promote a flourishing life. However, practitioners
and researchers alike often still lack a clear theoretical and
experiential understanding of the various meditation and
mindfulness practices and how they can successfully be
employed. This workshop thus aims to introduce a practical
approach, which links meditation and mindfulness practice
to Positive Psychology. The presented approach integrates
a wide range of scientific evidence regarding well-being
and flourishing and builds on the three components
of mindfulness, compassion and trust. Fostering nonjudgemental moment-to-moment awareness (mindfulness),
an open-minded, warm-hearted attitude towards our social
environment (compassion), the confidence and trust in
human potential and its development (trust) and the
interactions between these qualities will set an upward spiral
towards a state of flourishing into motion. This approach
employs several meditation practices, including mindfulnessbased practices and loving kindness meditations. It will lead
participants to an experiential and practical understanding as
to how these different forms of meditation can be integrated
into the general Positive Psychology framework and applied
within group work settings.
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The final part of the workshop demonstrates the use of an
on-line system which integrates the iPPQ and its associated
interventions. The system is designed to be used as a business
tool for individuals, coaches, team leaders, and organizations,
and as a platform for supporting continued research into
the measurement and development of happiness at work.
Opportunities for engaging with the research underlying the
system will be discussed.
WS14 Applying Resilience Skills for Young
People: A Curriculum-Based Approach
Toni Noble
Australian Catholic University, Sydney, Australia
Life is a bumpy journey and everyone experiences setbacks
and makes mistakes. All students at times face challenges
in learning and in relationships; and some face more major
challenges. All students (and teachers) need to learn the skills
to be resilient and bounce back. This workshop draws on the
award-winning Bounce Back program and applies positive
psychology principles to educational curriculum. Bounce
Back topics include values, courage, positive emotions,
relationships, people bouncing back, optimistic thinking, and
skills and attitudes for being successful. Practical activities
and strategies will be workshopped to demonstrate ways
to embed the teaching of well-being and resilience in the
elementary and middle school curriculum. These strategies
include the use of children’s literature, cooperative learning,
circle time, drama, songs and other activities to help students
learn the academic skills, social skills and coping skills to
enhance their well-being and resilience.
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WS15 POSITIVE CBT: FROM REDUCING
DISTRESS TO BUILDING SUCCESS
Fredrike Bannink
Owner Therapy, Training, Coaching and Mediation practice,
Amsterdam, Netherlands
Traditional CBT has been strongly influenced by the medical
model of diagnosis and treatment. The structure of problem
solving - first determining the nature of the problem en
then intervening - influences the content of the interaction
between therapists and clients: they focus on what is wrong
with the client.
The mission of the helping professions is to empower clients
to live more productive and satisfying lives. Empowering
clients indicates the intent to, and the process of, assisting
individuals, groups, families, and communities to discover
and expend the resources and tools within and around them.
In the past 20 years there has been a development of
competency-based, more collaborative approaches to
working with clients. Positive Psychology and Solution
Focused Brief Therapy are amongst these approaches, who
are predominantly directed toward clients´ preferred futures
and strengths instead of their past or present problems
and deficits. In this workshop I will explore with you how
traditional CBT can become Positive CBT. The focus of
Positive CBT is no longer on what is wrong with the client
and on repairing what is worst, but on what is right with him/
her and on creating what is best. In this quest Positive CBT
does not have to be constructed from the ground up, but in
Positive CBT the focus on problems is replaced with a focus
on client strengths.
WS16 Play Your Strengths(tm) with LEGO(r) Building and discovering our strengths through
narratives and LEGO models
Mads Bab
Play Your Strengths (intenz AS), Aarhus, Denmark
Introduction: LEGO bricks are combined with a theoretical
foundation based on strengths psychology, appreciative
inquiry, play theory and elements of narrative psychology.
Participants either build their strengths as identified in the
VIA Survey and if these have not yet been identified the
participants build their best possible selves, and label these
according to the VIA Classification of character strengths.
Upon building their strengths in LEGO® participants share
stories of these strengths and interact with the models as a
group.
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Background: A constructivist approach to strengths would
imply that lasting and usable knowledge of one’s top strengths
is likely to happen through a construction process and not
a quick labeling process alone. Through this construction
process one builds a strong scaffold of knowledge regarding,
using Linleys (2009), definition, preexisting capacities
for a particular way of behaving, thinking or feeling
that is authentic and energizing. Taking a narrative and
metaphorical approach to strengths it can be argued that in
order to understand our strengths we need to understand
the strength-stories and strengths-metaphors that we have
consciously and unconsciously composed over our lives. This
will allow us using, Lakhoff ”s and Johnson”s (1980) words,
“to more thoroughly understand how we draw inferences, set
goals, make commitments, and execute plans”, but in this case
on the basis of our strengths.
Play Your Strength™ has been qualitative researched as part of
an MSc in Applied Positive Psychology dissertation as well as
practical experience with more than 300 participants.
Participants will be introduced to data and findings from
workshops and research done for dissertation from MSc in
Applied Positive Psychology 2010 as well as background and
theoretical references.
Participants will also be given LEGO bricks and guided
through a selection of the Play Your Strengths exercises.
WS17 Transforming Children & Schools: The
Nurtured Heart Approach
Sherry A Blair
ISIS Innovative Specialists Inspirational Services, LLC,
Montclair, NJ, United States
The Nurtured Heart Approach (NHA) is a social emotional
curriculum developed for building relationships where
students are intrinsically motivated both academically and
pro-socially. Teacher/student relationships evolve into a
mentoring culture. Students become invested and engaged in
the learning process.
At its core NHA creates positive relationships in the academic
context. NHA focuses on the use of language as a scaffold
to build “inner wealth” through every interaction. Through
first hand experiences of success these relationships provide
opportunities for social emotional development and building
self confidence. NHA shifts classroom culture by actively
nurturing positive, healthy relationships and creating a safe
environment for students.
NHA began in 1999, as a therapeutic intervention for treating
difficult children in family therapy. In the past decade, it has
evolved to become the primary approach in an estimated
10,000 schools in the U.S., England, Belgium, Israel,
Germany, South Africa, and Australia. It is also is successful
in residential treatment programs and therapeutic foster care
programs across the country. Illinois, Washington State, and
Northern California are among the first states to adopt the
approach district wide and in their foster care programs.
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Why use this approach in schools? Tolson Elementary
School, Tucson, AZ: NHA was implemented school wide in
1999. They had 8x the district average of school suspensions.
Special education utilization was 15%. In 2006, special
education utilization dropped to 1%. Teacher attrition rates
dropped from 50% to 1% saving the district thousands in
training and hiring costs. There have been 0 cases of bullying
and 0 children referred to outside mental health agencies for
mental health screening. Additionally, utilization of gifted and
talented programs increased from 1% to over 15%. Only one
child has been suspended twice in ten years. Prior to NHA
implementation there were 36 suspensions.
WS18 Infusing Positive Psychology into
Traditional Organizational Change Frameworks
1
2,3
Lea Elizabeth Waters , Matthew White
1
University of Melbourne, Melbourne Graduate School of
Education, Melbourne, Australia,
2
St Peter’s College, Adelaide, Australia,
3
Melbourne Graduate School of Education, Melbourne, Australia
Despite the growing evidence for the success of
appreciative inquiry as a method for creating organizational
transformation, many organizations are still operating under a
deficit-based ideology. As such, traditional change models are
still the norm in most organizations where changed is viewed
as a step by step, linear, incremental improvement process
that aims to address problems- rather than a transformational,
or punctuated equilibrium, approach where the aim is to
radically alter the organization by ‘growing the good’. In
this workshop we examine how positive psychology can
be woven into traditional change models so that, even if an
organization does not strategically adopt a growth-based
approach, the underlying principles of positive psychology
can still be applied. To demonstrate this process, we will
examine the ways in which Cooperrider and Sekerka’s (2003)
Model for Positive Organizational Change (a PP approach
to change) can be woven into Kotter’s (2002) eight step
change framework (a traditional approach to change). We
will ask workshop participants to generate ways in which they
can infuse positive approaches into the traditional change
frameworks in the organizations they work within.
WS19 Are Happy Teams Better Teams?
Sharon Barnes, Steven White
Veterans Health Administration National Center for
Organization Development, Cincinnati, OH, United States
Leaders and managers expect their employees to be
engaged and effective. Employees want to feel like real
contributors, not automatons going through the motions.
This is often not realized in the workplace. The Veterans
Health Administration National Center for Organization
Development developed a framework shared throughout VA
for building cohesive, high-performing teams. This workshop
presents an overview of the model and how it is used to
synthesize multiple national initiatives. The VA Team Model
stresses the importance of team development via application
of positive psychology principles—goal-driven behaviors,
appreciative inquiry, relationship skills, learning, and mutual
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helping behaviors. The VA is currently undergoing the highest
level of an organization-wide effort to transform its healthcare
delivery by creating an environment that supports learning,
discovery and continuous improvement. The presenter will
illustrate how the model supports this process by providing
a framework for discussing team competencies in both
work improvement and interpersonal team development,
e.g. strengthening teams to become positive champions and
vehicles for change. Patient and employee outcomes are as
much associated with how a team approaches its work as it is
with how team members approach each other. The happiest,
most cohesive teams have the highest potential in providing
best services to Veterans.
WS20 After the VIA Survey: Next Steps for
Coaches and Clinicians
Ryan M. Niemiec
VIA Institute on Character, Cincinnati, OH, United States
The VIA Survey, a free online assessment tool that measures
24, universally valued strengths of character, has been widely
used by psychologists, coaches, educators, and business/
management consultants around the world. The most
common response made by these practitioners working with
clients and students who have just completed the VIA Survey
is “Now what?” These practitioners are interested in learning
science-based practices that apply the character strengths as
well as best practices and models for working with the VIA
Survey results.
This workshop will start with the assumption that the
participants are familiar with the VIA Survey in that perhaps
they have taken the instrument themselves, they have
discussed the results with their clients, or that they have taken
a previous workshop relating to character strengths. The
bulk of the workshop will thus focus on answering the “Now
what” question by offering a 3-step model for working with
strengths, the latest research emerging on signature strengths,
strength-based questions, key practice tips, the integration of
mindfulness and character strengths, and reviewing some of
the science on specific character strengths.
WS21 Smart Strengths: A Model for Positive
Education with Parents, Teachers and Coaches
John M Yeager1, Sherri W. Fisher2, David N. Shearon3
1
The Culver Academies, Center for Character Excellence, Culver,
IN, United States,
2
Flourishing Schools, Medfield, MA, United States,
3
Flourishing Schools, Nashville, TN, United States
When parents, teachers and athletic coaches form strengthsbased partnerships for the youth they serve, they can
collectively have a significantly positive influence on students.
The workshop will provide illustrations of the S-M-A-R-T
Strengths Model at three unique schools in the United
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symposium & workshop abstracts (cont’d)
States: an independent boarding school, a rural public school
(where 50% of the student body are at or below the poverty
line), and an underserved student population at an urban
charter school. The S-M-A-R-T acronym stands for Spotting,
Managing, Advocating, Relating, and Training strengths.
The approach focuses on how adult mentors discover and act
on their own strengths, so they can help youth play to their
own assets, thus becoming more resilient and building high
quality connections with others - at home, in school, and
on the athletic field. The following eight essential areas for
successful implementation will be addressed: 1) Enabling
conditions that make creating a strengths-based culture
possible; 2) Incorporating a focus on strengths in the school
mission; 3) Performing initial teacher training that generates
buy-in and enthusiasm. In the process, the school develops a
shared language for talking about strengths, which facilitates
communication among teachers, athletic coaches, parents,
staff, and students; 4) Using appreciative and strengthsbased approaches to solve cultural problems among teachers
- to move from department silos to a more collaborative
climate; 5) Establishing ongoing training practices to help
experienced teachers lead newer teachers in the strengthsbased approach; 6) Helping parents learn a strengths-based
approach to learning so that they can support student
learning effectively at home; 7) Incorporating strengthsbased learning in activities performed by students moving
through the elementary and secondary school grades; and 8)
Involving alumni in the character formation of students.
WS22 Uncovering Personal Strengths Using
Positive Psychology at Two Fortune 50
Companies
Nick Craig
Authentic Leadership Institute, Harvard, Massachusetts, United
States
This highly interactive workshop will describe a powerful
leadership development methodology based on research
done at Harvard Business School and published in Finding
Your True North, by Bill George and Nick Craig. The process
uses Positive Psychology through storytelling to help people
quickly identify their unique leadership strengths and
capacities. The methodology has been utilized extensively
with two Fortune 50 senior leadership programs as well as
at in two senior executive programs at Wharton Business
Schools. This workshop will highlight the method and results
found while working with senior management teams, as well
as teach the audience some of the techniques used in the
process.
During this workshop, participants will have the opportunity
to participate in an interactive exercise. Based on the needs
of the group, the focus of the exercise will be on either
translating crucible moments into leadership capacities, or
identifying their personal sweet spots. Both exercises involve
sharing stories with small groups to illuminate important
insights that affect their effectiveness as leaders.
By applying the principles of Positive Psychology to a
large and diverse population of senior executives, it has
been found that leadership development practices are
significantly accelerated and more effective than traditional
methodologies. In this session, the presenter will share his
experience applying these exercises with a large and diverse
population of senior executives and describe how similar
techniques can be adapted to a wide variety of leadership
development initiatives.
WS23 Happiness Monitor
Ruut Veenhoven, Arnold Bakker, Wido Oerlemans
Erasmus University Rotterdam, Rotterdam, Netherlands
The ‘Happiness Monitor’ is a tool for enhancing one’s
happiness. Participants keep track of their happiness on
internet. Every month they record how happy they have felt
during the last month and fill out a diary on the previous day.
This provides them answers to the following questions:
•
How happy do I feel most of the time?
•
Did I become any happier?
•
Could I be happier? How happy are most people
like me?
•
What makes me feel happy? Which activities do I
enjoy most during a typical day? How much of my
time do I spend on these?
•
What changes in my way of life could make me
happier? How about the time use of people like me
who are happier?
In the long run the monitor will also provide information on
how major life-choices have worked out on the happiness of
similar people. For instance how many of these got happier in
the years after having a first child and how many did not. This
will enable more informed life-choices.
The Happiness Monitor is a joint project of Erasmus
University Rotterdam and a combination of Dutch health
insurance companies. The project started in January 2010 and
has now attracted 30.000 participants, about half of which log
on every month.
Parallel projects in other countries are welcomed. The
technique is also useful for assessing the effects of
interventions on happiness and time use.
Further information is on: http://www.risbo.org/
happinessmonitor
The Happiness Monitor is an easy-to-use internet tool for
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assessing what people do during the day and how happy they
are. The tool was developed at Erasmus University Rotterdam
by Veenhoven (2006) and further refined by Oerlemans
(2009). The Happiness Monitor is based on the ‘Day
Reconstruction Method’ (DRM) proposed by nobel laureate
Kahneman and his co-workers (2004)
The method is designed specifically to facilitate accurate
assessment of daily activities and daily mood. It combines
features of time-budget measurement and experience
sampling. As a first step, participants ‘reconstruct’ what they
have done yesterday, beginning with rising in the morning
and ending with going to bed. They note each activity that
lasted 15 minutes or more. Next participants rate how well
they remember to have felt during each of these activities.
Online versions of the Happiness Monitor
The Happiness Monitor has a basic version which includes a
fixed set of activities people may engage in over the day and
their accompanying happiness levels. An online Dutch basic
version is currently being used in an ongoing longitudinal
research project about daily lifestyle and happiness among
elderly in The Netherlands (Succesvol ouder worden).
WS24 Civility, Respect & Engagement in the
Workplace (CREW) in Canada: Managing
Interventions Designed to Improve Workplace
Wellness
Michael P Leiter
Acadia University, Center for Organizational Research &
Development, Wolfville, Canada
The workshop takes participants through the initial phases
of the Civility, Respect, and Engagement in the Workplace
(CREW) intervention process as a structured reflection on
the distinction between civility and incivility, highlighting the
importance of the strengths based approach of intervening
to improve civility vs. to reduce incivility. The session will
cover the challenges confronting executives in managing
interventions. These challenges include fitting meetings
into the already full schedules of employees, especially the
people who take the lead in championing the program. We
will also cover strategies for maintaining the gains from an
intervention while integrating its active ingredients into the
ongoing life of the organization.
The workshop begins with an interactive segment presenting
scenarios of dysfunctional workgroups that cover a range
of mildly challenged teams to toxic work environments.
The next section describes the original research on CREW
by the National Center for Organization Development of
the Veterans Health Administration that demonstrated
the approach’s effectiveness in building civility among
workgroups. The presentation then moves to the presenters’
Enhancing Workplace Communities project in public
sector hospitals in Canada. This project not only confirmed
CREW’s effectiveness at building civility, but went beyond
by demonstrating its impact on job burnout, commitment,
engagement, and trust.
that knowledge to the challenges facing employees in their
organizations. This part of the presentation will be interactive,
using a structured series of questions and topics to generate
conversation.
WS25 How to Pick, Plan, and Evaluate
Interventions with Well-Being Assessments
Michael B. Frisch
Baylor University, Department of Psychology and Neuroscience,
Waco, TX, United States
Despite Seligman’s (2010) admonition to utilize only
empirically validated assessments, too often coaches
utilize assessments that have not been validated for the
task at hand. At other times, no pre-, post-, or follow-up
assessments are used whatsoever in positive psychology
practice (Biswas-Diener 2010). This workshop is predicated
on the assumption that we must measure progress in order
to make progress in positive psychology/well-being practice.
With proper instruction, practitioners can learn the benefits
of well-being assessment, how to choose empirically valid
measures, and how to use them effectively in their practice.
The present workshop will guide participants in how to
evaluate the psychometric soundness of well-being measures,
in general, and in how to use such assessments in their
practice, focusing on an illustrative measure that is both
psychometrically tested and used in practice. The Quality
of Life Inventory or QOLI predicts academic retention one
to three years in advance and is reliable, valid, and sensitive
to intervention-related change. After reviewing validity
research, participants will take the assessment themselves
and then learn how to use it as part of: 1) stand-alone
assessments and; 2) full-blown positive psychology/wellbeing intervention programs. Participants will learn the ethics
of assessment, how do discern statistical versus practically
significant change, and how to use periodic assessments to
fine tune or re-calibrate interventions in keeping with clients’
changing perceptions and situations. Finally, they will learn
how to document positive outcomes scientifically and how
to prevent setbacks by teaching and empowering clients to
monitor and assess themselves once coaching has ended.
WS26 Sorry, I Can´t Find Anything Positive
in Me!!: How to Effectively Conduct Positive
Psychology Interventions for NegativelyMinded People
Tatsuya Hirai1, Manami Ozaki2, Takehiro Sato3
1
Ritsumeikan Asia Pacific University, Beppu, Japan,
2
Sagami Women’s University, Sagamihara, Japan,
3
Rikkyo University, Tokyo, Japan
As positive psychology has become prevalent around the
globe in the past decade, a number of researchers began to
We recognize that workshop participants have a wealth
of experience to draw upon, and guide them in applying
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symposium & workshop abstracts (cont’d)
show cultural differences in positive psychology. For example,
Japanese people have both positive and negative images
about happiness (Uchida & Kitayama, 2009), East Asians
rate happiness and life satisfaction less important (Diener,
2001), and the Japanese are more pessimistic than European
Americans (Chang, Asakawa, & Sanna, 2001). Thus, the
purpose of this workshop is to propose a more culturally
sensitive model of positive psychology and introduce
practical interventions for culturally diverse participants,
especially pessimistic ones. We will first examine crosscultural differences in positive psychology, and point out
that typical positive psychology interventions may not be as
effective for people who are less happiness-oriented, more
pessimistic, and/or negatively minded, such as the Japanese
and East Asians. Then, a holistic model called “inclusive
positivity” that has two theoretical axes (positive/negative
and individualistic/collectivistic) and three intervention
phases will be presented. Based on this model, practical
interventions and exercises to facilitate inclusive positivity
will be demonstrated by using group work, music, movement,
and mindful Zen. Through this workshop, participants can
experientially learn how to integrate positivity and negativity,
and conduct culturally sensitive positive psychology
interventions.
to adopt a strengths-based approach for improving the
organizational culture by choosing to build on civility.
The workshop will describe the training process that occurs
for the coordinators, facilitators, and companions responsible
for the successful orchestration of the intervention. The
workshop will discuss the steps associated with groups
participating in the CREW process and the specific activities
that occur at multiple levels of the organization including:
director notification, supervisor involvement, union
notification, and employee’s time away from their jobs to
participate.
The workshop will also touch on the successes of the
Enhancing Workplace Communities project with public
sector hospitals in Canada that extended the findings
beyond increases in civility to improvements in job burnout,
commitment, engagement, and trust.
At each point in the discussion, the experiences of the
participants will be elicited for the purposes of critical
thought on the topic of what it would take for similar
interventions to be considered in other organizations.
WS27 Civility, Respect, and Engagement in
the Workplace (CREW) in the US Department
of Veterans Affairs: Policy Implications of
Promoting Civility through Intervention
Linda W Belton, Scott C Moore, Katerine Osatuke, Sue R
Dyrenforth
Department of Veterans Affairs, National Center for
Organization Development, Cincinnati, OH, United States
The workshop is designed to inform participants about the
applied aspects of intervening across a large and complex
organization to improve civility. The Civility, Respect,
and Engagement in the Workplace (CREW) intervention
was designed and implemented in the US Department of
Veterans Affairs (VA). Sections of the workshop will examine
effects of the intervention process on multiple levels of the
organization, from a high level national viewpoint associated
with the beginnings of the program nation-wide, all the way
down to the working ways of engaging first line supervisors
and intervention participants.
The session will begin with a brief history of the agency-level
decision to begin the intervention supporting civility within
the VA. The discussion will illustrate the conscious decision
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author index
A
Abbattista Giacomo
Adams Nelson
Adey Greg
Agüero-Zapata Ánegeles
Ahmadi S.Ahmad
Aleksandrova Lada
Ali Mohamed E.S.
Alsukah Aljawharh I.
Alto Michelle
Alyagon Michal
Amorim Edite A.
An Shunji
Antoni Conny H.
Arguís Rey Ricardo
Arshava Iryna
Augustin Sally
P37
P46
P312
P62
P137
P102
P70
P198
P277
SY20.2
P246
P158
SY9.2
WS4
P17
P166
B
Bab Mads
WS16
Bacher Gertraud
SY24.2
Bahari Farshad
P137,P283,P291
Bahrami Fatemeh
P137
Bakker Arnold
WS23
Bala Madhu
P232
Balancho Leonor F.
SY4.2
Baldwin Debora R. P122,P182,P194
Bang Nes Ragnhild
SY5.2
Bannerman Aviva
P277
Bannink Fredrike
WS15
Barclay Carlos
P152
Barnes Sharon
WS19
Bartels Meike
SY5,SY5.4
Bartolomeo Frank
P259
Barton Hannah M.
P87
Bassi Marta
SY24,SY24.2
Bastianello Micheline R.
P129
Batthyany De La Lama Luisa
P1,P286,P287
Bekkouche Nadine S.
P176,P195
Belanger Jocelyn
P270
Belton Linda W.
WS27
Ben-Shahar Tal
SY20
Bergström Sofia
P160
Bergvik Svein
P76,P230
Bernard Michael SY18,SY18.1,SY18.3
Bernardo Viviane
P138
Betz Brian
P193
Bhatt Gira
P20
Binyamin-Kleinerman Inbal SY20.2
Bitran Marcela
P78
Björk Tabita
P65
Blair Sherry A.
P214,WS17
Blatny Marek
P61,P234
Bloch Miki
P238
Bloom Ronit
P205
Bluvstein Irit
P238
Bohlmeijer Ernst
SY11.1
Bolier Linda
P154,SY11,SY11.1
Bonafino Josette
P298
Boniwell Ilona
SY23,SY23.1
Boo Sebastian J.
P140
Bóo Sebastian J.
P178
Boomsma Dorret
SY5.4
Boon Brigitte
P154
Booth Megan
P54
Borelli Jessica
P268
Branand Brittany
P57,P260
Brandao Diana
P149,P150
Brdar Ingrid
SY21,SY21.1
Breeden Chad R.
P267
Brogan Leah A.
P192
Brown Kirk W.
P130,SY7.2
Brown Richard
SY2.2
Bruno Mafalda A.
P115
Bullen Pat
P75
Bureau Julien S.
P316
Burkett Sean
SY1.3
Buro Karen
P72
Burrus Scott W.M.
P106
www.ippanetworrk.org
rgg
C
Cameron Kim
SY6,SY6.1
Cannon Rex L.
P182,P194
Canterberry Melanie
SY1.3
Carameli Kelley A.
P216,SY19.1
Carbonneau Noemie
P275
Cardenal Violeta
P3
Carmona Isabel
P262
Carruthers Cynthia P.
P222
Carvalho Joana R.
SY4.4
Case Gill
P145
Castellano Estanislao
P177
Castillo Pilar
P197
Castro Solano Alejandro
P241
Cawley Brian D.
P4
Cefus Jon M.
P193
Ceja Lucia
SY9.1
Chadwick Erica D.
P108,P109
Chadwick Erica
SY10,SY10.2
Chae Jeong-Ho
P124
Chartrand Max S.
P106
Chaves Covadonga
P135,P136
Chen Haiyin
P296
Chiang Hui-Hsun
P84,P85
Chien Li-Hui
P84,P85
Choubisa Rajneesh P148
Christensen Matthew S.
P186
Chung Yongchul
P139
Coetzee Heleen
SY21.3
Coffey John
P268
Condren Michael
P117
Coulombe Simon
P256
Craig Nick
WS22
Cranney Jacquelyn
P157
101
author index
Crawford Maxine R.
Crider Elizabeth A.
Crous Freddie
Cui Yifen
Curtis Debbie
Czajkowski Nikoali
Czar Andrea C.
P118
P186
P116,P236
P130
P7
SY5.2
P132
D
D’Adamo Paola
P152
Dagenais-Desmarais Véronique P226
Dahlberg Ellen
P277
Dalla-Camina Megan
P209
Dangi Sonika
P244
Davis Orin C. P107,SY9,SY9.3,SY9.4
De Beer Marié
P306
De La Lama Luis
P1,P286,P287
De Rivas-Hermosilla Sara
P262
Deacon Elmari
P159
Dell’Aglio Débora D.
P282
Delle Fave Antonella
P37,P293,SY21,SY21.4,SY24.2
Deng Yuqin
P130
Denis Josiane
P96
Derickson Ryan
SY19.4
Derom Catherine
P171
Di Bisceglie Mjriam
SY21.4
Dib Sérgio A.
P138
Diegelmann Christa M.
P301
Ding Xiaoqian
P167
Dinnel Dale L.
P74
Dinnocenti Susan T.
P308
Dobewall Henrik
P48
Doh Injong
P95
Dohrn Stephanie
P247
Donahue Eric G.
P225
Donaldson Stewart I.
SY3
102
Dooley Stephen
P20
Doran Lindsay
SY16,SY16.3
Dosedlová Jaroslava
P235
Drehmer David E.
P247
Dubey Bankey L.
P93
Dymchenko Natalie
P57
Dyrenforth Sue R.
P216,SY19.1,SY19.4,SY19.5,WS27
E
Eaton Rebecca J.
Edelman Perry
Edwards Meaghan
Emmons Robert
Engel Reed
Estebecorena Maria Pia
P34
P15
P153
P142
P15
P264
F
Facchin Federica
SY12.1
Fagergren Anna
P117
Fagley Nancy S.
P278
Fam Anna K.
P81
Fang Frank Chin-Lung
P84,P85
Fatehizadeh Mariam
P137
Faulk Katie
P300
Fayombo Grace A.
P279
Fezas-Vital Frederico
SY4.4
Fianco Andrea
SY21.4
Findler Liora
SY12.3
Finley Joan I.
P227
Fischer Sarah K.
P182,P194
Fischman David
P91
Fisher Sherri W.
WS21
Fishman Jonathan L.
SY19.4
Flack Megan A.
P33
Flink Ida
P160
Fontayne Paul
P127
Fonte Carla
P251
Freed Rachel
P141,P280
Freire Teresa
P251,SY21,SY21.2
Freitas Lucia H.W.D.
P29
Friedman Philip
WS7
Frisch Michael B.
Fruiht Veronica M.
Fulop Ann
G
P299,WS25
P23
P114
Galinsky Adam
P63
Gallagher Matthew W.
SY8.3
Gallegos Julia
P228
Gander Fabian
P161
Ganus Melissa
P143,P144
Garassini María E. P249,SY12,SY12.1
Garcia Danilo
P32,P26,P112
García Diego
P292,P199
Gargurevich Rafael
P91
Garrosa Eva
P262
Gazzola Nick
P203,P204
Genkova Petia
P93
Gentzler Amy L.
P113,P181,P285
Geschwind Nicole
SY5.3
Gillham Jane
SY18,SY18.3
Glanz Niki L.
P31,P187
Godoy Sarah M.
P176,P195
Gomez Marcus
P38
Gomez-Baya Diego
P2,P36,P174
Gousse-Lessard Anne-Sophie P224
Goyette Nancy
P9
Graybeal Kathy
P289
Grisenko Nataliya
P17,P18
Grouzet Frederick SY7,SY7.1,SY7.4
Guentert Stefan T.
P265
Gurland Suzanne T.
P277
Guttmann-Steinmetz Sarit
SY20,SY20.3
H
Haar Jarrod
Haga Hiroshi
Haidt Jonathan
Haines Gina L.
Hall Nicholas
Haller Chiara S.
Hamelin Anouchka
Hamilton Ann
ww
ww.ippanetworrk.orgg
SY17,SY17.1
P158
SY22,SY22.1
P103
SY14,SY14.2
P121
P219
P50
Han Kim H.
P183
Hanssen Marjolein M.
P271
Harre Niki
P75
Harris Kristie M.
P176,P195
Hassett Afton L.
SY1
Hastings Brad M.
P19
Haueis Martin
P263
Haussmann Robert
P106
Haverman Merel
P154,SY11.1
Haworth Claire M.A.
SY5,SY5.1
Heiss Meredith
SY11.3
Heller Daniel
P6,P63
Hernandez -Pozo Rocio
P197
Hervás Gonzalo
P135,P136
Hewitson Simon P.
P310
Hewlett Jasmine L.
P182
Hille Katrin
P263
Hills Kimberly J.
P101
Hirai Tatsuya
P213,P162,WS26
Ho Kar Woon K.
P5,P53
Hofmann Jennifer
P184,P185
Holder Mark D.
P40,P118
Hong Phan Y.
P183
Hood Colleen D.
P222,P223
Hooker Emily
P90
Horike Kazuya
P126
Horn Christine
P87
Hosseini Ashrafalsadat
P137,P283,P291
Houlfort Nathalie
P272
Howell Andrew J.
P72
Hoxmark Ellen
P76,P230
Hoxsey Joan
WS1
Huang Hsin-Yu
P172
Huber Marsha M.
P305
Huebner Scott
P101
Hui Qing Shan
P211
Humphreys Kate
P223
Huta Veronika
P189,SY22,SY22.2
Hutz Claudio S.
P129
I
Icekson Tamar
Inácio Cintia
Ivanova Anna
Ivanova Tatiana
P237
SY4.4
P100
P8
J
Jacobs Nele
P171
Jarden Aaron
P295,SY10,SY10.1,SY11.4
Jarvis Thomas
P168
Jasielska Dorota
P71
Jean-Francois Beda
P300
Jelinek Martin
P61,P234
Jeng Huey-Mei
P84,P85
Johnson Jarrod
P254
Jones Barbara U.
P297
Jones David
SY14,SY14.3
Jones Sempangi T.
P194
Jose Paul E.
P108,P109
Jose Paul Easton
P242
Jose Paul
SY10,SY10.2,SY10.3
Joussemet Mireille
P155
Joutsenniemi Kaisla
P281
Joyce Therese M.
P151
Jutras Dominique
P256
Jutras Sylvie
P256
K
Kahler Christopher
SY2,SY2.2
Kajiwara Ritsuko
P162
Kaplan Oren
P237,P164
Kappelmayer Marcela
P132
Kashdan Todd B.
SY2,SY10,SY2.3,SY7.3,SY10.1
Kato Yasuhisa
P252
Kauko-Valli Sofia A.
P233,P250
Kebza Vladimir
P73
Kebza Vladimír
P235
Keiser Heidi N.
P253,P254
www.ippanetworrk.org
rgg
Kelley Christie L.
P267
Kelmanowicz Viviana B.
P132
Kepak Tomas
P61
Ketchian Lionel R.
P146,P258
Khaddouma Alexander M.
P182
Khalsa Sat Bir S.
P106
Khromov Anatoly B.
P93
Khumalo Itumeleng P.
P111
Khurana Amulya
P44
Kifer Yona
P63
Kilty Katie
P10,P24
Kim Eric S.
P55,P58
Kimberlin Kristi
P303
King Amanda
P285
King Elizabeth L.
P134
Klimusová Helena
P235
Kline Celine
P10,P24
Knoop Hans Henrik
SY23,SY3.2
Knowles Sara
P187
Ko Ia
P66,P260,SY3.1
Koen Daleen
SY24
Koestner Richard
P155
Koetting Kristin ‘KK’
P257
Kop Willem J.
P176,P195
Koslowsky Meni
P210
Kostic Aleksandra D.
P243
Kozler Sheila
P303
Krafft Andreas M.
P240
Kraft Tara L.
P90
Kraft Tara
SY1,SY1.1
Krantz David S.
P176,P195
Kruglanski Arie W.
P270
Kuchenbecker Shari Young
P30,P169,P170
103
author index
L
Labbé Delphine
P256
Lafreniere Marc-Andre
P220,P270
Lafrenière M.-A. K.
P316
Lai Ying-Chuan
P79,P123
Lalande Dan
P218
Lambert Louise T.
P28
Laschinger Heather K.S.
SY19.3
Lavy Shiri
P11
Lebedeva Anna
P102
Lebel Christine
P9
Lee Tony Szu-Hsien
P84,P85,P276
Lee Yanghee
P95
Leiter Michael P.
SY19.3,WS24
Leontiev Dmitry A.
P8,P81,P102
Leventhal Steve
SY18,SY18.4
Li Song
P130,P167
Liebens Griet
P290
Lim Bee Teng
P242
Lim Bee
SY10,SY10.3
Lin Chao-Kuang
P84,P85
Lin Jie-Siang
P84,P85
Ling Wen Quan
P211
Linton Steven
P160
Lipinsky-Kella Keren
P164
Lishner David A.
P183
Littman-Ovadia Hadassah
P11
Liu Pi-Ju
P41,P172
Lloyd Andrew P.
P300
Lopez Shane J.
P97,P98,P245,SY3.3,SY8,SY8.1,SY8.2
Lopez Yvette
P247
Lorenzo Diane
P190
104
Lothmann Claudia
Lotito Valentina
Loulopoulou Angela I.
Lozada Mariana
Lucas Nance
Luh Wei-Ming
Lukacova Frantiska
Lund Jorgen
Luntz Martine
Lutterbie Simon J.
Lyons Michael D.
P171,SY5.3
P37
P302
P152
P217
P79
P21
P163
P141,P280
WS13
P101
M
Maffei Luis
P177
Maganto Juana M.
P191
Mageau Geneviève A.
P155
Mahmodi Mehr Maryam
P291
Maier Markus A.
P284
Malinowski Peter
P77,WS12
Mandrikova Elena
P156
Marathe Gaurav M.
P208
Margola Davide
SY12.1
Margutti Laura
P152
Marks Nic
WS6
Marques Ana C.
SY4.2
Marques Susana C.
P97,P98,P245,SY8.1
Martinez Megan A.
P133
Martin-Krumm Charles
P127
Marujo Helena A.
P115,SY4,SY4.1,SY4.2,SY4.4,SY12.2
Mason Michelle
P294
Matos Cátia P.
SY4.2
Matos Lennia
P91
Matthews Tracey
P190
Mattila Antti S.
P47
Mayseless Ofra
P99
McConnell Rob
SY1.2
McCoy Loftus Erin
P15
McGonigal Jane
SY15.3
McQuaid Michelle
P209
Medrano Leonardo
P177
Meeske Kathy
P50
Meevissen Yvo
P16
Meiring Elsmie
P116
Mencarelli Paola
SY21.4
Menon Sara D.
P5,P53
Meyer Piper
SY2,SY2.1
Mika Eva M.
P106
Mikulincer Mario SY12.4,SY20,SY20.2
Milad Michael
P229
Milam Joel
P50,SY1,SY1.2
Miller Lisa M.
P313,P315
Millova Katarina
P234
Min Jung-Ah
P124
Mishra Anjali
P142
Modica Shizuka
P60
Molavi Hossein
P137
Molgora Sara
SY12.1
Moliver Nina
P106
Moore Scott C.
WS27
Moores Donald J.
SY16,SY16.2
Moradi Saleh
P26
Moravchick Liat
P238
Moreno-Jiménez Bernardo
P262
Morey Jennifer N.
P181,P285
Morgan Brenda J.
P180
Morgovsky Joel
P307
Morita Ayako
P158
Morris Karen
WS10
Morris Robert R.
P314
Morris Sue
P157
Morrison Dorothy
P93
Moscrip Tammy
P259
Mossburg Kristy
P170
Mossey Rachel
SY11.3
Mossman Clarisse
P282
Muha Thomas M.
WS9
Muller Juanita
P56
Murdock Penelope A.
P255
Murphy Hannah J.
P267
Murray Mimi
P190
ww
ww.ippanetworrk.orgg
N
P
Q
Nakamura Jeanne
P41,P57,P39,P260,SY3.3
Navarro Jose
SY9.1
Nazih Tarik
P272
Nedeljkovic Jasmina Z.
P243
Negri Luca
P293
Nesbit Paul
P134
Nesci Cristina
P52
Neto Luis M.
SY4,SY4.2,SY4.3
Neto Miguel
SY12.2
Nicholls Peter
P187
Nielsen Thomas W.
P45
Niemiec Ryan M. SY22,SY22.3,WS20
Nierenberg Barry
P141,P280
Niino Naoakira
P158
Nishigaki Etsuyo
P80
Noble Toni
SY23,WS14
Norman Annie
P289
Nosenko Eleonora
P17,P18
Nozik, M.D. Robert A.
P258
Nukta Alexandra
P263
Pacico Juliana C.
P129
Pais Ribeiro J. L.
P98,SY8.1
Pais Ribeiro Jose Luis
P149,P150
Pais-Ribeiro J. L.
P97,P245
Palmer Cara
P113,P181
Papazoglou Konstantinos
P52
Park Nansook
P55,P58
Park Young-Ah
P179
Parks Acacia
SY2,SY11.3
Passmore Holli-Anne
P72
Patterson Meagan
P165
Pavarini Gabriela
SY4.1
Pawelski James O.
SY16,SY16.1,SY23,SY23.2
Pedrals Nuria
P78
Peifer Corinna
SY9.2
Perkins Kim
P248
Peters Madelon L. P160,P271,SY11.2
Peterson Christopher
P55,P58
Peterson Ryan
P190
Pettersen Gunn
P65,P76,P230
Picard Karel
P225
Picard Rosalind
SY15.2
Pindek Shani
P210
Platt Tracey
P184,P185
Pliskin Zelig
P258
Plomin Robert
SY5.1
Posig Margaret
P247
Pourzadi Mohamad
P131,P239
Pressman Sarah D.
P90,SY1,SY1.1,SY1.3
Price Mark
SY19.4
Prince-Embury Sandra
P119
Proyer René T.
P22,P161
Pruzinsky Thomas
P188
Pryce-Jones Jessica
WS13
Pujol Lynette
P300
Punshi Radhika
SY14,SY14.1
Pury Cynthia L.S.
P267
Quinlan Denise
Quinn Robert
O
Oades Lindsay
P100
Oakley Marykate
P259
O’Brien Edward J.
P33
O’Bryan Meryl
P172
O’Connor Brian
P118
Oerlemans Wido
WS23
Oh Alexandra
P5,P53
Olson Kirke
P309
Opsenica Kostic Jelena
P83
Oros Laura
P196
Ortega-Martínez Ana Raquel
P62
Osatuke Katerine
P216,SY19,SY19.2,SY19.4,WS27
Ovejero Mercedes
P3
Owen Eden
P25,P165
Owens Rhea L.
P25,P165
Ozaki Manami
P311,WS26
www.ippanetworrk.org
rgg
P12
SY6,SY6.3
R
Rahamim Engel Hilla
P6
Ramos Pearlette J.
P43
Rashid Tayyab
SY18,SY18.2
Rasskazova Elena
P102,P266
Ravn Ib
P212
Realo Anu
P48
Reese Bob
P304
Regner Evangelina R.
P200,P201
Reichard Rebecca J.
SY3.1
Reichborn-Kjennerud Ted
SY5.2
Reivich Karen
WS11
Revenson Tracey A.
SY12.1
Rey Dustine
P94
Rezabakhsh Hossein
P202
Rho Yeo Jin
P41,P57,P39
Richaud María Cristina
P196
Rigotti Attilio
P78
Riley Derek
P88,SY17,SY17.3
Ritt-Olson Anamara
P50
Rivero Catarina
SY4.2
Roberts Melinda
P288
Robinson Justin
WS11
Robitschek Christine
P133,P269
Roche Maree
P87,SY17,SY17.2
Rodriguez-Carvajal Raquel
P262
Roepke Ann
SY22
Roepke Ann Marie
SY22.4
Ross Scott R.
P253,P254
Rothmann Sebastiaan
P86
Røysamb Espens
SY5.2
Ruch Willibald P161,P261,P184,P185
105
author index
Rush Jonathan
Russo-Netzer Pninit
Ryan Richard
Ryder John
SY7.1
P99
P130
P207
S
Saarikoski Annika
P233,P250
Sachar Roshni
P44
Sahbaei-Roy Faezeh
P239
Salama-Younes Marei
P70,P67,P68,P69
Salanova Marisa
SY24
Samuels Neil
WS1
Sander Tomas
SY15,SY15.1
Santos Fábio M.
P138
Sarrafpour Robabeh
P82
Sartori Raffaela D.G.
P37
Sasse Courtney S.
P92
Sato Takehiro
P311,WS26
Saylor Conway F.
P125
Scaffa Marjorie E.
P92
Schaechinger Hartmut
SY9.2
Schiffrin Holly H.
P173
Schilke Brett
P93
Segura Beatriz G.
P62
Seirafi Mohammadreza
P64
Seligman Martin E.P.
SY16
Selterman Dylan F.
P284
Sévigny Odile
P256
Shearon David N.
WS21
Sheps David
P238
Sherman Cynthia L.
P175
Sherman-Bien Sandra
P50
Shipherd Jillian C.
P192
Shoshani Anat
SY20,SY20.1
Sidler Nicole
P22
Sigal Rivka
P206
Sigulem Daniel M.
P138
Sikström Sverker
P112
Silva Sophia
P30
Singh Kamlesh
P44,P148,P244,SY24,SY24.1
Skerrett Karen
WS2
Slaughter Rhona
SY1.2
Slezackova Alena
P21,P61,P234
Slováčková Zuzana
P235
Smeets Elke
P160,SY11.2
Sobotkova Veronika
P61
Solcova Iva
P73,P234
Sood Kunal
P128
Soosai Nathan Lawrence
P293
Sørlie Tore
P230
Souza Débora H.
SY4.1
Spasovski Ognen
P273
Spillane Nichea
SY2.2
Spontón Carlos
P177
Spontón Marcos
P177
Spreitzer Gretchen
SY6,SY6.2
Stamm Simone
P261
Starkey Charles B.
P267
Steele Ric G.
P89
Stefanovic Stanojevic Tatjana Z. P83
Steiler Dominique
P96
Steinhardt Mary
P300
Stokes Pamela
P13,SY11.5
Strauss Gabriel
P56
Sui Danni
P130
Summers Richard F.
WS5
Sun Jennifer K.
P55
Sutera Saasha
P259
Suvak Michael K.
P192
Suzuki Katsuaki
P252
Swain Nicola
P12
Synard Jacqueline
P203,P204
T
Tambs Kristian
Tamerin, M.D John S.
Tang Yi-Yuan
Tarragona Margarita
106
SY5.2
P258
P130,P167
SY12.3
Taubman - Ben-Ari Orit SY13,SY13.2
Taylor Connie E.
P231
Taylor Nadia C.
P27
Teclaw Robert
SY19.2
Teles Clara L.
SY4.3
Temane Q. M.
P111
Temane Q. Michael
P215
Thiery Evert
P171
Thurston Mark
WS3
Timoney Linden R.
P40
Tothova Kristina
P61
Toussaint Loren
P38
Trescott Sara L.
P42
Troum Julie F.
P274
Trousselard Marion
P96
Tunguz Sharmin
P254
Tweed Roger G.
P20
V
Vallerand Robert J.
P220,P224 P225,P270,P275,P316
Van Allen Jason
P89
Van den Hout Jef
SY9.3
Van der Linden Debbie
P154
Van Os Jim
P171
Van Rensburg Esmé
P159
Vancleef Linda M.
P271
Vanderpol Johanna
P35,P110
Vázquez Carmelo P135,P136,SY12.3
Vazquez de Prada Belascoain Carmen
P221
Veenhoven Ruut
WS23
Vella-Brodrick Dianne A.
P12,SY20.2,SY21
Velyvis Vytas
P100
Verner-Filion Jérémie
P220
Vignale Paula
P201
Villalba Rendueles
P269
Vincent Ann
P38
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P49
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P61
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P282
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P145
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WS8
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P51
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P153
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P270
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P50
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P114
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P41
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P213
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P56,P151,P310,SY23,SY23.3,WS18,
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P176,P195
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P182
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P261
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P261
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P6
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P57
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SY18,SY23,SY23.4,WS18
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WS19
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P193
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P176,P195
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P171,SY5.3
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P215
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P22
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P117
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P300
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P278
Wissing Marie
P111,P215,SY21,SY21.3
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P172
Wu Ai-Wei
P276
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P79
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P123
Wynn Rolf
P76,P230
Wyss Tobias
P161
Yacsirk Cesar I.
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Yang Amy
Yanovsky Boris
Yeager John M.
Yeh I-Hui
Yen Lee-Lan
Yi Chit Yuen
Yi Chit Y.
Yu Feng
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P14
P216
P269
SY19.5
WS21
P84,P85
P276
P113
P181
P158
P158
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