IPPAThirdWorldCongressProgram PDF

Final Program
Third World Congress on
Positive Psychology
June 27-30, 2013

Westin Bonaventure
Los Angeles
Executive Committee
Robert Vallerand, President
Carmelo Vazquez, President Elect
Dianne Vella-Brodrick, Secretary
Kim Cameron, Treasurer
Antonella Delle Fave, Immediate Past President
Ray Fowler, Senior Advisor
Martin Seligman, Senior Advisor
James Pawelski, Executive Director
Table of Contents
Board of Directors
Page
Committees................................................3
Welcome Messages ....................................4
General Information ..................................6
Hotel Floor Plan ........................................7
Schedule at a Glance..................................8
Program Schedule ....................................20
Poster Session 1 .......................................36
Poster Session 2 .......................................47
Exhibitor Information..............................58
Invited Speaker Abstracts ........................62
Program Abstracts....................................65
Author Index .........................................128
Tal Ben-Shahar
Ilona Boniwell
David Cooperrider
Mihaly Csikszentmihalyi
Ed Diener
Barbara Fredrickson
Maria Elena Garassini
Anthony Grant
Nick Haslam
John Helliwell
Felicia Huppert
Ren Jun
Rose Inza-Kim
Hans Henrik Knoop
Marlena Kossakowska
Charles Martin-Krumm
Michael Lamb
Richard Layard
Shane Lopez
Helena Marujo
Mario Mikulincer
Luis Miguel Neto
Jeanne Nakamura
Nansook Park
Kaiping Peng
Willibald Ruch
Kamlesh Singh
Alena Slezackova
Alejandro Castro Solano
Philip Streit
Sombat Tapanya
Margarita Tarragona
George Vaillant
Jason Van Allen, SIPPA President
Joar Vitterso
Marie Wissing
Philip Zimbardo
IPPA Directorate
Reb Rebele, MAPP, Director of Programing and Communications
Gene Terry, CAE, Administrative Director
Congress Committee
Stewart Donaldson, Congress Chair
Scientific Committee
Mihaly Csikszentmihalyi, Co-chair
Jeanne Nakamura, Co-chair
Robert Vallerand (ex officio)
Marino Bonaiuto
Ingrid Brdar
Barbara Fredrickson
Attilla Olah
Nansook Park
Amy Wrzesniewski
Applied Positive Psychology Committee

Carol Kauffman, Chair
Chip Conley
Michael Crooke
Lee Hwang
Caroline Miller
Margarita Tarragona
Members of the Scientific and Applied Committees gratefully
acknowledge the assistance of the following abstract reviewers:
Michael Condren
Lisa Miller
Orin Davis
Olin Eugene Myers
Sonja Flessati
Acacia Parks
Sandra Foster
Michael Rollock
Karen Garman
Lisa Sansom
Rich Grant
Karen Shue
Seda Gulvas
Karen Skerrett
Susan Hwang
Megan Thoen
Matthew Jarman
Carmelo Vazquez
Ia Ko
Shari Young Kuchenbecker
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Message from the President of IPPA

Dear World Congress Delegate,
The field of positive psychology is still relatively young, being in its teen years.
Just like a teenager, it is changing, evolving, and moving quite rapidly. There
are books, journals, conferences, and discussions taking place worldwide.
Archival research reveals that the science of positive psychology has now
achieved a point where it is comparable to the other sub-disciplines of
psychology. And the scientifically informed applications of positive psychology
are more popular and diversified than ever. This is why the World Congress
on psychology is so important. It allows us to get together from all parts of
the world and to take stock of where we are and where we are likely to go
next together!
While the first two World Congresses were outstanding, the 3rd World
Congress on Positive Psychology promises to be the best yet. It will include
some of the top speakers in the field of positive psychology, some outstanding
pre-conference workshops and lectures, as well as a record number of
conference workshops, symposia, and oral and poster presentations. It will
also include a number of special sessions that will allow us to spend time and
exchange ideas and viewpoints. Time has been put aside to make sure that
we do interact. After all, this is one of the defining strengths of our field:
positive interactions!
Organizing such a congress is a humongous task. I would like to thank Dr.
Stewart Donaldson (Congress Chair), Drs. Mihaly Csikszentmihalyi and
Jeanne Nakamura (Scientific Chairs), Dr. Carol Kauffman (Applied Committee
Chair), and their numerous committees for the outstanding work they have
done. In addition, thanks also go to Kathy Baumer and Talley Management
Group, Inc. for their professional support. Without these peoples work, there
would not be any 3rd World Congress, and certainly not of such a high quality.
So, my dear fellow delegates, on my personal behalf and that of the IPPA
Executive Committee and Board of Directors, I am delighted to invite you to
fully get involved in the 3rd World Congress on Positive Psychology in
beautiful Los Angeles. Let us bask together in the positivity that will be so
vibrant during the next 4 days.
My most heartfelt wishes for an outstanding and positive congress!
Robert Vallerand
President
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Message from the Congress Program Chair

Seligman and Csikszentmihalyi (2000) ignited positive psychology at the turn
of the century with their special issue of the American Psychologist on
Happiness, Excellence, and Optimal Human Functioning. The result has been
an amazing plethora of research investigations, grants, peer-reviewed articles,
books, awards, conferences, and applications focused on optimal human
functioning and improving human welfare and society. In addition to the rapid
growth of scholarly activity, new professional societies such as the International
Positive Psychology Association (IPPA), scholarly journals including the
Journal of Positive Psychology, and top-tier graduate programs have been
developed. A recent analysis by Rusk and Waters (2013) found more than
18,000 documents in PsycInfo databases on positive psychology topics,
including more than 2,300 published in 2011 alone. The growth of positive
psychology has been remarkable.
It is now time to showcase the best of positive psychology once again. IPPA is proud to sponsor the Third
World Congress on Positive Psychology in Los Angeles, California, USA. An outstanding program has been
organized: keynote addresses by leading positive psychology scholars and practitioners from around the
world, international symposia on important topics in the field, workshops on best practices in positive
psychology, conversation hours, and individual paper and poster sessions from researchers, practitioners,
and students from every continent, as well as exhibitions by leading publishing houses and technological
innovators. There are wonderful opportunities to participate in pre-conference research methods and applied
practice workshops, and master lectures by some of the worlds leading thinkers and trainers in positive
psychology. And this is a truly global gathering, offering opportunities to connect with colleagues and learn
about developments in positive psychology from seemingly every corner of the globe.
Organizing a conference of this magnitude requires the contributions of many and a total team effort. First,
I would like to thank: IPPA President Bob Vallerand, Executive Director James Pawelski, Director of
Programming and Communications Robert "Reb" Rebele, the Co-Chairs of the Scientific Committee Mihaly
Csikszentmihalyi and Jeanne Nakamura, and the Chair of the Applied Committee Carol Kaufman. Special
thanks to the members of the Scientific and Applied Committees, and to all of the reviewers who helped
create an outstanding program. Thanks also to Kimberly Perkins (Chair of Media Relations), Michael
Condren (Chair of Outreach), and Damian Vaughn (Chair of Sponsorships) for their contributions and
leadership of many volunteers. A sincere thanks also goes to the Talley Management Group, Inc. (especially
Kathy Baumer and Gene Terry) and Edith Ramirez from Claremont Graduate University, who helped
immensely from start to finish. There are many more volunteers that deserve recognition, and they will be
acknowledged during the Congress. I am grateful for and deeply appreciate the support that all of you, the
attendees, have provided this year, as well! By joining IPPA, coming to the Congress, contributing to our
student scholarship fund, and most importantly in doing the work you do every day, you are helping us
make ever greater strides in our mission to advance the science and practice of positive psychology.
I wish you much flow and happiness as you participate in as many sessions as possible during our four days
together. Please take advantage of the wonderful networking opportunities and social events that will take
place, such as the opening and SIPPA receptions (Thursday), graduate programs reception (Friday), and the
gala evening under the stars (Saturday). Make your presence count and meet as many like-minded people
as possible. IPPAs Third World Congress on Positive Psychology promises to be the largest and most vibrant
meeting of the positive psychology community yet. Welcome to the many treasures of southern California
and Los Angeles!
Stewart I. Donaldson
Congress Chair
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Mission Statement
"Positive psychology is the scientific study of what enables individuals and
communities to thrive."
The mission of the International Positive Psychology Association (IPPA) is to:
Promote the science of positive psychology and its research-based
applications
Facilitate collaboration among researchers, teachers, students, and
practitioners of positive psychology around the world and across academic
disciplines
Share the findings of positive psychology with the broadest possible audience
Congress Objectives
After attending the World Congress on Positive Psychology participants
should be better able to:
Understand, discuss, and critique theoretical perspectives in
positive psychology.
Integrate findings from the latest basic research in positive psychology into
their own ongoing or anticipated program of research or practice.
Use positive interventions effectively in personal and professional settings.
General Information
Admission
Congress name badges are required for access to all scientific sessions
including admission to the exhibit hall and all social events. (*Admission
and attendance to the off site event on Saturday evening requires separate
registration and payment for all registration types.)
Please note the following access per badge type:
Full Attendee Badge: All activities throughout the congress
One Day Badge: All activities on the specified day
Guest Badge: Exhibit Hall and Opening Reception excluding the Evening
Under the Stars event
Press Badge: All Educational Sessions and Exhibit Hall
Exhibitor Badge: All activities throughout the congress. Please note:
Exhibit Hall Only badge will not grant access to scientific sessions and
social events.
* Attendees not wearing a badge will be denied admission to the congress
activities.
Business Center
The Business Center is located on the Lobby Level. Hours of operation are:
Monday-Friday 7:30 am 7:00 pm. Closed Saturday and Sunday.
Telephone number is: 213-622-2045.
Certificate of Attendance
A personalized certificate of attendance is available upon request at the
Congress Registration Desk.
Exhibits
Educational and informational exhibits will be available in Pasadena Room,
located one level below the Lobby, during the congress. Exhibiting company
representatives will be available to answer your questions about their
products and services. Please visit the exhibits and thank the representatives
for their support. The complete list of exhibits can be found on pages 58-61.
Exhibit Hall hours are as follows:
Thursday, June 27, 2013
Friday, June 28, 2013
Saturday, June 29, 2013
6:30 pm 9:30 pm
7:00 am 5:30 pm
7:00 am 5:30 pm
Insurance
The Congress organizers cannot accept liability for personal injuries
sustained, or for loss of, or damage to, property belonging to Congress
attendees, either during or as a result of the Congress. Participants have been
encouraged to purchase travel insurance prior to leaving their home country.
Insurance plans typically cover accidental loss of belongings, medical costs in
case of injury or illness, and other possible risks of international travel. Please
check the validity and coverage of your own insurance.
Language
English is the official language of the Congress. No translation arrangements
will be made.
Mobile Devices
As a courtesy to the speakers and your fellow attendees, please switch your
mobile device(s) to silent while attending the sessions.
Photography
Any photography, filming, taping, recording or reproduction in any medium
including via the use of tripod-based equipment of any of the programs
and/or posters presented at the Third World Congress on Positive Psychology
without the express written consent of the International Positive Psychology
Association is strictly prohibited. Exceptions to this policy include non-flash
photography and audiotape recording using hand-held equipment for strictly
personal use, which are permitted if not disruptive.
Poster Sessions
There will be two poster sessions during the congress. Posters, located in the
Pasadena Room, will be on display the full day of their assigned session
however authors will only be in attendance during the times indicated below.
Poster Session 1
2:30 pm 3:30 pm

Poster Session 2
3:15 pm 4:15 pm
The complete list of accepted posters is located on pages 36-57.

Press/Media Room
Westin Bonaventure Hotel - Los Feliz Room
Telephone:
The Press Room will be open the following days and times:
7:30 am 5:00 pm
7:30 am 5:00 pm
7:30 am 5:00 pm
Sunday, June 30, 2013
7:30 am 12:00 pm
Arrangements for interviews and inquiries concerning news releases and news
conference should be directed to Kim Perkins (kim.perkins@cgu.edu) or call
415-724-0065.
Registration Hours
Congress Registration will take place at the Registration Desk in the
California Ballroom. Hours are as follows:
Wednesday, June 26, 2013
3:00 pm 8:30 pm
7:00 am 6:00 pm
7:00 am 5:30 pm
7:00 am 6:30 pm
7:00 am 2:30 pm
Smoking Policy
Smoking is prohibited anywhere within the Hotel.
Speaker Ready Room
The Speaker Ready Room is located in Beaudry B of the Westin Bonaventure
Hotel. Hours are as follows:
Wednesday, June 26, 2013
3:00 pm 8:30 pm
7:00 am 6:00 pm
7:00 am 5:00 pm
7:00 am 5:00 pm
7:00 am 12:00 pm
All presenters are asked to check into the Speaker Ready Room 24 hours in
advance of their presentation.
Congress Evaluation
At the conclusion of the congress, you will receive an invitation to complete
the evaluation. Please take the time to complete this survey as it provides very
important feedback for future programming. Thank you, in advance, for
completing the evaluationyour opinion and feedback matter!
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Meeting Rooms
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Positive Psychology Special Lecture

6:30 pm - 8:00 pm
California Ballroom
6:30 pm - 6:45 pm
Congress Welcome
6:45 pm - 8:00 pm
Prospection and Positive Psychology
Martin Seligman and Roy Baumeister will discuss new developments in the science of
mental simulations of possible futures: teleology, free will, consciousness, and creativity.
Martin Seligman,
University of
Pennsylvania,
Philadelphia, PA
Martin Seligman is Zellerbach Family Professor of Psychology and Director of the

Positive Psychology Center at the University of Pennsylvania. He was Adelaides Thinker
in Residence from 2012-2013 and collaborated with St Peters College, Adelaide. In 1996,
Dr. Seligman was elected President of the American Psychological Association, by the
largest vote in modern history. Since 2000, his main mission has been the promotion of
the field of positive psychology. Dr Seligman is currently Zellerbach Family Professor of
Psychology and Director of the Positive Psychology Center at the University of
Pennsylvania. He is well known in academic and clinical circles and is a best-selling
author, having written 20 books and 200 articles on motivation and personality. Among
his better-known works are Flourish (2011), Authentic Happiness (2002), Learned
Optimism (1991), What You Can Change and What You Can't (1993), The Optimistic Child
(1995), Helplessness (1975, 1993) and Abnormal Psychology (1982, 1988, 1995, with
David Rosenhan).
Dr. Baumeister is Francis Eppes Professor of Psychology at Florida State University in

Tallahassee, Florida. He is a social psychologist who is known for his work on the self,
social rejection, belongingness, sexuality, self-control, self-esteem, self-defeating
behaviors, motivation, aggression, consciousness, and free will. He has authored 500
publications and has written, co-written, or edited almost 30 books. He earned his A.B.
summa cum laude from Princeton University and his M.A. from Duke University. He
returned to Princeton University with his mentor Edward E. Jones and earned his Ph.D.
from the university's Department of Psychology in 1978. He then taught at Case Western
Reserve University for over two decades before transferring to Florida State. He is a
fellow of both the Society for Personality and Social Psychology and the Association for
Psychological Science. Baumeister was named an ISI highly cited researcher in 2003.
Roy Baumeister,
Florida State
University,
Tallahassee, FL
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Schedule At A Glance
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THURSDAY PROGRAM
Schedule
7:00 am 8:00 pm
8:00 am 9:00 am
9:00 am 10:30 am
9:00 am 12:00 pm
9:00 am 12:00 pm
FRIDAY PROGRAM
9:00 am 12:00 pm
10:00 am 10:30 am
10:45 am 12:15 pm
12:00 pm 1:30 pm
1:30 pm 3:00 pm
1:30 pm 4:30 pm
1:30 pm 4:30 pm
1:30 pm 4:30 pm
3:15 pm 4:45 pm
6:30 pm 6:45 pm
6:45 pm 8:00 pm
8:00 pm 9:30 pm
9:30 pm 11:30 pm
Congress Registration
San Diego Registration Booth
Continental Breakfast
Master Lecture 1 How Hope Happens
Santa Barbara Room
Shane Lopez, Clifton Strengths Institute, Omaha, NE
Applied Workshop 1 Positive Psychotherapy (PPT): Application of
San Gabriel BC
Positive Resources of Clients Without Dismissing Negatives
Tayyab Rashid, University of Toronto, Health & Fitness Center, Toronto, Ontario, Canada
Applied Workshop 2 Coaching Healthcare Professionals:
Santa Anita BC
How to Make Successful Providers More Successful
Karen Garman, Healthcare Education, Leadership & Performance, Inc. (HELP, Inc.), San Diego, CA
Research Methods Workshop 1 Introduction to Multilevel Modeling
San Fernando Room
Donald Hedeker, University of Illinois Chicago, Chicago, IL
Refreshment Break
Master Lecture 2 Human Flourishing in a Sustainable World
Santa Barbara Room
Donna McMillan, St. Olaf College, Northfield, MN
Olin Eugene Myers, Western Washington University, Bellingham, WA
Lunch (on own)
Master Lecture 3 Compassion at Work
Santa Barbara Room
Jane Dutton, University of Michigan, Ann Arbor, MI
Applied Workshop 3 Mindfulness-Based Strengths Practices
San Gabriel BC
Ryan Niemiec, VIA Institute on Character, Cincinnati, OH
Applied Workshop 4 Whole-School Well-Being:
Santa Anita BC
Why It Works and How to Get Started
Matthew White, St. Peters College, Adelaide, AU; 2The University of Melbourne, Melbourne Graduate
School of Education, Melbourne, VIC, Australia
Research Methods Workshop 2 Naturalistic Research Methods
San Fernando Room
Matthias Mehl, University of Arizona, Tucson, AZ
Tamlin Conner, University of Otago, Dunedin, NZ
Master Lecture 4 - Flourishing and the Genome
Santa Barbara Room
Barbara Fredrickson, University of North Carolina, Chapel Hill, NC
Congress Welcome
Special Lecture - Prospection and Positive Psychology
California Ballroom
Martin Seligman, University of Pennsylvania, Philadelphia, PA
Roy Baumeister, Florida State University, Tallahassee, FL
Welcome Reception
Pasadena Room
SIPPA Student Social
Bonaventure Brewing Company

7:00 am 6:00 pm
7:00 am 8:00 am
8:00 am 8:15 am
8:15 am 9:15 am
Pasadena Room
Opening Session and Remarks
California Ballroom
IN 1 - Invited - Positivity Resonates: How Love Creates Health
Barbara Fredrickson, University of North Carolina, Chapel Hill, NC
9:15 am 9:45 am
Refreshment Break/Exhibits/Posters
Pasadena Room
9:45 am 10:45 am
Concurrent Session 1
SY 1 Symposium: Examining the Peer Reviewed Science Influenced by the
Sacramento Room
Positive Psychology Movement
Stewart Donaldson, Claremont Graduate University, Claremont, CA
SY 1.1 The Development of Positive Psychology: Theory & Research
Stewart Donaldson, Maren Dollwet, Claremont Graduate University, Claremont, CA
SY 1.2 Examining the Scientific Methods used in Positive Psychology
Matthew Galen, Claremont Graduate University, Claremont, CA
SY 1.3 Diversity in Positive Psychology Research
Natasha Wilder, Claremont Graduate University, Claremont, CA
SY 1.4 Examining Positive Psychology Research from a Feminist Lens
Meghana Rao, Claremont Graduate University, Claremont, CA
Discussant: Mihaly Csikszentmihalyi
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FRIDAY PROGRAM
SY 2 Symposium: Happiness and Meaning across Nations:

San Jose Room
The Eudaimonic and Hedonic Happiness Investigation
Antonella Delle Fave, University of Milano, Miilano, Italy
SY 2.1 What is Happiness for You? Answers from the World
Antonella Delle Fave, University of Milano, Milano, Italy
SY 2.2 The Role of Relationships in Well-Being: Findings from the Eudaimonic and Hedonic
Happiness Investigation (EHHI)
Ulisses Araujo, University of Sao Paulo, Sao Paulo, Brazil
SY 2.3 Experiencing Meaning in Life: Sources of Meaning and Meaningfulness Across Life
Domains in Adulthood
Ingrid Brdar, University of Rijeka, Rijeka, Croatia
SY 2.4 Happiness in Life Domains and Its Relation with Life Satisfaction and Positive/Negative
Emotions
Maria D.R. Hernandez-Pozo, Universidad Nacional Autonoma de Mexico, Cuernavaca, Mexico
SY 3 Symposium: Building a Flourishing State: The Impact of the
San Francisco Room
Martin Seligman Residency in South Australia
Gabrielle Kelly, Government of South Australia, Adelaide, Australia
SY 3.1 Building the Will for Flourishing at the Scale of a State
Gabrielle Kelly, Government of South Australia, Adelaide, Australia
SY 3.2 Pilot Studies for Measuring Well-Being at Scale
Rachel Earl, Government of South Australia; University of Adelaide, Adelaide, Australia
SY 3.3 Towards a Flourishing School
Matthew White, St. Peters College, Adelaide, Australia; 2The University of Melbourne, Melbourne
Graduate School of Education, Melbourne, VIC, Australia
SY 3.4 Recommendations from the Seligman Residency: Opportunity for Coordinated Action in
South Australia
Amy Walker, University of Pennsylvania, Philadelphia, PA
SY 4 Symposium: Positive Interventions in the Clinical Field: New Challenges and New Responses San Diego Room
Carmelo Vazquez, Complutense University of Madrid, Madrid Spain
SY 4.1 Positive Psychotherapy for Smoking Cessation: Preliminary Clinical Trials
Adam Leventhal, University of Southern California, Los Angeles, CA
SY 4.2 The Dynamics of Flourishing in Children Treated with an Eudaimonic Well-Being
Enhancing Strategy (Cheers)
Chiara Ruini, University of Bologna, Bologna, Italy
SY 4.3 Happy Despite Pain: A Positive Psychology Intervention for Patients with Chronic
Musculoskeletal Pain
Madelon Peters, Maastricht University, Maastricht, The Netherlands
SY 4.4 Does MBCT Work Against Depression by Changing Real-World Experience of Positive
Emotions? A Randomised Controlled Trial Using Ecologically Valid Daily Life Assessments
Marieke Wichers, Maastricht University, Maastricht, The Netherlands
SY 4.5 Positive Psychology Interventions vs. Cognitive-Behavior Therapy for Clinical Depression:
A Pilot Study
Carmelo Vazquez, Complutense University of Madrid, Madrid Spain
SY 5 Symposium: Humor and Positive Psychology
Avalon Room
Willibald Ruch, University of Zurich, Zurich, Switzerland
SY 5.1 The Happiness Caf: Serving Positive Psychology with a Smile
Daniel Tomasulo, University of Pennsylvania, Philadelphia, PA
SY 5.2 Benevolent and Corrective Humor: A Strength Analysis
SY 5.3 An Overview on Current Research in Playfulness in Adults and Its Role in Positive Psychology
Ren Proyer, University of Zurich, Zurich, Switzerland
SY 5.4 Clowning and Positive Institutions
Alberto Dionigi, University of Macerata, Macerata, Italy
IPS 1 Positive Emotions and the Environment (Selected Oral Presentations)
Emerald Bay Room
IPS 1.1 Existential Concerns and Psychological Needs: A Basis for Positive Motivation toward the
Natural World
IPS 1.2 Motivations for Eco-Restoration Volunteerism: Qualitative Approach to Uncovering
Positive Psychology's Role on Pro-Environmental Behavior
Stanley Asah, University of Washington, Seattle, WA
IPS 1.3 Social Identity Framing Promotes Positive Emotions about Environmental Sustainability
Viviane Seyranian, University of Southern California, Los Angeles, CA
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FRIDAY PROGRAM
Schedule (contd)
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IPS 1.4 How Priming Memories of Transcendent Experiences Influence Pro-Environmental and
Pro-Social Values and Behaviors
Nora Davis, University of California Irvine, Santa Monica, CA
WK 1: Mindfulness Interventions: Experiential and Scientific Perspectives
San Gabriel Room
Itai Ivtzan, University of East London, London, United Kingdom
WK 2: Cultivating Emotional Balance (CEB), the New Kid on the Block in
Santa Anita Room
Evidence-Based Mindfulness Programs
Vanessa Kettering, Claremont Graduate University, Claremont, CA
WK 3: Positive Identities: Exploring Our Stories through Positive Psychology and Narrative Practice Santa Barbara Room
Margarita Tarragona, Universidad Iberoamericana, Mexico City, Mexico
11:00 am 12:00 pm
IN 2 - Invited - Positive Environment
San Francisco Room
Marino Bonaiuto, University of Rome, Rome, Italy
SY 6 Symposium Strengths: Producing Real World Outcomes that Matter
Sacramento Room
Denise Quinlan, University of Otago, Dunedin, New Zealand
SY 6.1 Contribution 1: Strengths: Producing Real World Outcomes that Matter
Roger Tweed, Kwantlen Polytechnic University, British Columbia, Canada
Stephen Dooley, Kwantlen Polytechnic University, Surrey, British Columbia, Canada
Carmel Proctor, Positive Psychology Research Centre, St. Peter Port, Guernsey
Denise Quinlan, University of Otago, Dunedin, New Zealand
SY 7 Cognition and Positive Emotions: New Advancements from Basic and Applied Research
San Jose Room
Carmelo Vazquez, Complutense University, Madrid, Spain
SY 7.1 Best Possible Self Imagery Leads to Improvements in Objective Indicators of Healthy
Functioning
Madelon Peters, Maastricht University, Maastricht, The Netherlands
SY 7.2 Persistent Positivity: Automatic Thoughts about our Favorite People and Activities
Elise Rice, University of North Carolina, Chapel Hill, NC
SY 7.3 The Influence of Resilience on the Relationship between Positive Mood and
Affective Flexibility
Maud Grol, Ghent University, Ghent, Belgium
SY 7.4 Gaze and Mood: Is Happiness Related to Eye Movements Patterns?
Carmelo Vazquez, Complutense University, Madrid, Spain
SY7.5 Reducing Depressive Symptoms by Increasing Patients Insights into Real-life Patterns of
Positive Emotions: A New Clinical Application of Experience Sampling Methodology (ESM)
Marieke Wichers, Maastricht University, Maastricht, The Netherlands
SY 8 Cross-Cultural Psychological Capital: Having a HERO (Hope, Efficacy, Resilience,
San Diego Room
and Optimism) in Cross-Cultural Trigger Events
Rebecca Reichard, Claremont Graduate University, Claremont, CA
SY 8.1 Validation of a New Measure of Cross-Cultural Psychological Capital
Maren Dollwet, DIRECTV, El Segundo, CA
SY 8.2 Cross-Cultural Trigger Events: A Grounded Theory Study
Michael Condren, Claremont Graduate University, Claremont, CA
SY 8.3 Accelerating the Cross-Cultural Development of Leaders through Training
Shawn Serrano, The Walt Disney Company, Glendale, CA
SY 9 Understanding Eudaimonia: The Constituents of a Life Well-Lived
Avalon Room
Alan Waterman, College of New Jersey, Ewing, NJ
SY 9.1 Feelings of Personal Expressiveness: A Key to Self-Understanding and Self-Realization
Alan Waterman, College of New Jersey, Ewing, NJ
SY 9.2 The Role of Passion in Optimal Functioning in Society: A Eudaimonic Perspective
Robert Vallerand, Univerisite du Quebec a Montreal, Montreal, Canada
SY 9.3 Understanding the "Inner Self". The Role of the True Self in Eudaimonia
Rebecca Schlegel, Texas A&M University, College Station, TX
SY 9.4 Is Meaning in Life a Flagship Indicator of Well-Being
Michael Steger, Colorado State University, Ft. Collins, CO
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FRIDAY PROGRAM
IPS 2 Flow: Attitudes and Values (Selected Oral Presentations)

Emerald Bay Room
IPS 2.1 Flow Experience of Japanese Junior High School Students and its Effects on their Attitude
toward Learning, Appreciation of Working with Others and Resilience
Kiyoshi Asakawa, Hosei University, Tokyo, Japan
IPS 2.2 Empirical Verification of Some Principles of the Flow Theory
Attila Olah, Eotvos Lorand University Budapest, Budapest, Hungary
IPS 2.3 Using the Goal Disruption Paradigm: The Differential Response of Autotelics
Emily Warren, Claremont Graduate University, Claremont, CA
WK 4 Words and Well-being: Health and Growing through Stories
San Gabriel Room
Tayyad Rashid, University of Toronto, Toronto, Ontario, Canada
WK 5 Beyond Sex: What is the Role of Sexuality in Human Flourishing?
Santa Anita Room
Brianna Booth, Widener University, Chester, PA
WK 6 Using Positive Psychology to Build Lawyer Resilience
Santa Barbara Room
Larry Richard, LawyerBrain LLC, Wayne, PA
12:00 pm 1:15 pm
Lunch (Complimentary Box Lunches)/Exhibits/Posters (Authors not in attendance)
12:20 pm 1:20 pm
Lunch Sessions
Positive Health Lecture Award - Finding Benefit in the Experience of Chronic Disease
San Francisco Room
Annette Stanton, University of California - Los Angeles, Los Angeles, CA
CH 2 Combining Neuroplasticity & Positive Psychology in Clinical Practice to Increase
Santa Anita Room
Positive Development across the Lifespan
Joyce Shaffer, University of Washington, Seattle, WAPositive Health Lecture Award - Finding Benefit in the Experience of
Chronic Disease
DB 1 Student Data Blitz
Avalon Room
Chair: Orin Davis, Quality of Life Laboratory, New York, NY
1:30 pm 2:30 pm
IN 3 Invited Peak: How Great Companies Get Their Mojo from Maslow
San Francisco Room
Chip Conley, Joie de Vivre Hospitality, San Francisco, CA
SY 10 Positive Psychology of Sustainability
Sacramento Room
SY 10.1 Response to Corral-Verdugo Target Presentation
Marino Bonaiuto, Sapienza Universit di Roma, Rome, Italy
Michelle Lani Shiota, Arizona State University, Fort Collins, CO
Michael Steger, Colorado State University, Ft. Collins, CO
SY 11 The Influence of the Application of Strengths on Positive Individual
San Jose Room
Outcomes at Work and in General Life
Claudia Harzer, University of Zurich, Zurich, Switzerland
SY 11.1 Work is More Fun if the Character Fits the Bill
Claudia Harzer, University of Zurich, Zurich, Switzerland
SY 11.2 Managing on Strengths: The Effects of Strengths-Based Management on Employee
Engagement, Burn-out and Innovative Work Behaviour
Marianne van Woerkom, Tilburg University, Tilburg, The Netherlands
SY 11.3 Looking Forward to Tomorrow: The Buffering Effect of a Daily Hope Intervention
Dina Nir, Ono Academic College, Kiryat Ono, Israel
SY 11.4 Making Strengths Work! Using Positive Psychology to Prepare Graduate Students for the
Labor Market
Maria Meyers, Tilburg University, Tilburg, The Netherlands
SY 12 Positive Youth Development in Structured Out of School Time (OST) Programs:
San Diego Room
Insights from Applied Research and Evaluation
Tiffany Berry, Claremont Graduate University, Claremont, CA
SY 12.1 What Is Positive Youth Development?
Katherine Harder, Claremont Graduate University, Claremont, CA
SY 12.2 Positive Youth Development in Organized Youth Programs: Trends in Current
Siilvana Bialosiewicz, Claremont Graduate University, Claremont, CA
SY 12.3 PYD in Organized Youth Programs: Insights from Applied Research and Evaluation of
Large Multi-Site Afterschool Programs
Michelle Sloper, Claremont Graduate University, Claremont, CA
SY 12.4 A Conceptual Framework for the Development and Evaluation of Youth
Tiffany Berry, Claremont Graduate University, Claremont, CA
23
FRIDAY PROGRAM
Schedule (contd)
24
SY 13 A Mixed-Method Investigation of Happiness and Interpersonal Processes in US Adults

Avalon Room
Jeanne Nakamura, Claremont Graduate University, Claremont, CA
SY 13.1 Harmony, Family and Love: Findings from the US Branch of the Eudaimonic and Hedonic
Happiness Investigation
Brett Wheeler, Claremont Graduate University, Claremont, CA
SY 13.2 The Role of Romantic Relationships as a Distinct Domain of Happiness
Brittany Branand, Claremont Graduate University, Claremont, CA
SY 13.3 Inclusion of Positive Empathy as a Distinct Construct in Empathy Research
Pi-Ju Liu, Claremont Graduate University, Claremont, CA
IPS 3 New Direction in the Measurement of Emotions (Selected Oral Presentations)
Emerald Bay Room
IPS 3.1 Emotion: The Self-Regulatory Sense
Katherine Peil, Northeastern University, Cambridge, MA
IPS 3.2 Wuzzup? A Mobile Experience Sampling Application for Mental Health and
Well-Being Research
TanChyuan Chin, The University of Melbourne, Parkville, Australia
IPS 3.3 Can an App Boost Well-Being at Work? Results of a Randomised Controlled Workplace
Trial to Test a Mindfulness Meditation Smartphone App
Sophie Bostock, University College London, London, United Kingdom
IPS 4 Youth and Well-Being (Selected Oral Presentations)
San Gabriel Room
IPS 4.1 Violence and Children's Satisfaction with Life: A Comparative Analysis in Ten
Developing Countries
Juan Oyanedel, Universidad Andrs Bello, Santiago, Chile
IPS 4.2 Using Comics and Board Games to Assist Counselors and Educators to Interactively Teach
Pro-Social Behavior to Youth
Ellis Copeland, Chicago School of Professional Psychology, Los Angeles, CA
IPS 4.3 Decades in Review: A Meta-Analysis of Well-Being Programs for Children and Adolescents
Sherry Cowen, Brigham Young University, Heber City, UT
IPS 4.4 Subjective Happiness among People with Disabilities in Malaysia: A Grounded
Theory Method
Ferlis Bullare, University Malaysia Sabah, Kota Kinabalu, Malaysia
WK 7 PROPEL: An Evidence-Based Positive Psychology Coaching System Which Has Been
Santa Anita Room
Shown to Generate Quantum Improvements in Personal and Organizational Performance
Thomas Muha, PROPELperformance, Annapolis, MD
WK 8 To See Ourselves as Other See Us: Reciprocal Strengths Recognition
Santa Barbara Room
Practices and Outcomes in Schools
Mark Linkins, VIA Institute on Character, Cincinnati, OH
2:30 pm 3:30 pm
Poster Session I (Authors present)/Exhibits/Refreshment Break
Pasadena Room
3:30 pm 4:30 pm
SY 14 The Collaboration between Science and Culture in the Quest for Human Flourishing
San Francisco Room
James Pawelski, University of Pennsylvania, Philadelphia, PA
SY 14.1 What Is the Meaning of the Positive in Positive Psychology?
SY 14.2 Postive Theology
Ellen Charry, Princeton Theological Seminary, Princeton, NJ
SY 14.3 Positive Story Telling
Lindsay Doran, Three Strange Angels, Inc., Los Angeles, CA
SY 14.4 The Eudaimonic Turn in Literary Studies
SY 15 Where is the Person in Positive Psychology? A Critical Reflection on the Lack of
Sacramento Room
Qualitative Research in Positive Psychology
Kate Hefferon, University of East London, London, UK
SY 15.1 The Effects of Gratitude on the Cultivation of Well-Being and Positive Relationships for
School Leaders
Lea Waters, University of Melbourne, Melbourne, Australia
SY 15.2 The Flourishing Narratives of Athletes
Arabella Ashfield, Leeds Metropolitan University, Leeds, UK
SY 15.3 Why Does Positive Psychology = Positivist Psychology? Uncorking the Research Potential
Beyond Surveys, Statistics and Such
Jacqueline Synard, University of Ottawa, Ottawa, Canada
www.ippanetwork.org
www.ippanetwork.org
FRIDAY PROGRAM
SY 15.4 Corporeality and Trauma: The Role of the Body in Posttraumatic Growth
Kate Hefferon, University of East London, London, UK
SY 16 Strengths in Higher Education: Cross Cultural Differences, Assessment, and
San Diego Room
Relationships with Other Well-Being Variables
Valle Flores-Lucas, University of Valladolid, Valladolid, Spain
SY 16.1 Hope, Optimism and Humour Sense in University Grade Students: A Cross-Cultural Study
between Spanish, Portuguese and Romanian Students
SY 16.2 Which Strengths Are Possessed by the Most Socially Accepted University Degree
Students? Relationships between Strengths, Social Skills and Social Acceptation
Raquel M. Sinovas, University of Valladolid, Valladolid, Spain
SY 16.3 Associating Emotions to Popular Modern Music: Can We Get a Validate Set of Musical
Excerpts to Evoke Specific Emotions?
Rosario Castan, University of Valladolid, Valladolid, Spain
SY 16.4 Enlightening Hope: A Program for Fostering Hope in Mothers and Fathers of Children
with Disabilities
SY 17 Well-Being and Public Policy: Global Views Using Large Datasets
San Jose Room
Gonzalo Herves, Complutense University of Madrid, Madrid Spain
SY 17.1 Structuring National Accounts of Well-Being: Making the Case for Governments to
Systematically Measure Population Well-Being
Nic Marks, NEF-The New Economics Foundation, London, United Kingdom
SY 17.2 Bigger Is Better: The Extreme Benefits of Population Based Well-Being
Aaron Jarden, Open Polytechnic of New Zealand, Lower Hutt, New Zealand
SY 17.3 What Enhances and What Harms? Exploring Predictors of Life Satisfaction within a Large
National Representative Sample
Gonzalo Herves, Complutense University of Madrid, Madrid Spain
SY 18 Creating Sustainably Positive Communities
Avalon Room
Louis Alloro, George Mason University, Cleveland, OH
SY 18.1 SOMO Leadership Labs
Louis Alloro, George Mason University, Fairfax, VA
SY 18.2 Go Strengths!
Renee Jain, Go Strengths, New York, NY
SY 18.3 Gratitude Bucket
Zach Prager, Gratitude Bucket, Sacramento, CA
SY 18.4 PERMACISE
Elaine OBrien, Temple University, Philadelphia, PA
IPS 5 Post-Traumatic Well-Being (Selected Oral Presentations)
Emerald Bay Room
IPS 5.1 Gratitude, Subjective Well-Being, and PTSD Symptoms among Israeli Youth Exposed to
Ongoing Missile Attacks: The Significance of Gender
Oren Kaplan, College of Management Academic Studies, Rishon Lezion, Israel
IPS 5.2 Positive Development after Cancer: The Point of View of Pediatric Brain Tumor Survivors
Coralie Lanoue, Universit du Qubec Montral, Montral, Canada
IPS 5.3 Stressful Life Events and Predictors of Post-Traumatic Growth among High-Risk Youth
Thalida Arpawong, University of Southern California, Los Angeles, CA
IPS 5.4 Being a Thriver: Unifying the Concepts of Post-Traumatic and Post-Ecstatic Growth
Judith Mangelsdorf, Free University of Berlin, Berlin, Germany
WK 9 Positive Team Coaching: Flourishing People, Teams and Organizations
San Gabriel Room
Diane Brennan, Brennan Associates, Tucson, AZ
WK 10 Positive Re-entry: Using Positive Psychology in Prison Settings
Santa Anita Room
Mark Hurst, The Evergreen State College, Olympia, WA
WK 11 Mindfulness and Sport Psychology Strategies to Help Athletes/
Santa Barbara Room
Performers Achieve in the Face of Fear
Amy Baltzell, Boston University, Boston, MA
4:45 pm 5:45 pm
IN 4 Invited Recovery from Daily Job Stress and Subjective Well-Being:
San Francisco Room
How to Make the Best of Leisure Time?
Sabine Sonnentag, University of Mannheim, Mannheim, Germany
6:45 pm 8:45 pm
CH 3
Santa Barbara Room
Positive Psychology in China
Yukun Zhao, Tsinghua University, Beijing, China
7:00 pm 9:30 pm
Positive Psychology Graduate Programs Reception
Plaza Deck - Fourth Floor
25
Schedule (contd)
SATURDAY PROGRAM
7:00 am 6:00 pm
7:00 am 8:00 am
8:00 am 9:00 am
26
Pasadena Room
IN 5 Invited Positive Development of Youth:
San Francisco Room
Theory, Research, and Applications
Richard M. Lerner, Tufts University, Boston, MA
9:15 am 10:15 am
SY 19 Creating a Positive Academic Concentration at Your University:
San Diego Room
Serving Incoming Millennials, Gen X, and Gen Y Preparing for the Future
Shari Kuchenbecker, Chapman University, Orange, CA
SY 19.1 Developing Research-Oriented Ph.D. and M.A. Concentrations in Positive Psychology
Stewart Donaldson, Claremont Graduate University, Claremont, CA
SY 19.2 Creating a Program on Positive Organizational Scholarship
Jane Dutton, University of Michigan, Ann Arbor, MI
SY 19.3 Master of Applied Positive Psychology (MAPP) Programs: Bringing Research to Practice
SY 19.4 Initiating an Intra- and Interdisciplinary Positive Concentration at your University
Mark Maier, Chapman University, Orange, CA
SY 19.5 Creating a Positive Psychology/Health and Well-Being Undergrad Class at your University:
Collaborative Resources for Interdisciplinary Community Building and Step-by-Step
Syllabus Design to Academic Approval
Shari Kuchenbecker, Chapman University, Orange, CA
SY 20 Positive Business and Positive Organizations: Current Research Findings
San Francisco Room
Kim Cameron, University of Michigan, Ann Arbor, MI
SY 20.1 Virtuous Practices and Organizational Performance
SY 20.2 Organizations of Higher Purpose: The CEO Perspective
Robert Quinn, University of Michigan, Ann Arbor, MI
SY 20.3 Measuring Well-Being in Organizational Contexts
Carlos Mora, Determinant, LLC, Ann Arbor, MI
SY 20.4 Relational Dilemmas and their Effects on Individuals, Relationships, and Organizations
Walter Sowden, University of Michigan, Ann Arbor, MI
SY 20.5 Organizational Healing: Mechanisms for Growth and Strengthening
Edward Powley, Naval Postgraduate Program, Monterrey, CA
SY 21 Signature Strengths: Recent Research Informing Best Practices
Sacramento Room
Ryan Niemiec, VIA Institute on Character, Cincinnati, OH
SY 21.1 Signature Strengths: Validating the Construct
Neal Mayerson, VIA Institute on Character, Cincinnati, OH
SY 21.2 Strengths-Based Career Counseling
Hadassah Littman-Ovadia, Ariel University Center, Ariel, Israel
SY 21.3 Strength-Based Interventions: An Overview on Two Recent Studies
Ren Proyer, University of Zurich, Zurich, Switzerland
SY 21.4 Identifying Individual Signature Strengths and Strengths Profiles of Groups
SY 22 Applying Positive Psychology to the Workplace: New Perspectives on Strengths Use,
San Jose Room
Job Crafting, Self-Determination and Well-Being at Work
SY 22.1 A Weekly Diary Study on the Predictors and Outcomes of Strengths Use in the Workplace
SY 22.2 Character Strengths Predict Task Performance, Job Dedication, Interpersonal Facilitation,
and Organizational Support
Claudia Harzer, University of Education in Schwaebisch Gmuend, Schwaebisch Gmuend, Germany
SY 22.3 The Effects of a Strengths-Based Intervention on Employee Well-Being, Psychological
Capital, Engagement, and Commitment
Christina Meyers, Tilburg University, Tilburg, The Netherlands
SY 22.4 How Daily Job Crafting Increases Momentary Work Engagement: A Day
Reconstruction Study
Wido Oerlemans, Erasmus University, Rotterdam, The Netherlands
SY 22.5 How Motivational Profiles Relate to Psychological Health and Well-Being?
David Emmanuel Hatier, Universit de Montral, Montral, Canada
www.ippanetwork.org
www.ippanetwork.org
SATURDAY PROGRAM
IPS 6 Measurement of Resilience and Well-Being (Selected Oral Presentations)

Emerald Bay Room
IPS 6.1 The Antecedents of Felt-Responsibility for Constructive Change
Yueh-Tzu Kao, I-Shou University, Kaohsiung, Taiwan
IPS 6.2 The Relationship between Gunas & Well-Being
Pulkit Khanna, Indian Institute of Technology Delhi, New Delhi, India
IPS 6.3 Assessing Subjective, Behavioural and Psychobiological Indicators of Adolescent WellBeing in Response to Youth-led Mental Health and Well-Being Programs
Dianne Vella-Brodrick, University of Melbourne, Melbourne, Australia
IPS 6.4 A Methodological Exploration on Experience Sampling Methods
Atushi Kukita, Claremont Graduate University, Claremont, CA
IPS 6.5 Can You ever Forgive Me: It Depends on How Happy I Feel about Myself
Xiao Dong Yue, City University of Hong Kong, Hong Kong, China
WK 12 Positive Supervision & Intervision
Avalon Room
Fredrike Bannink, Therapy, Training, Coaching and Mediation Practice, Amsterdam, The Netherlands
WK 13 Demonstration of the Virtual Gratitude Visit
San Gabriel Room
Daniel Tomasulo, University of Pennsylvania, Philadelphia, PA
WK 14 The Automatic Positive Thinking Program:
Santa Anita Room
Assessment and Basic Mechanism for Improved Well-Being
Debora Baldwin, University of Tennessee, Knoxville, TN
WK 15 Positive Space Creating Places Where People Can Thrive
Santa Barbara Room
Sally Augustin, Design with Science, LaGrange Park, IL
10:15 am 10:45 am
Refreshment Break / Exhibits / Posters
Pasadena Room
10:45 am 11:45 am
IN 6 - Invited - Presidential Address
San Francisco Room
Robert Vallerand, IPPA President, Universit de Montral, Montral, Canada
SY 23 The Character Strength of Spirituality in Adolescents and Emerging Adults:
San Jose Room
The Moral Development Functions of Spirituality in Diverse Contexts
Sarah Schnitker, Fuller Theological Seminary, Pasadena, CA
SY 23.1 The Effects of Spiritual Transformation on Virtue Development in Evangelical Adolescents
Sarah Schnitker, Fuller Theological Seminary, Pasadena, CA
SY 23.2 Moral Development in Spiritual Exemplars from Six Countries: A Qualitative Study of
Adolescents from Diverse Religious Traditions
Pamela Ebstyne King, Fuller Theological Seminary, Pasadena, CA
SY 23.3 Spiritual and Moral Formation in Chinese Emerging Adults Engaged in Multiplayer
Online Games
Ryan Hornbeck, Fuller Theological Seminary, Pasadena, CA
SY 24 Schools as Positive Institutions
San Diego Room
Lea Waters, University of Melbourne, Melbourne, Australia
SY 24.1 Using a Positive Change Model to Lead School-Wide Cultural Change
Mathew White, St. Peters College, Adelaide, Australia; 2The University of Melbourne, Melbourne
SY 24.2 Combining Student Centered Learning and Positive Psychology at Carey Grammar to
Create Flourishing Learners
Peter Robson, Carey Baptist Grammar School, Kew, Australia
SY 24.3 Leading School Wide Cultural Change: A Systems Theory Approach to Positive Psychology
Phil Doll, the Peninsula School, Mt. Eliza, Australia
SY 24.4 An Investigation of the Relationship between Psychological Capital and School Leaders
Workplace Well-Being
Gabriel Strauss, University of Melbourne, Melbourne, Australia
SY 25 Motivational Interviewing and Positive Psychology/Social Sciences
Avalon Room
Christopher Wagner, Virginia Commonwealth University, Richmond, VA
SY 25.1 Motivational Interviewing in the Light of Positive Psychology
Antonia Csillik, University of Paris Ouest Nanterre la Dfense, Paris, France
SY 25.2 Integrating Positive Emotions into Motivational Interviewing
Christopher Wagner, Virginia Commonwealth University, Richmond, VA
SY 25.3 Incorporating Fredricksons Broaden-and-Build Model into Motivational Interviewing Groups
Karen Ingersoll, University of Virginia, Charlottesville, VA
27
SATURDAY PROGRAM
28
IPS 7 Cross Cultural Studies of Hope and Well-Being (Selected Oral Presentations)
Emerald Bay Room
IPS 7.1 Hope, Optimism, Positive Attributes and Life-Satisfaction across the Lifespan in Germany
and Switzerland: An Internet Study among 11,400 Participants
Andreas Krafft, University of St. Gallen, St. Gallen, Switzerland
IPS 7.2 Further Evidence on the Potential of Strengths-Based Online Interventions
Fabian Gander, University of Zurich, Zurich, Switzerland
IPS 7.3 Positive Developmental Markers in Adolescents: Content of Personal Strivings and
Well-Being
Nathaniel Fernandez, Fuller Graduate School of Psychology, Pasadena, CA
IPS 7.4 Sources of Hope among People Experiencing Homelessness
Roger Tweed, Kwantlen Polytechnic University, British Columbia, Canada
IPS 8 Positive Schooling Across Cultures (Selected Oral Presentations)
San Gabriel Room
IPS 8.1 A Whole-School Approach to Measuring Well-Being in Students and Staff
Mathew White, St Peter's College, Adelaide, Australia; 2The University of Melbourne, Melbourne
IPS 8.2 Psychological Strengths in Early Adolescence and a Reduced Risk of Developing Mental
Health Problems and Educational Difficulties in Early Adulthood
Susana Marques, Porto University, Porto, Portugal
IPS 8.3 Character Strengths as Helpful Resources in School Children
Marco Weber, University of Zurich, Zurich, Switzerland
IPS 8.4 The Role of Values in Supporting Student Well-Being and Positive Education
Carolyn Broadbent, Australian Catholic University, Canberra, ACT, Australia
IPS 8.5 Maximizing Mindful Learning: An Innovative Mindfulness Intervention Improves
Elementary Students' Academic Achievement Positively and Pragmatically
Laura Bakosh, Sofia University, Oswego, IL
WK 16 Creating Happiness: A Step-By-Step Program for Clients and Their Coaches
Santa Anita Room
Laura Delizonna, ChoosingHappiness.com, San Francisco, CA
WK 17 HOW to Find the WHY of Life: A Research-Based Process to Uncover
Santa Barbara Room
Ones Purpose and Find Meaning in Life
Caryn Rockind, CLeaR Coaching, New York, NY
WK 18 Utilizing the Seven-Axis System of Positive Psychological Assessment in
Sacramento Room
Conceptualization of Clients and Treatment Outcomes
Jeana Magyar-Moe, University of Wisconsin - Stevens Point, Stevens Point, WI
11:45 am 1:00 pm
Lunch (on own)/Exhibits/Posters (Authors not in attendance)
Pasadena Room
11:55 am 12:55 pm
Lunch Sessions
CH 1 Applying Positive Pychology in Lifestyle Medicine to Promote Health and Well-Being
San Gabriel Room
Liana Lianov, American College of Lifestyle Medicine, Woodburn, OR
CH 4 - Whole School Approaches to Psychological Well-Being: Evidence-Based Strategies
Santa Anita Room
for Building Communities of Well-Being
Zo Alford, St. Peters College, Adelaide, Australia
CH 5 - Positive Environment, Sustainability, and Conservation
Santa Barbara Room
SIPPA - Speed Mentoring Session
Hollywood Ballroom
1:00 pm 2:00 pm
SY 26 Invited Symposium - Moral Formation
San Francisco Room
Chair: William Damon, Stanford University, Stanford, CA
SY 26.1 Humility, Truth, and Faith in Creative Moral Leaders
Anne Colby, Stanford University, Stanford, CA
SY 26.2 Early Nature Experiences in Environmental Ethics Formation
Kyle Matusba, Kwantlen Polytechnic University, British Columbia, Canada
SY 26.3 The Moral Architecture of Gratitude
Robert Emmons, University of California Davis, Davis, CA
SY 27 Implementing Sustainable Change: Will Positive Psychology Transform a Negative Culture
San Jose Room
SY 27.1 Positive Psychology Outcomes from Sustainability in Prisons Projects
Joslyn Rose Trivett, The Evergreen State College, Olympia, WA
SY 27.2 The Positive Re-entry Program
SY 27.3 The Positive Re-entry Program: The Implementation, Outcomes, and Future Direction of a
Positive Psychology Intervention for Incarcerated Inmates
Kim Huynh, Seattle Pacific University, Seattle, WA
www.ippanetwork.org
Schedule (contd)
www.ippanetwork.org
SATURDAY PROGRAM
SY 28 Positive Psychology and the Internet: Disseminating Positive Interventions and

Sacramento Room
Assessments over the Internet to the General Public
Aaron Jarden, Auckland University of Technology, Auckland, New Zealand
SY 28.1 HappCo: A Mobile Application of Positive Interventions
Emiliya Zhivotovskaya, Flourishing Center, New York, NY
SY 28.2 Happify: Bringing the Science of Happiness to the Masses
Ofer Leidner, Happify, New York, NY
SY 28.3 Online Mindfulness: A Randomised Controlled Trial of a Fully Automated Online
Mindfulness Program
Jo Mitchell, Monash University, Melbourne, Australia
SY 28.4 Social Networking and Gamification: Allies in Self-Improvement
Rose Broome, SuperBetter Labs, LLC, San Francisco, CA
SY 29 Post-Traumatic Growth and Inclusive Positivity
San Diego Room
Takehiko Ito, Wako University, Machida, Japan;
Manami Ozaki, Sagami Womens University, Sagamihara-shi, Japan
SY 29.1 Post-Traumatic Growth in Essays of Children Affected by the March 11 Earthquake,
Tsunami, and Nuclear Disaster in Japan
Takehiko Ito, Wako University, Machida, Japan
SY 29.2 Blessed are Those who Mourn: From the PTG Research of the 311 Earthquake/
Tsunami Disaster
Manami Ozaki, Sagami Womens University, Sagamihara-shi, Japan
SY 29.3 Sustainable Happiness & Combat Trauma Recovery: Positive Psychology in Action
Lisa Cypers Kamen, Harvesting Happiness for Heroes & Harvesting Happiness, Los Angeles, CA
SY 29.4 How Survivals from the Terror Attack in Norway 22nd July 2011 Can Find Flow,
Engagement and Enjoyment after the Extreme Experience
Nina Hanssen, Flowcom, Oslo Norway
SY 30 Positive Jobs in Positive Organizations I: Providing Evidence-Based Theory
Avalon Room
Marisa Salanova, Universitat Jaume I, Castell, Spain
SY 30.1 Positive Employees in Positive Organizations: Toward a Conceptual Multi-Level Model
Carolyn Youssef, Bellevue University, Bellevue, NE
SY 30.2 Coordination and Task Engagement in Teams: Evidence from a Longitudinal
Multilevel Design
Pedro Torrente, Universitat Jaume I, Castell, Spain
SY 30.3 Learn to Trust your Company: A Multilevel Model to Explain Performance
Hedy Acosta, Universitat Jaume I, Castell, Spain
SY 30.4 Virtuousness and Performance in Organizations
IPS 9 Youth Development and Connectedness with Nature (Selected Oral Presentations)
Emerald Bay Room
IPS 9.1 Children and Adolescents' Application of Character Strengths to Environmental and
Conservation Activities
Aaron Metzger, West Virginia University, Morgantown, WV
IPS 9.2 Experiential Purchasing as a Function of Approach versus Avoidance Motivation
Ryan Howell, San Francisco State University, San Francisco, CA
IPS 9.3 A Longitudinal Study of the Development of Happiness and Connectedness with Nature
Coral Bruni, Claremont Graduate University, Claremont, CA
IPS 9.4 Positive Youth Development through Engagement in an Immersive Conservation Experience
Rupanwita Gupta, New Knowledge Organization, New York, NY
WK 19 A Canadian School Divisions Journey with Positive Psychology: The Application
San Gabriel Room
of Positive Psychology and Appreciative Inquiry to Respond to a Communitys Changing Context
Rosanne Kerr, Greater Saskatoon Catholic Schools, Saskatoon, Canada
WK 20 Happiness Works! How to Create Happy High Performing Teams with an Innovative Tool Santa Anita Room
Nic Marks, Happiness Works, London, United Kingdom,
Vanessa King, Action for Happiness, London, United Kingdom
WK 21 Romance and Research: Can Positive Psychology Help Couples
Santa Barbara Room
Improve Their Relationships?
Suzanne Pileggi Pawelski, Philadelphia, PA; James Pawelski, University of Pennsylvania, Philadelphia, PA
29
SATURDAY PROGRAM
Schedule (contd)
30
2:15 pm 3:15 pm
IN 7 Invited - Executive Coaching: Leveraging Positive Psychology to
San Francisco Room
Accelerate Leadership Development
David Peterson, Google, Inc., San Francisco, CA
SY 31 Elevating Elevation: Recent Advances
San Gabriel Room
Andrew Thomson, Claremont Graduate University, Claremont, CA
SY 31.1 A Moral Act, Elevation, and Prosocial Behavior: Moderators of Morality
Jason Siegel, Claremont Graduate University, Claremont, CA
SY 31.2 Moderator of Morality II: The Personality of Elevation
Andrew Thomson, Claremont Graduate University, Claremont, CA
SY 31.3 Elevation, Serenity, and Gratitude: Distinct Emotions with Distinct Outcomes
Mario Navarro, Claremont Graduate University, Claremont, CA
SY 31.4 Elevation and Mentoring: Experimental Evidence for Motivating Prosocial Behaviors in
Relation to Exposure to Written Moral Stories
SY 31.5 Narratives of Elevation
Laura Graham, Claremont Graduate University, Claremont, CA
SY 32 Positive Curriculum
Santa Anita Room
Anne Johnstone, Seymour College, Adelaide, Australia
SY 32.1 Fostering a Strengths Focus through Visual Arts
Anne Johnstone, Seymour College, Adelaide, Australia
SY 32.2 Accentuate the Positive: A Proposed Model of Appreciative Inquiry in Studio
Music Education
Timothy Patston, The Peninsula School, Mount Martha, Australia
SY 32.3 Incorporating Positive Psychology Interventions into the Year 7 Science Curriculum:
Impact on Student Well-Being and Academic Outcomes
Georgina Brennan, Yarrawonga College P-12/University of Melbourne, Yarrawonga/
Melbourne, Australia
SY 32.4 Positive Psychology in the Classroom: Using Core Virtues and Student Character
Strengths to Improve the Way Students Understand Narrative Characterisation in
Literature and Film
SY 33 Positive Jobs in Positive Organizations II: Implications for Healthy and
Avalon Room
Sustainable Work Environments
SY 33.1 Happiness at Work
Santiago Vzquez, Universidad de Santiago de Compostela, Santiago de Compostela, Spain
SY 33.2 The Role of the Emotions in the Prediction of Work-Engagement and Burnout
Carlos Spontn, Universidad Catlica de Crdoba, Crdoba, Argentina
SY 33.3 How Positive Meaning Can Drive Individual, Organizational and National Sustainability
Merja Fischer, Aalto University, Aalto, Finland
SY 33.4 How Team Efficacy Beliefs and Transformational Leadership Predict Individual SelfEfficacy: A Multilevel and Longitudinal Study
SY 34 Positive Psychology Perspectives on the Challenge of Reducing
San Diego Room
Humanitys Global Ecological Footprint
SY 34.1 Response to Wackernagel Target Presentation
Michael Crooke, Pepperdine University, Los Angeles, CA
John Fraser, New Knowledge Organization, New York, NY
Ezra Markowitz, Princeton University, Princeton, NJ
IPS 10 Health and Treatment: East and West (Selected Oral Presentations)
San Jose Room
IPS 10.1 Positive Psychology and Ayurveda: Convergent Pathways to Health Promotion
IPS 10.2 Clinical Applications of Positive Psychology to Addiction Treatment among French
Speaking Clients
Francois Crespo, Centre Phenix Plainpalais, Geneva, Switzerland
www.ippanetwork.org
www.ippanetwork.org
SATURDAY PROGRAM
IPS 10.3 Positive Emotions and the Success of Alcoholics Anonymous

George Vaillant, Harvard Medical School, Boston, MA
IPS 11 Adolescent Development: From Social Media to Relational Wisdom
Emerald Bay Room
(Selected Oral Presentations)
IPS 11.1 Vantage Sensitivity: A New Concept for Variability in Response to Positive Experiences
Michael Pluess, Kings College London, London United Kingdom
IPS 11.2 Withdrawn
IPS 11.3 "Do We Have to Wait Till Were Old?": The Cultivation of Relational Wisdom across
the Lifespan
Karen Skerrett, Northwestern University, Evanston, IL
IPS 11.4 Visual Analysis of Geocoded Twin Data Shows Regional Differences in the Nature and
Nurture of Adolescent Well-Being
Oliver Davis, University College London, London, United Kingdom
IPS 11.5 What's it Like to Be 17? Using Supercomputers and Social Media to Study Positive
Human Development
Johannes Eichstaedt, University of Pennsylvania, Philadelphia, PA
WK 22 The 13th Step: Thriving in Recovery
Santa Barbara Room
Bob Reese, Jefferson College of Health Sciences, Roanoke, VA
Special Session on Positive Psychology in Film Taking Positive Psychology to Hollywood
Sacramento Room
3:15 pm 4:15 pm
Poster Session 2 / Break / Exhibits
Pasadena Room
4:15 pm 5:15 pm
SY 35 Invited Symposium - Building Positive Education in a Whole School:
San Francisco Room
Governance and Stewardship
Moderator: James Pawelski, University of Pennsylvania, Philadelphia, PA
SY 35.1 The Scientist-Practitioner and Building Positive Education
SY 35.2 Building and Defining Strategic Direction and Managing Change
SY 36 Understanding Optimal Youth Development: Complex Views in a Complex World
San Jose Room
Margaret Kern, University of Pennsylvania, Philadelphia, PA
SY 36.1 Cross-Cultural Research on Children's Positive Well-Being
Mark Holder, University of British Columbia, Kelowna, Canada
SY 36.2 Adolescent Happiness versus Self-Esteem: Which Matters Most for Adult Positive Well-Being?
John Coffey, Claremont Graduate University, Claremont, CA
SY 36.3 Beyond Depression: The EPOCH Measure of Adolescent Flourishing
Elizabeth Steinberg, Temple University, Philadelphia, PA
SY 37 Invited Symposium - Pursuing Happiness: Cutting-Edge Experimental
Sacramento Room
Research on Positive Activities
Sonia Lyubomirsky, University of California Riverside, Riverside, CA
SY 37.1 How Do Simple Positive Activities Increase Well-Being?
Kristin Layous, University of California Riverside, Riverside, CA
SY 37.2 New Insights from Positive Activity Interventions: Effects of Self-Affirmation and Giving
and Receiving Generosity
S. Katherine Nelson, University of California Riverside, Riverside, CA
SY 37.3 Moving Past Traditional Interventions: Using a School-Based Curriculum to Teach
Children How to Think Gratefully
Giacomo Bono, California State University, Dominquez Hills, CA
SY 37.4 What Do Genetic Influences on Well-Being Really Mean for the Success of
Intervention Programs?
Claire Haworth, Kings College London, London, United Kingdom
SY 38 Head in the Cloud: Using an Integrative, Collaborative Data Environment to Improve the
San Diego Room
Resilience and Psychological Health of US Army Soldiers and Their Families
Alycia Perez, Research Facilitation Team/Army Analytics Group, Monterey, CA
SY 38.1 Introducing the Person-Event Data Environment
Major Paul Lester, Research Facilitation Team/Army Analytics Group, Monterey, CA
SY 38.2 Psychometric Structure of a Self-Report Assessment of Psychological Health in Young
Army Soldiers
Loryana Vie, University of Pennsylvania, Philadelphia, PA
SY 38.3 Army Spouse Resilience
Stacy Hawkins, Research Facilitation Team/Army Analytics Group, Monterey, CA
31
SUNDAY PROGRAM
SATURDAY PROGRAM
Schedule (contd)
SY 38.4 Positive Psychology in the Military Context: An Evaluation of a Large-Scale Program to
Improve the Resilience of U.S. Army Soldiers
Mitchel Herian, Personnel Development & Hiring, Lincoln, NE
SY 39 Positive Technologies: An Interdisciplinary Field of Positive Psychology
Avalon Room
Rosa Maria Baos, University of Valencia, Valencia, Spain
SY 39.1 Positive Technology
Mark Wiederhold, VirtualReality Medical Center, San Diego, CA
SY 39.2 Towards Mobile Positive Technologies: Opportunities and Challenges
Andrea Gaggioli, Catholic University of Milan, Milan, Italy
SY 39.3 Modifying our Personal Experience Using Positive Technologies
Giuseppe Riva, Universit Cattolica del Sacro Cuore, Milan, Italy
SY 39.4 Positive Mood Inductions Procedures Using Positive Technology
Rosa Maria Baos, University of Valencia, Valencia, Spain
SY 39.5 Improving Positive Mood and Personnel Strengths Using a Self-Applied CBT InternetBased Program
Cristina Botella, University Jaume I, Castelln, Spain
IPS 12 Clinical Applications: From Well-Being to Chronic Illness (Selected Oral Presentations) Emerald Bay Room
IPS 12.1 Eliciting Compassionate Goals in a Lab-Based Stress Task and Field Experiments of Moral
Elevation: Beneficial Effects on Cortisol and Positive Psychological States
Thane Erickson, Seattle Pacific University, Seattle, WA
IPS 12.2 Optimism Predicts Fewer Symptoms and Hospitalizations in Patients with Heart Failure
Kerry Whittaker, Uniformed Services University of the Health Sciences, Bethesda, MD
IPS 12.3 Model of Personal Growth in Chronic Illness (MPGCI) and Chronic Illness
Perception (ChIP)
Marlena Kossakowska, University of Sopot, Sopot, Poland
IPS 12.4 Well-Being of Rural Women in India
Kamlesh Singh, IIT Delhi, Delhi, India
IPS 13 Insight, Play, and Creativity (Selected Oral Presentations)
San Gabriel Room
IPS 13.1 Seeing the Good in the Bothersome: The Mental Itch behind Insight
Matthew Jarman, Florida Atlantic University, Boca Raton, FL
IPS 13.2 Leisure Studies and the Study of Play: Differences and Similarities
Robert Stebbins, University of Calgary, Calgary, Canada
IPS 13.3 The Real Creativity Crisis
Garrett Jaeger, University of Georgia, Athens, Georgia
IPS 13.4 Sensitivity to Beauty and Goodness - Structure and Life Outcomes
Angelika Gsewell, University of Zurich, Zurich, Switzerland
WK 23 Applied Positive Psychology in Coaching
Santa Anita Room
Ebbe Lavendt, University of Copenhagen, Copenhagen, Denmark
WK 24 Applying Positive Psychology in Low-Resource Settings: Lessons from
Santa Barbara Room
CorStones Girls First Program in India
Steve Leventhal, CorStone, Mill Valley, CA
5:30 pm 5:45 pm
Awards Ceremony
San Francisco Room
5:45 pm 7:00 pm
Christopher Peterson Memorial Session "Celebrating Chris: Life and Legacy" San Francisco Room
Mihaly Csikszentmihalyi, Claremont Graduate University, Claremont, CA
Nansook Park, University of Michigan, Ann Arbor, MI
8:00 pm 11:00 pm
Reception: An LA Evening
The Music Center

6:30 am 3:00 pm
7:00 am 8:00 am
8:00 am 9:00 am
San Diego Registration Desk
California Ballroom Foyer
IN 8 - Invited - Toward a Scientific Theory of Free Will
San Francisco Room
Roy Baumeister, Florida State University, Tallahassee, FL
9:15 am 10:15 am
SY 40 Novel Measures and Applications in Positive Health Psychology
San Francisco Room
Sarah Pressman, University of California Irvine, Irvine, CA
SY 40.1 A Brief, Resiliency-Based Program for Childhood Cancer Survivors Increases Health Care
Self-Efficacy and Intent to Seek Survivorship Care
Joel Milam, University of Southern California, Los Angeles, CA
32
www.ippanetwork.org
www.ippanetwork.org
SUNDAY PROGRAM
SY 40.2 Is Oxytocin a Plausible Pathway for Positive Emotions or Positive Social Perceptions to
Benefit Well-Being?
Sarah Pressman, University of California Irvine, Irvine, CA
SY 40.3 The Hospital Anxiety and Depression Scale Positive Affect Subscale: A Preliminary
Evaluation of its Utility for the Assessment of Resilience in Patients with Chronic Pain
Afton Hassett, University of Michigan, Ann Arbor, MI
SY 41 Mind, Body, Flow
Sacramento Room
Orin Davis, Quality of Life Laboratory, New York, NY
SY 41.1 Flow and Dual Processing
Lauri Jrvilehto, Aalto University, Helsinki, Finland
SY 41.2 Engagement and Motivation in STEM (Science, Technology, Engineering and Math) Education
Frans Anderson, Aarhus University, Copenhagen, Denmark
SY 41.3 The Relation of Flow-Experience and Physiological Arousal Under Stress - Can U Shape it?
Dorinna Peifer, University of Trier, Trier, Germany
SY 42 Practices in Positive Psychology in a Latin American Country
San Jose Room
Maria Garassini, Universidad Metropolitana, Caracas, Venezuela
SY 42.1 Positive Psychology in Chile: Training, Interventions and Educational Programs on
Applied Positive Psychology
Claudio Ibaez, Chilean Institute of Positive Psychology, Santiago, Chile
SY 42.2 Positive Psychology in Brazil: Measuring and Promoting Positive Children and
Adolescents. Ecology of Human Development and Positive Psychology in Interventions
Michele Poletto, Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
SY 42.3 Positive Psychology in Venezuela: Environments and Projects to Develop Positive
Psychology Interventions: Writing, Social Interventions, Education, Work and
Personal Development
Maria Garassini, Universidad Metropolitana, Caracas, Venezuela
SY 43 A Systemic Approach to Positive Education
San Diego Room
Lindsay Oades, Australian Institute of Business Well-Being, Wollongong, Australia
SY 43.1 Positive Education = Positive Psychology x Positive Organisations
Lindsay Oades, Australian Institute of Business Well-Being, Wollongong, Australia
SY 43.2 Kooloobong Village: Developing a Positive University Residence
Alison Hemsley, University of Wollongong, Wollongong, Australia
SY 43.3 Flourishing in First Year University
Tayyab Rashid, University of Toronto, Toronto, CA
SY 43.4 The Importance of Purpose in Life for Secondary Students
Rachel Riedel, University of Wollongong, Wollongong, Australia
SY 43.5 Sustainable Positive Education - Safeguarding Buy-in
Paula Robinson, University of Wollongong, Wollongong, Australia
SY 43.6 Positive Education at Knox Grammar: A Systemic and Whole-of-School Approach
Steve Zolezzi, Knox Grammar School, Sydney, Australia
WK 25 Mental Imagery Applied to Enhanced Well-Being
Avalon Room
Lydia Ievleva, RMIT University, Melbourne, Australia
WK 26 Getting SuperBetter: Using Gameful Technology to Improve Well-Being
Emerald Bay Room
Ann Marie Roepke, University of Pennsylvania, Philadelphia, PA
WK 27 Happiness 101 Designing an Innovative and Skill Based Program Leading to
San Gabriel Room
Positivity, Healthy Body, and Healthy Mind
Shannon Kearney, Red Dear Primary Care Network, Red Deer, Canada
WK 28 The High Performance Mindset at Work
Santa Anita Room
Michael Bernard, University of Melbourne, Parkville, Australia
WK 29 Using Positive Psychology to Promote Resilience in the Aftermath of
Santa Barbara Room
the Christchurch (NZ) Earthquakes
Lucy Hone, AUT, Auckland, New Zealand
10:15 am 10:30 am
Refreshment Break
California Ballroom Foyer
10:30 am 11:30 am
SY 44 Flow at Work
Sacramento Room
SY 44.1 Temporal Patterns of Flow in the Workplace
Lucia Ceja, IESE Business School, Barcelona, Spain
SY 44.2 The Theory Team Flow
Jef van den Hout, Technical University of Eindhoven, Eindhoven, The Netherlands
SY 44.3 Microflow in the Workplace
33
SUNDAY PROGRAM
Schedule (contd)
34
SY 45 Relational Savoring, Healthy Relationship Functioning and Intervention Strategies

San Jose Room
David Kyle Bond, Claremont Graduate University, Claremont, CA
SY 45.1 Relational Savoring and the Quality of the Parent-Child Relationship
David Kyle Bond, Claremont Graduate University, Claremont, CA
SY 45.2 Relationship Satisfaction Differentially Predicts We-Talk in Personal versus
Relational Savoring
Jonathan Snavely, Claremont Graduate University, Claremont, CA
SY 45.3 Enhancing Perspective-Taking and Relationship Satisfaction through Relational Savoring
Margaret Burkhart, Claremont Graduate University, Claremont, CA
Discussant: Fred Bryant, Loyola University Chicago, Chicago, IL
SY 46 Positively Different: Experiences and Expressions of Well-Being in the Context of Culture and Diversity San Diego Room
Shelly Harrell, Pepperdine University, Los Angeles, CA
SY 46.1 Cultural Considerations in the Well-Being of Iranian Americans
Nicole Moshfegh, Pepperdine University, Los Angeles, CA
SY 46.2 More than Gangs, Drugs, and Rap Music: Urban African American Youth and Well-Being
Gera Anderson, Pepperdine University, Los Angeles, CA
SY 46.3 Immigration, Acculturation, Collectivism, and Intergenerational Considerations in the
Well-Being of Korean Immigrants and Korean Americans
Esther Park, Pepperdine University, Los Angeles, CA
SY 46.4 Sociopolitical Dynamics, Developmental Considerations, and the Well-Being of Lesbians
across the Lifespan
Nardos Bellette, Pepperdine University, Los Angeles, CA
IPS 14 Relationships and Work (Selected Oral Presentations)
Emerald Bay Room
IPS 14.1 Getting Better at Being Together: Assessing Validity of a Developmental Differentiation Scale
Robert McKenna, Center for Leadership Research & Development, Seattle, WA
IPS 14.2 Positive Excellence: An Exploration of the Potential Impact of Positive Psychology on the
Road to Excellence and Expertise
Daniel Lerner, New York University, New York, NY
IPS 14.3 Positive Reappraising or Faking Positive Emotions: What Works Best for
Work Performance?
Oana David, Babes-Bolyai University, Cluj-Napoca, Romania
IPS 14.4 Work and Well-Being in Japan: The Divergence between the Importance of and the
Satisfaction with Work and Its Impact on the Overall Happiness Level
Tim Tiefenbach, German Institute for Japanese Studies (DIJ), Toyko, Japan
WK 30 Positive Psychology and High Performance Work Teams
Avalon Room
Scott Asalone, ASGMC, Inc. Asbury Park, NJ
WK 31 Positive Education Research & Best Practice Applications
San Gabriel Room
Paula Robinson, University of Wollongong, Sydney, Australia
WK 32 Applied Improvisation Workshops for Positive Organizational Development
Santa Anita Room
John Fort, Re:Solutions, Claremont, CA
WK 33 A Positive New Approach for the Environmental Movement
San Francisco Room
Scott Sherman, Transformative Action Institute, Los Angeles, CA
CH 6 Neuroscience and Positive Psychology: Opportunities, Challenges, and Implications
Santa Barbara Room
Julian Thayer, The Ohio State University, Columbus, Ohio
11:30 am 12:00 pm
Refreshment Break
12:00 pm 1:00 pm
SY 47 How to Become a Good Faculty Mentor and How Being a Good Faculty Mentor Becomes You Sacramento Room
SY 47.1 Generativity and Ego-Integrity Returns on Past Mentoring Investments
Thomas Chan, Claremont Graduate University, Claremont, CA
SY 47.2 Intimacy and Generativity as Factors in Academic Mentoring
Brittany Branand, Claremont Graduate University, Claremont, CA
SY 47.3 Situational Optimism and Coping Behaviors as Factors in Satisfaction with Mentorship
Julia Koch, Claremont Graduate University, Claremont, CA
SY 48 Constructive, Critical Journalism Informed by Positive Psychology
San Francisco Room
Hans Henrik Knoop, Aarhus University, Aarhus, Denmark
SY 48.1 Positive News Journalism
Hans Henrik Knoop, Aarhus University, Aarhus, Denmark
www.ippanetwork.org
www.ippanetwork.org
SUNDAY PROGRAM
SY 48.2 Positive Media: An Introductory Exploration

Meghan Burke Keener, University of Pennsylvania, Philadelphia, PA
SY 48.3 Family Wellness Rescue: A Television Series Aimed at Guiding Obese Families toward
Wellness and Well-Being
Paki Tandon, University of Pennsylvania, Philadelphia, PA
SY 49 The Trials and Triumphs of Applying Positive Psychology in the Real World
San Jose Room
Vanessa King, The Change Space, London, United Kingdom
SY 49.1 The Trials & Triumphs of Applying Positive Psychology in the Real-World
Lucy Hone, AUT, Auckland, New Zealand
SY 49.2 Authentic Culture
Pamela Teagarden, The Teagarden Group, New York, NY
SY 49.3 Corporate Training - How Do We Teach Positive Psychology Experientially
in Organizations?
Lisa Samsom, LVS Consulting, Kingston, Ontario, Canada
IPS 15 Leadership, Relationships, Citizenship, and Competence at Work (Selected Oral Presentations) Avalon Room
IPS 15.1 Development of Authentic and Mindful Leaders: A Longitudinal Study on How
Experiential Training Succeeds
Louis Baron, ESG UQAM, Montreal, Quebec, Canada
IPS 15.2 Quality of Work Relationships and Work Well-Being: Differences between Vertical and
Horizontal Relationships
Lin Lin, Claremont Graduate University, Claremont, CA
IPS 15.3 The Influence of Integrative Happiness Model to Organizational Citizenship Behaviour
Rostiana Dachlan, Tarumanagara, Jakarta, Indonesia
IPS 15.4 Effect of "Recognition of Acquired Competences" for Vulnerable Volunteers: A
Randomized Controlled Trial
Manja van Wezep, Trimbos Instituut, Netherlands Institute of Mental Health and Addiction,
Utrecht, The Netherlands
IPS 16 The Regulation of Positive Emotions (Selected Oral Presentations)
Emerald Bay Room
IPS 16.1 Sustainable Positive Affect
Nicola Schutte, University of New England, Armidale, Australia
IPS 16.2 Should We Learn First to Up-Regulate our Positive Emotions or to Down-Regulate our
Negative Ones? Comparative Benefits of Three Interventions
Fanny Weytens, Universit Catholique de Louvain, Louvain-la-Neuve, Belgium
IPS 16.3 Global Health Psychology - A New Vision of Health and Wellness
Jess Ghannam, University of California San Francisco, San Francisco, CA
IPS 16.4 Emotional Contagion and Its Relationship to Mood
Dana Arakawa, University of Hawaii, Honolulu, Hawaii
IPS 17 Outdoors, Leisure, and Sports (Selected Oral Presentations)
San Gabriel Room
IPS 17.1 Leisure Activities and Adolescent Psychological Well-Being
Sukkyung You, Hankuk University, Seoul, Korea
IPS 17.2 Withdrawn
IPS 17.3 Happy Feelings in the Outdoors
Helga Lvoll, Volda University College, Volda, Norway
IPS 17.4 Sport Coach Happiness and Well-Being: A Consideration of Seligmans Full Life and
PERMA Model of Well-Being
Amy Baltzell, Boston University, Boston, MA
IPS 17.5 Learning to Flourish through Sport and Exercise
Lisa Miller, American Military University, Worthington, OH
WK 34 SMART Strengths Delivery in Schools: Developmental, Cultural,
Santa Anita Room
and Socioeconomic Considerations
John Yeager, The Culver Academies, Culver, CA
WK 35 Engaging Coaching Students in Positive Psychology: Experiences with Combining the
San Diego Room
Magic and Empirical Research in a Well-Established Coach Training Program
Jeffrey Auerbach, College of Executive Coaching, Pismo Beach, CA
CH 7 Creating a Common Language in Positive Psychology
Santa Barbara Room
Hannah Krebs, Claremont Graduate University, Claremont, CA
1:15 pm 2:15 pm
Final Session: Role of the Future in Positive Psychology
San Francisco Room
Mihaly Csikszentmihalyi, Claremont Graduate University, Claremont, CA
2:15 pm 2:30 pm
Closing Remarks and Wine Send-Off Toast
35
Poster Session 1
F 001 Allegro in Crescendo: Profiling Wellbeing of Classical

Professional Musicians
S. Ascenso, R. Perkins, A. Williamon
Royal College of Music - London, Centre for Performance Science, London, United
Kingdom
F 002 The Impact of Attitudes about Art on Divergent Thinking in
Elementary School Students
I. Chand O'Neal1, M.A. Runco2, A. Schulz Begle1, G. Jaeger2
1
John F. Kennedy Center for the Performing Arts, Washington, DC, United States,
2
Creativity Testing Services, Athens, GA, United States
F 003 Positive Psychology - Factual and Social Learning in
Humanitarian Environments
M. Brohm
Universitt Trier, Trier, Germany
F 004 Standardization of the Revised NEO Personality Inventory
(NEO PI-R) for the Marriage of United Arab Emirates Citizens
K.N.M. Al-Heeti
United Arab Emirates University, Psychology & Counseling, Al Ain, United
Arab Emirates
F 005 Towards a Comprehensive Paradigm of Strengths-based, Positive
Inquiry: Integrating Constructivist Philosophies of Inquiry and Qualitative
Methodologies with the Positive Turn
L. Batthyany De La Lama1, L. De La Lama2, A. Wittgenstein3
1
University of South Florida, Counselor Education and Supervision, Tampa, FL,
United States, 2University of South Florida, Counselor Education, Tampa, FL,
United States, 3Argosy University, Tampa, FL, Clinical Psychology, Tampa, FL,
United States
F 012 Development of Staff Cultural Capacity in a Conservation Setting

with Youth Interns
J. Fraser, R. Gupta
New Knowledge Organization, New York, NY, United States
F 013 The Importance of Hope, Positive Social Feedback and Confidence
in the Self-efficacy of Interpreters Tasked with Teaching Climate Change
J. Fraser1, R. Gupta1, J. Swim2
1
NewKnowledge.org, New York, NY, United States, 2Penn State University,
Psychology, University Park, PA, United States
F 014 Preliminary Development of Two School-based Measures of Positive
Youth Development: Positive Experiences at School Scale (Grades 4-6) and
the Adolescent CoVitality (CoVi) Scale (Grades 7-12)
M.J. Furlong1, E. Dowdy1, S. You2
1
University of California Santa Barbara, Counseling, Clinical, and School
Psychology, Santa Barbara, CA, United States, 2Hankuk University of Foreign
Studies, College of Education, Seoul, Korea, Republic of
F 015 Mindfulness. Proposal and Validation of a Scale with
Positive Approach
E. Gngora-Coronado, I. Vsquez-Velzquez, J. Canto-Vadillo
Universidad Autnoma de Yucatn, Facultad de Psicologa, Mrida, Mexico
F 016 Towards a Mexican Positive Personality. Validation of a Culturally
Relevant Scale
E. Gngora-Coronado, M. Prez-Daz, I. Vsquez-Velzquez
F 006 Designing and Implementing Positive, Strengths-based Inquiry

Projects and Interventions: A 7-steps, Holistic, Positive, and
Developmental Model
L. Batthyany De La Lama1, L. De La Lama1, A. Wittgenstein2
1
University of South Florida, Education, St. Petersburg, FL, United States, 2Argosy
University, Tampa, FL, Clinical Psychology, Tampa, FL, United States
F 017 Coping with Life, Happiness and Spirituality in two

Mexican Ecosystems
E. Gngora-Coronado, I. Vsquez-Velzquez, J. Canto-Vadillo, A. Mena-Njera
F 007 Positive Psychology in Latin-American Contexts: Implications for an

Emic/Etic Approach
A. Castro Solano1,2, M.L. Lupano Perugini1,2
1
Universidad de Palermo, Psychology, Buenos Aires, Argentina, 2National Council
of Scientific and Technical Research (CONICET), Buenos Aires, Argentina
F 018 The Multidimensional Well-being Assessment (MWA): Measuring

Relational, Collective, Transcendent, Psychological, and Physical Contexts
of Wellness
S.P. Harrell, N. Moshfegh, G.L. Anderson, M. Orozco, C.V. Pena, N.Z. Bellete, J.J.
Underwood, E. Park, L. Chmiel, H. Abou-Ziab
Pepperdine University, Graduate School of Education and Psychology, Los
Angeles, CA, United States
F 008 Adding a Positive Form to BDI-II Can Produce a Full-spectrum Scale

Measuring Severe Depression at One End and Elation at the Other End
P. Chow1, R.P. Chalmers2
1Nipissing University, Psychology, North Bay, ON, Canada, 2York University,
Psychology, Toronto, ON, Canada
F 009 Toward a Better Future: Development of the Assessment Model for
Future Imagination
T.-L. Chu1, W.-W. LIn2, C.-P. Chiang2
1
National Taiwan Normal University, Educational Psychology and Counseling,
Taipei, Taiwan, Republic of China, 2National Taipei University of Education,
Education, Taipei, Taiwan, Republic of China
F 010 Validation of a French Version of the State Hope Scale
Y. Delas1, C. Martin-Krumm2, F. Fenouillet3, S. Lopez4
1
CREAD EA 3875 - Universit de Rennes 2, Rennes, France, 2CREAD EA 3875 IUFM de Bretagne, cole Interne UBO - IFEPSA, Rennes - Angers, France, 3PACO
EA 4431 - Universit Paris Ouest Nanterre La Dfense, Paris, France, 4The
Clifton Strengths Institute and Gallup, Omaha, NE, United States
36
F 011 Ingroup Eco Arguments: Using Q Sort Methodology for a

Responsive Evaluation Approach to Examine Environmental Education (EE)
Professionals Beliefs about EE
J. Fraser, R. Gupta
F 019 What's in a Name? The Naming Ceremony Intervention for

Enhancing Hope, Gratitude, and Perseverance
S.P. Harrell
F 020 The Sovereign New Zealand Wellbeing Index
A.J. Jarden1,2, G. Schofield1
1
Auckland University of Technology, Human Potential Centre, Auckland, New
Zealand, 2The Open Polytechnic of New Zealand, Wellington, New Zealand
F 021 Unconditional Happiness at Work: Theory and Measurement
M . Jarman1, M. Warren2, J. Nakamura2
1
Florida Atlantic University, Psychology, Boca Raton, FL, United States,
2
Claremont Graduate University, School of Behavioral and Organizational
Sciences, Claremont, CA, United States
F 022 The PERMA Profiler
M.L. Kern1, J. Butler2
1
University of Pennsylvania, Department of Psychology, Philadelphia, PA, United
States, 2University of Oxford, Oxford, United Kingdom
www.ippanetwork.org
F 023 What Does Leadership Development Have to Do with Program

Evaluation?: Strategies for Combining Organizational Assessment and
Individual Development
R. McKenna, R.D. Kirce, M. Hickory, C. Rudd
Seattle Pacific University, Industrial Organizational Psychology, Seattle, WA,
United States
F 035 The Happy Update: Self-reported Happiness Linked to Semantic

Representations of Status Updates in Facebook
D. Garcia1, O.N.E. Kjell2, S. Sikstrm3
1
University of Gothenburg, Centre of Ethics, Law and Mental Health, Gothenburg,
Sweden, 2Lund University, Psychology, Lund, Sweden, 3Lund University,
Lund, Sweden
F 024 Differentiated Leadership: A Systems Perspective on Assessing and

Developing Leaders
R.B. McKenna1,2, D.M. Haney2, K.K. Wenzel2, E. Pavese-Kaplan2, R. Kirce2, C.
Hawkinson2, D. Ecker2, T. Brown2
1
Center for Leadership Research & Development, Seattle, WA, United States,
2
United States
F 036 The Dark Triad, Happiness and Words Related to Happiness

D. Garcia1, O.N.E. Kjell2, S. Sikstrm2
1
University of Gothenburg, Centre for Ethics, Law and Mental Health,
Gothenburg, Sweden, 1Lund University, Psychology, Lund, Sweden
F 025 Abstract has been withdrawn

F 026 Youth Purpose and Satisfaction with Life of Students Engaged in
Community and Social Activities
U.F. Araujo, V.A. Arantes
University of Sao Paulo, Sao Paulo, Brazil
F 027 Positive Strenghts to a Healthier Life: A Brazilian Study
about Optimism
M.R. Bastianello, C.S. Hutz
Federal University of Rio Grande do Sul, Porto Alegre, Brazil
F 037 Resilience in Children with the Risk of Witnessing

Domestic Violence
J.C. Gaxiola Romero, M.P. Vzquez Garca, E.R. Valenzuela Hernndez, S.A.
Corrales Drame, C.L. Aranda Corrales, R.M. Millanes Vargas
Universidad de Sonora, Psychology, Hermosillo, Mexico
F 038 Students' Perception of Teachers' Character Strengths and
Classroom Management
P. Gradisek
University of Ljubljana, Faculty of Education, Ljubljana, Slovenia
F 028 Subjective Well-being, Psychological Capital and Character

Strengths in Workers of Social Interventions in Chile
M.A. Bilbao, J. Pavez
Pontificia Universidad Catolica de Valparaiso, Psychology, Via del Mar, Chile
F 039 The Application of the Individually Highest Strengths at Work

Fosters Calling: Preliminary Results of a Strengths-based Randomassignment, Placebo-controlled Online-intervention Study at Work to
Increase Calling
C. Harzer1,2, W. Ruch1
1
University of Zurich, Switzerland, Personality and Assessment, Zurich,
Switzerland, 2University of South Carolina, Psychology, Columbia, SC,
United States
F 029 Psychometric Characteristics of the Spanish Version of the PsyCap

and VIA IS, Applied to Workers from Social Programs in Chile
M.A. Bilbao, C. Ferrada, B. Hernandez, N. Poblete, L. Ordenes
F 040 Validation of the Romantic Relationships Scale by Fraley, Waller

and Brennan (2000)
A. Herrera, A. Lyon, P. Zavarce
Universidad Metropolitana, Ciencias del Comportamiento, Caracas, Venezuela
F 030 Character Strengths in the Work of Staff Giving Assistance to

Physically Disabled Persons
S. Coulombe1,2, S. Jutras1,2, K. Taupier3
1
Universit du Qubec Montral, Psychology, Montreal, QC, Canada, 2Centre for
Interdisciplinary Research in Rehabilitation of Greater Montreal, Montreal, QC,
Canada, 3Centre de Radaptation Lucie-Bruneau, Montreal, QC, Canada
F 041 Introducing a Practical Use of VIA System via a 4-Factors to Predict

a Group's Work Behavior and Styles
J. Hu
Growthring Consulting, Research Department, Shanghai, China
F 031 Core Conceptions of Self Influence Character Strengths

L. De La Lama1, L. Batthyany De La Lama2, A. Wittgensetin3
1
University of South Florida, Counselor Education and Supervision, Tampa, FL,
United States, 2University of South Florida, Tampa, FL, United States, 3Argosy
University, Tampa, FL, Counseling Psychology, Tampa, FL, United States
F 032 Character Strengths and Patterns of Work-related Attitude and
Coping Behaviors
F. Gander, R.T. Proyer, W. Ruch
University of Zurich, Switzerland, Zurich, Switzerland
F 033 Gratitude in Venezuelans
M.E. Garassini1,2
1
Universidad Metropolitana, Ciencias del Comportamiento, Caracas, Venezuela,
2
Sociedad Venezolana de Psicologa Positiva, Junta Directiva, Caracas, Venezuela
F 034 Work Climate and Virtues Predict Positive Emotions and
Performance at Call Centres
C.W. Funes Moreno1, O.N.E. Kjell2, A.-C. Andersson Arntn3, S. Sikstrm2, T.
Archer3, D. Garcia4
1
University of Central America, San Salvador, El Salvador, 2Lund University,
Psychology, Lund, Sweden, 3University of Gothenburg, Gothenburg, Sweden,
4
University of Gothenburg, Centre for Ethics, Law and Mental Health,
Gothenburg, Sweden
www.ippanetwork.org
F 042 "Youve Got to Have Heart," - A One Woman Cabaret Performance

and Workshop on the Virtue of Humanity
B. Jones
Private Practice, Ranchos de Taos, NM, United States
F 043 Meaning of Life among Polish Young People
M.M. Kossakowska1, P. Kwiatek2, T. Stefaniak3
1
University of Social Sciences and Humanities, Sopot Faculty, Sopot, Poland, 2The
Salesian Pontifical University, Rome, Italy, 3Medical University of Gdansk,
Gdansk, Poland
F 044 Strong Enough to Give: High Coping Appraisal and
Compassionate Behavior
H.E. Krebs1,2, S. Palazzotto1
1
Sciences, Claremont, CA, United States, 2California State Polytechnic University,
Psychology, Pomona, CA, United States
F 045 Promoting Humor in People with Intellectual and Developmental
Disabilities through the Use of Printed Material
D. Paredes Gmez1, R. M. Sinovas2, A. Redondo Redondo2, I. Gonzlez lvarez3
1
Centro Ocupacional Aprosuba-4, Don Benito, Badajoz, Spain, 2University of
Valladolid, Psychology, Valladolid, Spain, 3FEAPS Castilla y Len,
Valladolid, Spain
37
Poster Session 1 (contd)

F 046 WELL-BEING-WELL: A Program for Promoting Personal
Well-being and Mental Health for People with Intellectual and
Developmental Disabilities
I. Gonzlez lvarez1, A. Redondo Redondo2, R.M. Sinovas2, D. Paredes Gmez3
1
FEAPS Castilla y Len, Valladolid, Spain, 2University of Valladolid, Psychology,
Valladolid, Spain, 3Centro Ocupacional Aprosuba-4, Don Benito, Badajoz, Spain
F 047 Is the Subjective Well-being of the Portuguese and the Spanish
Influenced by their Satisfaction with Income? An Online Exploratory Study
C. Rivero1,2, R. M. Sinovas3, P. Lus1, M. Oliveira1,2, H.A. Marujo1,2, L.M. Neto1,2
1
Instituto Superior de Cincias Sociais e Politicas (School of Social and Political
Sciences), Technical University of Lisbon, Lisboa, Portugal, 2APEIPP - Associao
Portuguesa de Estudos e Intervenao em Psicologia Positiva (Portuguese
Association of Research and Intervention on Positive Psychology), Lisboa,
Portugal, 3University of Valladolid, Psychology, Valladolid, Spain
F 048 Social Comparison and Salary Discrepancies: An Exploratory Study
on the Impact upon the Wellbeing of Portuguese and Spanish Workers
R. M. Sinovas1, C. Rivero2,3, P. Lus2, M. Oliveira2,3, H.A. Marujo2,3, L.M. Neto2,3
1
University of Valladolid, Psychology, Valladolid, Spain, 2Instituto Superior de
Cincias Sociais e Politicas (School of Social and Political Sciences), Technical
University of Lisbon, Lisboa, Portugal, 3APEIPP - Associao Portuguesa de
Estudos e Intervenao em Psicologia Positiva (Portuguese Association of Research
and Intervention on Positive Psychology), Lisboa, Portugal
F 049 Reinventing the Workplace for Millennials through Relational Job
Design and Relational Mentoring
R. Yi, M. Bligh, B. Reichard, S. Donaldson
Claremont Graduate University, Claremont, CA, United States
F 050 Survey of Psychological Causes of Afghanistan Womens Tendecy to
Suicide (Self_Immolation)
P. Ahmadi1, Z. Sepehri Shamloo2, S. Ahmadi3, M.R. Ahmadi4, G.R. Vaezi5
1
Ferdowsi University of Mashhad-Iran, Clinical Psychology, Herat, Afghanistan,
2
Ferdowsi University of Mashhad-Iran, Mashhad, Iran, Islamic Republic of,
3
Ferdowsi University of Mashhad-Iran, Herat, Afghanistan, 4Islamic Azad
University of Mashhad (IAUM), Herat, Afghanistan, 5Afghanistan Research and
Social Change Org (ARSCO), Kabul, Afghanistan
F 051 Positive Psychology: Pathology, Prevention and Promotion
Z. Alford1, M. White1,2
1
St Peter's College, Adelaide, SA, Australia, 2University of Melbourne, Melbourne
F 052 Effectiveness of Counseling Program for Mothers in Developing
Skills Responding to the Psychological and Social Needs of their Gifted
Daughters in Primary Schools
M. Almeqren
Princess Nora Bint Abdul Rahman University, Psychology, Riyadh, Saudi Arabia
F 053 Positive CBT. From Reducing Distress to Building Success - State of
the Art
F. Bannink
Bannink, Amsterdam, Netherlands
F 054 Defense Styles and Self-reports of Posttraumatic Growth
M. Boerner1, S. Joseph1, D. Murphy2
1
University of Nottingham, School of Sociology and Social Policy, Nottingham,
United Kingdom, 2University of Nottingham, School of Education, Nottingham,
United Kingdom
F 055 Acceptability of a CBT Program Supported by Virtual Reality and

Positive Psychology Strategies for the Treatment of Adjustment Disorders
S. Quero1,2, C. Botella1,2, S. Andreu-Mateu1, R. Banos2,3, M. Mols1, V. Guilln1
1
Universitat Jaume I, Castelln, Spain, 2Ciber de Fisiopatologa de la Obesidad y
Nutricin (CIBEROBN), Santiago, Spain, 3Universitat de Valencia, Valencia, Spain
F 056 Emotional Therapy Online: An Internet-based Intervention for the
after Care Self-management of Chronic Pain
R. Herrero1, G. Molinari1, E. del Rio1, C. Botella1,2, R. Baos2,3, A. GarcaPalacios1,2
1
Universitat Jaume I, Castellon de la Plana, Spain, 2CIBER de Fisiopatologa de la
Obesidad y Nutricin, Castellon de la Plana, Spain, 3Universitat de Valencia,
Valencia, Spain
F 058 The Process of the Positive Psychotherapy for Students with
Interpersonal Relationship Disturbance
H.F. Cheng
Young-An Elementary School Counselor, Counseling Center, Taipei, Taiwan,
Republic of China
F 059 The Case Study of Therapeutic Effect of Short-term Art Therapy
with Positive Psychology View
H.C.A. Chu
New Taiei Municipal Lin-Kou Senior High School, New Taipei City, Taiwan,
Republic of China
F 060 Positive Cognitive Behavior Therapy for Adolescents: A Case Study
T. Freire, A. Teixeira, E. Silva, J. Mouro
University of Minho, Braga, Portugal
F 062 The Parental Consultation Model with the Perspective of Chinese
Positive Psychology and its Therapeutic Effects: With Four Taiwan Mothers
as Examples
P.L. Harn1, P.L. Wu2
1
Hsuan Chunag University, Applied Psychology, Hsinchu, Taiwan, Republic of
China, 2National Taiwan Normal University, Education Psychology &
Counseling, Taipei, Taiwan, Republic of China
F 061 Being Alone versus Being with People: The Impact on the
Momentary Affective Experience of Adolescents and Older Adults
M.J. Ferreira1, G. Matias2, C. Fonte3, T. Freira2
1
Universidade Lusfona do Porto, Porto, Portugal, 2Universidade do Minho,
Braga, Portugal, 1Universidade Fernando Pessoa, Porto, Portugal
F 063 The Efficacy of Body-mind-Spirit Group Therapy on Depression and
Salivary Cortisol Responses for Young Breast Cancer Survivors
F.-H. Hsiao1, K.-J. Chang2, C.-S. Huang3, W.-H. Kuo3, P.-S. Yang4, Y.-F. Liu4, Y.-M.
Lai5, Y.-T. Chen5
1
National Taiwan University, Nursing, Taipei, Taiwan, Republic of China, 2Cheng
Ching General Hospital, Taipei, Taiwan, Republic of China, 3National Taiwan
University, Taipei, Taiwan, Republic of China, 4Mackay Memorial Hospital,
Taipei, Taiwan, Republic of China, 5Chang-Gung University, Tao-Yuan, Taiwan,
Republic of China
F 064 Solutions Focus: A Positive Approach to Coaching and Change
K. Barclay, G. Barclay
Lifestyle Wellness Partners LLC, Maricopa, AZ, United States
F 065 The Impact of Positive Academic Self-related Cognitions on
Life Satisfaction
B.C.G. Costa, C.M.A. Gomes
Federal University of Minas Gerais, Psychology, Belo Horizonte, Brazil
F 066 Investigating Positive versus Negative Interpretation Patterns
of Optimists
M.M. Hanssen, M.L. Peters, L.M.G. Vancleef
Maastricht University, Department of Clinical Psychological Science,
Maastricht, Netherlands
38
www.ippanetwork.org
F 067 Perceived Adaptive Schema: Indian Context

A. Jain, K. Singh
Indian Institute of Technology - Delhi, New Delhi, India
F 068 Promoting Well-being Through Urban Design
M.R. Crawford, M.D. Holder
University of British Columbia, Psychology, Kelowna, BC, Canada
F 069 Identifying Personality Facets Related to a Connection to Nature
M.R. Crawford, M.D. Holder
F 070 Evaluation of the 4-H Record Book as a Positive Youth
Development Intervention
L.H. Bikos1, D.M. Haney2, S. Hsia2, K. Kirkpatrick-Husk2, M. Bossen2,
R. Bullock2, J. Jenkins2, R. Kirce2, H. Roche2, J. Weaver2, K.K. Wenzel2
1
Seattle Pacific University, Clinical Psychology, Seattle, WA, United States,
2
United States
F 071 Who Is Calling You? Perceptions of Calling and
Transformational Events
R.B. McKenna1,2, D.M. Haney2
1
Center for Leadership Research & Development, Seattle, WA, United States,
2
United States
F 072 Activating Hubs of Wellbeing: Case Study of Mt Barker,
South Australia
G. Kelly1, K. Bartley2, R. Earl1,3
1
Adelaide Thinkers in Residence, Government of South Australia, Department for
Premier and Cabinet, Adelaide, SA, Australia, 2Department for Education and
Child Development, Government of South Australia, Adelaide, SA, Australia,
3
Univeristy of Adelaide, Psychology, Adelaide, SA, Australia
F 073 Cultural Specificity and Effects of Higher Education on People's
Orientations to Happiness in a Nationally Representative Swiss Sample
S. Brouwers, W. Ruch
University of Zurich, Zurich, Switzerland
F 074 Acculturation Discrepancies, PGI and Adaptation among Mexican
Immigrants: Does La Familia Know Best?
M. Longhurst, C. Robitschek
Texas Tech University, Psychology, Lubbock, TX, United States
F 075 Factor Structure and Correlation of MHC-SF and SWLS: Study from
the Kingdom of Saudi Arabia
M. Salama-Younes1, M.M. Abdel-Hafiz1,2
1
Helwan University, Psychology, Sociology and Evaluation in Sport Field, Cairo,
Egypt, 2Umm Al-Qura University, Makkah, Saudi Arabia
F 076 From Experience to Application: Infusing Undergraduate Teaching
with Principles of Positive Psychology
A. Allen, J. Keener
Barry University, School of Adult and Continuing Education, Miami Shores, FL,
United States
F 077 Positive Psychology as a Framework for Student Affairs Practice in
Higher Education
V.M. Ambler, J. Fisler
College of William & Mary, Office of Student Affairs, Williamsburg, VA,
United States
F 078 Mindfulness in Middle School: Connecting Heart and Minds at
Kingswood College
S. Anil1, E. Lenders1, L. Waters2
1
Kingswood College, Melbourne, VIC, Australia, 2University of Melbourne,
Melbourne Graduate School of Education, Melbourne, VIC, Australia
F 080 Yoga-Thrive: An Evaluation of the Physical and Psychological

Benefits of a Yoga-based Program for Cancer Survivors and Patients
A.G. Bearden1, R. Newton2
1
Red Deer College, Humanities and Social Sciences - Psychology, Red Deer, AB,
Canada, 2Red Deer College, Research Services, Red Deer, AB, Canada
F 081 Self-acceptance in the Education and Counseling of Young People
M.E. Bernard
University of Melbourne, Melbourne Graduate School of Education, Parkville,
VIC, Australia
F 082 TO BE A HERO: A systematic Positive Psychology Training
Program for School Teachers in China
H. Cao, M. Guan, Z. Zhu, X. Meng
Institute of Psychology, Chinese Academy of Sciences, Beijing, China
F 083 What Do you Want to Be When you Grow Up? The Relationships
between Emotion, Dispositional Hope, and Career Decision-Making Selfefficacy among Korean High Schoolers
Y. Chung1, S.-Y. Park2
1
Sogang University, Seoul, Korea, Republic of, 2University of North Carolina at
Greensboro, Greensboro, NC, United States
F 084 Hope as Resource in an Environment of Standardized Testing and
Tracking Based on Achievement?
K. Delichte
Alliant International University, Fresno, CA, United States
F 085 Creativity to Overcome Transactional Distance in Online Learning
for Undergraduate Biology Students
D. Diki
F 086 Family Background, Parental Involvement and Levels of
Children's Hope
T.A. Fernandez
F 087 Supportive Others in the Development of Four-year and Community
College Students
V. Fruiht
F 088 Positive Psychology in the Classroom: A Case of Positive
Psychology Intervention for Special Education in High School
A. Goldstein1, N. Park2
1
San Francisco Unified School District, San Francisco, CA, United States,
2
University of Michigan, Ann Arbor, MI, United States
F 089 Applying the Dualistic Model of Passion to Post-secondary Online
Instruction: A Comparative Study
S. Greenberger
Grand Canyon University, Phoenix, AZ, United States
F 090 Creativity and the Evolution of Culture: The Evolution of Student
Understanding in an Online Capstone Course
D. Gute, G. Gute
University of Northern Iowa, Cedar Falls, IA, United States
F 091 Pastoral Care at Ivanhoe Grammar School
J.A. Hewett
Ivanhoe Grammar School, Melbourne, VIC, Australia
F 092 Surprising College Students with Resiliency Training
M.M. Huber
Youngstown State University, Accounting and Finance, Youngstown, OH,
United States
F 079 Under My Skin: The Impact of Theatre in Addressing Body Image,

Self-esteem, and Peer Relations in Grade Seven Students
A.G. Bearden1, R. Newton2
1
Red Deer College, Humanities and Social Sciences - Psychology, Red Deer, AB,
Canada, 2Red Deer College, Research Services, Red Deer, AB, Canada
www.ippanetwork.org
39

F 093 Evidence of Meaning in Context: Work, Expertise, and Well-being
for Professionals
M.M. Huber1, M.L. Kearn2, D. Law1
1
Youngstown State University, Accounting and Finance, Youngstown, OH, United
States, 2University of Pennsylvania, Department of Psychology, Philadelphia, PA,
United States
F 094 Fostering Teacher Resilience at the Pre-service Level
R.L. Justeson
California State University, Chico, School of Education, Chico, CA, United States
F 095 Hope Paves the Way: Family Background, Parental Behavior,
Reading Motivation, Test Taking, Career Ambitions, and Vocational
Competency Development
K. Delichte1, T.A. Fernandez1, F. Kadva1, J. Lehman1, L. Machicote1, K. Yoshida1,
C. Wandeler1,2,3
1
Alliant International University, Fresno, CA, United States, 2University of
Teacher Training, Fribourg, Switzerland, 3University Fribourg, Fribourg,
Switzerland
F 096 First Generation College Students Support, Well-being, Time
Perspective, Empathy, Positivity, Stress and Academic Success: Unique
Pressures for Hispanic & Latina/o Americans
M. Rivera1,2, S.Y. Kuchenbecker1
1
Chapman University, Department of Psychology, Orange, CA, United States,
2
Harvard University, Graduate School of Education - Human Dev. & Psychology,
Boston, CA, United States
F 097 Brief Videos and START Everyday Heroes Reminder Bands
Facilitate Well-being and Pro-social Behavior
J. Celniker, C. Colicino, B. Everett, K. Gilbert, B. Franco, A. Jacobsmeyer, C.
Butterfield, H. Silva, S.Y. Kuchenbecker
Chapman University, Department of Psychology, Orange, CA, United States
F 098 Predictors of Optimal College Experience from a Developmental
Perspective
A. Kukita
Claremont Graduate University, School of Behavioral and Organizational Science,
Claremont, CA, United States
F 099 Novice Teachers' Perspectives on Teaching Remedial Mathematics to
the Disadvantaged Students
Y.-M. Lee
National Taipei University of Education, Department of Psychology and
Counseling, Taipei, Taiwan, Republic of China
F 100 iAstronaut - Hope as Rocket Fuel for Children's Career Ambitions
J. Lehman, F. Kadva
F 101 Get into your Flow T'ai Chi Kineo
E. Belz
Vivo Selbstmanagement + Consulting, Konstanz, Germany
F 102 Flow, Mood, and Visual Creativity
G.M. Cseh, L.H. Phillips, D.G. Pearson
University of Aberdeen, School of Psychology, Aberdeen, United Kingdom
F 103 Inducing Flow Through Written Prompts: A Mixed
Methods Approach
M. Dubin, E. Lyrintzis, J. Heisey
Claremont Graduate Univeristy, School of Behavioral and Organizational
40
F 104 Complexity as a Catalyst for Flow and Creativity in the Family

Lives of Creative People
G. Gute1, D.S. Gute2, J. Nakamura3, M. Csikszentmihalyi3
1
University of Northern Iowa, School of Applied Human Sciences, Cedar Falls, IA,
United States, 2University of Northern Iowa, Academic Learning Center, Cedar
Falls, IA, United States, 3Claremont Graduate University, Quality of Life Research
Center, Claremont, CA, United States
F 105 Effect of Autotelic Personality on Inferiority Feelings
K. Hirao, R. Kobayashi, K. Yabuwaki
Kibi International University, Takahashi, Japan
F 106 Passionate Love as a Flow Experience
H.N. Keiser1, S.R. Ross2
1
University of Minnesota, Twin Cities, MN, United States, 2DePauw University,
Psychology, Greencastle, IN, United States
F 107 The Responsibility Associated with Psychological Well-being of
Mexican Adolescents
P. Andrade Palos1, D. Betancourt Ocampo2, C.O. Snchez Xicotencatl3
1
Universidad Nacional Autnoma de Mxico, Facultad de Psicologa, Mxcio,
Mexico, 2Universidad Anhuac Mxico Norte, Mxico, Mexico, 3Universidad
Nacional Autnoma de Mxico, Mxico, Mexico
F 108 Positive Affect Influences Systolic Blood Pressure Reactivity during
a Painful Physical Stress Task
S.M. Bassett1, T.L. Kraft1, S.D. Pressman2
1
University of Kansas, Psychology, Lawrence, KS, United States, 2University of
California, Psychology, Irvine, CA, United States
F 109 Subjective Sleep Quality Is Associated with Self-reported Resilience
in the Survivors of Trauma
S.M. Bassett1, T.L. Kraft1, E.B. Kroska2, S.D. Pressman3
1
University of Kansas, Psychology, Lawrence, KS, United States, 2University of
Iowa, Psychology, Iowa City, IA, United States, 3University of California - Irvine,
Psychology, Irvine, CA, United States
F 110 Deciphering Prospective Links between Perseverance and Health:
An Integrative Approach
L.E. Benson1, M.L. Kern1, E. Larson1, L. Steinberg2
1
University of Pennsylvania, Positive Psychology Center, Philadelphia, PA, United
States, 2Temple University, Psychology, Philadelphia, PA, United States
F 111 Effects of Physical Activity Levels on Self-concept among
College Students
H. Cho1, H. So2
1
Claremont Graduate University, School of Community and Global Health,
Claremont, CA, United States, 2California State University, Department of
Kinesiology, San Bernardino, CA, United States
F 112 An Internet-based Positive Affect and Coping Skills Intervention for
Adults with Type 2 Diabetes
M.A. Cohn, L.R. Saslow, J.T. Moskowitz
University of California, Osher Center for Integrative Medicine, San Francisco,
CA, United States
F 113 The Role of Self-compassion in Men's Motives to Exercise
D.L. Dinnel, R.L. Eisenberg, C.E. Ring, T.A. Purkett, L.A. Kersbergen
Western Washington University, Psychology, Bellingham, WA, United States
F 114 The Impact of Heavy Drinkers on the Health and Well-being
of Others
D.L. Dinnel, K.J. Schalock, S.L. McGarrity, L.A. Clark
Western Washington University, Psychology, Bellingham, WA, United States
www.ippanetwork.org
F 115 The Effectiveness of REBT Therapy and RT and the Mixed one on
the Hope of Patients with Second Stage/Invasive Ductal Breast Carcinoma
in Tehran
P. Ebadi1, F. Bahari2
1
MAMA Journal, Owner and Chairman of The First Specific Journal of Women's
Health in Iran, Tehran, Iran, Islamic Republic of, 2Arak Science and Research
University, Psychology and Counseling, Arak, Iran, Islamic Republic of
F 125 Efficacy of a Character Strengths Enhancement Program

(FLORIST) Based on Positive Psychotherapy for Nurses
N.-B. Lee1, J.-E. Lee2, Y. Han2, J.-W. Choi2, J.-A. Min1, K.-I. Jang1, J.-H. Chae1
1
The Catholic University of Korea, Psychiatry, Seoul, Korea, Republic of, 2Strength
Garden, Seoul, Korea, Republic of
F 116 Do Flourishing People Have Healthier Lifestyles? A Cross-sectional

Internet Survey of Wellbeing and its Association with Healthy Behaviors in
Chilean Adults
G. Echeverra1, S. D'Acua1, P. Jimnez1, I. Urquiaga1, A. Parada1,2, M. Bitran1,3,
N. Pedrals1, F. Leighton1, A. Rigotti1,2
1
Pontificia Universidad Catlica de Chile, Centro de Nutricin Molecular y
Enfermedades Crnicas, Santiago, Chile, 2Pontificia Universidad Catlica de
Chile, Departamento de Nutricin, Diabetes y Metabolismo, Santiago, Chile,
3
Pontificia Universidad Catlica de Chile, Centro de Educacin Mdica,
Santiago, Chile
F 127 A Delphi Study for the Development of Protocol Guidelines for Yoga
Interventions in Mental Health, Positive Emotions and Well-being
M.J. de Manincor, A. Bensoussan, C. Smith, P. Fahey, S. Bourchier
University of Western Sydney, Centre for Complementary Medicine Research,
Sydney, NSW, Australia
F 117 Resilience Training in the Danish Army

E. Hertz
Center for Mental Robusthed/Center for Mental Toughness, Copenhagen, Denmark
F 129 A Campus-wide Mentoring System for First-year Students to

Enhance Wellness and the Development of Positive Psychological Factors
that Affect Academic Achievement
A. Du Plessis, L. Botha, C. Cilliers, P. Kloppers, E. Strauss
Stellenbosch University, Student and Academic Support, Stellenbosch,
South Africa
F 118 The Relationship of Oxytocin to Benefit Finding, Coping, and

Optimism in HIV
C.B. Kelsch1, G. Ironson1, A. Szeto2, H. Kremer1, N. Schneiderman1, A.J. Mendez2
1
University of Miami, Psychology, Coral Gables, FL, United States, 2University of
Miami Miller School of Medicine, Diabetes Research Institute, Miami, FL,
United States
F 119 Perceived Neighborhood Social Cohesion and Stroke
E.S. Kim, N. Park, C. Peterson
University of Michigan, Psychology, Ann Arbor, MI, United States
F 120 Using the Appreciative Inquiry Method to Operationalise
the Strategic Intent and Constitution of the Positive Education
Schools Association
A. Johnstone
Seymour College, Adelaide, SA, Australia
F 121 Faith and Positive Psychology: What Can Homo positivus
Contribute to Homo religiosus?
P. Kwiatek1, K. Skrzypi ska2,3, A. Pecoraro4
1
Salesian Pontifical University, Rome, Italy, 2Institute of Psychology, University of
Gda sk, Gda sk, Poland, 3Founder of the Polish Society for the Psychology of
Religion and Spirituality, Gda sk, Poland, 4Department of Psychiatry, University
of Pennsylvania, Philadelphia, PA, United States
F 122 Book of Life: Enhancing Personal Strengths
L. Farfallini1, E. Etchemendy2, B. Serrano1,2, J. Bretn-Lpez1,2, C. Botella1,2, R.
Baos2,3
1
Universitat Jaume I, Castelln de la Plana, Spain, 2CIBEROBN, ISC III, Santiago
de Compostela, Spain, 3Universitat de Valencia, Valencia, Spain
F 123 Preferences and Usefulness of a Brief Psychological Intervention
that Uses Information and Communication Technologies (ICT) to Promote
Well-being in Adult Oncology Inpatients
M. Espinoza1, R.M. Baos2, A. Garca-Palacios1, C. Botella1, J.M. Cervera3, G.
Esquerdo3, E. Barrajn3
1
Universitat Jaume I, Castelln de la Plana, Spain, 2Universidad de Valencia,
Valencia, Spain, 3ITIC, Hospital Clnica Benidorm, Benidorm, Spain
F 124 Positive Adolescent Promotion
A.M. Catal, M.E. Garassini, M.E. Aquique
Metropolitan University of Caracas, Behavioral Science Department,
Caracas, Venezuela
F 128 The Inverse Relationship between Depression, Stress and Thai

Happiness indicators of Thai Youth
T. Detkong, R. Kornprasi
Adviser Group, Department of Mental Health, Nonthaburi, Thailand
F 130 Mobile-based Experience Sampling Method as an Accidental

Developmental Tool: A Developmental Readiness Perspective
J. Fajans
Claremont Graduate University, Positive Organizational Psychology, Claremont,
CA, United States
F 131 Self-experimentation & the Quantified Self: New Avenues for
Positive Psychology Research and Application
J. Fajans
Claremont Graduate University, Positive Organizational Psychology, Claremont,
CA, United States
F 132 Positive Psychology: A Catalyst for Renewal in University
Counseling Centers
S.L. Flessati1, J. Miller1, A.L. Ciccocioppo2
1
Mount Royal University, Student Counselling, Calgary, AB, Canada, 2University
of Calgary, Student Union Wellness Centre, Calgary, AB, Canada
F 134 Impact of a Gratitude Intervention on Life Satisfaction: Is It Being
Thankful or Being Thanked that Promotes Well-being?
M.W. Gerson, D.D. Foster, A.F. Waters, J.M. Lynds, B.M. Ford, A.I. Breda, R.L.
Chavez, J. Lim
California Lutheran University, Psychology, Thousand Oaks, CA, United States
F 136 Moderate to Severe Traumatic Brain Injury: Important Actions to
Optimize Psychosocial Adaptation
A. Hamelin1, C. Jourdan-Ionescu1, P. Boudreault2
1
Unviversit du Qubec Trois-Rivires, Psychology, Trois-Rivires, QC, Canada,
2
Unviersit du Qubec en Ouataouais, Sciences de l'ducation, Gatineau,
QC, Canada
F 137 Effects of Positive Interventions on Mental Health of Breast Cancer
Patients
H. Horike
Tohoku Gakuin University, Department of Human Science, Sendai, Japan
F 138 Evaluation of the Positive Re-entry Program: A Positive Psychology
Intervention for Incarcerated Offenders
K.H. Huynh1, M. Ta1, B. Hall1, M.A. Hurst2, L.H. Bikos1
1
Seattle Pacific University, Clinical Psychology, Seattle, WA, United States,
2
Evergreen State College, Psychology, Olympia, WA, United States
www.ippanetwork.org
41

F 139 Medium-to Long-term Effectiveness of Positive Psychology
Approach in Preventing Depressive Symptoms of the Community Elderly
Y. Jin1,2, N. Niino2, F. Yu3, A. Morita4, S. An1, H. Haga2
1
The Dia Foundation for Research on Ageing Societies, Tokyo, Japan, 2Institute of
Aging and Human Development, Obirin University, Tokyo, Japan, 3Hunchun City
Happy Health Center for The Elderly, Hunchun, China, 4Department of Human
Ecology, The University of Tokyo, Tokyo, Japan
F 140 Why Positive Psychology Ought to Include Laughter Yoga as an
Intervention Strategy
S. Kavanagh, P. MacNeela
School of Psychology, National University of Ireland, Galway, Ireland
F 141 A Positive Intervention for Adolescent Victims of School Bullying
H.M. Kim, D.H. Song, W.Y. Im, K.A. Cheon
Yonsei University College of Medicine, Department of Psychiatry, Seoul, Korea,
Republic of
F 142 Who Is your Hero? Honoring our Heroes, Inspiring the World &
Preparing Future Heroes
K.'. Koetting1,2
1
Northcentral University, Prescott Valley, AZ, United States, 2Wellness and Wellbeing Solutions, LLC, Leawood, KS, United States
F 143 Life Is Looking Up: A Pilot Study to Investigate Whether Stargazing
Activity Demonstrates a Connectedness to Nature
R. Bell1, K.N. Irvine1, S. Warber2, C. Wilson1
1
Leicester De Montfort University, Institute for Energy and Sustainable
Development, Leicester, United Kingdom, 2University of Michigan, Family
Medicine, Ann Arbor, MI, United States
F 144 Charity Challenge and the Activation of Signature Strengths
A. Coghlan, K. Filo
Griffith University, Department of Tourism, Sport and Hotel Management, Gold
Coast, QLD, Australia
F 145 The Measurement of Leisure and Recreational Activities for
Individuals with Autism and other Intellectual and Developmental
Disabilities Utilizing the Social Community Integration Matrix (SCIM)
L.A. Dotson1,2
1
Institute for Applied Behavior Analysis, Director, IABA-North, Oakland, CA,
United States, 2Fielding Graduate University, Clinical Psychology, Santa Barbara,
CA, United States
F 146 Preliminary Findings Regarding the Utility of the Satisfaction with
Life Scale and the Subjective Happiness Scale for Adults with Autism and
other Developmental Disabilities
L.A. Dotson1,2
1
CA, United States
F 147 Happiness Narratives: Individuals with Autism and other
Intellectual and Developmental Disabilities Share Stories of Family,
Friendship and Adventure
L.A. Dotson1,2
1
CA, United States
F 148 The Art and Science of Film and Behavior Change: An
Emerging Agenda
B. Karlin, K. Ahu, B. Duoung
University of California Irvine, Irvine, CA, United States
F 149 The Application of Positive Psychology to Digital Dating
M.F. Guthrie Yarwood, C. Hendrick
42
F 150 Subjective Well-being as a Result of Personal Growth Interpretation

of Attained Goals
Z. Bahrami Ehsan, J. Cranney, S. Hadi Sadeghi
University of New South Wales, Psychology, Sydney, NSW, Australia
F 151 Psychological Facilitators of Colorectal Cancer Screening: What
Factors Can Motivate People to Participate in a Colorectal Cancer
Screening Test?
M. Bridou, C. Aguerre
University Franois Rabelais of Tours, Tours, France
F 152 How Self-regulation Predicts Progress in Health Related
Goal Pursuit
A. Castonguay1, P. Miquelon2, P.-. Chamberland2
1
Universit du Qubec Trois-Rivires, Psychologie, Trois-Rivires, QC, Canada,
2
Universit du Qubec Trois-Rivires, Trois-Rivires, QC, Canada
F 153 Stereotype Threat Effects on Females Soccer Motor Learning
S. Chiviacowsky, C. Heidrich
Federal University of Pelotas, Pelotas, Brazil
F 154 Giving the Prevention Optimist a Sense of Control: Persevering on
an Anagram Task
A. Feravich
Oakland University, Rochester, MI, United States
F 155 Our Breath - The Connection between our Body and Mind. Why the
Exhalation Is to Be Emphasized and How it Is Directly Linked to Stress
A. Aarsland1,2, N. Hanssen3
1
Cappelen Damm, Slependen, Norway, 2Pusteteknikk (Breathing technique.no),
Owner, Selepnden, Norway, 3Cappelen Damm, Oslo, Norway
F 156 The Strength Principle of Risk-need-Responsivity Model of
Offender Rehabilitation
A. Azizian1,2, W. Saloum2, J. Hazel2, J. Kasdorf2
1
California State University, Criminology, Fresno, CA, United States, 2California
State Hospitals, Psychology, Coalinga, CA, United States
F 157 Charitable Donation: The Underlying Mechanisms Behind Giving
C.M. Benavides, A.L. Thomson
Claremont Graduate University, Behavioral and Organizational Sciences,
F 158 Communication and Parental Supervision, Friends and Prosocial
Behavior of Mexican Adolescents
D. Betancourt Ocampo1, P. Andrade Palos2, A. Gonzlez Gonzlez3
1
Universidad Anhuac Mxico Norte, Facultad de Psicologa, Mxico, Mexico,
2
Universidad Nacional Autnoma de Mxico, Facultad de Psicologa, Mxico,
Mexico, 3Universidad Nacional Autnoma de Mxico, Direccin General de
Servicios Mdicos, Mxico, Mexico
F 159 The Relationships among Sexual Attitudes, Self-esteem, and
Acculturation among Heterosexual Latina Women Residing in the
United States
M.M. Carcel, V. Gutierrez, J. Madero
Alliant International University, CSPP, San Diego, CA, United States
F 160 Optimal Optimism: Establishing a Motivational Model of
Realistic Optimism
S.C. Chou
National Taiwan University, Psychology, Taipei, Taiwan, Republic of China
F 161 Optimal Optimism: Establishing a Cognitive Model of
Realistic Optimism
S.C. Chou
www.ippanetwork.org
F 162 What Is Optimal about Optimal Optimism? The Pros and Cons of
Realistic Optimism
S.C. Chou
F 174 A Longitudinal Investigation of Gratitude and Positive Affect in

Adolescents: Examining Moderators and Mediators
C. Harris, D. Arouty, J. Froh
Hofstra University, School-Community Psychology, Hempstead, NY, United States
F 163 Subliminal Priming and Pro-environmental Behaviours: The

Moderating Role of Positive Emotions
S. De Dominicis1,2, M. Bonaiuto1,2
1
Sapienza Rome University, Dipartimento di Psicologia dei Processi di Sviluppo e
Socializzazione, Roma, Italy, 2Sapienza Rome University, CIRPA - Centro
Interuniversitario di Ricerca in Psicologia Ambientale, Roma, Italy
F 175 Assessment of Positive/Negative Emotions among College Students

and School Performance
M.D.R. Hernandez-Pozo1, M.A. Campos Resendiz2, J.L. Gomez Resendez3, J.A.
Valerio Carbajal4, M.A. Alvarez Gasca5
1
Universidad Nacional Autonoma de Mexico, UNAM, Centro Regional de
Investigaciones Multidisciplinarias, CRIM, Cuernavaca, Morelos, Mexico,
2
Universidad Nacional Autonoma de Mexico, UNAM, Psicologia, FES Iztacala,
Tlalnepantla, Mexico, 3Universidad Popular de la Chontalpa, Psicologia, Division
de Ciencias Sociales y Administrativas, Cardenas, Mexico, 4Universidad
Autonoma del Estado de Morelos, Facultad de Ciencias Quimicas e Ingenierias,
Cuernavaca, Mexico, 5Universidad Nacional Autonoma de Mexico, UNAM, FES
Iztacala, Medicina, Tlanepantla, Mexico
F 164 Global Health and Positive Psychology

J. Ghannam1,2, K. Sood2
1
UCSF School of Medicine, Department of Psychiatry, San Francisco, CA, United
States, 2UCSF Global Health Sciences, San Francisco, CA, United States
F 165 Searching for Meaning Leads to Presence of Meaning under
Conditions of High Life Satisfaction
M.E. Grouden, P.E. Jose
Victoria University of Wellington, Psychology, Wellington, New Zealand
F 166 Presence of Meaning Predicts an Increase in Happiness and Life
Satisfaction for Older People
M.E. Grouden, P.E. Jose
Victoria University of Wellington, Psychology, Wellington, New Zealand
F 167 Childrens Expression of Positive Emotion and Family Member
Reciprocity in the Everyday Lives of Families: A Naturalistic Approach
S. Bai-Koh1, J. Sperling2,3, R.L. Repetti1
1
University of California Los Angeles, Psychology, Los Angeles, CA, United States,
2
McLean Hospital, Belmont, MA, United States, 3Harvard Medical School, Boston,
MA, United States
F 168 A Mood Induction Procedure (MIP) to Induce Joy and Activation
in Children
P. Escobar Valero1, M. Miragall1, L. Vara1, A. Carrillo1, A. Cebolla2,3, R.M. Baos
Rivera1,2
1
Universidad de Valencia, Personalidad, Evaluacin y Tratamientos Psicolgicos,
Valencia, Spain, 2CIBER de Fisiopatologa de la Obesidad y Nutricin,
(CIBEROBN), Santiago de Compostela, Spain, 3Universidad Jaume I de Castelln,
Psicologa Bsica, Clnica y Psicobiologia, Castellon, Spain
F 169 Mindfulness Based Training and Positive Affect. A Pilot Study in
Venezuela
J. Blanco Baldo, A.J. Paz
Universidad Metropolitana, Behavioral Sciences, Caracas, Venezuela
F 170 Gratitude and Prosocial Behavior Following Trauma: Lessons from
Musician Breast Cancer Survivors
C. Cassingham1, J. Giebenhain1, S. Schmalenberger1, C. Gessert2, L. Starr3
1
University of St. Thomas, Psychology, St. Paul, MN, United States, 2Essentia
Health, Duluth, MN, United States, 3Wisconsin Indianhead Technical College,
Superior, WI, United States
F 171 In the Mood: The Role of Positive Emotions in Reversing the Impact
of Negative Emotions
P.-S. Connolly
University College Dublin, Columbia University, New York, NY, United States
F 172 Emotional Intelligence Enhanced through a Manualized Group
Psychoeducational Program
L. Delizonna, T. Anstedt, B.A. Davoodian, M.M. Williams, A.A. Davoodian
Stanford University, Psychology, Stanford, CA, United States
F 173 Happiness Increased through a Manualized Group
Psychoeducational Program
L. Delizonna, T. Anstedt, B.A. Davoodian, A.A. Davoodian
Stanford University, Psychology, Stanford, CA, United States
www.ippanetwork.org
F 176 Effect of Positive Psychotherapy on Currently Abstinent Alcohol

Dependents
K. Kaur, V. Sharma
Institute of Human Behavior and Allied Sciences, Clinical Psychology, Delhi, India
F 177 Research Methods to Explore their Own Potential to Foster a
Positive Attitude of the Army
Y. Li
The People's Liberation Army of China 95958, Shanghai, China
F 178 Social Relationships and Subjective Well-being amongst People with
Acquired Brain Injury
A.K. Chmiel, M.D. Holder
University of British Columbia- Okanagan, Psychology, Kelowna, BC, Canada
F 179 Clear Skies Ahead: Fair Weather Conditions Are Associated with
Relationship Status and Comfort with Intimacy
W.J. Chopik, N. Park, C. Peterson
F 180 A Closer Look at Romantic Getaways: New Experiences in Travel
Are Associated with Greater Relationship Satisfaction and Passion
J. Coffey1, B.A. Wang2
1
Sciences, Claremont, CA, United States, 2Pomona College, Claremont, CA,
United States
F 181 Positive Relationships, Meaning of Life and Happiness among
Malaysian Adolescents
I.H. Hashim1, N. Mohd Zaharim2
1
University Sains Malaysia, School of Social Sciences, Pulau Pinang, Malaysia,
2
University Sains Malaysia, School of Social Sciences, Penang, Malaysia
F 182 An Insight into the Psychological Impact of Different Sports on
Students Aged 11 -12 Years Old in London
J.T. Beale1, M. Wilson1, K. Hefferon2
1
University of East London, School of Health, Sport and Bioscience, London,
United Kingdom, 2University of East London, School of Psychology, London,
United Kingdom
F 183 Aiming to Achieve Holistic Excellence through Positive Psychology
Interventions in College Athletics
L.M. Miller
American Military University, Sports and Health Sciences, Worthington, OH,
United States
F 184 Think Positive! The Role of Expectations for Health Benefits after
Acute Exercise
H. Mothes1, C. Leukel1,2, R. Schween1, A. Schndube1, R. Fuchs1
1
Albert-Ludwigs-University Freiburg, Institute of Sport & Sport Science, Freiburg,
Germany, 2University of Fribourg, Department of Medicine, Movement and Sport
Science, Fribourg, Switzerland
43

F 185 Parental Encouragement of Extrinsic Relative to Intrinsic Values in
Daughters and its Association with Daughters' Extrinsic Relative to
Intrinsic Values and Self-esteem
M. Ashraf, J. Duckitt
University of Auckland, School of Psychology, Auckland, New Zealand
F 196 Job Demands, Job Resources Coping Strategies and the Attainment
of Subjective Wellbeing among Nurses
J.H. Buitendach1, S. Kesari2
1
University of KwaZulu Natal, School of Applied Human Sciences, Durban, South
Africa, 2University of KwaZulu Natal, Durban, South Africa
F 186 Implications of Bioethics in the Science of Psychological Wellbeing

D. Garca - lvarez1,2
1
Venezuelan Society of Positive Psychology, Caracas, Venezuela, 2Rafael Urdaneta
University, School of Psychology, Maracaibo, Venezuela
F 197 The Nature of Psychological Conditions of Work Engagment among

Employees at a Tertiary Institution
J.(. Buitendach, G. Chikoko
University of KwaZulu Natal, Durban, South Africa
F 187 How to Structure the Impact of Emotional Intelligence, Willingness

to Flow at Work and Stress Work Perception over the Psychological
Wellbeing? Context: Venezuela University Professors
D. Garca-lvarez1,2, A. Milln2,3,4, M.E. D'Aubeterre3
1
Rafael Urdaneta University, School of Psychology, Maracaibo, Venezuela,
2
Venezuelan Society of Positive Psychology, Caracas, Venezuela, 3Universidad
Metropolitana, Associate Professor, Caracas, Venezuela, 4Universidad Simn
Bolvar (USB), PhD Student in Interdisciplinary Social Sciences and Humanities,
Caracas, Venezuela
F 198 Develop, Test and Evaluate the Youth Happiness Psychology Module
(YHPM) among Adolescents in Malaysia
F. Bullare
Universiti Malaysia Sabah, School of Psychology & Social Work, Kota
Kinabalu, Malaysia
F 188 The Effectiveness of Happiness Training on Childrens

Depression Symptoms
S. Amiri1,2, F. Shakenia2, H. Molavi2, A. Etesamipour King3
1
University of Isfahan, Psychology, Isfahan, Iran, Islamic Republic of, 2University
of Isfahan, Isfahan, Iran, Islamic Republic of, 3Community College of Baltimore
County, Baltimore, MD, United States
F 199 Utilizing Mixed Research Methods to Develop a Subjective

Happiness Instrument for People with Physical Disabilities (SHI-PwPD)
in Malaysia
F. Bullare
Universiti Malaysia Sabah, School of Psychology & Social Work, Kota Kinabalu,
Malaysia
F 189 Flourishing and Immigrants: Implications for Helping Professions

S. Ando
Widener University, Center for Social Work Education, Chester, PA, United States
F 200 Quality of Life and Adjustment of Parents Having a Child with an

Autistic Spectrum Disorder: A Comparative Study of France and Quebec
E. Cappe1, N. Poirier2
1
Institut de Psychologie - Universit Paris Descartes, Sorbonne Paris Cit,
Laboratoire de Psychopathologie et Processus de Sant, Boulogne-Billancourt,
France, 2Universit du Qubec Montral, Dpartement de Psychologie,
Montral, QC, Canada
F 190 Well-being, Fulfillment and Happiness as Core Feelings in

Youth's Purpose
V.A. Arantes, U.F. Araujo, V.P. Pinheiro
University of Sao Paulo, Sao Paulo, Brazil
F 201 Emotional Intelligence, Locus of Control, and Self-efficacy of Girls

Rescued from Poverty
K.B.T. Chang, R. Gentry, J. Shaheed
George Fox University, Psychology, Newberg, OR, United States
F 191 Is There a Place for Negative Emotions in Positive Psychology?

C. Barongan
Washington and Lee University, University Counseling Center, Lexington, VA,
United States
F 192 Employee Well-being through Generative Growth: A Human

Development Perspective
A.M. Barrio
Fielding Graduate University, Santa Barbara, CA, United States
F 203 Psychological Wellbeing, Sources of Job Stress and Job Satisfaction

in School Teachers
M.E. D'Aubeterre1, A. Milln1, N.G. Calvanese2
1
Universidad Metropolitana, Ciencia del Comportamiento, Caracas, Venezuela,
2
Universidad Simn Bolvar (USB), Ciencia y Tecnologas del Comportamiento,
Caracas, Venezuela

F 194 Trajectories of Gratitude in Adolescence: Searching for Gratitude's
Role in Development
G. Bono1, J.J. Froh2, N. Card3, R.A. Emmons4, R. Forrett1, L. Trull1
1
California State University, Dominguez Hills, Psychology, Carson, CA, United
States, 2Hofstra University, Psychology, Hempstead, NY, United States, 3University
of Arizona, Family Studies and Human Development, Tucson, AZ, United States,
4
University of California at Davis, Psychology, Davis, CA, United States
F 195 Agents of Positive Change: The Importance of Self-compassion and
Hope in Activism
J.C. Brennan1, M.L. Kern2
1
University of Pennsylvania, Philadelphia, PA, United States, 2University of
Pennsylvania, Department of Psychology, Philadelphia, PA, United States
F 205 Does Perceived Social Support Mediate the Relation between

Appreciation/Gratitude and Subjective Well-being?
N.S. Fagley, K. Langione
Rutgers University, GSAPP, Piscataway, NJ, United States
F 208 Parental Practices Predict Positive Relations with Others in Mexican
Adolescents
M.B. Gonzlez-Fuentes, P. Andrade Palos
Universidad Nacional Autnoma de Mxico, Faculty of Psychology, Mexico
City, Mexico
F 209 Well-being in its Natural Habitat: Orientations to Happiness and the
Experience of Everyday Activities
C.J. Grimm
University of Canterbury, Psychology, Christchurch, New Zealand
F 210 Effects of Happiness on Capital Flows
J. Gurtovoy
44
www.ippanetwork.org
F 211 The Buffering Effects of Social Support and Resilience on

Experience of Workplace Incivility and Negative Outcomes among
Pakistani Employees
R. Hanif1, A. Milam2
1
Quaid-i-Azam University, Islamabad, National Institute of Psychology, Centre of
Excellence, Islamabad, Pakistan, 2University of Houston, Houston, TX,
United States
F 212 The Resilience, Quality of Life, and Community Re-entry Needs of
OEF/OIF Veterans with Disabilities
C.E. Hawley, A. Armstrong
Virginia Commonwealth University, Department of Rehabilitation Counseling,
Richmond, VA, United States
F 213 The Relationships between Resilience and Posttraumatic Growth
Following Trauma: An Experiential -Theoretical Workshop
A. Armstrong1, S. Shiri2, C.E. Hawley1
1
Virginia Commonwealth University, Department of Rehabilitation Counseling,
Richmond, VA, United States, 2Director of Neuropsychology, Department of
Physical Medicine and Rehabilitation, Hadassah Medical Center/Hebrew
University of Jerusalem, Jerusalem, Israel
F 215 Validation of the Flourishing Scale in New Zealand
L.C. Hone
AUT University, Human Potential Centre, Auckland, New Zealand
F 216 A Cross-generational Study on the Relationships among Sustainable
Mind, Behavior and Well-being
K. Horike
Toyo University, Tokyo, Japan
F 217 Are We There Yet: Planetary Tipping Points or
Sustainable Revolution?
A. Howells
University of East London, London, United Kingdom
F 218 Introducing a Taxonomy and Terminology for Discussing the
Eudaimonia-hedonia Literature
V. Huta1, A.S. Waterman2
1
University of Ottawa, School of Psychology, Ottawa, ON, Canada, 2The College
of New Jersey, Ewing, NJ, United States
F 219 The 33 Chilean Miners Trapped Underground in the Atacama
Desert. A Positive Psychology Case Study
C. Ibaez
Chilean Institute of Positive Psychology, Santiago, Chile
F 220 How many People Are Flourishing in Chile and What to Do for
Increasing Well-being in the Country?
C. Ibaez
F 221 The Intervention of Positive Counseling and Psychotherapy on
College Students with Depression
X. Jian
School of Law and Politics, Anhui Jianzhu University, Hefei, China
F 222 Subjective Well-being, Self-esteem and Resilience in Young, Adult
and Older Brazilian Women
H.H. Kamei1, J.M.M. Vendramini2, H. Tavares3, M.L. Zilberman3, M.M. Amaral4,
L.V. Vasquez-Pinto4, C.N. Pellegrino1, V.H. Talarico1, P.R. Tobo1
1Natura Inovao e Tecnologia de Produtos, Science of Well-Being and
Relationship, Cajamar, Brazil, 2Easystat Solues Estatsticas LTDA, Statistics,
Campinas, Brazil, 3Faculdade de Medicina da Universidade de So Paulo,
Psychiatric Institute, Sao Paulo, Brazil, 4Natura Inovao e Tecnologia de
Produtos, Classical Sciences, Cajamar, Brazil
F 223 Positive Work - Experiences of Family Business Owners
S.A. Kauko-Valli
University of Jyvskyl, Jyvskyl, Finland
www.ippanetwork.org
F 224 Semantic Quantifications of Word-associations to 'Happiness'

Predict Satisfaction Not Emotional Well-being
O.N.E. Kjell1, D. Garcia2, S. Sikstrm1
1Lund University, Psychology, Lund, Sweden, 2University of Gothenburg, Centre
for Ethics, Law and Mental Health, Gothenburg, Sweden
F 225 Enhancing Environmental and Social Sustainability: Attuned with
Life as a Complement to Satisfaction with Life
O.N.E. Kjell1, K. Hefferon2, D. Garcia3, S. Sikstrm1
1Lund University, Psychology, Lund, Sweden, 2University of East London,
Psychology, London, United Kingdom, 3University of Gothenburg, Centre for
Ethics, Law and Mental Health, Gothenburg, Sweden
F 226 Power of Belief: The Relationship between Spirituality and Wellbeing in People with Acquired Brain Injury
A. Jassi1, M.D. Holder2, S. Koss1
1University of British Columbia, Kelowna, BC, Canada, 2University of British
Columbia- Okanagan, Kelowna, BC, Canada
F 227 Grateful Teens Report More Life Satisfaction 4-years Later:
Examining Positive Affect and Social Support as Mediators
J.J. Froh1, G. Bono2, T. Lomas1, C. Harris1, D. Ruscio1, M. Krakauer1
1Hofstra University, Hempstead, NY, United States, 2California State University,
Dominguez Hills, Carson, CA, United States
F 228 Subjective Well-being and Core Self Evaluations in Relation to
Sales Performance
A.J. Anderson, J. Cooper, B.A. Johnson, J.A. Snow, C.J. Zobell, S.C. Bates
Utah State University, Psychology, Logan, UT, United States
F 229 Teachers of Pupils with Autism Spectrum Disorder: Burnout,
Empathy, Stress, Social Support and Coping
E. Boujut, E. Cappe
University of Paris Descartes, Paris, France
F 230 The Hospitality Research Project
J.S. Bullock1, R. Biswas-Diener2
1Northwestern University, Chicago, IL, United States, 2Portland State University,
Portland, OR, United States
F 231 Wealth and Employee Well-being: A Cross-cultural Study of the
World Value Survey 1990/2007
H. Chen, U. Johansen
BI Norwegian Business School, Oslo, Norway
F 232 The Science of Being Happy and Productive at Work: Positive
Psychology Meets the Real Working World
S. Crabtree
Happy Brain Science, Portland, OR, United States
F 233 Positive Organisations in Minutes: The Impact of Brief
Interventions on Employee Behaviour
C.L. Cridland1,2,3, D. McIllwain1, A. Bull1
1Macquarie University, Psychology, Sydney, NSW, Australia, 2University of
Technology, Sydney, Law, Sydney, NSW, Australia, 3Mindful Mediation Pty Ltd,
Sydney, NSW, Australia
F 234 Integrating Positive Psychology and the Science of Well-being into
Medical Education: Gathering Proof of Concept
T. Pruzinsky1, A.-L. Williams2, K.A. Garman3
1Quinnipiac University, Department of Psychology, Hamden, CT, United States,
2Quinnipiac University, School of Medicine, Hamden, CT, United States,
3Healthcare Education, Leadership & Performance, Inc. (HELP, Inc.), San Diego,
CA, United States
F 235 Integrating Empirical Positive Psychology into Interprofessional
Healthcare Education: The 'Common Ground' of Purpose, Empathy, and
Resilience
T. Pruzinsky1, A.-L. Williams2, K.A. Garman3
1
Quinnipiac University, Psychology Department, Hamden, CT, United States,
2
Quinnipiac University, School of Medicine, Hamden, CT, United States,
3
Healthcare Education, Leadership & Performance, Inc. (HELP, Inc.),
San Diego, CA, United States
45

F 236 Relationships between Employee Well-being and
Authentic Leadership
V.J. Giolito
Universit Paris Dauphine, Paris, France
F 237 Influence of Dispositional and Implicitly Primed Trust in Decisions
about the Common Good
S. Han1, M.L. Spezio2,3
1
Sciences, Claremont, CA, United States, 2Scripps College, Department of
Psychology, Claremont, CA, United States, 3California Institute of Technology,
Division of Humanities & Social Sciences, Pasadena, CA, United States
F 247 Positive Affects as Mediators between Curiosity, Meaning in Life

and Life Satisfaction
L.M. Blanco Donoso1, E. Garrosa2, B. Moreno-Jimnez2, C. Isabel2
1
Universidad Autonoma de Madrid, Facultad de Psicologia. Laboratorio 5, Ciudad
Universitaria de Cantoblanco, Spain, 2Universidad Autonoma de Madrid, Madrid,
Spain
F 248 Workplace Aggression and its Impact on Emotion at Night: The
Role of Daily Recovery Experiences
L.M. Blanco, E. Garrosa, I. Carmona, B. Moreno-Jimnez
Universidad Autonoma de Madrid, Madrid, Spain
F 238 Work System Innovation: Designing Improvement Processes with

Generative Capacity
D. Hansen
Technical University of Denmark, Department of Management Engineering,
Lyngby, Denmark
F 239 Well-being at Work: An Engineer Short Circuits Workplace Dysfunction
T. Heffner1,2
1
Johns Hopkins University Applied Physics Laboratory, Laurel, MD, United States,
2
University of Pennsylvania, Liberal and Professional Studies, Philadelphia, PA,
United States
F 240 Well-being at Work: An Engineer Short Circuits
Workplace Dysfunction
T. Heffner1,2
1
Johns Hopkins University Applied Physics Laboratory, Laurel, MD, United States,
2
University of Pennsylvania, Liberal and Professional Studies, Philadelphia, PA,
United States
F 241 Does Positive Perception Promote Performance under Condition
of Stress?
T. Icekson
Ben Gurion University of the Negev, Department of Business Administration,
Beer-Sheva, Israel
F 242 Three Keys to Meaningful Work
L. Jarvilehto
Helsinki Academy of Philosophy, Helsinki, Finland
F 243 Two Phases of Growth in Well-being Development: Being Authentic
and Autonomous at Work
P. Kentt
Aalto University, Work Psychology and Leadership, Espoo, Finland
F 244 Helping Subordinates Recover from Setbacks: The Role of
Leader Behaviors
M. Key-Roberts1, W. Elmore2
1
U.S. Army Research Institute, Fort Leavenworth, KS, United States, 2Consortium
Research Fellows Program, Arlington, VA, United States
F 245 Ive Got your Back: Building Trust and a Culture of Safety
K.R. King, J.A. Daltuva, W.M. Keyserling, T.G. Robins
F 246 Does Quality of Motivation Lead to Quantity of Organizational
Citizenship Behaviors at Work?
J.-S. Leclerc, D.-E. Hatier, V. Dagenais-Desmarais
Universit de Montral, Psychology, Montral, QC, Canada
46
www.ippanetwork.org
Poster Session 2
S 001 Observations on the Role of the Leader in Effective Utilization of
Psychological Capital
O. Asik-Dizdar
Fairleigh Dickinson University, Dept. of Management, Silberman College of
Business, Vancouver, BC, Canada
S 002 Happily Ever after: The Use of Stories to Promote the Use of
Positive Interventions
D. Tomasulo1,2
1
New Jersey City University, Psychology, Asbury Park, NJ, United States,
2
University of Pennsylvania, Master of Applied Positive Psychology, Philadelphia,
PA, United States
S 003 Positive Group Psychotherapy for Individuals with Intellectual and
Psychiatric Disabilities: Interactive-behavioral Therapy (IBT)
D. Tomasulo1,2
1
University of Pennsylvania, Positive Psychology, Philadelphia, PA, United States,
2
New Jersey City University, Psychology, Asbury Park, NJ, United States
S 013 The Rapid Relax Method - Switch from Sympathetic to

Parasympathetic in 3 Minutes
D. Mumm, J. Starman
Powerlearn Technologies, Ithaca, NY, United States
S 014 Does Integration of the Moro Reflex Help a Child to Develop
Self-control?
D. Mumm
S 015 Relationship of Infant Reflex Patterns to Self Control
D. Mumm, J.D. Starman
S 016 Mobile Application for Evaluation of Emotional State Based on a
Unique Combination of Three Psychological Assessment Techniques:
Physical Localization, Color Association, and Semantic Differential
D. Wittmann, G. Zikratov, D. Butalov
Yord Inc., Fairfax, VA, United States
S 004 The Gratitude List Project: Give Thanks, Share Thanks &
Inspire Thanks
K.K. Koetting1,2, L.D. Koetting3
1
Northcentral University, Graduate School, Prescott Valley, AZ, United States,
2
Wellness and Well-being Solutions, LLC, Leawood, KS, United States, 3San Diego
State University, Psychology, San Diego, CA, United States
S 017 Validity of Personal Growth Initiative Scale II Scores with an

African American Population
D.N. Sirles1, C. Robitschek2, A. Ciavaglia2
1
Texas Tech University, Lubbock, TX, United States, 2Texas Tech University,
Psychology, Lubbock, TX, United States
S 005 The Strong Well-being Effect from Singing

M. Sandgren1, E. Borg2
1
Sdertrn University, School of Social Sciences, Huddinge, Sweden, 2Stockholm
University, Department of Psychology, Stockholm, Sweden
S 018 9 Items to Assess Orientations to Happiness: Development and

Validation of a Short Version of the OTH Questionnaire
E.C. Luciano, S. Brouwers, W. Ruch
University of Zurich, Psychology, Zurich, Switzerland
S 006 Interpretation of Relationships in Portrait Painting Using Abilities,

Resources, Potentiel of Personality
M. Shiryak
Saint Petersburg State University, St. Petersburg, Russian Federation
S 019 The Life of Engagement as a Key to Work Satisfaction: The Role of

the Orientations to Happiness at Work
E.C. Luciano, S. Brouwers, W. Ruch
S 007 The Assessment of Mental Health: Single vs. Combined Approach

A. Venning, R. Earl
University of Adelaide, School of Psychology, Adelaide, SA, Australia
S 020 Self-Rating vs Observer-Rating Assessment of Adolescents' Positive

Psychological Functioning
F. Vescovelli, E. Albieri, C. Ruini
University of Bologna, Psychology, Bologna, Italy
S 008 The Effect of Structured Group Therapy on Self-esteem and State

Anger among Adolescents
E.J. Lee
Inha University, Nursing, Incheon, Korea, Republic of
S 009 WQ: A Wisdom Quotient
A.A. Kronik
Institute of Causometry LifeLook.Net, North Bethesda, MD, United States
S 010 Post Traumatic Growth: Insights from Divergence of Two
Qualitative Samples
P. Russo-Netzer1, G.S. Moran1, O. Kaplan2
1
University of Haifa, Haifa, Israel, 2The School of Business Administration at The
College of Management, Rishon Le'tzion, Israel
S 011 Flourishing in Childhood and Adolescence: Research with the
Flourish and Fitness Scale
C.F. Saylor1, M.M. Dunn2, R.L. Walls2, M.E.R. Bennett3, P.D. Weller3
1
The Citadel, Krause Center for Leadership and Ethics, Charleston, SC, United
States, 2The Citadel, Department of Psychology, Charleston, SC, United States,
3
The Citadel Department of Psychology, The United States Navy, Charleston, SC,
United States
S 012 Construction and Validation of the Computerized Figure-induced
Creative Thinking Test
C.Y. Liu, Y.T. Sung
National Taiwan Normal University, Taipei, Taiwan, Republic of China
www.ippanetwork.org
S 021 Life Stressors, Allostatic Overload and their Impact on Posttraumatic Growth
C. Ruini, E. Offidani, F. Vescovelli
S 022 The Use of Traditional Fairytales to Improve Well-being, Growth
and Resilience in Clinical Practice
C. Ruini1, L. Masoni2, F. Ottolini3, S. Ferrari3
1
University of Bologna, Psychology, Bologna, Italy, 2University of Bologna,
Education, Bologna, Italy, 3University of Modena & Reggio Emilia, Psychiatry,
Modena, Italy
S 023 Lighten UP! Promoting Well-being in Older Adults
C. Ruini1, E. Friedman2, C.D. Ryff3, J. Mahoney3, L. Jaros4
1
University of Bologna, Psychology, Bologna, Italy, 2Purdue University, West
Lafayette, IN, United States, 3University of Wisconsin, Madison, WI, United
States, 4Aging and Disability Resource Center of Kenosha County, Kenosha, WI,
United States
S 024 User-friendly Online Mood Assessment
K. Lochner1,2, M. Eid2, A. Preuss1
1
cut-e Group, Hamburg, Germany, 2Free University of Berlin, Methods and
Evaluation, Berlin, Germany
S 025 The Impact of Specific Positive and Negative Emotions on the
Performance on an IQ Test
K. Lochner1,2, M. Eid2, A. Preuss1
1
cut-e Group, Hamburg, Germany, 2Free University of Berlin, Methods and
Evaluation, Berlin, Germany
47

S 026 Do Character Strengths Have Psychometric Strength?
A Systematic Review about VIA-IS Psychometric Issues across
Different Countries
M. Ovejero Bruna, V. Cardenal Hernez
Complutense University, Personality, Assessment, and Psychological Treatments II,
Madrid, Spain
S 027 A Rasch Analysis for some Life Perception Scales: A Rasch Analysis
and Relations
M. Salama-Younes1,2, W. Massoud2,3
1
Egypt, 2Umm Al-Qura University, Psychology Department, Makkah, Saudi
Arabia, 3The National Center for Examinations and Educational Evaluation,
Cairo, Egypt
S 028 Positive Psychology, Physical, Musical and Arts Education
M. Salama-Younes1,2
1
Psycholgy, Sociology and Evaluation Department, Helwan University, Cairo, Egypt,
2
CREAD-IUFM de Bretagne & CRPCC, Rennes 2 University, Rennes, France
S 029 Positive Development, Physical, Musical and Arts Education
M. Salama-Younes1,2
1
Psycholgy, Sociology and Evaluation Department, Helwan University, Cairo,
Egypt, 2CREAD EA 3875 - Universit de Rennes 2, Rennes, France
S 030 On the Relation between Quality of Life and Subjective Vitality: The
Moderating Role of Life Satisfaction
M. Salama-Younes
Helwan University & CREAD-IUFM de Bretagne & CRPCC-LAUREPS,
Universit de Rennes 2, Psychology, Sociology and Evaluation in Sport Field,
Cairo, Egypt
S 031 Passion and Flourishing for Egyptian Old Adult: Psychometric and
Correlational Study
M. Salama-Younes1,2, M. Amin Ramadan3
1
Egypt, 2CREAD-IUFM de Bretagne & CRPCC, Rennes 2 University, Psychology
Department, Rennes, France, 3Helwan University, Sport Recreation Department,
Cairo, Egypt
S 032 Factor Structure and Correlation of MHC-SF and SWLS: Study from
Two Cultures
M. Salama-Younes
Helwan University & CREAD-IUFM de Bretagne & CRPCC-LAUREPS,
Universit de Rennes 2., Department of Psychology, Sociology and Evaluation in
Sport Field & Department de la Psychology, Cairo, Egypt
S 033 Sport Activities, Well-being, Life Satisfaction and Subjective Vitality
for Saudian Youth
M. Salama-Younes1, M.E. Ali2
1
Helwan University & Umm Al-Quraa University, Psychology Department,
Emarit Makkah, Saudi Arabia, 2Helwan University & Umm Al-Quraa University,
Physical Education Department, Egypt
S 034 Psychometrics & Recommended Uses for the Preschool
Strengths Inventory
R.L. Owens1, K. Multon2
1
University of Wisconsin - Stevens Point, Psychology, Stevens Point, WI, United
States, 2University of Kansas, Lawrence, KS, United States
S 035 The Role of Strengths in Career Counseling
R.L. Owens1, T.C. Motl2, T. Krieshok3, W. Shoemaker3
1
States, 2Central Arkansas Veterans Healthcare System, North Little Rock, AR,
United States, 3University of Kansas, Lawrence, KS, United States
48
S 036 Complexity of a Subjective Picture of Life Path

T.V. Ulitenko
Sholom-Aleichem Priamursky State University, Birobidzhan, Russian Federation
S 037 The Assessment of Benevolent and Corrective Humor: A Short Scale
for Humor with Good Intentions
W.F. Ruch, S. Heintz
S 038 Character Strengths Distiguish between Constructive and
Destructive Class Clowns
T. Platt, J. Hofmann, W.F. Ruch
S 039 Scouts: A Positive Organization?
W.F. Ruch, J. Hofmann, T. Platt
S 040 Character of a Common Hero: Insights from Children
and Adolescents
B.R. Riches1, L. Wray-Lake1, J. Shubert1, A. Metzger2, A.K. Syvertsen3
1
Claremont Graduate University, Claremont, CA, United States, 2West Virginia
University, Morgantown, WV, United States, 3Search Institute, Minneapolis, MN,
United States
S 041 Positive Emotions, Personal Strengths and Benefit Finding in
Children with a Life Threatening Illness
C. Chaves, C. Vazquez, G. Hervas
Complutense University of Madrid, Madrid, Spain
S 042 Are you Willing to Donate your Body? A National Representative Study
I. Lopez1, G. Hervas1, M.A. Ruiz2, F.F. Caballero3, C. Vazquez1
1
Complutense University of Madrid, Madrid, Spain, 2National University of
Distance Education, Madrid, Spain, 3Autonomous University of Madrid,
Madrid, Spain
S 043 Introducing Character Strengths to Diverse Organizations
C.B. Mackey, M. Henderson, E. Hill
Chris Mackey and Associates, Specialist Psychology Services, Geelong West,
VIC, Australia
S 044 Reliability and Validity of the Transgression-related Interpersonal
Motivations Inventory in a Venezuelan Sample
C.E. Zalles, P. Zavarce
Universidad Metropolitana, Departamento Ciencias del Comportamiento,
Caracas, Venezuela
S 045 Discover Flying, a Transformative Journey!
D.P. St. George
East Hill Flying, Ithaca, NY, United States
S 046 Typologies of Character among Children and Adolescents
J. Shubert1, L. Wray-Lake1, A. Metzger2, A. Syvertsen3
1
Claremont Graduate University, Claremont, CA, United States, 2West Virginia
University, Morgantown, WV, United States, 3Search Institute, Minneapolis, MN,
United States
S 047 The Presence of Courage Virtue in Students from17 to 21 Years and
Its Relation to the Parameters of the PERMA Theory
M.J. Soler
Universidad de Montevideo, Humanities, Montevideo, Uruguay
S 048 Main Character Strengths and their Use in the National Institute of
Feminine Orientation (INOF)
P. Zavarce, P. Colatruglio, H. Revanales
www.ippanetwork.org
S 049 Psychological Well-being and Character Strengths in Adults with a

Secure and Insecure Attachment Style
P. Zavarce, M.E. Garassini, A. Milln
S 050 Character Strengths and Football (Soccer): Can a Nationwide
Positive Event Influence Character Strengths?
R.T. Proyer, F. Gander, S. Wellenzohn, W. Ruch
S 051 Character Strengths and Health Behaviors
S. Wellenzohn, R.T. Proyer, F. Gander, W. Ruch
S 052 Studying the Virtuousness of Gelotophobes, Gelotophiles and
Katagelasticists: Self- and Peer-rated Character Strengths in the Three
Dispositions towards Ridicule and Being Laughed at
S. Wellenzohn, R.T. Proyer, W. Ruch
S 053 The Virtue of Thrift and Sustainable Culture: Development of the
Multidimensional Thrift Measure to Predict Sustainable Behaviors, and
Promoting Thrift as an Antidote to Materialism
S.A. Schnitker, P. Reppas
Fuller Theological Seminary, Graduate School of Psychology, Pasadena, CA,
United States
S 054 The Relationship between Forgiveness of Parents and Parenting
Style Among Hispanic Emerging Adults
V. Madrazo, A. Meca, D. Stephens
Florida International University, Miami, FL, United States
S 055 Using Character Strengths as Tools to Foster College Students
Vocational Development
W. Shore1, E. Frey Johnson2, A. Dehne Baillon2
1
Pacific Lutheran University, Psychology, Tacoma, WA, United States, 2Pacific
Lutheran University, Tacoma, WA, United States
S 056 Gratitude and Indebtedness: Exploring their Relationships at Trait
and Emotion Levels among Chinese Young Adolescents in Hong Kong
Y. Zhao
School of Professional Education and Executive Development The Hong Kong
Polytechnic University, Hong Kong, China
S 057 Comparing Effectiveness of Positive Psychotherapy with Dialectical
Behavior Therapy (DBT): Results of a Clinical Trail
T. Rashid1, A. Uliaszek2, S. Stevanovski2, T. Gulamani2
1
University of Toronto Scarborough, Health & Wellness Centre, Toronto, ON,
Canada, 2University of Toronto Scarborough, Psychology, Toronto, ON, Canada
S 058 Motivational Interviewing Groups as a Positive
Psychology Intervention
C. Wagner1, K. Ingersoll2
1
Virginia Commonwealth University, Rehabilitation Counseling, Psychology and
Psychiatry, Richmond, VA, United States, 2University of Virginia, Psychiatry and
Neurobehavioral Sciences, Charlottesville, VA, United States
S 059 Comparision the Effectiveness of Positive Psychotherapy and
Adlerian Group Therapy Intervention Program for Promotion of Resiliency
in Drug Dependents
E. Kordmirza Nikoozadeh
University of Payamenoor, Psychology, Tehran, Iran, Islamic Republic of
S 060 The role of Resilience as a Protective Factor for Suicide in Patients
with Depression
E.H. Park, D.I. Jon, M.H. Jung, N. Hong, H.A. Jang, S.J. Ann
Hallym University Sacred Heart Hospital, Neuropsychiatry, Anyang-si, Korea,
Republic of
S 061 Combining Neuroplasticity & Positive Psychology in Clinical

Practice to Increase Positive Development across the Lifespan
J. Shaffer1,2
1
University of Washington, Department of Psychiatry & Behavioral Sciences,
Seattle/Bellevue, WA, United States, 2Ideal Aging, LLC, Belleuve, WA,
United States
S 062 Combining Neuroplasticity & Positive Psychology in Clinical
J. Shaffer1,2
1
University of Washington, Psychiatry & Behavioral Sciences, Seattle/Bellevue,
WA, United States, 2Ideal Aging, LLC, Bellevue, WA, United States
S 063 Hopelessness Mediates the Impact of Optimism and Pessimism on
Psychological Distress in Chinese Undergraduates
J.C. Lai, X. Yue
City University of Hong Kong, Applied Social Studies, Hong Kong, Hong Kong
S 064 A Model of Resilience in the Psychology Profession
K. McCormick, F. Howard, K. Gibson, S. Barker-Collo, F. Seymour
University of Auckland, Department of Psychology, Auckland, New Zealand
S 065 Conceptualizing Protective Factors Affecting International Students
Adjustment Experiences from a Bioecological Theory Model
N. Singchawala
Forest Institute of Professional Psychology, Clinical Psychology, Springfield, MO,
United States
S 066 Goal-achieving Psychotherapy (GAP): A System for Applying
Positive Psychology in the Practice Setting
R.S. Kaiser
Thomas Jefferson University, Neurology, Philadelphia, PA, United States
S 067 Positive Pain Coping of a Patient with Fibromyalgia: A Text Mining
Analysis of Blog
T. Ito, E. Sueyoshi
Wako University, Department of Education and Psychology, Machida, Japan
S 068 How we Can Use Hope in Career Planning?
J.C. Pacico, M.R. Bastianello
S 069 Hope and Personality in Brazilian Adolescents
J.C. Pacico, M.R. Bastianello, C.S. Hutz
S 070 The Translate-ability of Creative Ideas across Domains
A. Ranjan, L. Gabora, B. O'Connor, J. Corbett
University of British Columbia - Okanagan, Psychology, Kelowna, BC, Canada
S 071 Neuroanatomical Correlates of Subjective Well-being in People with
J.D. Whiteman1,2, M.D. Holder1
1
University of British Columbia, Psychology, Kelowna, BC, Canada, 2Kelowna
General Hospital, Psychology, Kelowna, BC, Canada
S 072 The Impact of Emotions on Creative Thinking: Applying Positive
Psychology and Neuroscience to Manipulate our Brains and our Level of
Creativity and Insight
S. Langley1,2
1
Emotional Intelligence Worldwide, Mosman, NSW, Australia, 2Middlesex
University, London, United Kingdom
S 073 Community-based Research: A New Approach for
Positive Psychology
C. Saby
University of Alberta, Edmonton, AB, Canada
S 074 Happy Community District Project
L.Z. Song
Global Happiness Academy/China Happiness Alliance, Hangzhou, China
S 075 Abstract has been withdrawn
www.ippanetwork.org
49

S 076 Creating a Healthy Environment for the Sports Fans: Understanding
Culture and Sports Fans Behavior
J. Park
Loma Linda University, Loma Linda, CA, United States
S 077 The CEHP Program: Creating and Fostering a Healthy Environment
for Inner City Students to Succeed in the Health Professions
J. Park
S 090 Quiet Mind Smart Mind

M.M. Odahowski
University of Virginia, International Residential College,
Charlottesville, VA, United States
S 091 Character Strengths and Success in Students
N.H. Thompson, D. Pearson, J. Hosie
University of Aberdeen, School of Psychology, Aberdeen, United Kingdom
S 078 School-related Need Satisfaction and Adolescents' School Wellbeing: The Role of Student Engagement
J. Siddall, M. Lyons, E.S. Huebner, K.J. Hills
University of South Carolina, Columbia, SC, United States
S 092 Positive Psychology in the Classroom

P. O'Grady
University of Tampa, Education, Tampa, FL, United States
S 078 Being Healthy Both Spiritually and Psychologically: Faith Based

Organizations and its Impact on the Well Being of the Community
J. Park
S 093 The Mentor-student Relationship as Part of the Knox Positive

Education Program
S.A. Zolezzi
Knox Grammar School, Positive Education, Wahroonga, NSW, Australia
S 080 How Have Students used Appreciative Inquiry and Positive

Psychology to Build School Leadership Capability: The Students Voice
J.A. Vrodos1, M. White1,2
1
S 094 Using Positive Psychology to Teach Wisdom

T. McCall1, L. Waters2, M. White1,2
1
S 081 Collaborating across Silos: Using Appreciative Inquiry as a Method

to Run an Australian Student Leadership Summit
J. Vrodos, T. McNeil
St Peter's College, Adelaide, SA, Australia
S 095 School-family Relationship, Subjective Well-being and Learning

Behavior among Students in Thailand
U. Srijindarat
Srinakharinwirot University, Behavior Science Research Institute, Bangkok,
Thailand
S 082 Teaching Positive Psychology to Undergraduates with a Focus

on Application
J.L. Magyar-Moe1,2
1
States, 2Riverwood Counseling Associates, Stevens Point, WI, United States
S 096 Mindfulness Training in Medical Education: Improving Personal

Health and Professional Performance
W.J. McCann, G.S. Marion, K.P. Altizer, S.W. Davis
Wake Forest University School of Medicine, Family and Community Medicine,
Winston-Salem, NC, United States
S 083 Hope as a Predictor of Competency in Vocational Educational

Training: Opposing Extremes under the Lens
K. Yoshida
S 097 The Crossover Effect of Flow State between Peers

C.K.D. Tse, H.H.L. Fung
The Chinese University of Hong Kong, Psychology, Hong Kong, Hong Kong
S 084 Project-based Learning in Health Education: Impacts on Hope and

Absenteeism among Urban Students of Color
K.L. Zusevics1, S. Johnson2, P. Florsheim3, M. Lemke3
1
Medical College of Wisconsin, Program in Genomics and Ethics, Milwaukee, WI,
United States, 2Medical College of Wisconsin, Pediatrics, Milwaukee, WI, United
States, 3University of Wisconsin - Milwaukee, School of Public Health,
Milwaukee, WI, United States
S 085 Does Hope Float? The Malleability of Hope and Grit in Adolescent
Alternative School Students
K.P. Sheehan1, S. Rose2, R. Zaccoli3
1
Molloy College, Education, Rockville Centre, NY, United States, 2Hofstra
University, Counseling and Teaching and Learning, Hempstead, NY, United States,
3Queens College, Psychology, Queens, NY, United States
S 086 Hope and Reading Motivation as Resources for Reading
Test Performance
L. Machicote
S 087 Sociacognitive Model of Academic Engagement
L. Medrano, L. Moretti, A. Ortiz, G. Pereno, C. Spontn
Universidad Empresarial Siglo 21, Crdoba, Argentina
50
S 098 The Flow Experience and Cortisol in the Daily Life of Female
College Students
G.P. Matias1, N.A. Nicolson2, T. Freire1
1
Universidade do Minho, Escola de Psicologia, Braga, Portugal, 2Maastricht
University, Department of Psychiatry and Psychology, Maastricht, Netherlands
S 099 The Role of Autotelic Characteristics on the Subjective Experience
of Daily Study Activities
G.P. Matias1, T. Freire1, N.A. Nicolson2
1
Universidade do Minho, Escola de Psicologia, Braga, Portugal, 2Maastricht
University, Department of Psychiatry and Psychology, Maastricht, Netherlands
S 100 An EEG Spectral Study of Flow: Measuring Psychophysiological
Differences between an Involving and Control Task
H. Nagy, T. Magyardi, A. Olh
Etvs Lornd University, Budapest, Hungary
S 102 The Theory of Team Flow
J.J.J. van den Hout
Fontys University of Applied Sciences, HRM and Psychology, Tilburg, Netherlands
S 103 Theoretically Speaking: Mihaly Csikszentmihalyi Speaks on
the Development of Flow Theory and its Usefulness in
Educational Administration
K. Stansberry Beard
Miami University of Ohio, Educational Leadership, Oxford, OH, United States
www.ippanetwork.org
S 104 Autotelic Personality through a Five-factor Lens: Focus on

DeYoungs Mid-level Aspects
S.R. Ross1, H.N. Keiser2
1
DePauw University, Psychology, Greencastle, IN, United States, 2University of
Minnesota, Psychology, Twin Cities, IN, United States
S 105 Psychosocial Factors Associated with Perception of Menopause in
Working Women in South India
A. Prianka, B. Sorna Kamatchi
University of Madras, Psychology, Chennai, India
S 106 On the Path of Resilience: Coping of Hospitalization in Brazilian
Children with Cancer
A.B.M. Loss1, S.R.F. Enumo2, K.A. Silveira1, G.R.F. Lorencini1, F.R. Caprini1
1
Universidade Federal do Esprito Santo, Post-Graduation Program in Psychology,
Vitria, Brazil, 2Pontifcia Universidade Catlica de Campinas, Post-Graduation
Program in Psychology, Campinas, Brazil
S 107 Psychological Attitudes Predict Smoking Cessation over Time in the
Women's Health Initiative (WHI)
A.M. Progovac1, Y.-F. Chang1, K. Matthews1, M. Scheier2, L. Kuller1, H. Tindle1, B.
Chapman3, P. Duberstein3, C. Messina4, K. Weaver5, N. Saquib6, R. Wallace7, R.
Kaplan8, J. Goveas9, A. Hyland10, D. Calhoun11, J.C. Smith12
1
University of Pittsburgh, Pittsburgh, PA, United States, 2Carnegie Mellon
University, Pittsburgh, PA, United States, 3University of Rochester Medical Center,
Rochester, NY, United States, 4Stony Brook University, Stony Brook, NY, United
States, 5Wake Forest University School of Medicine, Winston-Salem, NC, United
States, 6Stanford University, Stanford, CA, United States, 7University of Iowa,
Iowa City, IA, United States, 8Albert Einstein College of Medicine, New York, NY,
United States, 9Medical College of Wisconsin, Milkwaukee, WI, United States,
10
Roswell Park Cancer Institute, Buffalo, NY, United States, 11MedStar Research
Institute, Phoenix, AZ, United States, 12University of Maryland, College Park,
MD, United States
S 108 A Portrait of U.S. Latino Health and Religiosity: 1972-2010
B. Vicua, H. Delaney
University of New Mexico, Psychology, Albuquerque, NM, United States
S 109 The Relationship between Hope, Resilience, and Glycemic Control
in Young Patients with Type 1 Diabetes
F.R.M. Santos1, V. Bernardo1, S.A. Dib2, D. Sigulem1
1
Universidade Federal de So Paulo, Department of Health Informatics, So
Paulo, Brazil, 2Universidade Federal de So Paulo, Department of Endocrinology,
So Paulo, Brazil
S 110 Walking on the Sunny Side: What Positive Psychology Can
Contribute to Psychiatric Rehabilitation - Concepts that Can Change
Thinking and Practice
G.S. Moran1, P. Nemec2, O. Kaplan3
1
University of Haifa, Haifa, Israel, 2Independent Trainer and Consultant, Warner,
NH, United States, 3The School of Business Administration at The College of
Management, Rishon Le'tzion, Israel
S 111 Positive Outcomes of Depression and Heart Failure Automated
Remote Monitoring in a Safety-net Health Care System
L. Myerchin Sklaroff1, S. Gross-Schulman1, S. Wu2, K. Ell3, J.J. Guterman1
1
Los Angeles County Department of Health Services, Ambulatory Care Network,
Research and Innovation, Sylmar, CA, United States, 2University of Southern
California, Epstein Department of Industrial and Systems Engineering, Los
Angeles, CA, United States, 3University of Southern California, School of Social
Work, Los Angeles, CA, United States
S 112 Longitudinal Study of Resilience and Growth among Soldiers:
Preliminary Findings
N. Park1, J. Sun2, D. Szvarca1, C. Peterson1
1
University of Michigan, Psychology, Ann Arbor, MI, United States, 2University of
Michigan Medical School, Ann Arbor, MI, United States
S 113 Dental Anxiety and Health in the 21st Century
N. Sud
Himachal Pradesh Government Dental College & Hospital, Shimla, India
www.ippanetwork.org
S 114 Defining Mental Fitness: A Delphi Study

P. Robinson
University of Wollongong, Sydney, NSW, Australia
S 115 Resilience and Psychological Well-being in Parents of Children
Surviving Acute Lymphoblastic Leukemia
T. Reinfjell1, M.E. Eilertsen2, T.T. Le3, T.H. Diseth4, O. Hjemdal1
1
Norwegian University of Science and Technology (NTNU), Department of
Psychology, Trondheim, Norway, 2Centre for Health Promotion HIST / NTNU,
Faculty of Nursing, Sr-Trondelag University College, Trondheim, Norway,
3
Norwegian University of Science and Technology (NTNU), Faculty of Social
Sciences and Technology Management, Trondheim, Norway, 4Oslo University
Hospital, Section of Child and Adolescent Psychiatry, Department of Pediatrics,
Oslo, Norway
S 116 Positive and Spiritual Psychology for Promoting Positive Mental
Health and Improving Quality of Life: Need of the Day
V. Sharma
Institute of Human Behavior & Allied Sciences (IHBAS), Clinical Psychology,
Delhi, India
S 117 Using Appreciative Inquiry to Establish Australias Positive
Education Schools Association
S. Murray1, A. Johnstone2, M. McQuaid3
1
St Peter's College, Adelaide, SA, Australia, 2Seymour College, Adelaide, SA,
Australia, 3The Reach Foundation, Middle Park, VIC, Australia
S 118 ADAM PROJECT, "Self-realization of the Elderly", an Application
Case Using Positive Psychology in Organizations
A.R. Ceballos1,2, S.E. Porras1
1
Venezuelan Society of Positive Psychology, Caracas, Venezuela, 2Universidad
Metropolitana, Centro del Comportamiento, Caracas, Venezuela
S 119 Benefits of Mindfulness Improving Emotional Status and Quality of
Life in Oncology Patients
C. Leon Pizarro1, R. Mirapeix2, E. Jovell3, T. Blasco4, E. Pousa5, A. Arcusa6, M.A.
Segui6
1
Institut Oncolgic del Valls (Hospital de Terrassa y Hospital Parc Taul de
Sabadell), Oncology, Terrassa, Spain, 2Institut Oncolgic del Valls (Hospital de
Terrassa y Hospital Parc Taul de Sabadell), Sabadell, Spain, 3Consorci Sanitari
de Terrassa, Epidemiology, Terrassa, Spain, 4Universitat Autonoma de Barcelona,
Departamento Psicologa Bsica, Barcelona, Spain, 5Hospital Parc Taul, Salut
Mental, Sabadell, Spain, 6Institut Oncolgic del Valls (Hospital de Terrassa y
Hospital Parc Taul de Sabadell), Terrassa, Spain
S 120 Intercepting Degenerating Emotional Maturity in the Aged Adults
due to Financial Insecurity and Regenerating It
D. Mukherjee
St.Thomas College, Psychology, Bhilai, India
S 121 Scientometric Study on Positive Psychology Interventions Published
during the Last Two Decades
H.D.H. Nava1, R.R. Hernndez-Pozo2
1
Universidad Nacional Autonoma de Mexico, UNAM, SUAED, FES Iztacala,
Tlalnepantla de Baz, Mexico, 2Universidad Nacional Autonoma de Mexico,
UNAM, Centro Regional de Investigaciones Multidisciplinarias, CRIM,
Cuernavaca, Mexico
S 122 SEEDS (Sleep, Eat, Engage, Dance, Smile) - An Intervention to be
Positively Present
J. Zenner
Seeds Yoga, Seattle, WA, United States
S 123 The CorStone Family Resilience Program: Developing Optimism
and Social Support to Increase Parenting Satisfaction
K. Sachs1, G. Reevy2, S. Leventhal1
1
CorStone, Mill Valley, CA, United States, 2California State University, East Bay,
Psychology Department, Hayward, CA, United States
S 124 Review of the Application of Positive Psychotherapy in China
L. Wang1, Y. Tian2
1
Beijing Sport University, Beijing, China, 2Beijing Academy of Educational
Sciences, Beijing, China
51

S 125 Practices in Cultivating Young Athletes' Positive Personality Based
on the Chinese Culture
L. Wang1, Y. Tian2
1
Beijing Sport University, Beijing, China, 2Beijing Academy of Educational
Sciences, Beijing, China
S 126 Psychological Empowerment Training, Work Adjustment, and
Vitality: An Interventional Study on Nurses in Iran
M. Hossein pour1, B. Makvandi1, P. Fathalipouri1, M. Moghadasi1, S. Tondar2, M.
Tondar3, L. Taslimy1, Z. Ghanbari4
1
Islamic Azad University Science and Research Branch, Ahvaz, Iran, Islamic
Republic of, 2Islamic Azad University Science and Research Branch, Tehran, Iran,
Islamic Republic of, 3South Baylo University, Los Angeles, CA, United States,
4
Allameh Tabatabai University, Tehran, Iran, Islamic Republic of
S 127 Do Personal and Marriage Values Predict Marital Satisfaction?
A. Zadeh Mohammadi1, S. Roben zudeh2, Z. Ghanbari3, S. Tondar4, M. Tondar5, Y.
Salehieasl6, F. Bolhasani6
1
Shahid Beheshti University, Tehran, Iran, Islamic Republic of, 2Tarbiat Modares
University, Tehran, Iran, Islamic Republic of, 3Allameh Tabatabai University,
Tehran, Iran, Islamic Republic of, 4Islamic Azad University Science and Research
Branch, Tehran, Iran, Islamic Republic of, 5South Baylo University, Los Angeles,
CA, United States, 6Islamic Azad University Science and Research Branch, Ahvaz,
Iran, Islamic Republic of
S 128 Correlations between Social Support, Feeling of Loneliness, and
Life Satisfaction in Elderly Living in old Aged Home and Homes in Ahvaz,
Khuzestan, Iran
P. Fathalipouri1, S. Tondar1, Y. Salehieasl2, Z. Ghanbari3, S. Khalilipour2, M.
Tondar4
1
Islamic Azad University Science and Research Branch, Tehran, Iran, Islamic
Republic of, 2Islamic Azad University Science and Research Branch, Ahvaz, Iran,
Islamic Republic of, 3Allameh Tabatabai University, Tehran, Iran, Islamic Republic
of, 4South Baylo University, Los Angeles, CA, United States
S 129 Organizational Stressors Tightly Bind to Job Satisfaction of Nurses
in Iran
B. Makvandi1, M. Hossein pour1, P. Fathalipouri1, S. Tondar2, M. Tondar3
1
Islamic Azad University Science and Research Branch, Ahvaz, Iran, Islamic
Republic of, 2Islamic Azad University Science and Research Branch, Tehran, Iran,
Islamic Republic of, 3South Baylo University, Los Angeles, CA, United States
S 130 Shedding Light on Personality Traits of Jews in Tehran
S. Roben Zudeh1, A. Abedin2, M. Fatehi3, H. Motie2, S. Tondar4, M. Tondar5
1
Tarbiat Modares University, Psychology, Tehran, Iran, Islamic Republic of,
2
Shahid Beheshti University, Tehran, Iran, Islamic Republic of, 3Tehran
Psychiatric Institute, Tehran, Iran, Islamic Republic of, 4Islamic Azad University
Science and Research Branch, Tehran, Iran, Islamic Republic of, 5South Baylo
University, Los Angeles, CA, United States
S 131 Strength-based Approaches to Cultural Partnership
M.H. Vickers-Willis
Wesley College, Melbourne, VIC, Australia
S 132 The Relationship between Individual Psychological Capital and
Perceptions of Organisation Authentic Leadership
P. Williams1,2, L.E. Scholes2, L. Waters3
1
Geelong Grammar School, Corio, VIC, Australia, 2University of Melbourne,
Graduate School of Education, Melbourne, VIC, Australia, 3University of
Melbourne, Melbourne, VIC, Australia
S 133 A Transnational Comparison of Europeans, Americans and Indians
on Psychological Well-being and Some Factors of Positive Psychology
R. Sachar, K. Singh, A. Khurana
Indian Institute of Technology (IIT), Department of Humanities and Social
Sciences, New Delhi, India
52
S 135 Positive Life Navigation for the Students of Higher Education

A. Ognev, R. Saytakova, O. Tsigina
Sholokhov Moscow State University for the Humanities, Moscow,
Russian Federation
S 136 Ballarat Grammar - Thriving Learners, Flourishing School. A Strong
Focus on Student Wellbeing Leading to Accomplishment in All Areas
of Learning!
C.J. Shaw
Ballarat Grammar, Ballarat, VIC, Australia
S 137 Strategies for School Counsellors to Increase Emotional Intelligence
in Youth
C.N. Walker
Red Deer Primary Care Network, Red Deer, AB, Canada
S 138 EMPATH: Education for Mindful Practice and Attitudes
towards Healing
G.S. Marion, W.J. McCann, S.W. Davis, K.P. Altizer
Wake Forest University School of Medicine, Family and Community Medicine,
Winston-Salem, NC, United States
S 139 Stress Management and Pro-social Behavior in 7-9 Year
Old Children
M. Lozada, N. Carro
Comahue, Bariloche, Argentina
S 140 Using Intentional Growth Training to Increase Personal Growth
Initiative and Decrease Depression
M.A. Thoen, C. Robitschek, A.F. Atkins, A. Becerra
S 141 Expressive Art Group Counseling Improves Subjective Well-being
in International Students in China
N. Zhang, F.M. Fan
Tsinghua University, Department of Psychology, Beijing, China
S 142 Building Resilience in At-risk Adolescents: Comparing the
Mechanisms and Outcomes of Two School-based Prevention Programmes
O.S. Notter, P. Jose
Victoria University of Wellington, Wellington, New Zealand
S 143 Early Intervention for Panic Symptoms: Results from a Randomized
Controlled Trial
P. Meulenbeek1, G. Willemse2, F. Smit2,3, P. Cuijpers3
1GGNet/University of Twente, Doetinchem, Netherlands, 2Trimbos Instituut,
Netherlands Institute of Mental Health and Addiction, Utrecht, Netherlands,
3Vrije Universiteit van Amsterdam, Amsterdam, Netherlands
S 144 The Effects of Online Self-help ACT and Expressive Writing on
Positive Mental Health and Depression. Results of a Large Randomized
Controlled Trial
W. Pots, P. Meulenbeek, K. Schreurs, E. Bohlmeijer
University of Twente, Psychology, Enschede, Netherlands
S 145 Effects of a Depression Care Program Including a Pleasant Activities
Plan and a Life Review Therapy on Depressive Symptoms and Apathy in
Nursing Home Residents
R. Leontjevas1, S. Teerenstra2, M. Smalbrugge3, M.J. Vernooij-Dassen4, E.T.
Bohlmeijer5, D.L. Gerritsen6, R.T. Koopmans6
1
Open University, School of Psychology, Heerlen, Netherlands, 2University
Nijmegen, Medical Centre, 4Department of Epidemiology, Biostatistics, and HTA,
Nijmegen, Netherlands, 3VU University Medical Center, Amsterdam, Netherlands,
4Radboud University Nijmegen Medical Centre, Scientific Institute for Quality of
Healthcare, Nijmegen, Netherlands, 5University of Twente, Psychology, Health
and Technology, Twente, Netherlands, 6Radboud University Nijmegen Medical
Centre, Department of Primary and Community Care, Center for Family
Medicine, Geriatric Care and Public Health, Nijmegen, Netherlands
www.ippanetwork.org
S 146 Perceptions of Support from Mentors and Academic Trajectories of

Youths Involved in Big Brothers Big Sisters Canadian Programs
S. Larose1, D.J. De Wit2, E.L. Lipman3
1
Universit Laval, Education, Qubec, QC, Canada, 2Centre for Addiction and
Mental Health, Social and Epidemiological Research Department, Toronto, ON,
Canada, 3MacMaster University, Toronto, ON, Canada
S 147 Wellness through Board Games
S. Solway, E. Copeland, R. Niolon
The Chicago School of Professional Psychology, Chicago, IL, United States
S 148 An Investigation of Perception Re-framing Using Bio-communication
Technology on Self-report Measures of General Health, Stress Resilience,
and Problem Solving Ability among Primarily US College-aged Students
S.L. Stockton
University of Central Missouri, Nutrition and Kinesiology, Warrensburg, MO,
United States
S 149 Development of a Tool and an Intervention Program Based on
Cognitive Behavior Coaching (CBC): The Relationship between CBC
and PGIS-II
Y. Tokuyoshi, S. Iwasaki
Tohoku University, Sendai, Japan
S 150 Renewing Positive Psychology and Spiritual Virtues by Viewing
Great Films: The Esalen Film Seminars (1990 to 2013)
F.G. Lu
UC Davis, Psychiatry & Behavioral Sciences, Sacramento, CA, United States
S 151 Development of a Social Marketing Campaign By-youth-for-youth to
Promote Positive Health and Wellbeing
J. Kunkel1, S. Duncan1, A. Jarden1, M. Naylor2, G. Schofield1
1AUT, Human Potential Centre, Auckland, New Zealand, 2AUT, School of Sport
and Recreation, Auckland, New Zealand
S 152 Awentura Game, a Positive Adventure. A Digital, Funny and
Entertaining Way for Children to Develop the Basics Strengths for
Achieving Wellbeing
V.B. Kelmanowicz1, A.C. Czar1, M. Kappelmayer2
1
Universidad de Palermo, Psicologia, Buenos Aires, Argentina, 2AWE Center for
the Development of Strengths for Children and their Families, Ciudad Autonoma
de Buenos Aires, Argentina
S 153 The VIPER Model of Peak Performance: Developable Practices of
Eight Elite Performers
A.R. Mouton
Claremont Graduate Univeristy, School of Behavioral and Organizational
S 154 Positive Psychology in the Doctor-patient Interview and
Relationship Tools and Techniques for the Daily Practice
B.U. Lemke
Marketing Coaching & Training, Buchholz, Germany
S 155 The Lug-a-Mug Study: Increasing Reusable Mug Use through
Message Framing
M. Voloaca, K. Pearce, V. Huta, L.G. Pelletier, N. Aitken
University of Ottawa, School of Psychology, Ottawa, ON, Canada
S 156 SHERO; A Strategy for Living Life Empowered and Engaged
R. Moradoghli
SHERO Inc., Vancouver, BC, Canada
S 157 Eudaimoniac Perspective of Somnological Patterns: Role of Vital
Energy & Experiential Acceptance
A. Teotia, N. Pande, S. Gupta
Banasthali Vidyapith, Psychology, Tonk, India
www.ippanetwork.org
S 158 To what Degree Do Substance Use Disorder Counselors Employ

Interventions which Promote Well-being?
A.R. Krentzman1,2, A. Hassett3, K. Mannella1, E.A.R. Robinson1, J.A. Cranford1, O.
Mowbray1
1
University of Michigan Addiction Research Center, Psychiatry, Ann Arbor, MI,
United States, 2University of Minnesota School of Social Work, St. Paul, MN,
United States, 3University of Michigan Health System, Chronic Pain & Fatigue
Research Center, Ann Arbor, MI, United States
S 159 Empowerment and Engagement through Film-based Activism: A
Survey of Invisible Children Participation and Impacts
B. Karlin, A. Bue, M. Iskajyan
University of California Irvine, Irvine, CA, United States
S 160 The Role of Spirituality in Psychiatric Consultation-liaison Setting
E. Albieri1, C. Ruini1, G. Piazza2, F. Ottolini1, D. Visani1, G. Strizzolo2, L.
Grassi2
1
University of Bologna, Psychology, Bologna, Italy, 2University of Ferrara,
Psychiatry, Ferrara, Italy
S 161 Study of the Comparison between Original Version of State Selfesteem Scale and Korean Version of State Self-esteem Scale
H. Park1, J.M. Lee2
1
Yongmoon Graduate School of Counseling Psychology, Positive Psychology, Seoul,
Korea, Republic of, 2Yongmoon Graduate School of Counseling Psychology, Seoul,
Korea, Republic of
S 162 Seeking for Childhood and Adolescence Roots of Resilience: Czech
Brno Longitudinal Study
I. Solcova1, M. Blatny2, M. Jelinek2
1
Institute of Psychology, Academy of Sciences of the Czech Republic, Prague,
Czech Republic, 2Institute of Psychology, Academy of Sciences of the Czech
Republic, Brno, Czech Republic
S 163 Life Map: Conceptualizing the Field of Positive Psychology
N. Malcomson
Positive Psychology Coach, London, United Kingdom
S 164 Wellbeing - A Positive-psychological Program of Interventions for
People with Depression Older than 65
P. Streit
Institute of Positive Psychology and Mental Coaching (IPPM), Graz, Austria
S 165 Recovery Style in Psychosis; The Healing Power of Integrating
R. Espinosa1, C. Valiente2, M. Provencio3, A. Rigabert2, H. Song2
1
Camilo Jose Cela University, Madrid, Spain, 2Complutense University of Madrid,
Madrid, Spain, 3Ambato University, Ambato, Ecuador
S 166 Validation of a Portuguese Version of the Trait Hope Scale with a
Sample of Adolescents
S.C. Marques1, S. Lopez2, A.M. Fontaine3, S. Coimbra3, J. Mitchell4
1
Porto University, Faculty of Psychology and Educational Sciences, Porto,
Portugal, 2Gallup and Clifton Strengths School, Omaha, NE, United States, 3Porto
University, Porto, Portugal, 4Swinburne University, Melbourne, VIC, Australia
S 167 Subjective Well-being and Personality Factors in People with
S.M. Prevett, M.D. Holder
University of British Columbia-Okanagan, Arts, Kelowna, BC, Canada
S 168 Predictors of Thriving: Importance of a Personal Sense of Purpose
A.F. Waters, M.W. Gerson
California Lutheran University, Psychology, Thousand Oaks, CA, United States
S 169 Optimism and Breast Cancer: Lessons from Musician-survivors
D. Mazza1, J.E. Giebenhain1, S. Schmalenberger2, C. Gessert3, L. Starr4,
H. Steward1
1
University of St. Thomas, Psychology, St. Paul, MN, United States, 2University of
St. Thomas, Music, St. Paul, MN, United States, 3Essentia Health, Duluth, MN,
United States, 4Indianhead Technical College, Nursing, Superior, WI,
United States
53

S 170 Emotions and Well-being in Workers of Social Programs in
Valparaiso, Chile
J. Pavez, M.A. Bilbao
S 171 What Do your Favorite Colors Say about you: Relationships
between Colors and Positive Traits
J.C. Natividade, C.M. Bandeira, C.S. Hutz
Federal University of Rio Grande do Sul, Psychology, Porto Alegre, Brazil
S 172 Individual, Organizational and Contextual Variables as Predictors of
Competent Performance, Affective Commitment and Attachment to the
Organization
M.Z. Oliveira, J.C. Natividade
Federal University of Rio Grande do Sul, Psychology, Porto Alegre, Brazil
S 173 Emotions Positively Influenced by Experiential Buying
L.M. Lunden, K.J. Chraczynski, R.T. Howell
San Francisco State University, Psychology, San Francisco, CA, United States
S 174 Relationship between Emotional Intelligence and the Adoption of a
Parenting Style
N.A. Ruvalcaba Romero1, J. Gallegos Guajardo2, F.A. Robles Aguirre3, A. Morales
Snchez3, N.A. Gonzlez Gallegos3
1
Universidad de Guadalajara, Departamento de Clnicas de Salud Mental,
Guadalajara, Mexico, 2Universidad de Monterrey, Monterrey, Mexico,
3
Universidad de Guadalajara, Guadalajara, Mexico
S 175 Social Groups as a Protective Factor in Adolescents
N.A. Ruvalcaba Romero1, J. Gallegos Guajardo2, S.C. Fulquez Castro3, E.Y.
Macas Mozqueda4
1
Universidad de Guadalajara, Departamento de Clnicas de Salud Mental,
Guadalajara, Mexico, 2Universidad de Monterrey, Monterrey, Mexico,
3
Universidad Autonoma de Baja California, Mexicali, Mexico, 4Universidad de
Guadalajara, Guadalajara, Mexico
S 182 Forgiveness in Same-sex and opposite-sex Friendships of

Emerging Adults
M. Hojjat1, E. Owoc1, S. Boon2
1
University of Massachusetts Dartmouth, Psychology, North Dartmouth, MA,
United States, 2University of Calgary, Psychology, Calgary, AB, Canada
S 183 The Lack of Tried and Tested Positive Psychology Interventions for
Marriage Is a Significant Gap in Positive Psychology
N.J. Slight
University of East London, Psychology, Stratford, United Kingdom
S 184 Parenting Practices and Child Prosocial Behavior at School
X. Zacarias Salinas1,2, P. Andrade Palos1
1
UNAM, Mexico City, Mexico, 2Universidad de Colima, Colima, Mexico
S 185 Personality Development as a Positive Outcome of the Simultaneous
Pursuing of Academic and Athletic Activities
D. Nosenko1, G. Nosenko2
1
Dnipropetrovsk National University, Psychology, Dniproperovsk, Ukraine,
2
Ukrainian National Academy of Public Administration, Project Management,
Dnipropetrovsk, Ukraine
S 186 Emotional Stability and Positive Values as the Major Personality
Dimensions of the Subjective Well-being
D. Nosenko1, I. Arshava1, E. Nosenko2
1
Oles Honchar Dnipropetrovsk National University, General and Medical
Psychology, Dnipropetrovsk, Ukraine, 2Oles Honchar Dnipropetrovsk National
University, Educational and Developmental Psychology, Dnipropetrovsk, Ukraine
S 176 Development of a Facial Expression Coding System for Measuring

Learning Self-efficacy of Middle School Students
S. Xiaohong
Nanjing Normal University, School of Psychology, Nanjing, China
S 187 Infusing Positive Psychology into Sport

M.D. Scholes1,2
1
Positive Sports Coaching, La Trobe University, Centre for Sport & Social Impact,
Blackburn, VIC, Australia, 2Australian Football League Sportsready, Sports
Education, Melbourne, VIC, Australia
S 177 Compassion Predicts Reduced Preference for Noun Labels Applied

to Those with Mental Disorders
S.R. Woolgar1, A.J. Howell2, K. Buro3
1
Grant MacEwan University, Psychology, Edmonton, AB, Canada, 2MacEwan
University, Psychology, Edmonton, AB, Canada, 3Grant MacEwan University,
Edmonton, AB, Canada
S 188 The Effect of Positive Psychology on the Wellbeing of Sports Coaches

M.D. Scholes1,2, L. Waters3, D. Pitt4
1
Positive Sports Coaching, La Trobe University, Centre for Sport & Social Impact,
Blackburn, VIC, Australia, 2Australian Football League Sportsready, Sports
Education, Melbourne, VIC, Australia, 3University of Melbourne, Melbourne, VIC,
Australia, 4St Peter's College, Adelaide, SA, Australi
S 178 Positive Gerontology: Thinking about Aging in an Student's Group

of a Positive's Psychology Degree in Caracas (Venezuela)
V. Tirro
Universidad Metropolitana, Caracas, Venezuela
S 189 Meanings and Values Attributed to the Concept of Positive Nations:

A Study Comparing Portuguese and Namibian People
L.M.V.A. Neto1, H.A. Marujo1, M. Perstling2, A.C. Rego3
1
ISCSP - Tecnhical University of Lisbon, Social and Political Sciences Institute,
Lisbon, Portugal, 2Clinical Psychologist at Phoenix Psychology Practice, Phoenix,
Namibia, 3ISCSP - Tecnhical University of Lisbon, Social and Political Sciences
Institute - Master Applied Positive Psychology, Lisbon, Portugal
S 179 Launching 'High Quality Connections' between Practice Setting

Mentors and Students
C.L. Parsons1,2
1
St. Joseph's Health Care London, Nursing & Organizational Development,
London, ON, Canada, 2Western University, Nursing, London, ON, Canada
S 180 Enhancing Nursing Work Life and Practice through the Application
of Positive Psychology
C.L. Parsons1,2
1
St. Joseph's Health Care London, Nursing & Organizational Development,
London, ON, Canada, 2Western University, Nursing, London, ON, Canada
54
S 181 In Search of a Healing Lexicon a Quantitative and Qualitative

Study in Context of Attachment Theory, Positive Psychology and
Emotional Intelligence
L.S. Sanders
Bayfield Treatment Centres, Wellington, ON, Canada
S 190 Factors Associated with Well-being of Japanese Frail Older Adults

and Effectiveness of Group Positive Psychology Intervention
A. Morita1, Y. Jin2, F. Yu3, S. An2
1
The University of Tokyo, Department of Human Ecology, Tokyo, Japan, 2The DIA
Foundation for Research on Ageing Societies, Tokyo, Japan, 3Hunchunshi Happy
Health Center for the Elderly, Hunchunshi, China
S 191 Relationships of Gratitude, Hope, and Forgiveness with Well-being
and Subjective Health in College Students
A. Slezackova, I. Blahovska
Masaryk University, Faculty of Arts, Dept. of Psychology, Brno, Czech Republic
www.ippanetwork.org
S 192 Role of Optimism and Coping Strategies in Burnout Syndrome in

Medical Doctors
A. Slezackova, K. Peskova
Masaryk University, Faculty of Arts, Dept. of Psychology, Brno, Czech Republic
S 193 The Effectiveness of a Workplace Positive Psychology Programme in
the Age of Austerity
B. Wink1, S. Henderson2
1
Southampton Solent University, Psychology Group, Southampton, United
Kingdom, 2Southampton Solent University, Business School, Southampton,
United Kingdom
S 194 Pay Attention: Greater Attention to Relationships Leads to Higher
Life Satisfaction
B.A. Wang1,2, M. Tugade3
1
Vassar College, Psychology, Ontario, CA, United States, 2Pomona College,
Claremont, CA, United States, 3Vassar College, Psychology, Poughkeepsie, NY,
United States
S 195 Attachment Styles and Psychological Well-being in Women and Men
with Faithful and Unfaithful Behaviours
C. Portovedo, P. Romero, P. Zavarce
S 196 The Benefits of Giving: The Role of Altruism in Subjective
Well-being
C. Topuz
Fatih University, Istanbul, Turkey
S 197 Insight and Experiential Tolerance in Paranoia: Focusing on
Well Being
C. Valiente1, M. Provencio2, R. Espinosa3, A. Duque1, F. Everts1, H. Song1
1
Complutense University of Madrid, Madrid, Spain, 2Ambato University, Ambato,
Ecuador, 3Camilo Jose Cela University, Madrid, Spain
S 198 Experiencing Connection with Nature: Implications for
Mindfulness, Well-being, and Psychotherapeutic Practice
C. Wolsko1, K. Lindberg2
1
Oregon State University - Cascades, Psychology, Bend, OR, United States,
2
Oregon State University - Cascades, Forest Ecosystems and Society, Bend, OR,
United States
S 199 Research on the Subjective Well-being among Rural Young Students
in China
D. Zhang
Jinggangshan University, Psy. Dep., Ji'an, China
S 200 Subjective Well Being in Mexico and its Correlates
G. Leyva
INEGI National Institute of Statistics and Geography, Research Division,
Aguascalientes, Mexico
S 201 Meaning in Life and its Relationship with Nature Affiliation,
Spirituality, and Well-being
H.-A. Passmore1, A.J. Howell1, K. Buro2
1
Grant MacEwan University, Psychology, Edmonton, AB, Canada, 2Grant
MacEwan University, Statistics, Edmonton, AB, Canada
S 202 Self-determination Needs and their Relationship with Nature
Affiliation and Well-being
H.-A. Passmore1, A.J. Howell1, K. Buro2
1
Grant MacEwan University, Psychology, Edmonton, AB, Canada, 2Grant
MacEwan University, Statistics, Edmonton, AB, Canada
S 203 Happiness Cloud - The Internet of Things Platform for Happier
Aging in China
H.G. Li1, L.Z. Song2,3
1
The Hangzhou WuDe Scientific Company, Hangzhou, China, 2Global Happiness
Academy/China Happiness Alliance, Kensington, MD, United States, 3China
Positive Psychology Association (CPPA), HK, Hong Kong
S 205 Honouring your Emotions: Why it Matters - Presenting the

RHUME Model of Navigating Emotions in Real Time. A New Positive
Psychology Intervention?
J. Vanderpol
Royal Roads University, School of Leadership, Victoria, BC, Canada
S 208 The Mediating Effect of Self-esteem on the Relationship between
Body Image and Psychological Health among College Students
J.M. Lee1, M. Suh2
1
Yongmoon Graduate School of Counseling Psychology, Seoul, Korea, Republic of,
2
Korea Counseling Center, Seoul, Korea, Republic of
S 209 A Cognitive-behavioral Program of Emotional Management and
Psychological Well-being in Healthy People
J.R. Leite1, I. Belik2, M.C. Cesar2, A.M. Costa2, L. Lopes2, M. Martins2, S. Ricetti2,
C.A. Ruaro2, F.J.P. Silva2, L.R. Silva2, S.L. Snege2
1
Universidade Federal de So Paulo, Psychobiology, So Paulo, Brazil, 2Instituto
Brasileiro de Medicina Comportamental - AFIP, So Paulo, Brazil
S 210 Positive Affect as a Mediator of the Relationship between
Appreciation and Life Satisfaction
K. Langione, N.S. Fagley
Rutgers University, Piscataway, NJ, United States
S 211 Psychological Capital, Job Demands and Organisational
Commitment of Employees in a Call Centre in Durban, South Africa
K. Pillay, J. Buitendach
University of KwaZulu Natal, Durban, South Africa
S 212 The next Billion: Using Social Media in Positive Psychology
K. Sood1, P. Tandon2
1
Northwestern University, Kellogg School of Management, Evanston, IL, United
States, 2University of Pennsylvania, Positive Psychology, Philadelphia, PA,
United States
S 213 Duplicate submission
S 214 Investigating Eudaimonic and Hedonic Pursuits through
Personal Strivings
K.M. Pearce, M. Voloaca, V. Huta
University of Ottawa, Psychology, Ottawa, ON, Canada
S 215 Emotional Intelligence and Positive Psychology: The Role of EI on
Affect, Mindfulness, and Overall Happiness
L. Delizonna, T. Anstedt, B. Wong, A. Win
Stanford University, Continuing Studies Department, Stanford, CA, United States
S 216 Associations between Adult Identity, Civic Engagement, and Wellbeing during the Transition to Adulthood: A Nationally Representative
Sample of Youth
L. Lin, L. Wray-Lake
Claremont Graduate University, Department of Psychology, Claremont, CA,
United States
S 217 Happiness Intervention Decreases Pain and Depression and Boosts
Happiness among Primary Care Patients
L.T. Lambert, L. Milkovich, S. Kearney, R. Joslin
S 218 Trait Mindfulness in Relation to Mood, Emotion Regulation,
Everyday Executive Functioning and Alexithymia
M. Lyvers1, C. Makin1, E. Toms1, F.A. Thorberg2
1
Bond University, Psychology, Gold Coast, QLD, Australia, 2University of Oslo,
Department of Behavioural Sciences in Medicine, Oslo, Norway
www.ippanetwork.org
55

S 219 The Impact of Training of Transactional Analysis on Psychological
Well-being of the Married Women in Tehran City
M. Momeni Javid, Z. Naderi Nobandegani
Shahid Chamran University of Ahvaz, Educational Sciences and Psychology,
Ahvaz, Iran, Islamic Republic of
S 220 The Impact of Training of Skills to Improve Marital Relationship on
Personal Well-being of the Women
M. Momeni Javid, Z. Naderi Nobandegani
Shahid Chamran University of Ahvaz, Ahvaz, Iran, Islamic Republic of
S 221 Attachment Styles, Psychological Well-being and Altruism
M.A. Taghizadeh1, Z. Mohammadalipoor1, B. Ghobari Bonab2, M. Abbasi2
1
Shahid Beheshti University, Psychology, Tehran, Iran, Islamic Republic of,
2
University of Tehran, Psychology, Tehran, Iran, Islamic Republic of
S 222 What Keeps Us Going: Calculating the Components of the
Well-lived Life
P. van Kessel
NORC at the University of Chicago, Chicago, IL, United States
S 223 Attorney Well-being and the Practice of Law: A Study of Beliefs,
Attitudes and Perceptions
P.J. Ramos
Saybrook University, Psychology and Interdisciplinary Inquiry, San Francisco,
CA, United States
S 224 A Theory of Subjective Well-being
Q. Li
China-Canada Institute of Happiness, Burnaby, BC, Canada
S 225 Different Needs for Misbehaving Teens: Exploring Longitudinal
Relations between Antisocial Behavior and Psychological Functioning
R. Perez1, N. Lau1, C. Weldon1, G. Bono1, J. Froh2, N. Card3
1
California State University, Dominguez Hills, Carson, CA, United States,
2
Hofstra University, Hempstead, NY, United States, 3University of Arizona,
Tucson, AZ, United States
S 226 Parent Cultural Identity Promotes PTG in Hispanic Childhood
Cancer Survivors
R.I. Slaughter1, J. Milam1, A. Ritt-Olsen1, S. Sherman-Bien2, K. Meeske3,
A. Hamilton1
1
University of Southern California, Los Angeles, CA, United States, 2Miller
Children's Hospital, Long Beach, CA, United States, 3Children's Hospital of Los
Angeles, Los Angeles, CA, United States
S 227 The Experience of Green; a Momentary Investigation of the
Contribution of Natural Elements within the Built Environment to
Cognitive, Affective and Communal Well-being
S. Roberts
Claremont Graduate University, Positive Developmental Psychology, Claremont,
CA, United States
S 228 The Experience of Green; a Momentary Investigation of the
Contribution of Natural Elements within the Built Environment to
Performance and Well-being
S. Roberts
CA, United States
S 229 Students for Stress Resilience: A Graduate Organization Dedicated
to Anxiety Management
S. Silverman, B.C. Grabois, D. Stivelman, S. Guerra, N. Milano, A. Crouch, M.M.
Tobenas, S. Mergler, B. Nierenberg
Nova Southeastern University, Center for Psychological Studies, Davie, FL,
United States
56
S 230 Positive Psychology through Short Video Clips and Online

Positive Coaching
S. Yakovlev, G. Lepeshkin, T. Lepeshkina
Positive People Project, Samara, Russian Federation
S 231 Tracking the Trajectory of Hope and Life Satisfaction across the
Life Span
S.C. Marques1, S. Lopez2
1
Porto University, Porto, Portugal, 2Gallup and Clifton Strengths School, Omaha,
NE, United States
S 232 Stability and Predictive Validity of Domain-based Life Satisfaction
Reports of Portuguese Students
1
Porto University, Faculty of Psychology and Educational Sciences, Porto,
Portugal, 2Gallup and Clifton Strengths School, Omaha, NE, United States, 3Porto
University, Porto, Portugal, 4Swinburne University, Melbourne, VIC, Australia
S 233 Happier Being with PERMA Eating: PERMA-flavoring our
Relationship with Food to Increase Well-being
T. Leead
Private Practice, Agoura Hills, CA, United States
S 234 Assessing Children's Well-being in Zambia: Influences of Nature
Connectivity, Spirituality, and Religiousness
T.E. Krupa1, A.J. Geddes1, M.D. Holder1, E.A. Krupa2, B. Coleman3
1
University of British Columbia- Okanagan, Psychology (Unit 4), Kelowna, BC,
Canada, 2University of Alberta, School of Public Health, Edmonton, AB, Canada,
3
Okanagan College, Psychology, Kelowna, BC, Canada
S 235 Mindfulness and Racial Socialization Messages Predict Active
Coping among African American College Students
V. Womack1, L.R. Sloan2
1
Northwestern University Feinberg School of Medicine, Preventive Medicine,
Chicago, IL, United States, 2Howard University, Psychology Department,
Washigton D.C., DC, United States
S 236 Nonlinear Evolution and Positive Psychology - Happicare
Workshop Model
Z.F. Xu
Deep Happiness Studio, Beijing, China
S 237 Improved Communication in Workteams and How It Affects the
Psychosocial Work Environment - An Interactive Intervention Study in the
Public Sector
. Stllman1, E. Vingrd1, M. Waldenstrm1, E. Lampa1, F. Molin2, B. Sdergren2
1
Uppsala University, Occupational and Environmental Medicine, Uppsala,
Sweden, 2Uppsala University, Department of Business Administration, Uppsala,
Sweden
S 238 Hope and Self-determination at the Workplace
C. Wandeler1,2,3
1
University Fribourg, Fribourg, Switzerland, 2University of Teacher Training,
Fribourg, Switzerland, 3Alliant International University, Fresno, CA, United
States
S 239 Relationship between Psychological Capital and Job Satisfaction in
Two Venezuelan Organizations
C.I. Yacsirk1, C. Melguizo2, S. Marco2
1
Metropolitan University of Caracas, Behavioral Sciences, Caracas, Venezuela,
2Andres Bello Catholic University, Caracas, Venezuela
S 240 The Moderating Effects of the Individual's Achievement Motivation
and Work Load Affect the Relationship between Perceived Supervisor
Support and Job Satisfaction
D. Zhang
Jinggangshan University, Psy. Dep., Ji'an, China
www.ippanetwork.org
S 241 Health and Future - Orgnizational Factors Characterizing Healthy

Organizations
E. Vingrd1, M. Svartengren1, . Stllman1, T. Eriksson1, U. Stoetzer2, M.
Parmsund2
1
Uppsala University, Occupational and Environmental Medicine, Uppsala,
Sweden, 2Karolinska Institutet, Stockholm, Sweden
S 252 The Psychology of Independent Workers: Describing the Challenges

and Benefits of a New Way to Work
S. Spurlin1, E. Warren2
1
Claremont Graduate Univeristy, Positive Developmental Psychology, Claremont,
CA, United States, 2Claremont Graduate Univeristy, Social Psychology,
S 242 Wellbeing at Work in Colombia: It Is the Type of Contract

Which Matters
E. Wills
Universidad de lso Andes, Management School, Bogota, Colombia
S 253 How to Manage Companies towards Healthier and more Prosperous

Organizations. Relational Justice and Low Absenteeism
U. Stoetzer
Karolinska Institutet, Institute of Environmental Medicine, Stockholm, Sweden
S 243 Reactions of Bystanders who Witness Bullying at their Workplace A Pilot Study
F. Zand, A. Hogh
Copenhagen University, Department of Psychology, Copenhagen, Denmark
S 254 Effect of Positivity on Organizational Citizenship Behaviors

V.M. Calzadilla1, C. Yacksirk2
1
Universidad Catolica Andres Bello, Postgrado, Caracas, Venezuela, 2Universidad
Metropolitana, Caracas, Venezuela
S 244 Should they Be Happy? A New Perspective on the Happyproductive Worker Paradigm
H. Shany1, O. Kaplan2
1
Ben-Gurion University of the Negev, Guilford Glazer Faculty of Business &
Management, Beer-Sheva, Israel, 2The College of Management, The School of
Business Administration, Rishon LeZion, Israel
S 255 Does Personality Regulate the Work Stressor - Psychological

Detachment Relationship?
Y. Potok, H. Littman-Ovadia
Ariel University Center, Psychology, Ariel, Israel
S 245 Why Is Proactive Personality Related to Positive Work Outcomes?

The Role of Job Crafting and Job Autonomy
H. Wang1, Y. Wang1, O. Siu1, C. Lu2
1
Lingnan University, Sociology and Social Policy, Tuen Mun, Hong Kong, 2Peking
University, Beijing, China
S 246 Authentic Leadership Brings New Hope
Y. Wang, F. Cheung, O.L. Siu
Lingnan University, Department of Sociology and Social Policy, Hong Kong,
Hong Kong
S 256 Work-family Conflict and Enrichment: An Exploratory Study of

Working Adults' Experience in Taiwan
Y.C. Wang
National Taipei University of Education, Psychology and Counseling, Taipei,
Taiwan, Republic of China
S 257 A Multi-level Model of Organizational Virtue Development:
Microvirtue and Positive Spirals Toward the Caring Organization
J. Nicholson
University of Guelph, College of Management and Economics, Guelph, ON,
Canada
S 247 Our Boss Is a Good Boss! The Cross-level Effects of Leadership on

Work Engagement in Service Workers
I.M. Martinez, M. Salanova
Universitat Jaume I, Psychology, Castellon, Spain
S 248 Getting by, Surviving, Thriving: How and Does Well-being Change
Following Job Loss?
J. Synard, N. Gazzola
University of Ottawa, Faculty of Education, Ottawa, ON, Canada
S 249 Stress Management Efficiency Based on Salutogenic Resources in
Fire-fighters Confronted to Acute and Chronic daily Stress: Mindfulness as
a Predictor for PTSD Improvement
M. Trousselard1,2, D. Steiler2, N. Babouraj3, A. Bssing4
1
Institut de Recherches Biomdicales des Armes, Dpartement des Facteurs
Humains, La Tronche Cedex, France, 2Grenoble Ecole de Management,
Mindfulness, Well-Being at Work and Economic Peace Chair, Grenoble, France,
3
Brigade des Sapeurs-Pompiers de Paris, Paris, France, 4Faculty of Health, Center
for Integrative Medicine, Witten, Germany
S 250 Flourishing at Work: How Imagined Conversations with
Coworkers Enhance Relationship Management, Emotional Regulation,
and Achievement
P.M. Thompson
University of Southern California, Rossier School of Education, Los Angeles, CA,
United States
S 251 I Am a Leader, Develop me: Strategies for Integrating Individual and
Organizational Development
R.B. McKenna1, K.K. Wenzel1, D.L. Ecker1, K. Adeuja2
1
United States, 2Heineken International BV, Amsterdam, Netherlands
www.ippanetwork.org
57
Exhibitor Floor Plan

Pasadena Room - E Level
58
www.ippanetwork.org
Exhibitor Directory
Bridges to Recovery
Booth # 203
P.O. Box 1493
Pacific Palisades, CA 90272
PH (877) 727-4343
FX (310) 573-7092
EM: Jeff@bridgestorecovery.com
WEB: www.bridgestorecovery.com
Bridges to Recovery is a premier licensed residential behavioral
health facility for adults suffering with psychiatric disorders.
We combine intensive, individual Psychotherapy (4-5 sessions
per week) with psychodynamic group therapy (2-3 sessions per
day). Our goal is to empower our patients to succeed out in
the world.
Case Western Reserve University

MPOD Program
Booth # 304
10900 Euclid Avenue, PBL 442
Cleveland, OH 44106
PH (216) 368-4642
FX (216) 368-6228
EM: patricia.petty@case.edu
WEB: http://weatherhead.case.edu/mpod
Masters in Positive Organization Development and Change
(MPOD): Strength-based, positive approaches to
managing change.
Learn strategic level change interventions
Learn leading-edge theory and practice in Appreciative
Inquiry and human resource development
Develop Emotional Intelligence - fostering leadership skills
through coaching
Build sustainable enterprises that prosper economically
Engage in lifelong experiential learning
Center for Positive Organizational Scholarship Booth #104

701 Tappan Street
Ann Arbor, MI 48109
PH (734) 647-8154
FX (734) 647-8154
EM: positiveorg@umich.edu
WEB: www.centerforpos.org
We are dedicated to understanding how organizations can be
generative forces for making a positive difference in the world.
We conduct research and translate it into teaching tools. We
hold conferences for researchers and practitioners, and we host
presentations by leading thinkers in positive business.
www.ippanetwork.org
Claremont Graduate University

Booth #200
123 East 8th Street
Claremont, CA 91711
PH (909) 607-9016
FX (909) 607-9009
EM: john.lavelle@cgu.edu
WEB: www.cgu.edu/sbos
Claremont Graduate University is one of the leading providers
of education and training in positive psychology, evaluation,
and applied research methods. CGU offers MA and PhD
programs with an emphasis in Positive Developmental
Psychology and Positive Organizational Psychology that stress
rigorous training and a high level of competence. CGU also
hosts workshops onsite and online for professionals. Learn
more at www.cgu.edu/sbos.
Emotional Intelligence Worldwide

Booth # 305
Suite 1, Gunshot Alley, Saukin Drive
Mosman NSW Australia 2088
PH (+61) 2 9969 0337
EM: contact@langleygroup.com.au
WEB: www.emotionalintelligenceworldwide.com
Emotional Intelligence Worldwide breathes spirit into the
minds of individuals and organizations to achieve their own
level of excellence. We bring out the best in people through a
unique combination of positive psychology, neuroscience,
emotional intelligence and personal development tools that
increase awareness, performance and engagement.
Gurze Books
Browse Table
PO Box 2238
Carlsbad, CA 92018
PH (760) 434-7533
FX (760) 434-5476
EM: Melissa@gurze.net
WEB: www.bulimia.com
Publication Title: Gurze Books 2013 Resource Catalogue
Free eating disorders resource catalogue with recovery articles,
self-help books & eBooks, professional resources, treatment
facilities, national organizations, and artwork by Francie Droll.
HAPACUS
Booth # 204
3815 N. Brookfield Road, Suite 104-125
Brookfield, WI 53045
PH (855) 722-4165
FX (855) 722-4165
EM: bob@hapacus.com
WEB: www.hapacus.com
Hapacus is an educational program that helps ordinary people
organize classes around the science of happiness. Take a
course on happiness, or teach one yourself, at
www.hapacus.com. Courses can be held online or in-person,
and are based on the revolutionary new book from Hapacus
called The Happiness Journey.
59
Exhibitor Directory (contd)

Harnessing Happiness Foundation
Booth # 301
PO Box 1510
Mount Shasta, CA 96067
PH (877) 915-0888
FX (530) 926-5050
EM: info@harnessinghappiness.com
WEB: www.harnessinghappiness.com
Harnessing Happiness is dedicated to finding ways to inspire
and infuse happiness into everyday life. Happiness is not the
absence of problems; it is the ability to deal with them. Our
manuals and tools help us to deal with difficulties in a
constructive way, which sources our potential and power.
Phillips Graduate Institute

Booth # 303
19900 Plummer Street
Chatsworth, CA 91402
PH (818) 386-5660
FX (818) 386-5636
EM: info@pgi.edu
WEB: www.pgi.edu
Phillips Graduate Institute is a nonprofit educational institution
offering advanced degrees in counseling and consulting in a
hands-on, experiential learning environment.
Phillips
programs are designed so that youll have the real world tools
and experience you need to excel in your chosen field.
Hogrefe Publishing
Booth # 302
38 Chauncy Street, Suite 1002
Boston, MA 02111
PH (866) 823-4726
FX (617) 354-6875
EM: 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 Positive Psychology
at the Movies and Mindfulness and Character Strengths, as well
as Fredrike Bannink, author of the Handbook of SolutionFocused Conflict Management.
Points of You
Booth # 106
27 Weitzman Street
Tel Aviv 64239 Israel
PH (972) 54 7640649
EM: Goodday1500@gmail.com
WEB: www.thecoachingame.com
Points of You the coaching game. Positive Psychology is
about seeing our reality in different perspectives and point of
views. We created a revolutionary tool that will upgrade your
positive psychology sessions experience. Expanding new
powerful possibilties, bringing a fresh spirit of creativity and
expression with clients or family (1/1 or a group). Come see
how it works.
Life Business Consultancy

Booth # 105
PO Box 38
Glen Iris, Australia
PH [+61] 411357829
EM: contact@lifebusiness.com.au
WEB: www.coachingyoungpeopleforsuccess.com
The Coaching Young Peope for Success Program, is a complete
life, career and school performance coaching system that
schools, youth agencies consultants, coaches and private
organizations can use to transform their approach to career
guidance, case management and support. The program is
delivered across Australia, the USA, UK and Canada.
ShareHappiness.com
Booth # 300
1680 Michigan Avenue, Suite 1024
Miami Beach, FL 33139
PH (305) 778-2872
FX (305) 673-1160
EM: Samuel@sharehappiness.com
WEB: www.sharehappiness.com
ShareHappiness.com is a learning and social community to
promote well-being. Our platform is built to create a space
where leading researchers, academics and professionals in the
fields of positive psychology and well-being can share their
knowledge and interact with millions of people in a socially
friendly eco-system.
Oxford University Press

Booth # 110
198 Madison Avenue
New York, NY 10016
PH (800) 451-7556
FX (919) 677-1305
EM: custserv.us@oup.com
WEB: www.oup.com
Visit the Oxford University Press booth for a special discount
on new titles such as Pursuing the Good Life: 100 Reflections
on Positive Psychology by Christopher Peterson; Positive
Psychology of Love by M. Hojjat; and many others.
60
SMART Strengths
Booth #205
190 West Terrace Parkway
Culver, IN 46511
PH (574) 806-4206
EM: smartstrengths@gmail.com
WEB: www.smartstrengths.com
SMART Strengths provides teaching and consulting services to
help educators, parents and coaches implement flexible and
strategic strengths-based approaches in schools. This process
begins by educating teachers on a personal level, first allowing
them to master and benefit from the skills learned before
moving on to support students.
www.ippanetwork.org
Springer
Booth # 101
233 Spring Street
New York, NY 10013
PH (212) 460-1600
FX (212) 620-8442
EM: exhibits-ny@springer.com
WEB: www.springer.com
Come and browse key titles. Get 20% off print books and
eBooks and learn about MyCopy (a printed eBook for $/
24.99). Meet our Editor Esther Otten to discuss your
publishing proposal. Ensure maximum readership for your
work, too! Springer, your partner in publishing.
Find all offers online: springer.com/ippa
Follow @SpringerPsych on Twitter for the latest news
University of Pennsylvanias Master of Applied Positive
Psychology Program
Booth # 100
3701 Market Street, Suite #200
Philadelphia, PA 19104
PH (215) 746-0441
EM: mapp-info@sas.upenn.edu
WEB: www.pennpositivepsych.org
Penns MAPP program presents an extraordinary opportunity
for individuals with a serious interest in applying positive
psychology to their professional lives. The progams executive
education model allows students to fly in from anywhere in
the world, continuing to work full-time while also studying
full-time with world-class researchers and practitioners of
positive psychology.
VIA Institute on Character

Booth # 201
312 Walnut Street, Suite 3600
Cincinnati, OH 45202
PH (513) 621-7501
EM: KellyA@viacharacter.org
WEB: www.viacharacter.org
The VIA Institute on Character is a global, nonprofit
organization established to advance the science and practice of
character. We support researchers, practitioners, business
professionals, and educators applying character strengths to
their lives and work. We aim to study, promote, and teach what
is best about human beings.
Western Positive Psychology Association

Booth # 202
123 East 8th Street
Claremont, CA 91711
PH (855) 977-2013
EM: Meg.Rao@wppanetwork.org
WEB: http://www.wppanetwork.org
Western Positive Psychology Association (WPPA) is dedicated
to creating a collaborative scientific community of faculty,
students, and scholars to advance and support academic
agenda in the field of positive psychology. WPPA encourages
education, research and dissemination of knowledge in
positive psychology and supports the professional
development of positive psychology faculty and students in
the western United States.
www.ippanetwork.org
61
Invited Speaker Abstracts

IN 1: Positivity Resonates: How Love
Creates Health
Barbara Fredrickson
University of North Carolina,
Chapel Hill, NC
In this talk, Fredrickson offers a taste of her

latest book, Love 2.0 (Penguin, 2013). In
it, she asks you to disengage from some of
your most cherished notions of love:
that it is exclusive, lasting, and
unconditional. In synthesizing behavioral,
psychophysiological, and neural data from
multiple laboratories, Fredrickson reveals how love defined as
micro-moments in which positivity resonates between and
among people can build enduring resources, such as wisdom,
community, and even physical health. Making the case that love
creates physical health, Fredrickson describes results from recent
randomized controlled trials from her PEP Lab, in which people
learn how to self-generate feelings of love and compassion. She
and her team find that cardiac vagal tone forecasts peoples dayto-day experiences of love, and that by learning to self-generate
love more frequently, people can further improve their vagal
tone, and with it, their mental and physical health. This upward
spiral dynamic explains how fleeting experiences of positive
connection can accumulate and compound to set people on
trajectories toward health. More generally, Fredricksons fresh
take on love offers practical approaches to strengthening your
relationships, teams, and communities.
IN 2: Positive Environment
Marino Bonauito
University of Rome, Rome, Italy
Environmental Psychology and Positive
Psychology overlap in striving for better
qualities of life in urban spaces, although
they have developed as mostly
independent
enterprises
within
Psychology. This presentation aims to
highlight their possible synergies and
complementary efforts in order to
strengthen their intended outcomes. First, we examine
background data on urban residents about the time they spend
in different kinds of environments in order to address the
relative importance of different everyday living places. Then, a
distinction among positive environmental psychology" and
environmental positive psychology" is presented, arguing for
each own scientific case. For the sake of this presentation, the
main focus is on a "positive environmental psychology" which
is contrasted with traditional environmental psychology across
a range of everyday places. Six main place-types are discussed:
residential and home environments; community environments;
work and school settings; travelling and commuting spaces;
and natural environments and open spaces. The psychological
importance of each place is briefly illustrated contrasting one
62
research example of traditional environmental psychology on

that place-type with a positive environmental psychology
approach using: a) research examples from the literature; b)
research examples from our own team research activity; and c)
qualitative examples from my work travels which can highlight
specific cross-cultural concrete instances. The presentation
concludes by discussing ways to promote research for a positive
environmental psychology.
IN 3: Peak: How Great Companies Get Their

Mojo from Maslow
Chip Conley
Joie de Vivre Hospitality,
San Francisco, CA
Chip Conley, founder and - for two dozen
years - CEO of America's second largest
boutique hotel company, Joie de Vivre,
discovered the value of Maslow's iconic
hierarchy of needs at a time when his
company was fighting for survival.
Researching Maslow's last few years alive,
Conley found that Maslow had started to reinterpret the
hierarchy from the individual to the collective. And, Conley
took that a few steps further in his own company, then studied
other companies from Harley-Davidson to Apple that had
applied Maslow and he wrote the bestseller, PEAK - How Great
Companies Get Their Mojo From Maslow. In this presentation,
Conley will present his business model and the practical link
between employee happiness and organizational success.
Conley is also a big fan of Viktor Frankl's work and
reinterpreted "Man's Search for Meaning" into a practical tool
or mantra that leaders can use to amplify meaning for
themselves and their organizations. Conley speaks around the
world on the intersection of psychology and business, was a
finale speaker at the 2010 TED conference, is the 2012-2013
Scholar Practitioner in Residence at Saybrook University
(where he has an Honorary PhD), and is on the Board of the
Esalen Institute.
www.ippanetwork.org
IN 4: Recovery from daily job stress and

subjective well-being: How to make the best
of leisure time?
Sabine Sonnentag
University of Mannheim, Mannheim,
Germany
In this presentation, I will address the
question how people can unwind and
recover from their daily work. I will argue
that both specific activities as well as
specific recovery experiences are
important for protecting individual wellbeing and positive affective states. I will
present findings from cross sectional, longitudinal, and dailysurvey studies that demonstrate that psychological detachment
from work during off-job time is a particularly beneficial
recovery experience. I will identify factors that may help versus
hinder psychological detachment and I will discuss what might
happen if work itself is seen as an explicitly positive experience.
IN 5: Promoting the Positive Development of
Youth: Theory, Research, and Applications
Richard M. Lerner
Tufts University, Boston, MA
Across the last third century, developmental
psychology has transformed into
developmental science, a multidisciplinary
field aimed at describing, explaining, and
optimizing the course of intraindividual
change, and interindividual differences in
intraindividual change, across the life span.
The cutting edge of contemporary
scholarship within developmental science is research framed by
relational developmental systems theories, models that seek to
understand the mutually influential relations between individual
development and contextual change, represented as individual
context relations, and to promote individual context
exchanges that are mutually beneficial. A key, sample case of the
application of relational developmental systems models occurs
in regard to the formulation of a positive youth development
(PYD) perspective, a strength-based model of development that
seeks to understand and enhance the lives of diverse adolescents.
Research derived from the 4-H Study of PYD, as well as from
other longitudinal studies conducted within the Institute for
Applied Research in Youth Development, will be used to
illustrate that, when the strengths of young people are aligned
with the resources existing in families, schools, and communities
that are potentially useful in actualizing these strengths, then
healthy development will occur. Accordingly, this PYD
perspective illustrates that relational developmental systems
theories provide an optimistic view of the potential for
promoting thriving among youth, and suggests that the skills
sets of researchers may be used in collaboration with community
resources to identify what actions, with what youth, at what
points in their developmental trajectories, may be taken in what
contextual settings, to foster what facets of well-being and health
among youth.
www.ippanetwork.org
IN 6: Presidential Address
Robert Vallerand
Universit de Montral, Montral, Canada
Positive psychology seeks to uncover
some of the factors that help not only
people, but communities and society, to
thrive. As Im getting near the end of my
presidency, I have started to reflect on
some of the factors that may lead to such
thriving in society. I propose that one
such factor is passion. We have proposed
a Dualistic Model of Passion (Vallerand et al., 2003;
Vallerand, 2010). Passion is defined as a strong inclination
for a self-defining activity that one loves, values, and spends a
considerable amount of time on. Two types of passion are
proposed: a harmonious and an obsessive passion. Obsessive
passion is involved when people feel that they cant 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
persons identity. On the other hand, harmonious passion
refers to a strong inclination for the activity that nevertheless
remains under the persons control. The person can choose
when to and when not to engage in the activity, thus
preventing conflict from arising between activity engagement
in the passionate activity and other life activities.
Harmonious passion results from an autonomous
internalization of the activity in identity. In this address, I
review research that reveals that passion plays an important
role in contributing to society. However, the two types of
passion differ in two ways in promoting societal changes.
First, harmonious passion leads to the adoption of more
acceptable means to achieve such changes than obsessive
passion. Second, when harmonious passion is at play, people
experience more positive personal benefits (e.g.,
psychological, physical, and relational well-being) in trying
to make societal changes happen than with obsessive passion.
I conclude with some directions for future research as well as
some applied implications.
63
Invited Speaker Abstracts (contd)

IN 7: Executive Coaching: Leveraging
Positive Psychology to Accelerate
Leadership Development
David Peterson
Google, San Francisco, CA
David has been promoting the application

of positive psychology principles in
executive coaching and leadership
development for almost 20 years, starting
with the Positive Coaching Manual (1994).
In this session, he summarizes what led
him to develop an alternative to the
prevailing deficit-based coaching models,
how his approach has evolved and expanded since then, and
how current research on positive emotions, optimism,
resilience, motivation, mindset, mindfulness, and relationships
can be incorporated into coaching practices.
The primary focus of this session in on examining principles
and techniques across six different domains that coaches and
virtually anyone in the helping professions --- can use to
accelerate learning and development.
Quickly and effectively building a relationship based on
mutual trust and understanding
Cultivating insight through a collaborative process that
engages participants as partners in discovery, examining
where development can be most effective in helping them
accomplish their goals and live their values
Finding positive, future-focused ways to tap into the persons
motivation to inspire meaningful learning and growth
Building new and better capabilities so people have the
skills and knowledge they need, building on signature
strengths as well as ensuring a solid foundation of
fundamental leadership qualities such as wisdom, integrity,
humility, courage, optimism, and passion
Foster real-world practice so people are able to apply their
new insights and behaviors where it matters
Enhance a sense of personal accountability, to ensure that
new behaviors last and participants receive the full benefits
of their efforts.
IN 8: Toward a Scientific Theory of Free Will

Roy Baumeister
Florida State University, Tallahassee, FL
This talk combines conceptual discussion
of the grand problem with free will with
laboratory studies, including our work on
self-control, decision making, and the
new work on glucose, as well as studies
on manipulated disbelief in free will. It
seeks
to
provide
a
scientific
understanding of free will as an evolved form of action control
suited to enable human beings to function in their complex
social environment, including culture.
IN9: Role of the Future in Positive Psychology
Mihaly Csikszentmihalyi
Claremont Graduate University,
Claremont, CA
Jeanne Nakamura
Claremont Graduate University,
Claremont, CA
Finally, David outlines specific ways that coaches can apply

principles of positive psychology such as gratitude, meaning
and purpose, and mindset -- to make their work and their lives
more fulfilling and rewarding.
64
www.ippanetwork.org
Symposium Abstracts
SY 1 Examining the Peer Reviewed Science Influenced by the Positive
Psychology Movement
S.I. Donaldson
This symposium will focus on the empirical research that forms the backbone
of the emerging science of positive psychology. Stewart Donaldson & Maren
Dollwet will open the session by describing an investigation that was conducted
to examine the theory and research that has been developed under the positive
psychology umbrella during the past 15 years. Specifically, they will discuss
their methodology and findings from reviewing more than a 1,000 empirical
and theoretical articles on positive psychology published from 1999 to 2012.
Key topics of discussion will include the nature of the extensive database,
theoretical frameworks used to study positive psychology, and key empirical
findings. Next, Matthew Galen & Stewart Donaldson will discuss findings from
a detailed analysis of the empirical research methods used in the field of
positive psychology. The third presentation by Natasha Wilder will further
explore the findings from the large database by adopting a diversity perspective.
As such, this presentation will address if and how positive psychology as a field
has concerned itself with diversity specifically in relation to race, gender, and
sexual orientation. Finally, Meghana Rao will examine how positive psychology
has incorporated topics embedded in feminist research. Mihaly
Csikszentmihalyi will serve as discussant.
SY 1.1 The Development of Positive Psychology: Theory & Research

S.I. Donaldson1, M. Dollwet1,2
1Claremont Graduate University, Claremont, CA, United States, 2DIRECTV,
Greater Los Angeles Area, CA, United States
The field of positive psychology has enjoyed rapid growth since its initial
emergence in 1998. In short, positive psychology refers to the scientific study
of positive subjective experience, positive individual traits, and positive
institutions (Seligman & Csikszentmihalyi, 2000). While there has been much
excitement for this new lens of examining human behavior (e.g., Sheldon,
Kashdan, & Steger, 2011), there have also been a number of critics that
question the scientific rigor of positive psychology (e.g., Lazarus, 2003). Thus,
the purpose of the present study was to determine what scientific evidence
has been accumulated since the positive psychology movement began. In
order to answer this question empirical and theoretical articles published from
January 1999 to December 2012 using the positive psychology perspective
were reviewed. The results from this content analysis indicate positive
psychology touches multiple areas within psychology (e.g., school, work,
health) and uses similar methods and data analysis procedures as the field of
psychology in general, providing support for the usefulness of positive
psychology as a fresh perspective in studying human behavior. Overall, the
present paper has implications for providing a more comprehensive
understanding of the current standing of the field of positive psychology and
provides direction for future research.
These questions will be examined by analyzing and summarizing the designs

and methods used in more than 600 positive psychology empirical
investigations published between 1999 and 2012. Suggestions for improving
the rigor of positive psychology research will be provided.
SY 1.3 Diversity in Positive Psychology Research

N. Wilder
This study reviews positive psychology articles published in peer-review
journals, with the guiding question of how and to what degree the field has
engaged with, focused on, and otherwise considered demographic diversity. As
any discussion of diversity is situated within its particular context, this study
frames diversity in a similar way that Seligman and Csikszentmihalyi (2000)
orient positive psychology in their introduction to the field, which is within
the context of the United States. In the US, sexism, racism, and heterosexism
present unique challenges for those who do not fit within the dominant group.
Thus, there are many issues that we can consider when examining positive
psychology research with a keen eye trained towards the implications for
marginalized groups. For example, how might positive psychological
constructs operationalize for or impact women, queer people, or people of color
differently? This study examined the literature with the goal of examining to
what extent positive psychology has concerned itself with this question,
specifically in relation to race, gender, and sexual orientation. Results indicate
that few studies within positive psychology explicitly address race, gender, and
sexual orientation. Thematic analyses of this subset of literature suggest
opportunities for future engagement and research.
SY 1.4 Examining Positive Psychology Research from a Feminist Lens

M.R. Rao
The positive psychology movement has informed research and application in
a variety of disciplines. In a related research vein, one of the foremost objectives
of feminist research and activism is to drive positive social change for women.
To this end, positive psychology and feminist research can be natural allies, as
an important goal of positive psychology is to improve lives and provide tools
for positive social change (Golden-Biddle & Dutton, 2012). In the present
study, peer-reviewed positive psychology articles produced from 1999 to 2012
were systematically reviewed from a feminist perspective to estimate the extent
to which positive psychology has addressed issues pertinent to women and
feminism.
Historically, feminists have observed and protested against psychological
research that demonstrated a strong androcentric bias (Yoder & Kahn, 1993).
Their arguments were centered on three main concerns:
a) research based primarily on male participants and male voices;
b) inadequate authorship by women;
SY 1.2 Examining the Scientific Methods Used in Positive Psychology

M. Galen, S.I. Donaldson
The stakes for positive psychology's future are high. Is the field at risk of being
merely a passing fad (Lazarus, 2003)? Or, will it live up to its promise of
balancing the deficiency-focus of traditional psychological research and inform
future interventions? The answer may depend upon the field's ability to
produce research that is credible and methodologically rigorous.
The degree to which positive psychology has been successful in applying
appropriate methodology toward the study of non-traditional psychological
constructs is the subject of some debate. Some researchers praise the high
methodological standards of the field (e.g.,Lyubomirsky & Abbe, 2003). But
critics of positive psychology assert that the field suffers from methodological
flaws, including overuse of cross-sectional designs and limited sensitivity
toward individual differences (e.g.,Froh, 2004). This presentation examines:
(1) upon which designs and methods are the current scientific conclusions of
positive psychology based?
(2) What can be done to enhance the scientific rigor of the field and sustain
the development of credible research?
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c) inadequate discussion of feminist topics in research (Gannon et.al, 1992;

Grady, 1981).
The articles were analyzed using each of these frames to examine how positive
psychology fared in engaging female participants, female authorship and
gender and feminist topics. Further nuances are examined and future directions
for interdisciplinary research are explored.
SY 2 Happiness and Meaning across Nations: The Eudaimonic and

Hedonic Happiness Investigation
A. Delle Fave1, I. Brdar2, D. Vella-Brodrick3, U. Araujo4, M.D.R. Hernandez
Pozo5
1University of Milano, Department of Pathophysiology and Transplantation,
Milano, Italy, 2University of Rijeka, Department of Psychology, Faculty of
Humanities and Social Sciences, Rijeka, Croatia, 3University of Melbourne,
Melbourne Graduate School of Education, Melbourne, VIC, Australia,
4University of Sao Paulo, Sao Paulo, Brazil, 5Universidad Nacional Autonoma
de Mexico, UNAM, Centro Regional de Investigaciones Multidisciplinarias,
CRIM, Mexico City, Mexico
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Symposium Abstracts (contd)

Background: The debate on happiness and on the eudaimonic and hedonic
components of well-being is prominently based on quantitative and monocultural studies. The adoption of a mixed-method approach and the
involvement of international samples can help shed light on the multifaceted
structure of these constructs.
Aim: This symposium will report the first findings of an international study
exploring lay people's definitions of happiness, goals and meanings, as well
their relationship with well-established constructs such as life satisfaction,
meaning in life, positive emotions, and mental health.
Method: The Eudaimonic and Hedonic Happiness Investigation instrument
(EHHIi; Delle Fave et al., 2011), comprising open-ended questions on
definition of happiness, perceived goals and meaningful things, and two scales
assessing happiness and meaningfulness in 10 life domains, was completed by
2368 participants aged 30-60, balanced by gender and education level, and
living in different continents: Americas (Argentina, Brazil, Mexico, US), Europe
(Croatia, Hungary, Italy, Norway), Asia (Northern India and Southern India),
and Africa (South Africa).
Results: The data analysis highlighted the substantial role of family and close
relationships in well-being promotion, the contribution of eudaimonic and
hedonic components to the definition of happiness, and their complex
relationship with the well-being related constructs reported above.
SY 2.1 What Is Happiness for You? Answers from the World

A. Delle Fave1, H.E. Nafstad2, A. Castro Solano3
1University of Milano, Department of Pathophysiology and Transplantation,
Milano, Italy, 2University of Oslo, Institute of Psychology, Oslo, Norway,
3Universidad de Palermo, Department of Psychology, Faculty of Social Sciences,
Buenos Aires, Argentina
Background and aims: Most of the definitions of happiness currently used in
positive psychology have been developed by researchers on the basis of
theoretical assumptions and within the western Anglo-Saxon cultural context.
The aim of this presentation is to minimize this bias, through the illustration
of the definitions of happiness provided by 2368 lay participants living in 11
different cultural contexts.
Method: The first question in the EHHIi invites participants to provide their
own definition of happiness. Up to six answers for each participant were
retained and coded, following a standardized procedure based on multiple
raters' comparative classification and a coding system developed and used in
previous studies (Delle Fave et al., 2011).
Results: While 27 participants (1.14%) stated that happiness does not exist
or is unattainable, the remaining 2341 provided multifaceted definitions, for
a total of 5983 answers (2.6 answers per participant on average). The
definitions referred to both situations (59%), and psychological states/feelings
(41%). Family and close relationships predominated among the former (51%),
Harmony/Balance among the latter (30.1%). Findings suggest the usefulness
of international studies based on a mixed-method, bottom-up approach to
detect overlooked well-being dimensions and to explore their potential for
applied research and intervention.
SY 2.2 The Role of Relationships in Well-being: Findings from the

Eudaimonic and Hedonic Happiness Investigation (EHHI)
U.F. Araujo1, M.P. Wissing2, T. Martos3
1University of Sao Paulo, Sao Paulo, Brazil, 2North-West University:
Potchefstroom Campus, Africa Unit for Transdisciplinary Health Research,
Potchefstroom, South Africa, 3Semmelweis University, Institute of Mental Health,
Budapest, Hungary
The aim of this study was to qualitatively and quantitatively explore the role
of relationships in well-being as expressed in the experience of happiness,
meaningfulness and goals as found in the phase two of the EHHI project.
Method: Participants (N=2368) from 10 countries completed the Eudaimonic
and Hedonic Happiness Investigation instrument that comprised of open-
ended questions and rating scales on happiness, meaningfulness and goals, as

well as a short socio-demographic inventory. Qualitative data were coded and
grouped into domain-related categories.
Results: Qualitative data showed amongst others that happiness were most often
defined in terms of family and other interpersonal relations as life domains.
Most meaningful things, goals and most intense happiness experiences are also
predominantly associated with family and other interpersonal relations as life
domains, whereas contextual (society & community) and transcendental
(spiritual) relatedness were far less mentioned. Quantitative findings supported
the above, and showed the significance of relationships in the prediction of
generally experienced happiness and meaningfulness.
Conclusions: Results support earlier empirical findings on the importance of
relationships in well-being, but also indicate that all forms of relatedness are
not equal in significance. Findings support theories of well-being that view
relatedness as an important source or dimension of well-being.
SY 2.3 Experiencing Meaning in Life: Sources of Meaning and

Meaningfulness across Life Domains in Adulthood
I. Brdar1, J. Nakamura2, L. Soosai-Nathan3
1Faculty of Humanities and Social Sciences, University of Rijeka, Department of
Psychology, Rijeka, Croatia, 2School of Behavioral and Organizational Sciences,
Claremont Graduate University, Claremont, CA, United States, 3Anugraha
Institute of Social Sciences, Madurai Kamaraj University, Department of
Psychology, Dindigul, India
Background and aims: The process of making, experiencing and maintaining
meaning in life may differ in various cultural contexts and life stages. This
study investigated what brings meaning to life in adulthood and the
contribution of meaningfulness and happiness in specific life domains to the
presence of meaning.
Method: Participants from 10 countries (N=2368) listed the three most
meaningful things in their present life, rated meaningfulness and happiness
across 10 life domains and completed SWLS, PANAS and Meaning in Life
Questionnaire.
Results: The majority of all open-ended answers related to three sources of
meaning: family (35%), work (17%) and interpersonal relationships (10%).
The meaningfulness across life domains explained 15% of the variance in
presence of meaning in life, with family, work and spirituality as strongest
contributors. Happiness in life domains explained an additional 8% of presence
of meaning. Meaningfulness across life domains, presence and search for
meaning significantly contributed to well-being. Relations between
meaningfulness and happiness are discussed.
Conclusion: Both qualitative and quantitative data confirm that family and
work are salient sources from which adults derive a sense of meaning in life.
Family/work salience and the relationship of meaning in life to well-being
confirm current understandings of meaning in life.
SY 2.4 Happiness in Life Domains and its Relation with Life Satisfaction
and Positive/Negative Emotions
M.D.R. Hernandez Pozo1, T. Freire2, K. Singh3
1Universidad Nacional Autonoma de Mexico, UNAM, Centro Regional de
Investigaciones Multidisciplinarias, CRIM, Cuernavaca, Mexico, 2University of
Minho, School of Psychology, Braga, Portugal, 3Indian Institute of Technology,
IIT, Department of Humanities & Social Sciences, New Delhi, India
Background: The concept and measurement of happiness is complex and yet
controversial about its dimensions, related constructs, and its dependence upon
cultural components, gender issues, scholar and maturity levels.
Aims: This presentation will report findings on the perceived levels of
happiness throughout ten life domains and the relationship of these evaluations
with life satisfaction and positive and negative emotions.
Method: We present findings from the Eudaimonic and Hedonic Happiness
Investigation instrument, SWLS and PANAS from the sample of 2368
participants from 10 countries.
Results: Domain happiness explains 38.5% of life satisfaction (with standard
of life, family, personal growth and work as best predictors), 16.2% of positive
emotions and 8.3% of negative emotions. Happiness with personal growth,
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health and work are strongest contributors of positive affect, while unhappiness
with relations, work, and community domains best explain negative emotions.
Results are in line with previous findings, confirming the importance of work
and personal growth as prominent determinants of happiness which exert an
important impact over both life satisfaction as well as over the quality of
emotions. These international findings emphasize the role of life domains in
the conceptualization of happiness and related constructs.
SY 3 Building a Flourishing State: The Impact of the Martin Seligman

Residency in South Australia
G. Kelly1, R. Earl2,3, K. Bartley4, A. Walker5, S. Murray6, M. Seligman5
1Adelaide Thinkers in Residence, Government of South Australia, Department
for Premier and Cabinet, Adelaide, SA, Australia, 2University of Adelaide,
Psychology, Adelaide, SA, Australia, 3Adelaide Thinkers in Residence,
Government of South Australia, Adelaide, SA, Australia, 4The Department for
Education and Child Development, Government of South Australia, Adelaide, SA,
Australia, 5University of Pennsylvania, Positive Psychology Centre,
Philadelphia, PA, United States, 6St Peter's College, Adelaide, SA, Australia
Can mental illness be reduced and wellbeing improved in a population of 1.6
million people?
Martin Seligman, the 24th Adelaide Thinker in Residence has tackled this
challenge. With 15 partner organisations and 9,000 people engaged at public
events, it's a story of vision, commitment, forging alignment and calculated
strategy. Seligman's (2011) PERMA theory unified the residency's vision,
galvanising diverse partners and culminating in. South Australia's plan to
immunise young people against mental illness. Central to this strategy is
population measurement and evidence-based wellbeing interventions delivered
in schools.
Chaired by Gabrielle Kelly (Director, Adelaide Thinkers in Residence), this
panel includes: Keith Bartley (Chief Executive for the State Department for
Education and Child Development); Simon Murray (Headmaster St Peter's
College); Rachel Earl (Residency Catalyst) and Amy Walker (University of
Pennsylvania). Martin Seligman will act as a discussant.
Kelly will describe how this bold vision emerged. Bartley describes the change
on the ground around Mt Barker High School, the wellbeing pilot state school.
Murray outlines how the Seligman residency accelerated St Peter's College
vision. Earl will report on a pilot measurement at Mt Barker High School and
Amy Walker will describe how she saw this complex partnership work from
the inside and outside.
SY 3.1 Building the will for Flourishing at the Scale of a State

G. Kelly
Adelaide Thinkers in Residence, Government of South Australia, Adelaide,
SA, Australia
The Adelaide Thinkers in Residence program drives innovation by bringing
world leaders to South Australia to work across different sectors to help solve
difficult contemporary challenges, involving many institutions and
stakeholders.
With an invitation to Prof Martin Seligman to be the 24th Thinker in Residence
in 2012 and 2013 the adventure to make South Australia a flourishing state
began. Gabrielle Kelly will describe this repeatable systems change
methodology as it was applied to the Seligman residency. How was the
partnership for the Seligman residency established and what were its challenges
for the people and their organisations? Can large bureaucracies of health and
education ever really work together? How were the partners and investors
chosen? How were 9,000 citizens engaged? What brought the police, the local
government, the mental health workforce and the schools into the
conversation?
This is a tale of vision, commitment, forging alignment and calculated strategy.
South Australia now intends to become the first state in the world to
immunise young people against mental illness by measuring their wellbeing
and building wellbeing with tested interventions delivered systematically across
all schools.
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SY 3.2 Pilot Studies for Measuring Well-Being at Scale

R. Earl1,2
1Adelaide Thinkers in Residence, Government of South Australia, Adelaide, SA,
Australia, 2University of Adelaide, Psychology, Adelaide, SA, Australia
As part of the Seligman residency, pilots to measure the wellbeing of adolescents
at Mt Barker High School have been led by residency partners, the Department
for Education and Child Development (DECD) and the University of Adelaide
(UoA).
DECD have used the Middle Years Development Index (MDI), developed in
2006 by Prof Clyde Hertzman's researcher group at the University of British
Columbia (UBC). The domains of the MDI have been successfully mapped
onto Dr Peggy Kern's EPOCH measure of PERMA for use with adolescents.
Building on the South Australian Youth Mental Health Survey (SAYMHS; N =
3913), conducted to identify the prevalence of mental health in South
Australian adolescents, the University of Adelaide pilot (N=260; 13-17 years)
has been underpinned by two complimentary evidence-based models:
Seligman's (2011) Wellbeing Theory (the five elements of wellbeing are
PERMA) and Keyes' (2005) Mental Health Continua, a framework that
conceptualises mental health and mental illness as separate and complete or
incomplete states. This work also contributed to the validation of the EPOCH
measure.
This presentation will give an overview of the process making these pilots
possible, their impact on community decision-making and the prototype
learning that could be applied to other schools and communities.
SY 3.3 Towards a Flourishing School

M. White1,2, S. Murray3
1St Peter's College, St Peters, SA, Australia, 2The University of Melbourne,
Melbourne Graduate School of Education, Melbourne, VIC, Australia, 3St Peter's
College, Adelaide, SA, Australia
What impact has the Seligman Residence had on one of the oldest schools in
Australia? Established in 1847 St Peters College is a leading Independent
Anglican day and boarding school for boys with a vision to be a world-class
school where boys flourish. This presentation outlines the school-wide
wellbeing positive education undertaken at St Peters College in the context
of the School's role as lead partner in the Martin Seligman Thinker in Residence
Program. The presentation outlines the rationale adopted by St Peter's College
to contribute towards the Thinkers in Residence program to help bring
wellbeing to the State of South Australia. The presentation will summarise and
reflect on School's method and strategy to develop the world's first
measurement of PERMA, the method to engage parents, old scholars, students
and the broader community to grapple with evidence-based approaches to
wellbeing. Particular reference will be made to the evidence-based models of
organizational change employed by the School as developed by Collins (2005),
Cameron (2012) and David Cooperrider (2008) that now have substantial
impact in the classroom, the sporting field and in the school community.
SY 3.4 Recommendations from the Seligman Residency: Opportunity for

Coordinated Action in South Australia
A. Walker
University of Pennsylvania, Philadelphia, PA, United States
Amy Walker supported the Seligman residency with Adelaide Thinkers in
Residence and is uniquely placed to provide observations about the Thinkers
in Residence methodology and the process and key outcomes of the Seligman
residency. In this presentation Amy will share observations about her role as a
conduit between Prof Seligman, the University of Pennsylvania and Adelaide
Thinkers in Residence and the opportunities and challenges she observed in
the residency. In particular, Amy will give an overview of the recommendations
that Prof Seligman presented to the Premier of South Australia and the
responses observed among Government, local communities and individuals.
She will focus on the challenges experienced during the process of arriving at
an aligned and systematic set of proven interventions that provide certainty
and enough choice across all schools.
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SY 4 Positive Interventions in the Clinical Field: New Challenges and
New Responses
C. Vazquez
One of the most important contributions of positive psychology is its research
on intervention methods for increasing and sustaining well-being. Most of this
research initially comes from highly controlled experimental studies that can
then be successfully transferred to the clinical field. This symposium gathers
innovative interventions in the clinical arena, covering research conducted on
a diversity of problems (e.g., alcoholism, chronic pain, and depression), target
populations (e.g., children with behavior problems, adult patients, and
vulnerable individuals), and methodologies to measure change (self-reports,
expert observation, and behavioral and neuroscience-based measures). The
symposium includes participants from different research centers and different
countries, which will allow for the discussion of commonalities and varieties
of positive psychology interventions. All presentations in this symposium have
innovative features that, in some respect, go beyond the known limits of
existing positive interventions in the clinical field and, therefore, open new
research prospects and applied perspectives.
SY 4.1 Positive Psychotherapy for Smoking Cessation: Preliminary

Clinical Trials
C.W. Kahler1, A.M. Leventhal2, N. Spillane1, A. Day1, A. Parks3, R. Brown1
1Brown University, Providence, RI, United States, 2University of Southern
California, Los Angeles, CA, United States, 3Hiram College, Hiram, OH, United
States
Low positive and high negative affect predict low rates of smoking abstinence
among smokers making a quit attempt. Positive Psychotherapy can both
increase positive affect and decrease negative affect and therefore may be a
useful adjunct to behavioral smoking cessation counseling. We conducted a
Stage 1a clinical trial to assess the feasibility and acceptability of a Positive
Psychotherapy for Smoking Cessation (PPT-S) intervention that integrates
standard smoking cessation counseling with nicotine patch and a package of
positive psychology interventions. We delivered PPT-S to a sample of 19
smokers who were low in positive affect at baseline. Rates of session attendance
and satisfaction with treatment were high, and most participants reported using
and benefiting from the positive psychology interventions. Almost one-third
of participants (31.6%) sustained smoking abstinence for 6 months after their
quit date. We are currently conducting a pilot randomized clinical trial
comparing PPT-S to standard smoking treatment. Preliminary results from the
first 40 participants in the trial will be presented.
SY 4.2 The Dynamics of Flourishing in Children Treated with an

Eudaimonic Well-Being Enhancing Strategy (Cheers)
C. Ruini, E. Albieri, D. Visani, F. Vescovelli
Flourishing is considered a basic indicator of positive development. A key
predictor is the ratio of positive (P) to negative (N) affect (2.9). In recovery
from mental disorders the increasing of well-being is considered as important
as the symptom reduction. This study explores the effect of a specific
therapeutic strategy, aimed at improving eudaimonic well-being and resilience
in children (CHEERS).
Methods: 16 children (mean age=10,13 yrs; SD=1,78) with affective and
behavioral disorders underwent 8 sessions of CHEERS. Before, after CHEERS
and at 1 year follow-up, children were assessed using both self-rated and
observer-rated instruments. We used Symptoms Questionnaire (SQ) subscales
for calculating the ratio of positivity (Contentment) to negativity (Depression)
and its trend over time.
Children reported a significant and lasting improvement, confirmed both by
clinician's evaluations and self-report instruments. P/N ratio showed an
increasing progress over time: from 1.9 at baseline, to 2.5 at post-treatment
and 2.7 at 1 year follow-up.
Conclusions: Despite the preliminary nature of the study, outcomes may
suggest the feasibility of a clinical intervention aimed at promoting eudaimonic
68
well-being in children. The increased P/N ratio may suggest that this
intervention was able to facilitate resilience and flourishing in children with
emotional and behavioral disorders.
SY 4.3 Happy Despite Pain: A Positive Psychology Intervention for

Patients with Chronic Musculoskeletal Pain
M. Peters, E. Smeets, M. Hanssen
Maastricht University, Maastricht, Netherlands
Chronic pain is a disabling condition that interferes with daily life functioning
and may lead to depressed mood. Dispositional optimism and positive
affectivity may help patients to better cope with the challenges of chronic pain.
Therefore, interventions aimed at increasing positive affect and optimism could
improve adjustment to chronic pain and decrease distress and disability. We
developed the happy despite pain intervention for patients with chronic
musculoskeletal pain, a 7-week program consisting of various positive
psychology exercises (e.g. gratitude journaling, savoring, best possible self
visualization). We initially tested the efficacy of this intervention in a therapistled repeated n=1 study. Improvements in pain acceptance and decreases in pain
catastrophizing were found in 4 of 6 patients. On the basis of patients' feedback
we adapted the program slightly. After successful pilot testing of the adapted
program we performed a large internet RCT. Three hundred patients were
randomized into
(1) the happy despite pain program,
(2) a pain management program consisting of stretching exercises, relaxation
and cognitive restructuring or
(3) a waiting list condition.
Telephone support kept attrition to a minimum. The effects on wellbeing,
acceptance, depression and disability immediate post-intervention and at 3
months follow-up will be presented.
SY 4.4 Does MBCT Work against Depression by Changing Real-world

Experience of Positive Emotions? A Randomised Controlled Trial Using
Ecologically Valid Daily Life Assessments
M. Wichers
Maastricht University, Psychiatry and Psychology, Maastricht, Netherlands
Previous studies showed that positive emotions in particular are important in
preventing and recovering from depressive symptoms. Therefore, new strategies
are needed to increase the experience of positive emotions in individuals with
(risk for) depression. Mindfulness-based-cognitive therapy (MBCT) is known
to prevent future episodes of depression and to reduce depressive symptoms.
It was hypothesized that MBCT may change daily life activities and experience
resulting in increased levels of daily life positive emotions.
A randomized controlled trials (RCT: n=130) was conducted to examine
whether MBCT increases positive emotional experience, increases engagement
in pleasant activities and increases the capacity to experience positive emotions
in the context of pleasant activities.
Participants were randomized to either an 8-week MBCT training or the control
condition without training. Ecologically valid real-life measurements of
emotional experience, daily activities and situations were obtained before and
after the intervention period using experience sampling techniques (ESM).
Results showed that, compared to the control group, MBCT increased daily life
positive emotional experience, engagement in pleasant activities, and changed
activity-experience interplay. These changes may represent one of the main
mechanisms by which MBCT reduces depressive symptoms.
SY 4.5 Positive Psychology Interventions vs. Cognitive-Behavior Therapy

for Clinical Depression: A Pilot Study
C. Vazquez, G. Hervas, C. Covadonga, L. Irene, D. Almudena
Introduction: Recent research suggests that positive psychology interventions
(PPI) are effective for ameliorating depressive symptoms. However, the efficacy
of PPI has not been systematically compared to available empirically-based
treatments for depression.
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Methods: Adult women with a DSM-IV-TR diagnosis of depression were

randomly assigned to one of two conditions: a manualized protocol of
empirically-validated PPI (e.g., mindfulness, gratitude, strengths) or a standard
CBT treatment (Muoz et al., 1995). Both protocols had a 10-session group
format. Outcomes included clinical measures (e.g., BDI, ATQ-30, RRS,
BIS/BAS), well-being measures (e.g., PANAS, SWLS, LOT-R, PWBS, PHI), and
attentional biases in processing emotional faces (Tobii eye-tracker X120).
Results: PPI and CBT yielded a similar pattern of decreases in clinical measures
(e.g. depression, anxiety, negative automatic thoughts, difficulties in emotion
regulation), improvement of attentional biases, and increases in some positive
outcomes (e.g., positive emotions, optimism and autonomy). Yet, PPI was
significantly better than CBT at improving general well-being (PHI) and
positive social relations.
Conclusions: PPI is at least as effective as a standard CBT treatment. Yet, the
superiority of PPI on selected well-being dimensions supports the idea that PPI
can be a legitimate therapeutic option for the treatment of clinical depression.
SY 5 Humor and Positive Psychology

W.F. Ruch
Humor enriches the scope of positive psychology by contributing topics to
positive experience (e.g., amusement), positive traits (e.g., humor as character
strength, sense of humor), and positive institutions (e.g., humor in hospitals,
schools, the workplace). Humor contributes to wellbeing and humor is one of
the interventions increasing life satisfaction. There are a variety of positive
effects associated with laughter and humor. The VIA classification of strengths
and virtues subsumes humor as a strength under the virtue of transcendence,
acknowledging that humor might be related to humanity and wisdom as well.
Humor is an ingredient in the life of pleasure but certain forms of humor might
be supporting meaning as well and humor is involved in building positive
relations. There is a variety of instruments aimed at measuring different aspects
of humor with only some of them relating to humor as a strength or guided by
virtue and in fact vice may be part of laughter too. Non-virtuous forms of
humor might serve as a good control condition for interventions. The present
symposium will introduce and discuss a variety of issues related to humor, such
as verification of the concept, introduction of new instruments, and the effects
of humor interventions.
SY 5.1 The Happiness Caf: Serving Positive Psychology with a Smile

D. Tomasulo1,2, J. Morgovsky3
1University of Pennsylvania, Positive Psychology, Asbury Park, NJ, United
States, 2New Jersey City University, Psychology, Jersey City, NJ, United States,
3Brookdale Community College, Psychology, Lincroft, NJ, United States
The Internet has provided a portal for an ongoing access to emerging and
classic topics in positive psychology. To enhance this development a 10-minute
video introduces three-dozen researchers, concepts, and underlying principles
within the field of positive psychology. This presentation will show the video,
provide the URL for access to it, http://www.thehappinesscafe.net and show
how the material introduced can be directly accessed for students and other
interested parties to gain deeper understanding. It is designed to be fun,
engaging and educational.
The intention beyond public access is for instructors in positive psychology
courses to offer students an engaging means of appreciating topics such as:
Learned optimism, learned helplessness, the Duchenne smile, the nun study,
the Journal of Positive Psychology, The Empathic Civilization, kindness,
compassion, gratitude, broaden and build, empathic civilization, positivity
ratio, the Mills College Study, The Happiness Project, meditation,
mindfulness, signature strengths, resilience, flow, cognitive restructuring,
zest, evidence-based data, perception, primary and secondary drives, trauma
and, of course, happiness. The researchers included are: Gilbert,
Lyubomirsky, Peterson, Fredrickson, Csikszentmihalyi, Diener Emmons, and,
so I don't lose my job, Marty.
SY 5.2 Benevolent and Corrective Humor: A Strength Analysis

W.F. Ruch
University of Zurich, Zurich, Switzerland, Department of Psychology, Zurich,
Switzerland
The concept of the sense of humor originated in the 18th century and was
shaped by both humanism and philosophy. In this tradition humor is kept
separate from other forms of the comic, such as wit, satire, and sarcasm. Based
on descriptions in the literature the two concepts of benevolent and corrective
humor were developed and investigated in several samples. The former
describes a humorous outlook on life that entails the realistic observations and
understanding of human weaknesses (and the imperfection of the world) but
also their benevolent humorous treatment. In contrast, the more satirical stance
of corrective humor involves moral based ridicule; i.e., the use of mockery to
fight badness and mediocrity. A scale with 12 items in a 7-point answer format
was developed and turned out to have sufficient reliability (.76-.84). A review
of studies is given where these two concepts are related to other
conceptualizations of humor but also to character, everyday behaviors and wellbeing. Studies with the VIA-IS show that these two scales correlate with
character strengths in a meaningful way: while both have a positive relationship
with wisdom and knowledge, additionally benevolent humor is high in
forgiveness whereas corrective humor is low in forgiveness.
SY 5.3 An Overview on Current Research in Playfulness in Adults and its

Role in Positive Psychology
R.T. Proyer
Paul McGhee (1996) argues that humor is a special variant of play, namely the
play with ideas. Peterson and Seligman (2004) use humor even synonymously
with playfulness in their classification of strengths and virtues. It has been
further argued that playing and being playful elicits positive emotions (e.g.,
Fredrickson, 2001) and relations with the experience of flow have also been
established (Csikszentmihalyi, 1975). Nevertheless, much of the research on
playfulness has focused on studies with children. The aim of the presentation
is to give an overview on the current status of research on adult playfulness.
Different approaches have been employed for uncovering basic components of
playfulness; e.g., interviews in focus groups, observation studies, psycho-lexical
studies, or questionnaire-based studies. Playfulness has been studied in such
diverse areas as academic success, quality of life, stress coping, well-being,
health-oriented behavior, or work satisfaction and performance. Current
findings will be summarized. An overview on measurement issues and
instruments will also be given.
SY 5.4 Clowning and Positive Institutions

A. Dionigi1, W. Ruch2, T. Platt2, J. Hofmann2
1University of Macerata, Department of Education, Macerata, Italy, 2University
of Zurich, Department of Psychology, Zurich, Switzerland
The presentation conceptualizes the work of clowns from a positive psychology
perspective and presents results from a variety of studies in health settings.
Positive institutions foster positive emotions and support personality
development. Clowning induces positive emotions, and clown interactions
activate playfulness; therefore clowns potentially have essential ingredients for
positive institutions. Clowning is associated with three key concepts: humor,
empowerment and supportive relationships (Koller & Gryski, 2008). Over the
last two decades there has been a rapid growth of this practice. However, there
was little systematic investigation of the nature of the elicited emotions, lack
of control groups, and also no research on the effects of the activation,
development or countering of decline of strengths. To fill this gap studies were
conducted aimed at
a) identifying and measuring emotional states induced in adult observers of
hospital clown interventions and patients involved in such interventions,
and
b) investigating facial expressions of dementia patients (in particular
frequency and intensity of genuine joy) while they interact with a clown.
The outcomes of these studies will be reviewed and it will be argued that the
implementation of clowns into a variety of settings has the potential to
render these into positive institutions.
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SY 6 Strengths: Producing Real World Outcomes that Matter
C. Proctor1, D. Quinlan2, R. Tweed3, S. Dooley3
1PPRC, St Peter Port, Guernsey, 2University of Otago, Dunedin, New Zealand,
3Kwantlen Polytechnic University, Surrey, BC, Canada
SY 6.4 Contribution 1: Strengths: Producing Real World Outcomes

that Matter
D. Quinlan
University of Otago, Dunedin, New Zealand
This symposium will present the development and application of two schoolbased character strengths interventions and new research findings indicating
a negative relationship between youth violence and character strengths.
Preliminary research findings will be presented demonstrating character
strengths interventions positive relationship to life satisfaction, classroom
engagement, strengths use, relatedness, positive affect, and class climate among
children and adolescents, and character strengths negative relationship to youth
violence. Research examining the perceptions and beliefs of community
stakeholders about the values of programs designed to build personal strengths
in an effort to prevent youth from engaging in violence will also be reviewed
and discussed.
Awesome Us is a brief classroom-based character strengths programme for 912 year olds, that has demonstrated that strengths interventions can have
group as well as individual effects. Students who participated in a preliminary
trial of Awesome Us reported significantly higher levels of class climate and
relatedness, in addition to positive affect, classroom engagement, and
strengths use, compared to a control group. This presentation will discuss the
novel strategies used in the programme, and findings from a qualitative study
of the student and teacher experience of identifying and using strengths in
the classroom.

that Matter
R. Tweed
Kwantlen Polytechnic University, Surrey, BC, Canada
Violence among youth causes harm. This presentation will present evidence
that character strength interventions may have a seldom mentioned benefit.
They may actually reduce levels of violence among youth. The data are
admittedly correlational, but nonetheless, interesting negative relations have
been found between youth violence and character strengths including
gratitude, forgiveness, and even a form of humility. The data come from a study
of over 400 youth aged 12 to 14. Implications of these findings for youth
workers will be discussed.

that Matter
S. Dooley
Kwantlen Polytechnic University, Surrey, BC, Canada
The Acting Together, SSHRC CURA project is a 5-year study of the relationship
between personal character strengths and the prevention of youth violence.
The project was conceived as an action research project involving a steering
committee of more than 16 community partners. Based on qualitative research
results, this session will focus on the perceptions and beliefs of community
stakeholders (parents, service providers, youth) about the value of programs
designed to build personal strengths for preventing youth from engaging in
violence. We found a great deal of community support for this approach. Our
partners were instrumental in the identification of strengths to measure in the
quantitative piece of AT-CURA. This session will share some of the key
qualitative findings and explore the manner in which these findings
complemented the quantitative results of the study.

that Matter
C. Proctor
PPRC, St Peter Port, Guernsey
This presentation will examine the impact of Strengths Gym, a character
strengths-based positive psychology intervention program, on adolescent life
satisfaction. Strengths Gym is based on the 24 character strengths of the VIA
classification and involves students aged 12-14 completing age appropriate
strengths-based exercises through in-class activities, open discussion, and realworld homework activities. Preliminary research findings have indicated that
adolescents who participate in the program experience significantly increased
life satisfaction compared to adolescents who do not participate in the
program. Development of the materials and current applications and research
will be discussed.
SY 7 Cognition and Positive Emotions: New Advancements from Basic

and Applied Research
C. Vazquez
Complutense University, Clinical Psychology, Madrid, Spain
Positive psychology must rely upon findings from basic science. Although there
is growing evidence on the cognitive and emotional mechanisms that support
well-being, further knowledge is needed on the specific features of these
processes. The works presented in this symposium reflect a variety of
innovative methodologies and measures to address relevant conceptual
problems surrounding the cognitive foundations of well-being. Experts from
different countries and research centers will discuss new advancements in the
connection between positive mood and cognitive processing (e.g., attentional
biases and cognitive flexibility), the prevalence of positive automatic thoughts
in the general population, and the effects of positive imagery on objective
behavioral measures (e.g., pain threshold and discrimination of safety signals).
Thus, this symposium will provide a good reflection of the meticulous work
conducted by basic researchers to understand the mechanisms that operate to
regulate and sustain well-being.
SY 7.1 Best Possible Self Imagery Leads to improvements in Objective

Indicators of Healthy Functioning
M.L. Peters, Y. Meevissen, M. Hanssen, J. Boselie, N. Geschwind
Maastricht University, Maastricht, Netherlands
Writing and imagining a Best Possible Self (BPS; i.e. seeing yourself in a future
were everything has turned out for the best) has been found to lead to increases
in positive affect, optimism and satisfaction with life. Most studies looking at
the beneficial effects of BPS imagery have relied on self-report measures which
may be liable to demand effects. Moreover, it remains to be determined whether
the increases in positive affect and optimism after by BPS imagery have the
same positive effects on health as natural occurring positive affect and
optimism. We set out to study the scope of effect of BPS imagery on healthrelated outcomes, using objective indicators.
In four different experiments in which we compared a single session of BPS
imagery with neutral imagery we found that BPS imagery led to
(1) less sensitivity for cold pressor pain,
(2) prevention of pain induced performance decrements on a working
memory task
(3) prevention of physical performance decrements after an ego-depletion
task, and
(4) better discrimination of safety signals (CS-) in a classical conditioning
paradigm.
Moreover, a 2-week BPS intervention led to reduced physiological stress
reactivity as demonstrated by decreased cortisol responses during the Trier
Social Stress Task.
SY 7.2 Persistent Positivity: Automatic thoughts about our Favorite

People and Activities
E.L. Rice, B.L. Fredrickson
University of North Carolina at Chapel Hill, Psychology, Chapel Hill, NC,
United States
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Despite the rich scientific literature on intrusive thoughts, virtually no prior

research has focused primarily on their positive counterparts. Positive
automatic thoughts, which occur without the subjective experience of effort
or intention, are frequent and varied occurrences in daily life, and the primary
aim of the research discussed herein is to better understand the role such
cognitions play in shaping our emotions, behaviors, and social interactions. In
two studies - one involving an online sample of adults living in the US and
another of UNC undergraduates - we examined properties of typical perceived
automatic thoughts about participants' favorite activities (i.e., their passions;
Vallerand et al., 2003) and how nuances in thought patterns shaped the way
participants pursued those activities. In a similar study of UNC undergraduates,
we approached analogous questions in the context of romantic relationships
by exploring how thoughts about a loved one relate to features of the
relationship. We are consistently finding that people frequently experience
automatic thoughts about the things and people that are particularly significant
in their lives, and that the vast majority of those thoughts are positive, contrary
to what the lack of prior research on these cognitions would imply.
SY 7.3 The Influence of Resilience on the Relationship between Positive

Mood and Affective Flexibility
M. Grol, R. De Raedt
Ghent University, Ghent, Belgium
Background: The Broaden-and-build theory relates resilience to positive
emotions and proposes that cognitive broadening effects play a role in this
relationship. Recent research relates flexible processing of emotional material
to resilience and reappraisal ability. We investigated the influence of resilience
on the relationship between positive emotions and affective flexibility.
Method: Thirty-two healthy participants received a neutral or positive mood
induction using imagery. Affective flexibility was assessed with a task where
participants had to switch between categorizing positive and negative pictures
by valence or by the number of humans depicted. Resilience was measured by
the Dutch Resilience Scale.
Results and discussion: Positive mood was related to easier shifting towards
(1) non-emotional aspects of negative stimuli and
(2) emotional aspects of positive stimuli.
Both have been related to reappraisal ability. Furthermore, resilience moderated
the relationship between positive mood and affective flexibility for positive
stimuli. Positive mood was only related to greater affective flexibility among
participants with moderate and high levels of resilience. Moreover, amongst
participants with low levels of resilience a reversed relation was found between
positive mood and shifting towards the emotional aspects of positive stimuli.
Current results show that only resilient people can benefit from the effects of
positive emotions.
SY 7.4 Gaze and Mood: Is Happiness Related to Eye Movements Patterns?

C. Vazquez, A. Sanchez
Complutense University, Madrid, Spain
Background: Subjective well-being (SWB) includes emotional and evaluative
components. Yet, the specific connections between SWB and basic cognitive
processes are mostly unknown. In this research, we explored the relationship
between self-reported SWB (i.e., positive and negative emotions, and life
satisfaction) and measures of selective attention patterns to faces reflecting
basic emotions (i.e., sadness, happiness, and anger).
Method: Eighty-three undergraduate students participated in an experimental
task (see Sanchez et al., 2013). Selective attention was assessed by analyzing
eye-movement patterns to pairs of emotional faces selected from the Karolinska
database (KDEF). Participants' gaze was measured by an ASL 504 eyetracker
and Eyenal software. Positive and negative emotions were assessed with the
EVEA, and life satisfaction with the SWLS.
Results and discussion: Participants' SWB was positively correlated with a
pattern of more fixations to positive faces and less fixations to negative faces.
Mediation regression analyses showed that the emotional component of SWB,
rather than its cognitive component (i.e., life satisfaction), was fully responsible
for this association. We discuss the extent to which selective attention biases
may not only be a consequence of a positive mood state but also a causal
mechanism helping to maintain a positive mental health status.
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SY 7.5 Reducing Depressive Symptoms by Increasing Patients Insights

into Real-life Patterns of Positive Emotions: A New Clinical Application of
Experience Sampling Methodology (ESM)
M. Wichers
Maastricht University, Psychiatry and Psychology, Maastricht, Netherlands
Previous studies showed that positive emotions in particular are important in
preventing and recovering from depressive symptoms. New strategies -that can
be easily implemented in mental health care- are needed focused at increasing
positive emotional experience in individuals with depression. New technology
facilitates the clinical application of experience sampling methodology (ESM)
via the immediate insight into collected real-life patterns of emotions and
behaviour.
A randomised controlled trial (RCTs; n=102) was conducted to examine a new
therapeutic application of ESM. Real-life measurements of emotional
experience and daily life context were obtained using ESM during the six-week
intervention period. Weekly ESM-based feedback may help patients to learn
in which contexts they experience most positive emotions and to adapt their
behaviour accordingly. Patients were randomized to either the training or a
pseudo- or control condition.
Feedback on daily life positive emotions and the daily life contexts in which
these were experienced was beneficial. The training was associated with a longterm (24 weeks) statistically and clinically significant reduction in depressive
symptoms which was not the case in the other two intervention arms.
Mental health care may benefit from technological developments facilitating
continuous monitoring of real-life emotions and behaviour to improve
personalized treatment.
SY 8 Cross-cultural Psychological Capital: Having a HERO (Hope,

Efficacy, Resilience and Optimism) in Cross-cultural Trigger Events
R.J. Reichard
In light of increasing globalization and workplace diversification, today's
organizations need employees who can work effectively across cultures. This
diverse series of empirical studies examines survey measures, employee
experiences, and theory-based training to enhance employees' positive
psychological capital (PsyCap) and prepare employees to effectively navigate
cross-cultural trigger events, or emotionally-engaging, culturally-novel
experiences.
In contrast to financial, social, and intellectual capital, PsyCap is a
multidimensional construct referring to an individuals positive psychological
state of development, or motivational propensity (Luthans, Youssef, & Avolio,
2007). PsyCap was first conceptualized as referring to workplace psychological
resources (Luthans, Avolio, Avey, & Norman, 2007) and is grounded in a large
body of theory and research establishing it as state-like, measurable, and
impacting performance (Avey, Reichard, Luthans, & Avey, 2011).
In this symposium, PsyCap is anchored to the context of cross-cultural
interactions and consists of cross-cultural hope, or a cognitive and motivation
state composed of both agency and pathways toward cross-cultural goals; crosscultural efficacy, or confidence in one's ability to interact successfully across
cultures; cross-cultural resilience, or the capacity to bounce back from negative
cross-cultural interactions; and cross-cultural optimism, or a positive
expectancy toward cross-cultural interactions. A question and answer session
will follow the presentations.
SY 8.1 Validation of a New Measure of Cross-cultural Psychological

Capital
M. Dollwet
DIRECTV, El Segundo, CA, United States
To assess and develop cross-cultural psychological skills, a new measure of
cross-cultural psychological capital (PsyCap) was validated in two studies. This
measure captures a state-like higher-order construct consisting of four
components: self-efficacy, hope, optimism, and resilience with regards to crosscultural interactions. In study 1, a diverse sample of 361 participants responded
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to a survey and results confirmed the hypothesized higher-order factor
structure of the newly developed cross-cultural PsyCap scale. In study 2, an
additional 134 participants completed multiple surveys to further support the
findings from study 1 as well as to assess the convergent, discriminant, and
predictive validity of cross-cultural PsyCap as it relates to cultural intelligence,
openness to experience, ethnocentrism, and cross-cultural adjustment. The
majority of the study hypotheses were supported, which confirms the measure's
construct validity in assessing cross-cultural skills. The results indicate that
the new cross-cultural PsyCap measure provides additional value in assessing
cross-cultural skills beyond already existing measures. Therefore, cross-cultural
PsyCap, as a new construct, has important implications for the assessment and
development of employees who work internationally or within a diverse
workplace.
SY 8.2 Cross-cultural Trigger Events: A Grounded Theory Study

M. Condren, N. Wilder
In this study, we sought to understand how international experience triggers
the development of cross-cultural competence and the qualities of trigger
events that foster this development. Researchers used a grounded theory
approach to examine responses from 85 U.S. college students, who completed
open-ended questions following their return from studying or working abroad.
The findings suggest that international experiences enhance an individual's
cross-cultural development through engagement in meaningful trigger events
by providing a new perspective on a situation and/or one's own identity. More
specifically, the results provide a reliable definition of a trigger event within
the context of cross-cultural development, which contains five primary
components. An individual must
resilience. Optimism was primarily trained by reframing past cross-cultural

experiences. As suggested by Bandura (1997) cross-cultural self-efficacy was
trained by modeling effective cross-culture interactions, then by allowing
individuals to work in groups responding to a challenging cross-cultural
scenario. Finally, hope and resilience were trained through an intensive crosscultural goal setting session. Following PsyCap training leaders were immersed
in simulated trigger events by watching three culturally novel videos followed
by written self-reflection and group discussion. Training was deemed to be
effective based on significant positive change from pre-to-post assessments of
cultural intelligence and ethnocentrism.
SY 9 Understanding Eudaimonia: The Constituents of a Life Well-Lived

A.S. Waterman
College of New Jersey, Department of Psychology, Ewing, NJ, United States
The concept of eudaimonia originated in classical Hellenic philosophy to refer
to what is worth seeking in life. The term is translated from Greek both as
happiness and as flourishing. It has become a key concept within positive
psychology for understanding the nature of well-being. Considerations of
eudaimonic well-being take us beyond the hedonic view that
enjoyment/pleasure/satisfaction is what is most important in life. It raises
questions as to what constitutes psychological health and how one ought to
live. This symposium is designed to promote an understanding of what
eudaimonic well-being means, how psychologists have been studying
eudaimonia, and how eudaimonic well-being differs from other conceptions
of well-being. The presenters will focus on four constituents of eudaimonia:
(a) feelings of personal expressiveness,
(b) harmonious passion,
(c) the true self, and
(a) engage with a situation that is
(d) meaning in life.
(b) culturally novel and/or displaying radically different cultural norms than
his/his own. As the individual engages, he/she draws upon
The presenters will consider the theoretical rationales for their inclusion as
elements of eudaimonia along with supporting research evidence. Techniques
for promoting the development of eudaimonic well-being will also be discussed.
(c) cognitive or
(d) social resources to
(e) broaden or enhance his/her perspective on the situation, or even his/her
own identity.
Engagement is composed of three levels or subcategories:
(1) Observing/Learning,
(2) Interacting, and
(3) Integrating/Changing one's self-concept.
Further, higher levels of engagement (e.g., Integrating/Changing) were
associated with the events being more novel, and rendering greater personal
transformation than lower levels of engagement (e.g., Observing/Learning).
SY 8.3 Accelerating the Cross-cultural Development of Leaders

through Training
S.A. Serrano1, W. Wang2
1The Walt Disney Company, Glendale, CA, United States, 2HCM Technology
at Bersin by Deloitte, Bend, OR, United States
While international experience has been demonstrated to be an effective
teacher of cross-cultural skills, such experiences are often unfeasible due to
time and money. Thus, organizations heavily rely on classroom training to
accelerate the development of leader's cross-cultural competence (Ange &
Inkpen, 2008). Given that cognitive trainings are overrepresented in the
literature (Kealey & Protheroe, 1996), our aim in this study was to develop
and test a cross-cultural skills training by combining simulated trigger events
and broad psychological skills (i.e., cross-cultural psychological capital,
PsyCap).
To effectively navigate simulated trigger events, leaders were first trained in
the four broad psychological skills of PsyCap: efficacy, hope, optimism, and
SY 9.1 Feelings of Personal Expressiveness: A Key to Self-Understanding

and Self-Realization
A.S. Waterman
The College of New Jersey, Department of Psychology, Ewing, NJ, United States
Eudaimonic well-being entails a range of personal characteristics including
those identified by Carol Ryff under the heading of psychological well-being.
These include personal growth, purpose in life, environmental mastery, positive
relations with others, self-acceptance, and autonomy. Expression of these
characteristics is accompanied by a distinctive set of subjective experiences
labeled feelings of personal expressiveness. These feelings include experiences
of connection, interest, flow, rightness, validation, meaning, and authenticity.
Such feelings are important because they serve to help us identify those ways
of acting that consistent with our inner unique personal nature and our best
potentials. According to eudaimonic identity theory (Waterman, 1990, 2004,
2011), feelings of personal expressiveness serve as a guide to making better
identity decisions. Consistent with self-determination theory, such feelings are
the reason intrinsically motivated behaviors are experienced as of value in and
of themselves, irrespective of whatever extrinsic consideration may, or may
not, be present. Feelings of personal expressive reinforce and sustain behaviors
consistent with our potentials even in the face of setbacks. Eudaimonic wellbeing is advanced by increased awareness of feelings of personal expressiveness
when they are present and recognition of their relationship to our
predispositions and potentials.
SY 9.2 The Role of Passion in Optimal Functioning in Society: A

Eudaimonic Perspective
R.J. Vallerand
Univerisite du Quebec a Montreal, Departement de Psychologie, Montreal,
QC, Canada
Using the Dualistic Model of Passion (DMP; Vallerand, 2010), the purpose of
this presentation is to show the role of passion for activities in achieving
optimal functioning in society from a eudaimonic perspective. Passion is
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defined as a strong inclination toward a self-defining activity that people like

(or even love), find important, and invest their time and energy in on a regular
basis. It has the potential to lead to optimal functioning. However, the actual
types of effects experienced will depend on the type of passion underlying
activity engagement. The DMP proposes the existence of two types of passion:
harmonious and obsessive. Obsessive passion refers to a motivational force
where people feel compelled to engage in the activity that they love. Conversely,
harmonious passion refers to a motivational force where people engage in the
activity willingly and experience a sense of volition and personal endorsement
about pursuing the beloved activity. Research demonstrates that harmonious
passion goes beyond feeling good, leading to the highest levels of optimal
functioning in society including high levels of psychological, physical, and
relational well-being, high performance with respect to the passionate activity,
and high contributions to society.
SY 9.3 Understanding the "Inner" Self". The Role of the True Self in
Eudaimonia
R.J. Schlegel, J.A. Hicks
Texas A&M University, Department of Psychology, College Station, TX, United
States
A variety of philosophical and psychological perspectives converge in their
suggestion that the true self is a key constituent of a happy and meaningful
life. This premise reaches beyond the realms of philosophical and psychological
theory, as evidenced by the pervasiveness of the true self as a theme throughout
literature, film, and folk wisdom. Our research aims to explore whether the
popular lay belief in a true self has observable, positive consequences for
people's lives. We examine both theoretical and lay conceptions of the true self
and review the empirical evidence that supports its role in eudaimonia. The
research demonstrates that the accessibility and ease of thinking about one's
true self-concept are associated with the experience of meaning and decision
satisfaction. These relationships exist because most people hold a true self as
guide lay theory of decision making that suggests it should be used as an
internal compass when making major life decisions (e.g., who to marry, what
career to pursue, where to live), providing guidance about which choices are
worthwhile. The merits of different approaches to defining the true self,
measurement issues, and directions for future research will be discussed.
SY 9.4 Is Meaning in Life a Flagship Indicator of Well-Being

M.F. Steger
Colorado State University, Department of Psychology, Fort Collins, CO, United
States
I propose that by virtue of several unique qualities, meaning in life should be
considered a flagship indicator of well-being. Hedonia and eudaimonia are
more like closely related flavors of well-being than distinct and separate types,
each captures something unique about the human experience. Hedonia refers
to the pursuit of pleasurable experiences, uninhibited self-expression, and selfgratification with no particular limits or rules. Eudaimonia refers to melding
self-expressiveness with the recognition of self-imposed constraints, such as
insight and reflection on the self, good relationships, ultimate pursuits,
morality, and values. Neither are considered bad or inferior flavors of wellbeing, but rather compatible and culturally-valued modes of acting in the
world. Meaning in life is defined as people's comprehension of their lives and
their possession of a sense of purpose. A review of empirical research on
meaning leads to a conclusion it is neither a hedonic nor a eudaimonic variable.
A life of self-gratification hardly seems meaningful, and one of pleasureless
drudgery at service also fails to fit the bill. The meaningful life is derived from
the art of balancing both flavors of well-being. The hedonic and eudaimonic
traditions will be drawn on to suggest ways of helping people develop meaning
in life.
SY 10 Positive Psychology of Sustainability

V. Corral-Verdugo
Universidad de Sonora, Hermosillo, Mexico
motives, traits and environmental factors, as well as psychological benefits of

SB; and providing an overall model of these factors. Panelists Bonnes and
Monroe will highlight environmental psychology studies that support,
contradict, refine, or raise further questions in light of the target paper. Panelists
Steger and Shiota will address the intersection from positive psychology
perspectives, potentially including topics such as emotion, emotion regulation,
meaning, purpose, well-being or other topics, and also aiming to elucidate,
refine, challenge and suggest new questions. These panelists' short responses
will be followed by open discussion including the audience. The overall goal
of the symposium is to build on past and recent attempts to more deliberately
and thoroughly map research questions and programs integrating positive and
the psychology of sustainability.

M. Bonnes
Sapienza Universit di Roma, Rome, Italy
Dr. Corral-Verdugo's paper will be made available in advance and panelists will
respond to it from their disciplinary perspectives, to be followed by informal
conversation with the audience.

M.L. Shiota
Arizona State University, Phoenix, AZ, United States
conversation with the audience

M. Steger
Colorado State University, Fort Collins, CO, United States
conversation with the audience.
SY 11 The Influence of the Application of Strengths on Positive

Individual Outcomes at Work and in General Life
C. Harzer1,2
1University of Zurich, Switzerland, Personality and Assessment, Zurich,
Switzerland, 2University of South Carolina, Psychology, Columbia, SC, United
States
Peterson and Seligman (2004) postulated that the application of (signature)
character strengths is fulfilling. A few studies have already empirically shown
that the application of strengths is correlated with positive individual outcomes
like increases in happiness, meaning in life, and job satisfaction and decreases
in depression (e.g., Littman-Ovadia & Steger, 2010; Seligman, Steen, Park, &
Peterson, 2005; Wood, Linley, Maltby, Kashdan, & Hurling, 2011). To expand
the existing knowledge this symposium will elaborate on
(1) the requirements for the application of (signature) character strengths and
the impact of the application of (signature) character strengths on positive
experiences at work and calling as well as satisfaction with life,
(2) the effect of strengths-based management on employee engagement, burnout, and innovative work behavior,
(3) the buffering effect of a daily hope intervention on pessimism, negative
affect, and emotional exhaustion, and
(4) the effects of strengths-based interventions aiming at identifying individual
talents and stimulating their subsequent development and use on well-being
and personal growth initiative.
Results from cross-sectional and intervention studies will be presented
highlighting the role of the application of strengths at work and in life in general.
This symposium uses a target paper / panel & audience response format to
define and explore intersections between positive psychology and sustainable
behavior (SB). Dr. Corral-Verdugo will summarize his recent pioneering paper
(distributed in advance) outlining theoretical overlaps; summarizing empirical
studies concerning positive antecedents of SB such as positive emotions,
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SY 11.1 Work Is More Fun if the Character Fits the Bill
C. Harzer1,2, W. Ruch1
1University of Zurich, Switzerland, Personality and Assessment, Zurich,
Switzerland, 2University of South Carolina, Psychology, Columbia, SC,
United States
We hypothesized that the amount of positive experiences at work and calling
is a function of the extent to which situational circumstances at work allow for
the application of an individual's highest character strengths (i.e., signature
strengths). In two studies participants completed measures for strengths as
traits, the applicability of strengths at work, and positive experiences at work.
In study 2 participants additionally completed a calling and a life satisfaction
measure, co-workers and friends judged the applicability of strengths at work
and in private life, respectively. Results showed that the fit between individual
signature strengths and those sought by job tasks and norms at work is
positively related to the degree of positive experiences. Moreover, the
application of four and more signature strengths yielded the highest scores in
positive experiences. Similar results occurred for the number of applied
signature strengths in private life and life satisfaction. Additionally, only those
applying four or more signature strengths at work described their jobs as a
calling. In light of these studies, a positive workplace is one that fosters the
application of individual signature strengths and consequently facilitates
positive experiences and calling. Limitations regarding research design,
research and practical implications will be discussed.
SY 11.2 Managing on Strengths: The Effects of Strengths-based

Management on Employee Engagement, Burn-out and Innovative Work
Behaviour
M. van Woerkom, M.C. Meyers, B. Kroon
Tilburg University, Department of Human Resource Studies, Tilburg, Netherlands
The principle that people can only display excellent performance when they
are in position to leverage their greatest strengths is based on the positive
psychology movement and is nowadays widely propagated in popular
management literature. In this paper we hypothesized that when managers
focus on their employees' strengths instead of their weaknesses and give their
employees the opportunity to do what they are good at, subordinates may
become more engaged, less prone to burn-out and more innovative. We tested
these hypotheses using a cross-sectional sample of 78 line managers and 383
subordinates from 78 different profit and non-profit organizations. Self-report
questionnaires in paper-and-pencil form were developed. Managers reported
their level of strengths-based management and subordinates on their level of
engagement, burn-out and innovative work behavior. We applied a multi-level
hierarchical regression procedure, allowing us to examine the effects of grouplevel variables (i.e. strengths-based management) and individual-level variables
(control variables like gender, educational level, organizational tenure, and age)
simultaneously while accounting for the non-interdependence of observations
within groups. The results showed that strengths-based management was
indeed positively related to employee engagement and innovative work
behavior and negatively influenced employee levels of burn-out. These results
will be discussed in the symposium.
SY 11.3 Looking Forward to Tomorrow: The Buffering Effect of a Daily

Hope Intervention
H. Littman-Ovadia1, D. Nir2
1Ariel University Center of Samaria, Department of Behavioral Sciences and
Psychology, Ariel, Israel, 2Ono Academic College, Department of Business and
Management, Kiryat Ono, Israel
This talk will present and demonstrate the effectiveness of a brief daily selfapplied hope intervention. The intervention focuses participants cognitions
on the positive daily activities or events they can look forward to in their
immediate future. Participants completed LOT-R, PANAS, SWLS and BM scales
before starting to practice, after 7 days of practice, and one-month postintervention. At baseline, hope intervention group (N=36) and neutral group
(N=41) were statistically similar on the variables of interest. At post-test, and
also one month later, the intervention group reduced pessimism, negative affect
and emotional exhaustion, although optimism, positive affect, and life

satisfaction did not increase. Higher initial optimism increased the effect of the
hope condition, but not the effect of the neutral condition, by diminishing
negative affect and emotional exhaustion, and increasing optimism. Sixty-one
percent of the activities mentioned by the control group participants were
activities focused on duties and work, compared to only 28% in the hope
condition. No correlations were found between initial optimism or pessimism,
and the type of activities raised. The potential of the hope intervention to
stimulate hope not only by focusing on future positive events/activities, but
also by encouraging the initiation of such positive events will be discussed.
SY 11.4 Making Strengths Work! Using Positive Psychology to Prepare

Graduate Students for the Labor Market
M.C. Meyers, M. van Woerkom, R.S.M. de Reuver
Tilburg University, Department of Human Resource Studies, Tilburg, Netherlands
Research has shown that strengths-based interventions, which aim at
identifying individual talents and at stimulating their subsequent development
and use, have a variety of positive effects; for instance, on individual well-being.
We hypothesized that those interventions can also serve as a useful tool to
prepare graduate students for entering the labour market by enhancing their
well-being, career identity, and personal growth initiative. Moreover, we
hypothesized that a strengths-based intervention will have more positive effects
on these variables than an intervention focusing on improving students'
deficiencies. In order to test these hypotheses, we conducted two quasiexperimental, longitudinal studies among graduate students of a Dutch
university. 88 and 95 students respectively were assigned to the two
interventions groups and filled in the pre, post, and 5-month follow-up
questionnaire. Preliminary results reveal that the strengths-based training led
to lasting increases in well-being and personal growth initiative. Contrary to
our expectations, both the strengths-based and the deficiency-based training
led to significant increases in career identity at post-measurement, but those
effects were not maintained over the 5-month follow-up period. Taken together,
those results should encourage graduate schools to use strengths-based
trainings in order to facilitate the transition of their graduate students to the
working environment.
SY 12 Positive Youth Development in Structured Out of School Time

(OST) Programs: Insights from Applied Research and Evaluation
T. Berry, M.A. Sloper, S. Bialosiewicz, K.V. Harder
Claremont Graduate University, School of Behavioral & Organizational
The mission of many community-based youth programs is to provide
disadvantaged young people with additional opportunities and supports that
will promote optimal development. Research on positive youth development
has successfully identified the environmental conditions that contribute to
thriving (Scales, Benson, Leffert & Blyth, 2000). Structured youth programs
outside of school time (OST) have been identified as a prime environment for
positive youth development given that programs commonly possess key
features of PYD promoting contexts (i.e., positive adult role models, positive
peer interactions, engaging activities) (Hall, Yohalem, Tolman, & Wilson, 2003;
Larson et al., 2004; Larson 2000; Lerner, 2005). The purpose of this
presentation is to share insights from applied developmental research and
evaluation efforts related to the mechanisms through which organized OST
programs facilitate PYD. First, we will review the current developmental
literature on PYD and identify key features of PYD-promoting contexts. Second,
we will present findings from current evaluation literature on youth program
participation and PYD outcomes. Third, insights and findings from the
evaluation of several youth afterschool programs will be presented to provide
concrete examples of PYD in action. Finally, a best practices framework will
be presented to guide the development and evaluation of programs promoting
PYD.
SY 12.1 What Is Positive Youth Development?

K.V. Harder
Positive youth development (PYD) is defined as the extent to which youth
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environments provide structured opportunities to support positive

relationships and promote youth competence (Lerner, Almergi, Theokas &
Lerner, 2005). Program environments that facilitate supportive relationships
between youth and adults, perceptions of safety, and feelings of being valued
by others are significantly related to higher levels of thriving in education,
social relationships and physical health (Scales, Benson, Leffert & Blyth, 2000).
Research on PYD suggests that the context of structured, out of school time
(OST) activities, as compared to school and leisure time, is particularly
conducive to PYD, given that structured programs foster both intrinsic
motivation and concentration, crucial elements of optimal youth development
(Hansen et al., 2003; Larson, 2000). The purpose of this presentation is to
review current developmental research on PYD to examine the key features of
PYD and the environments found to promote youth thriving. Additionally, this
presentation will focus on the processes and mechanisms through which
structured OST activities promote PYD.
SY 12.2 Positive Youth Development in Organized Youth Programs:

Trends in Current Evaluation Literature
S. Bialosiewicz
Interventionists and researchers alike have begun to recognize the potential of
structured youth programs as vehicles for not just academic support,
supervision, and safety, but also for positive youth development (PYD)
(National Institute on Out-of-School Time, 2003). Despite this growing
understanding, youth programs vary considerably in the avenues they utilize
to achieve PYD outcomes among their participants. Formal evaluations of such
programs are an ideal source of knowledge regarding the processes by which
these programs achieve their desired outcomes. This presentation will explore
the findings from a content analysis conducted on a sample of 100 published
evaluations of programs serving youth populations by describing the types of
activities being offered, the dosage and timing of services, and the impact these
programs have had on the children and youth populations they serve. The aim
of this presentation is twofold; first, to explore the current trends in structured
youth programs, and second, to evaluate these trends in light of research on
optimal youth intervention and positive youth development.
SY 12.3 PYD in Organized Youth Programs: Insights from Applied

Research and Evaluation of Large Multi-site Afterschool Programs
M.A. Sloper
Research demonstrates that afterschool programs provide youth with
opportunities to develop multiple cognitive (e.g. time management, problem
solving) and social (e.g collaboration, helping behaviors) skills contributing
to optimal development (Larson, 2008). Using data collected from two large
OST programs serving elementary, middle, and high school participants in
disadvantaged communities across Los Angeles County, this presentation will
discuss multiple important considerations for fostering and assessing PYD in
the youth program context, including developmental differences across school
levels (elementary, middle and high schools), the relationship between youth
motivations for joining programs and youth outcomes, and the importance of
disaggregating participant data by student and school-level characteristics.
These evaluation data, collected across multiple sites and multiple years, will
drive a discussion of
(1) the prevalence of PYD outcomes in real world youth programs,
(2) important considerations for promoting and assessing positive youth
outcomes, and
(3) challenges and implications for PYD in youth programs.
SY 12.4 A Conceptual Framework for the Development and Evaluation of

Youth Afterschool Programs
T. Berry
After school programs funded by 21st Century Community Learning Centers
(21st CCLC) or other state/federal agencies typically provide structured
academic support, recreation, and enrichment activities. When implemented
well, these afterschool activities have been shown to promote outcomes
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consistent with Positive Youth Development (PYD) (Mahoney, Larson, &

Eccles, 2005). However, evaluation requirements for federal/state funders tend
to prioritize academic outcomes (standardized test scores) over other PYD
outcomes, particularly social-emotional outcomes (self-efficacy, prosocial
behavior, interpersonal skills, etc.). The purpose of this presentation is to
discuss an evaluation framework that balances improved academics while
simultaneously enhancing PYD outcomes. The proposed framework builds
upon Self-Determination Theory (Deci & Ryan, 2000) and is organized by the
following principles:
(1) measuring fidelity of implementation differently for enrichment and
academic activities;
(2) aligning appropriate outcomes to activity level implementation;
(3) incorporating measurement of multiple developmental domains; and
(4) ensuring youth participate enough in activities to realize youth benefits.
After describing the framework, we will discuss how we have used this
framework in practice, the potential it has for improving PYD programs
afterschool, and the inherent opportunities and challenges that come with it.
SY 13 A Mixed-Method Investigation of Happiness and Interpersonal

Processes in US Adults
M.T. Warren, J. Nakamura
Claremont Graduate University, Psychology, Claremont, CA, United States
Happiness and interpersonal processes are central to positive psychology.
However, most research uses expert rather than folk definitions of core
constructs (e.g., happiness). The presentations in this symposium utilize a
mixed-methods approach to contribute to a differentiated understanding of the
relation between happiness and interpersonal relationships. As part of the
international Eudaimonic and Hedonic Happiness Investigation (Delle Fave et
al., 2010), cross-sectional data (N = 216) were collected from working adults
(30-60 years) in the US. A unique, low-cost recruitment strategy was used to
circumvent many concerns of convenience sampling (e.g., homogeneity). Based
on these data, three mixed-method studies are presented: First, themes from
qualitative definitions of happiness are described and quantitatively linked to
life satisfaction. Second, romantic relationships are considered as a contextual
feature of happiness, and people's happiest moments are shown to be
interpersonal in nature. Finally, folk definitions of empathy reveal experiences
of the perceived positive emotions, cognitions, and behaviors of others (i.e.,
positive empathy). Overall this research extends existing theory to include
positive empathy for others, and romantic partners as well as other social
relationships as contextual features of happiness. This research breaks new
methodological ground by introducing a low-cost way to obtain a
heterogeneous sample.
SY 13.1 Harmony, Family and Love: Findings from the US Branch of the
Eudaimonic and Hedonic Happiness Investigation
B. Wheeler, M.T. Warren, J.P. Dulay
When asked to define happiness qualitatively, participants may provide more
information than is gained using only quantitative measures. As part of a larger
international study, US participants were asked to provide their unique
definitions of happiness. Results illuminated the perceived nature and sources
of happiness. Over 10% of responses referenced a theme of harmony, suggesting
that happiness research in the United States may benefit from additional
examination of this construct (cf. Delle Fave, Brdar, Freire, Vella-Brodrick &
Wissing, 2010). In addition, nearly half of all responses defined happiness as
involving other people, with 24% of all responses specifically mentioning
familial relationships as a component of happiness. Those who mentioned
family when defining happiness had significantly higher life satisfaction than
those who did not; however, additional analyses suggest that this varies by age.
In addition, people in romantic relationships referenced their families more
than any other group, and had generally higher life satisfaction. These results
suggest that being in a romantic relationship may provide greater happiness as
well as a richer context for describing that happiness. Overall findings provide
support for the importance of relationships in happiness, and suggest that
future research examine the role of harmony.
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SY 13.2 The Role of Romantic Relationships as a Distinct Domain
of Happiness
B. Branand
Happiness can be analyzed by both the life domains associated with it (context)
and its eudaimonic and hedonic aspects (content). In 2010, Delle Fave, Brdar,
Freire, Vella-Brodrick, and Wissing, found that of all the life domains studied,
the relationship domains of family and social relationships accounted for over
half of the responses across seven different countries. The current mixedmethods study extends Delle Fave et al.'s (2010) work to the United States.
Specifically, we examined the role of romantic relationships as a distinct
contextual feature of happiness. We asked participants to rate their satisfaction
with life, their level of happiness in eleven different life domains including
romantic relationships, if applicable, and to recall three happy situations during
the previous six months. Using regression analysis, the quantitative results
indicated that happiness in one's current romantic relationship was a significant
predictor of one's satisfaction with life above and beyond all other life domains
( = .226, t = 3.05, p = .003). The qualitative responses echoed these findings,
as situations with romantic partners were the second-most cited source of
happiness, exceeded only by responses about family. Thus, while family is
important, the specific romantic relationship at its base merits additional focus.
SY 13.3 Inclusion of Positive Empathy as a Distinct Construct in

Empathy Research
P.-J. Liu, T. Chan
Empathy is defined as the interpersonal induction by which positive and
negative emotions are shared; however, considerable empathy research focuses
on negative emotions (negative empathy), with little attention given to
empathy regarding positive emotions (positive empathy). Since sharing positive
emotions contributes uniquely to adults' relationship well-being, we aimed to
explore lay definitions of empathy and the place of positive empathy in the
construct of empathy. Participants were invited to write down their definitions
of empathy and rate 6 items concerning empathy. Three items were related to
positive empathy, and the other three to negative empathy. Preliminary results
indicated that, although participants regarded all items to be related to empathy
(4.94 < Ms < 5.80 from a 7-point Likert scale), positive empathy is a distinct
construct separate from negative empathy. Using AMOS, structural equation
modeling was employed to test competing models. Positive and negative
empathy was moderately correlated in the best-fitting model (r=.54; CMIN=.82;
CFI>.99; RMSEA< .01; AIC=48), and factors loadings were good for both
positive (.78-.87) and negative empathy (.50-.80). During the symposium,
open-ended responses will be discussed to illustrate lay definitions of empathy
and how these definitions relate to activities involved in romantic relationships.
SY 14 The Collaboration between Science and Culture in the Quest for

Human Flourishing
J. Pawelski
States
Throughout history, human culture has been fundamentally concerned with
well-being. Questions regarding the nature of the ideal human life and the best
way of cultivating this ideal have occupied a central place in human
consciousness for millennia. Music, literature, religion, philosophy, art, dance,
theater, and architecture are among the domains that have been developed and
practiced across cultures to improve human life. More recently, science has
become interested in the question of human flourishing, and at the turn of the
twenty-first century, positive psychology was founded as a science of human
flourishing. If the quest for human flourishing is to be successful, a robust
collaboration between science and culture will be necessary. Science can help
test empirically the claims and practices of culture, and positive psychology in
particular can help make explicit the well-being function of culture. Culture
still provides the positive interventions most of us turn to most frequently to
support our own flourishing, including music, movies, literature, religion, art,
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dance, and theater. Culture also provides the content for much scientific
research, including methods for increasing positive emotions both inside and
outside of the lab, the strengths and virtues on which the VIA Classification is
based, and ways for increasing meaning. Further, the humanities (which can
be defined as the academic study of culture) can help provide deep theoretical
perspectives, conceptual analysis, nuanced experimental constructs, and
enhanced understanding of empirical results. In this symposium, we will
explore the value of collaboration between science and culture, with a
philosopher (James Pawelski) providing a conceptual analysis of the positive
in positive psychology and examining the turn toward well-being in literary
studies, a theologian (Ellen Charry) discussing recent work on well-being in
religion, and a Hollywood film producer (Lindsay Doran) exploring the role
of well-being in movies.
SY 14.1 What Is the Meaning of the Positive in Positive Psychology?

J. Pawelski
States
It would be hard to find a term more central to positive psychology than the
positive. At the same time, it would be difficult to find a term that causes
more misunderstanding, both among researchers and practitioners in the field
and among those outside the field. What is the relation between the positive
and the negative? If mainstream therapies are effective, are they negative
(because they focus on disease and healing), or are they positive (because they
help make people's lives better)? If a bully takes joy in hitting his classmates,
is this emotion positive (because it is pleasant) or negative (because it is
unethical)? In this presentation, we will look at definitions that have been given
for the positive in positive psychology, identify specific tensions in these
definitions, and make suggestions for a normative definition to help address
some of these tensions.
SY 14.2 Positive Theology

E.T. Charry
Princeton Theological Seminary, Princeton, NJ, United States
According to the World Religion Database maintained at Boston University, in
2010 only 12.5% of the worlds population claimed no religious identity or
affiliation. The vast majority of people around the globe are affected in many
ways by the religious traditions that claim their loyalty across cultures because
religion is not merely a private matter but inevitably has social and political
consequences. Among the religiously identified, one-third are Christians.
Christianity has deeply affected western culture and directly or indirectly
virtually all cultures of the world as it spread throughout the globe. In its
western expression, Christianity embraced the medical model of illness,
articulated as a recovery from alienation from God as a way to promote morally
healthy communities. Developing a positive theology that assumes and
promotes human strengths despite recognized weaknesses is a needed
complement to the defect-based model of classical western theology. To the
extent that members of other religious cultures experience a similar tension
between a model of illness and strength, constructing a positive Christian
theology may support them in promoting human flourishing in the service of
building vibrant and healthy societies.
SY 14.3 Positive Story Telling

L. Doran
Three Strange Angels, Inc., Los Angeles, CA, United States
Since I was first exposed to what my friends in the movie business sometimes
refer to as the cult of Positive Psychology, its become clear to me that movies
can get across the teachings of Positive Psychology perhaps better than any
other medium. We have the ability to tell stories of optimism, resilience, grit
and post-traumatic growth that reach children and adults across the globe, and
to create characters who embody the strengths and virtues that wed like our
audience members to discover and develop in themselves. Movies can take
the principals of Positive Psychology out of the classroom and out of the
therapists office and stand them on their feet where we can look at them close
up, in real or imagined situations. For the past two years I have been making
speeches all over Hollywood reminding those who work there that we have the
opportunity (most prefer opportunity to responsibility) to help the world
by making more positive movies, and the response has been enthusiastic. In
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this presentation I will share some of what Ive learned about positive storytelling and why its not quite as simple as giving audiences the happy endings
we might think they want.
SY 14.4 The Eudaimonic Turn in Literary Studies

J. Pawelski
University of Pennsylvania, Positive Psychology Center, Philadelphia, PA,
United States
Seligman & Csikszentmihalyi (2000) have argued that psychology in the latter
half of the twentieth century became focused almost exclusively on the study
and treatment of pathology, weakness, and damage. Psychology is not the only
discipline to have become fixated on finding problems. In the same time period,
the field of literary studies became focused on what Paul Riceour called a
hermeneutics of suspicion, reading against the grain to uncover false
consciousnesses, neuroses, and other pathologies or to reveal a text's hidden
complicities in such undesirable ideologies as bourgeois values, patriarchy,
orientalism, heterosexism, and imperialist attitudes. Literary critics were
suspicious of treatments of well-being, seeing in them subversions of autonomy
and perpetuations of oppressive cultural power structures. Because of this
suspicion, it became difficult for defenders of well-being to be taken seriously
in many literary circles. There are encouraging signs that the field of literary
studies is beginning to change, in ways reminiscent of the ways psychology
has been changing in the last 15 years. A small but growing number of literary
scholars are now publishing books and journal articles on topics of well-being,
defending its importance in this field. Among these publications is an
anthology of critical essays called The eudaimonic turn: Well-being in literary
studies (2013), co-edited by the presenter and literature professor Donald J.
Moores. In this presentation, we will examine the eudaimonic turn in literary
studies and consider its implications for literary criticism, for education, and
for the role of literary culture in the quest for well-being.
SY 15 Where is the 'Person' in Positive Psychology?: A Critical Reflection

on the Lack of Qualitative Research in Positive Psychology
K. Hefferon1, L. Waters2, A. Ashfield3, J. Synard4
1University of East London, Psychology, London, United Kingdom, 2University
of Melbourne, Melbourne, VIC, Australia, 3Leeds Metropolitan University, Leeds,
United Kingdom, 4University of Ottawa, Ottawa, ON, Canada
In an attempt to separate from the humanistic movement, positive psychology
commenced with a strong adherence to the scientific method. However, by
limiting itself to the post-positivist epistemological paradigm, positive
psychology disregarded a fundamental method of analysis that enables us to
understand the intricate and complex stories of the individuals we study qualitative research. It seems amiss within a discipline that focuses on human
flourishing that we dismiss a variety of tools that facilitate access to the why
and how of optimal human functioning. The aim of this symposium is to
highlight the lack of qualitative research in positive psychology as well as
demonstrate what qualitative research can bring to the subject area that is
missing from a purely quantitative focus. Each presenter will discuss their
experience, process and outcomes utilising a different type of qualitative
method. More specifically, the presenters will focus on the data produced
through qualitative approaches which would have been overlooked through
quantitative techniques. Overall, this symposium will challenge the
monopolisation of quantitative research in practice and publication as well as
highlight the possibilities of qualitative inquiry.
SY 15.1 Why Does Positive Psychology = Positivist Psychology?

Uncorking the Research Potential Beyond Surveys, Statistics and Such
J. Synard, N. Gazzola
University of Ottawa, Educational Counselling, Ottawa, ON, Canada
The culture of positive psychology goes beyond its field-defining mandate to
understand what makes life worth living (Peterson, 2013). Equally emphasized
in the field of positive psychology is the importance of scientific study
(Peterson, 2013, p. 1; Seligman & Csikszentmihalyi, 2000, p. 5). Over the last
decade, the science of positive psychology has convincingly shown that
positivity produces better outcomes while identifying the correlates of wellbeing (Sheldon, Kashdan, & Steger, 2011). Few would dispute that positivity
works, yet we know very little about how and why it is effective. Building
on previous work (Synard & Gazzola, 2011, 2012), this presentation will focus
on the results of a multi-year content analysis of The Journal of Positive
Psychology and the Journal of Happiness Studies. Our analysis indicated that
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both of these journals were dominated by a post-positivistic paradigm, with

approximately 80% of the empirical papers focusing on quantitative approaches
(e.g., self-report surveys and controlled designs). We will explore lessons
learned from another applied discipline, counselling psychology, which has
embraced pluralistic methodologies (i.e., qualitative and quantitative) and
research paradigms (e.g., post-positivism and constructivism).
SY 15.2 The Effects of Gratitude on the Cultivation of Wellbeing and

Positive Relationships for School Leaders
L.E. Waters, H. Stokes
University of Melbourne, Melbourne Graduate School of Education, Melbourne,
VIC, Australia
Recent calls have been made to apply the principles of positive psychology to
school leadership. The current qualitative study investigated the effect of two
well-validated gratitude-interventions upon wellbeing and positive
relationships for 27 school leaders. Document analysis was conducted on 27
reflective assessments written by the participants. Miles and Huberman's
(1994) framework was used to analyse the data. Results showed that the
promotion of gratitude in school leaders served to increase wellbeing by
allowing for emotional catharsis, by creating a broaden and build effect and by
encouraging an appreciative lens via which to look at the school. The gratitude
interventions also cultivated positive relationships through a refocus on
appreciative aspects of the relationships and through the beneficent circle. Only
a small number of participants reported barriers for gratitude which included
feelings of vulnerability, worry that the recipient would feel uneasy and the
paradox of having a role that is deficit based and yet having to find aspects of
the role to be thankful for. These barriers notwithstanding, the results suggest
that gratitude-interventions are an effective way to promote wellbeing and
positive relationships in school leaders.
SY 15.3 The Flourishing Narratives of Athletes

A. Ashfield
Leeds Metropolitan University, Carnegie School of Sport, Leeds, United Kingdom
Flourishing has been investigated in a variety of populations and has been
conceptualised as mental health, truly living, and optimal well-being. These
conceptualisations, however, have been ascertained predominantly through the
use of diagnostic scales and large data sets. Reliance on quantitative
methodological approaches has constrained the understanding of how
flourishing is felt and experienced. The nuances and complexity of how the
concept differs between individuals remains under investigated. This
presentation illustrates the rich and detailed understanding of flourishing,
achieved through the use of both inductive content and narrative analysis of
flourishing accounts by international athletes.
Furthermore, similar to mainstream psychology, sport psychology has been
dominated by resolving problems in sport performance. However, positive
psychology offers an alternative theoretical framework within which the
positive emotional experiences of athletes can be explored in order to improve
and maintain optimal sporting performance. An athlete's flourishing narrative
comprised of closely edited quotes and themes from qualitative research
findings provides a unique insight into the athlete's flourishing experiences.
Athlete-constructed narratives can act as a tool to recreate a 'flourishing
performance mind-set' and reflections on the applied use of such narratives to
enhance athlete well-being, and potentially performance, will be discussed.
SY 15.4 Corporeality and Trauma: The Role of the Body in PostTraumatic Growth
K. Hefferon
University of East London, Psychology, London, United Kingdom
Posttraumatic growth (PTG) is the phenomenon of surpassing levels of
functioning than which existed before a traumatic event occurred. The
corporeal self is an overlooked mechanism in the facilitation of PTG, especially
within traumas where the body is damaged either from external or internal
transgressors. This presentation will review the novel findings found within
an interpretative phenomenological analysis of the experience of posttraumatic
growth in breast cancer patients. The utilization of this in-depth, idiographic
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methodology enabled the never before contemplation of the role of the body
in the process of PTG as well as the potential for unique corporeal PTG
outcomes after physical illness and trauma. Furthermore, the aforementioned
findings challenge the currently used PTG measurement tools and their lack
of embodiment within the assessment of this phenomenon. Finally, this
presentation will discuss recent findings from a thematic analysis project that
further demonstrate this somatic link 5-years post breast cancer diagnosis.
SY 16 Strengths in Higher Education: Cross Cultural Differences,

Assessment and Relationships with Other Well-being Variables
V. Flores1, H.A. Marujo2, L.M. Neto2, I. Monjas1, L.J. Martn-Antn1, A. Tutu3,
R. Castan4, R. M. Sinovas1, L. Valdivieso1, A. Redondo1
1University of Valladolid, Psychology, Valladolid, Spain, 2Universidade de
Tcnica de Lisboa, Psychology, Lisboa, Portugal, 3Universitatea Alexandru Ioan
Cuza, Iasi, Psychology, Iasi, Romania, 4University of Valladolid, Department of
Didactic of Music at Faculty of Education, Valladolid, Spain
Educational organizations have not paid sufficient attention to the personal
development of their members. This image is changing, in different countries
there is growing interest in developing the well-being of students.
Our symposia proposal presented a set of four studies that try to study in more
depth some strengths in a university degree, and a pilot positive intervention
in hope: First we present the data of a cross-cultural study into levels of hope,
optimism and humour in Spanish, Portuguese and Romanian students. Second
is a study of Spanish students that tries to analyze the relationships between
strengths, social skills and social acceptance. Third we attempt to elaborate a
valid set of modern musical excerpts which prompt some emotions, including
hope, in students. Fourth study is a positive intervention program in hope with
parents whose children have severe special needs.
We think that our studies provide us with greater insight into the levels of some
strengths in university degree students and the relationships between some of
these strengths and other skills. Such knowledge will allow us to create
educational positive interventions in university degree students.
Keywords: Strengths, hope, humour, cross-cultural study, social acceptance,
emotions, hope intervention.
SY 16.1 Hope, Optimism and Humour Sense in University Grade

Students: A Cross-cultural Study between Spanish, Portuguese and
Romanian Students
V. Flores-Lucas1, H.A. Marujo2, L.M. Neto2, A. Tutu3, L. Valdivieso1, R. M.
Sinovas1
1University of Valladolid, Psychology, Valladolid, Spain, 2Universidade de
Tcnica de Lisboa, Psychology, Lisboa, Portugal, 3Universitatea Alexandru Ioan
Cuza, Iasi, Psychology, Iasi, Romania
Educative organizations have not paid sufficient attention to the personal
development of their members, even though diverse works investigation have
demonstrated that the success in the life and a professional career are not totally
explain by the cognitive abilities or academic knowledge.
Previous research has shown that some personal strengths like hope and humour
have a great worth in the lecture rooms cause of they improve the self-esteem
and self-efficacy; the motivation, the academic performance of the students.
So, our main goals is measure the levels of hope, humour sense and optimism
in university students, and make a cross cultural comparison between the levels
showed in those strengths by 300 Spanish, Portuguese and Romanian
university degree students.
We used the Snyder's hope scale, the LOT-R and CASH (humour sense
questionnaire) to assess those strengths.
Our results will allow us have a worth information of the state of university
students in those important strengths and analysed the similarities or the
differences depending on the nationality and cultural differences. Furthermore,
our results allow us establish the possible relationships between those
important strengths.
Keywords: Strengths; Hope, Optimism, Humour, Cross-cultural study.
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SY 16.2 Which Strengths Are Possessed by the Most Socially Accepted

University Degree Students? Relationships between Strengths, Social
Skills and Social Acceptation
V. Flores-Lucas, I. Monjas, L.J. Martn-Antn, R. M. Sinovas
University of Valladolid, Psychology, Valladolid, Spain
There are a great number of studies in Positive Psychology which have pointed
out the relationship between certain personal strengths, such as hope and
personal relationships. It is well known that personal relationships in the
classrooms are an important variable when avoiding conflicts.
The aim of the present study is to analyze the relationships between the
personal strengths and social skills. We also want to discover which strengths
are possessed by the students who are more socially accepted by their peers.
We assessed 250 university degree students divided into different groups
according the classroom they used.
We assessed the participants with the VIA-24 (reduced) questionnaire, the hope
scale, the LOT-R and a Spanish social skills questionnaire. We also used a rating
scale method to identify the more socially accepted students in each classroom
group.
We are still analyzing our results but the preliminary data allow us to identify
some positive relationships between some strengths, including optimism and
sense of humour, and social skills.
We think studies of this type are worthwhile in order to gain deeper knowledge
of the most socially valuable strengths and develop educational programs to
improve them.
Keywords: Strengths, social relationships, social acceptation.
SY 16.3 Associating Emotions to Popular Modern Music: Can We Get a

Validate Set of Musical Excerpts to Evoke Specific Emotions?
R. Castan1, V. Flores-Lucas2, R. M. Sinovas2
1University of Valladolid, Department of Didactic of Music at Faculty of
Education, Valladolid, Spain, 2University of Valladolid, Psychology, Valladolid,
Spain
Interest in the relationships between music and emotion is growing up.
Emotional education, through the arts, seems to be suitable for children at
school and being conscious of our own responses to musical stimulation is the
first step. But we need have some musical excerpts which have been proved
and validate that conveyed specific emotions.
The aim of our study is make a first approach to validate a set of musical
excerpts of modern popular music that conveyed four intended emotions
(happiness, sadness, angry and hope). We are especially interested in check if
hope as emotion could be mainly easily associated and elicited by specific
musical excerpts or if they are mixed musical stimuli which elicit hope and
other emotions like happiness. This preliminary study has been conducted in
a group of 100 Education grade university students to validate their emotional
answers and associations to some musical excerpts of modern music. Our
results could be useful to get a set of validate set of musical items which
prompts specific emotions and it could be used in classrooms as an instrument
to emotional education through arts.
Keywords: Music, emotion, education, training teacher
SY 16.4 Enlightening Hope: A Program for Fostering Hope in Mothers

and Fathers of Children with Disabilities
A. Redondo, V. Flores-Lucas, R. M. Sinovas
University of Valladolid, Psychology, Valladolid, Spain
Snyders Theory of Hope (2002) has shown great potential in developing
intervention programs aimed to improve hope, which have been found quite
effective across different areas of application. The present paper presents a hope
intervention program, Enlightening Hope (based on Making Hope Happen
by McDermott and Snyder, 1999) for mothers and fathers of children with
disabilities, which strives to improve their hope and personal wellbeing.
The program consists of eight weekly sessions of group intervention, each with
a duration of sixty minutes. The sample was made up of twenty-nine
participants whose children attend a Special Needs Education Center. The
experimental group consisted of 16 participants and the control group, 13. A
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pre-test and post-test evaluation was administered to check what affects the
program has on the following variables: hope (Snyder's Trait Hope Scale),
family environment (Moos' Family Environment Scale), psychological
wellbeing (Ryff's Psychological Wellbeing Scale), and anxiety (Spielberger,
Gorsuch and Lushene's State-Trait Anxiety Inventory).
Significant improvement was found in the autonomy dimension of Ryff's
Psychological Wellbeing Scale.
Keywords: Hope Parents Intervention Disability
SY 17 Well-Being and Public Policy: Global Views Using Large Datasets

G. Hervas
Complutense University of Madrid, Clinical Psychology, Madrid, Spain
Positive Psychology is nurtured through different sources, from neuroscience
studies and experimental research to community-based surveys. This
symposium is aimed to show the methodology and results of some recent
studies based on national or international large samples that are anchored in
sound theoretical bases on what well-being is. Although these studies differ in
their procedures and sampling strategies, they are an important tool to validate
consistent dimensions of well-being as well as their sources. Moreover, these
studies can help to reveal important underlying factors that can remain masked
in smaller studies. The symposium will show some current initiatives in this
direction and will also provide a forum to discuss the implications that this
type of large-scale studies may have in policy-making at different societal levels.
SY 17.1 Structuring National Accounts of Well-Being: Making the Case

for Governments to Systematically Measure Population Well-Being
N. Marks
Nef-The New Economics Foundation, Centre for Well-Being, London,
United Kingdom
If societies are going to adopt the improvement of population well-being as an
over-arching goal then governments will need to regularly and systematically
assess population well-being. This will require not only comprehensive data
collection but also well structured accounts. It is not enough for governments
to just collect data, they also need to create accounts that understandable and
useful.
In 2010 the UK Government announced it was to start measuring National
Well-being. The Office for National Statistics (ONS) has since surveyed over
250,000 UK citizens about their well-being. However it is yet to be seen if this
will make a significant impact on the policy making process itself or whether
the general public and media will take these data seriously.
This presentation will make the case for having a more comprehensive model
of well-being underlying the National Accounts - a model which balances the
need for theoretical grounding and ease of communication. The author will
present data and questionnaires from Rounds 3 & 6 of the European Social
Survey (ESS). He will also draw on nef's work creating a dynamic model of
well-being for the UK Government Office of Science's Foresight Programme.
SY 17.2 Bigger Is Better: The Extreme Benefits of Population Based WellBeing Assessment
A. Jarden
Open Polytechnic of New Zealand, Lower Hutt, New Zealand
The Sovereign New Zealand Wellbeing Index (SNZWI) is a six year
longitudinal study with the aims of a) developing an overall index of New
Zealanders wellbeing, b) determining the prevalence of wellbeing among
different geographic locations and various demographic groups, and c)
investigating the predictors and moderators of wellbeing among New
Zealanders, and how these compare to internationally comparative samples.
In September 2012 a nationally representative sample of 10,009 (18+ years)
individuals completed the 130 question online survey (two further data
collection waves of the same participants are scheduled for 2014 & 2016). The
questions and scales focused on psychological wellbeing, health and lifestyle,
and socio-demographics. Questions were primarily drawn from Round 6 of the
European Social Survey Personal and Social Wellbeing module, but additionally
included scales such as the Flourishing Scale. Key results and findings will be
presented and discussed. The SNZWI is currently the largest, most detailed,
and wholly representative wellbeing dataset on the New Zealand population.
The particular strength of the SNZWI is its capturing of how society is
functioning as a whole, overtime, by focusing on the relationship between
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psychological wellbeing, and on health and lifestyle factors and outcomes.
SY 17.3 What Enhances and what Harms? Exploring Predictors of Life

Satisfaction within a Large National Representative Sample
G. Hervas, C. Vazquez
The study of well-being requires different methodologies in order to find
convergent answers. Large data sets allow for detailed analyses that otherwise
cannot be addressed. We review results from a Spanish national representative
sample of non-institutionalized adults aged between 18 and 65 years (N =
2,966). The assessment covered sociodemographic, personality, health and
activity-related factors. One of the most important results was that, when
comparing the influence of different physical and psychological problems, and
their cumulative effects on individuals' life satisfaction, greater effect sizes were
found for psychological than for physical problems. Overall, our results shed
light on what are the most relevant factors affecting well-being in each category
(i.e., personality, healthetc.) adding some insights to previous literature.
Implications for institutions and policymakers will be emphasized.
SY 18 Creating Sustainably Positive Communities

L. Alloro
George Mason University, Fairfax, VA, United States
SY 18.1 SOMO Leadership Labs

L. Alloro
George Mason University, Fairfax, VA, United States
SOMO Leadership Labs is a city-wide Well-Being initiative in Cleveland, OH
where the work is to find, leverage, connect and build psychological muscle in
SOcial-eMOtional (SOMO) leaders - the influential change-agents within
networks in systems. Ultimately, SOMO is a leadership framework for
organizational development from the inside-out (not top-down) within systems
(organizations, communities) by leveraging the SOcial-eMOtional Leaders and
calling them to action. SOMO serves as an invitation and a resource for SOcialeMOtional leaders to build their own psychological muscle (using tools from
the field of applied positive psychology), allowing them to be better and more
equipped change-agents within their networks. In coming together to learn to
think expansively, SOMO leaders become more effective facilitators to form
super-organisms to innovate differently in business, healthcare, education, etc.
and most importantly: get different results. SOMO is a dynamic and socially
constructed positive intervention (Alloro, 2008), specifically for place-based
transformation: people who share real proximity. We are building a model that
can be replicable in other places by using a combination of tools to assess
effectiveness of intervention, including online measurements of Well-Being and
social-network analyses.
SY 18.2 GoStrengths!
R. Jain1,2
1GoStrengths.com, New York, NY, United States, 2GoZen.com, New York, NY,
United States
GoStrengths! was founded with one commanding purpose: provide teachers,
parents and kids with the skills to actively combat the rising epidemic of youth
depression and increase Well-Being. There is substantial evidence that fostering
skills such as emotional regulation, self-efficacy, empathy, positive emotions,
and resilience have the capacity to prevent depressive symptoms and improve
Well-Being in school age students (Brunwaser et al., 2009). GoStrengths!
empowers teachers and students with these skills by delivering social and
emotional learning programs to the K-12 educational community. Modules are
delivered wholly online making the program accessible and scalable.
GoStrengths! most notable feature is its delivery of programs using full digital
animation to translate psychological concepts and create an engaging medium
for teaching and learning. GoStrengths! believes implementing universal SEL
programming in schools is a cornerstone to building positive communities both
online and off.
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SY 18.3 Gratitude Bucket
Z. Prager
Gratitude Bucket, Sacramento, CA, United States
Gratitude Bucket aims to improve the social layer by framing online interactions
around gratitude and recognition. The practice of gratitude has been linked to
all aspects of Well-Being over the last decade (e.g. Bono, Emmons, &
McCUllough, 2004; Emmons & McUllough, 2003). Bringing this practice
online provides several advantages including reduced cost of large interventions
(Crone et al., 2004), the ability to easily tailor interventions to an individual or
group by gender, age, culture, organization, etc. (Brug, Oenema, & Campbell,
2003; Joanna et al., 2011), and the ability to add a layer of social interactivity
(Mitchell et al., 2011). Furthermore, interventions presented online can be made
uniform across client experiences and consequently, reduce the existence of
confounding variables in controlled experiments (Griffiths et al.,
2006).Gratitude Bucket is unique among online positive interventions in that
it can be used as a stand alone social network or it can be integrated with
existing social networks (i.e. Facebook, Twitter, etc.). The early beta version of
Gratitude Bucket has been well received as a positive intervention in classrooms
and businesses and plans for formal inquiries into its efficacy as a mass positive
intervention are being made at the time of this writing.
SY 18.4 PERMACISE
E. O'Brien
Temple University, Kinesiology, Philadelphia, PA, United States
PERMACISE, an energizing community dance fitness/health intervention,
dovetails Seligman's 2011 PERMA model of Well-Being (Positive emotions,
Engagement, Positive relationships, Meaning, Accomplishment) with
'necessary and beneficial' Physical Activity Training (McKenzie, 1909). The
PERMACISE model is a call to health action, in support of and inspired by the
2011 United Nations high-level meeting on Physical Activity and Noncommunicable Diseases. This enjoyable group fitness system offers
cardiorespiratory/aerobic, strength, flexibility, and balance conditioning in
accordance with American College of Sports Medicine guidelines. PERMACISE
strikes a powerful blow against depression, alcoholism, drug abuse, and
spiraling non-communicable diseases (cardiovascular, pulmonary lung disease,
kidney disease, diabetes). It is a potential solution for the growing, pervasive
epidemic of inactivity (Blair, 2012).
The PERMACISE dynamic fosters positive growth, inspiring whole health,
vitality, positivity, sustained social action, and awe. Seligman (2011) posits
group physical activity helps build social capital. Haidt (2007) discusses social
capital theory as communitas: moving in rhythm and synchrony as one,
revitalizing, and creating a greater sense of meaning. This is similar to group
flow, and optimal condition (Csikszentmihalyi, 1990). Elaine will demonstrate
how this methodology combining Positive Psychology, Leadership, and
Kinesiology is heartening, uplifting, and shaping the well being of diverse
individuals, groups, and communities.
SY 19 Creating a Positive Academic Concentration at your University:

Serving Incoming Millennials, Gen X, and Gen Y Preparing for the Future
S.Y. Kuchenbecker
US college enrollment increased 37% between 2000-2010,rising from 15.3 to
21 million. Global university enrollment also is growing across age
demographics. Many observe that our entering students embrace positive
psychology. Whether resulting from media attention, a natural cohort effect
reflecting early experiences, or popular parenting styles, the result is that
academicians are uniquely positioned to proactively serve our burgeoning
Millennial, X, and Y Generations helping them prepare them for the future.
This symposium brings together experienced academicians sharing how to:
1) develop research-oriented MA & Ph.D. programs in positive psychology,
2) create a program in Positive Organizational Scholarship,
3) bring research to practice building an applied master's program,
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4) initiate intra-or interdisciplinary positive concentrations at your

university, and
5) build an undergraduate positive psychology class across departments.
This anel provides a valuable contribution to IPPA's 3rd World Congress,
sharing the tools and providing role models to build positive psychology's
academic presence. Meeting our students' curiosity with quality evidence-based
programs and providing the foundations to increase training and research
excellence holds promise as our panel members collaboratively share their
challenges and successes building our community and quality positive
psychology's global contributions.
SY 19.1 Developing Research-Oriented Ph.D. and M.A. Concentrations in

Positive Psychology
S.I. Donaldson
Since 1998, there has been a rapid growth of positive psychology research
investigations, grants, peer reviewed articles, books, awards, and applications
focused on improving human welfare and society. The development of a unique
knowledge base, professional journals, and professional associations has
inspired many colleges and universities to offer positive psychology courses
and academic training programs. In this presentation I will discuss the
development of the first research Ph.D. and M.A. concentrations in Positive
Organizational and Positive Developmental Psychology at the Claremont
Colleges. Special emphasis will be placed on curriculum design, fostering
productive research mentoring relationships, how to help students become
effective teachers of positive psychology, and career opportunities for those
trained as positive psychology researchers. Lessons learned and future
directions will be discussed with the hope of inspiring other colleges and
universities to invest in the next generation of positive psychology research
training programs.
SY 19.2 Creating a Program on Positive Organizational Scholarship

J. Dutton
University of Michigan, Department of Psychology, Ann Arbor, MI, United States
There has been sustained and growing interest in how organizations make a
difference to human and collective flourishing. In 2001, the field of Positive
Organizational Scholarship (POS) was launched with its first conference and
first edited book. Last year the first Handbook of Positive Organizational
Scholarship was published (Cameron and Sprietzer, 2012) that contained 79
unique chapters devoted to Positive Organizational Scholarship topics. Clearly
there is important and exploding knowledge being developed in this domain.
In addition, there are research centers, courses, programs, and degrees
emerging that build on this vital and generative core of new knowledge. In this
presentation I will share insights gained about how to create and build POS
programs and courses in business schools, based on our extensive experience
at the University of Michigan, Ross School of Business. We will share ways that
we have engaged undergraduates, MBA students, Ph.D students and executives
in activities related to POS.
SY 19.3 Master of Applied Positive Psychology (MAPP) Programs:

Bringing Research to Practice
J.O. Pawelski
States
Research in the field of positive psychology is creating significant new
knowledge about well-being. Given the importance of this new knowledge for
the cultivation of human flourishing, a number of post-graduate programs
have been founded around the world with the central mission of helping to
support the responsible and effective application of this knowledge in a range
of professions. This presentation will focus on the development of the first
degree program in positive psychology: the Master of Applied Positive
Psychology (MAPP) program at the University of Pennsylvania in 2005.
Emphasis will be placed on the curriculum, methods of instruction, faculty,
and students. Attention will also be given to the variety of similar programs
that have sprung up around the world to fit a diversity of institutional contexts
and student needs.
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SY 19.4 Initiating an Intra- and Interdisciplinary Positive Concentration

at your University
M. Maier1, A. Kanavou2, S.Y. Kuchenbecker3
1Chapman University, College of Educational Studies, Orange, CA, United
States, 2Chapman University, Wilkinson College of Humanities and Social
Sciences of Political Science - Peace Studies, Orange, CA, United States,
3Chapman University, Department of Psychology, Orange, CA, United States
Students brought us together and recognized our mutual shared positive
foundations long before our academic pathways merged. Do you know Mark
Maier? He is amazing! and Do you work with Dr. Kanavou? You are so alike.
Research studies, teaching philosophies, methods, and shared goals for a better
world are at the heart of our nascent proposed interdisciplinary Positive Cluster
at Chapman University. Reflecting Chapman's mission to provide personalized
education of distinction that leads to inquiring, ethical, and productive lives as
global citizens, our collaboration institutional proposal blossomed over coffee
one sunny afternoon. Drawing courses from Leadership Studies - Leading as a
Way of Serving (Lead 300), Peace Studies - Introduction to Peace Studies
(PCST 150) and Nonviolent Social Change (PCST 354), highlighting positive
peace and community building, and Psychology - Psychology of Learning (PSY
310), Child Development (PSY 323), and Health & Well Being (PSY 437). Our
journey within a small private university working together to provide this
opportunity for a Positive Concentration that includes interdisciplinary work
celebrates the goals of positive psychology. Added bonuses are our growing
friendships, mutual interests, shared students, increased academic quality and
grant potential, not to mention our great fun along the way.
SY 19.5 Creating a Positive Psychology/Health and Well-Being Undergrad

Class at your University: Collaborative Resources for Interdisciplinary
Community Building and Step-by-Step Syllabus Design to Academic
Approval
S.Y. Kuchenbecker
Tal Ben-Shahar entered the crowded Gallup meeting room in 2006 and
quietly took the podium and began sharing his story titled Teaching
Positive Psychology.
Within a few minutes, we found ourselves seated in variations on seated lotus
position, learning about butterfly, sitting child, and Padmasana and the journey
brings me here today.
There are many resources for new faculty including posted Positive Psychology
syllabi on Penns website from Dr. Ben-Shahar, Dr. Hazel Markus (Stanford),
Chris Peterson (U Michigan) and more. Drawing from the best of the syllabi,
the students in my first class (2008) worked collaboratively to design the
curriculum. New studies published in Emotion, APS, Child Development and
more fueled our class experts. We brought a meditation expert/sociology faculty
for an introduction to meditation (Fredrickson, et al.), yoga with a faculty
yogi/dance instructor (Kiecolt-Glaser, 2010), journaling (Pennebaker, 2006),
and visited the Museum of Tolerance together. Engaging students in creating
course content while emphasizing the crucial academic research foundations
nurtured a class ever growing with exciting new shared studies via class peer
experts, and we also built a truly positive psychology community within our
own university where the foundations of our interdisciplinary work and
flourishing began.
SY 20 Positive Business and Positive Organizations: Current

Research Findings
K. Cameron1, R. Quinn1, C. Mora2, W. Sowden3
1University of Michigan, Ross School of Business, Ann Arbor, MI, United States,
2Determinant, LLC, Ann Arbor, MI, United States, 3University of Michigan,
Psychology, Ann Arbor, MI, United States
Thankfully, the impact and visibility of Positive Psychology continues to
increase. The academic literature, clinical practice, and applications of research
findings testify to the success of this work. A related field of investigation Positive Organizational Scholarship - is less visible and less familiar. Despite
the fact that Positive Psychology ostensibly rests on three pillars - positive traits,
positive emotions, and positive institutions - institution-level research is less
evident and less frequently applied. This may be because organizational
dynamics introduce a variety of complexities and confounding factors into
research settings, research funding seems to be less available, and applying
positive practices in organizations introduces much more risk than
experimenting with single individuals.
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Nevertheless, research on institutions and on organizations continues with

researchers continuing to make progress in understanding positivity in
organizations and of organizations. This IPPA symposium proposes to bring
together several organizational scholars who will report on the latest research
in the field of Positive Organizational Scholarship. Specifically, presentations
will be made on the impact of virtuous practices on organizational
performance, on the ways in which relationship dilemmas impact institutional
performance, on the economic value of purpose and meaningfulness in
organizations, and on the effects of financial, health, safety, and relationship
well-being on organizational performance.
SY 20.1 Virtuous Practices and Organizational Performance

K. Cameron
University of Michigan, Ross School of Business, Ann Arbor, MI, United States
Emphasis on positivity in organizations in increasing, but the importance and
credibility of a positive approach to changeexemplified by Positive
Organizational Scholarshipremains controversial. More empirical evidence
is needed showing that positive practices in organizations produce desirable
changes in organizational effectiveness. Evidence is abundant that positivity
affects individual well-being, physical health, emotional well-being, cognition
and neuro-functioning, and interpersonal relationships. Evidence of the
connection between similar practices in complex organizational settings,
however, is sparse.
Two studiesone in financial services and one in the health care industry
are reported which investigated the link between virtuous practices and
indicators of organizational effectiveness. An instrument to measure virtuous
practices at the organization level was developed, and evidence was found that
virtuous practices do, in fact, predict organizational performance. More
importantly, improvement in virtuous practices predicts improvements in
certain indicators of performance over time. Specific examples of how these
practices were implemented are provided.
SY 20.2 Organizations of Higher Purpose: The CEO Perspective

R.E. Quinn1, A. Thakor2
1University of Michigan, Ross School of Business, Ann Arbor, MI, United States,
2Washington University in St. Louis, St Louis, MT, United States
Thakor and Quinn (2013) recently completed a paper that develops a theory
for examining how the intersection of business goals and the pursuit of higher
purpose affect economic outcomes. A higher purpose produces a nonpecuniary social benefit that both the principal and the agent value, and this
benefit may be realized at a point in time in the future that lies beyond their
planning horizons. Thus, in contrast to the standard principal-agent model,
the utility derived from the pursuit of the higher purpose is linked to the
pursuit itself, rather than its outcome.
The main results are as follows. First, the pursuit of higher-purpose projects
diminishes moral hazard, reduces the cost of labor, and increases capital
investments. Second, when principals who pursue higher purposes are
observationally indistinguishable from those who are only interested in wealth
maximization, the equilibrium may involve overinvestments in higher-purposelinked projects. Third, the pursuit of higher purpose can spread under some
conditions, and this is facilitated by economic downturns. Fourth, the presence
of principals who pursue higher-purpose projects can relax budget constraints
for purely-wealth-maximizing principals by creating additional resources for
them. Finally, when principals need external financing for projects, there are
circumstances in which the presence of purely-wealth-maximizing principals
is essential for the higher-purpose-pursuing principals to obtain financing.
Given these findings, we sought to understand how CEOs orient to the notion
of higher purpose. We recently completed 30 interviews. The preliminary
analyses suggest that CEOs have a wider view than simply pursuing
shareholder value. They recognize the human need for meaning and they
suggest that every organization can find a purpose beyond money. They give
many examples. For some, the realization of the power of higher purpose
comes early in their career, for others it comes as a transformational discovery
while serving as CEO.
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SY 20.3 Measuring Well-Being in Organizational Contexts
C. Mora
Determinant, LLC, Ann Arbor, MI, United States
Using as a reference a conceptual model of well-being developed by a health
management organization, we created a survey instrument with 36 items. The
conceptual model has four domains with three variables in each. We developed
three items for each variable with the following structure: predictor of the target
behavior (P), indicator of the extent to which the behavior is practiced (I), and
effects of the behavior (E). The instrument was offered to the employee
population and about 20,000 took the survey.
Psychometric analyses revealed high reliability. Exploratory factor analysis
reproduced the structure of the survey with 12 main factors, each one with the
corresponding variables. Using ancillary data such as health claims, biometric
measurements, independent engagement survey, volunteer hours, performance
evaluation, and similar outcome variables, we assessed the validity of the
instrument. It was found to have strong predictive validity.
Seven positive practices describing organization-level variables were also
assessed using items from the Michigan Positive Organizational Practices
instrument. Several structural equation models were developed using indicator
variables from the well-being instrument, the positive practices instrument,
and the ancillary data to create the measurement models. A series of latent
variables with their hypothesized relationships created the structural model.
The presentation will summarize the strongest predictors of positive individual
and organizational outcomes.
SY 20.4 Relational Dilemmas and their Effects on Individuals,

Relationships, and Organizations
W. Sowden
University of Michigan, Department of Psychology, Ann Arbor, MI, United States
Research has demonstrated a positive and robust relationship between the
building and maintaining of positive interpersonal relationships and individual
flourishing (Dutton & Ragins, 2007; Gable & Reis, 2010; Peterson, 2006; Ryff
& Singer, 2000). Furthermore, success in organizations is rarely the product
of an individual's effort; teamwork is the engine that drives performance
(Kreitner & Kinicki, 2012; Shriberg, Shriberg, & Kumari, 2005).
Modern organizations are made up of complex, dynamic, and ambiguous
relational networks where individuals must manage multiple relationships
simultaneously. By applying the social dialectical approach to the study of
interpersonal relationships (Baxter & Braithwaite, 2007; Baxter et al., 1997;
Fletcher, 1993) we see that this relational web creates moments in which a
person's relationships contradict one another and become intractably
conflicted. These moments force individuals to remain loyal to one relationship
while simultaneously betraying another. The outcomes of these loyalty /
betrayal situations can have dramatic and lasting effects (both positive and
negative) at both the individual and collective levels of analyses. These
relational (i.e., loyalty / betrayal) dilemmas are special cases of the classic
moral and social dilemmas which have been used extensively by social
scientists to study judgment and behavior (e.g., Foot, 1983; Dawes, 1980;
Hardin, 1969; von Neumann & Morgenstern, 1944; Messick et al., 2004;
Messick & Brewer, 1983; Kragt et al., 1983; Greene, 2001, 2002; Thomson,
1986, 2011).
In this presentation I will review the literature related to the relational dilemma
and discuss how research using this paradigm from the positive psychology
(Seligman & Csikszentmihalyi, 2000; Peterson, 2006) and positive
organizational scholarship (POS; Cameron, Dutton, & Quinn, 2003; Cameron
& Spreitzer, 2012) perspective can shed new light on important topics such as
individual thriving, behavioral ethics, relationship and group dynamics, and
organizational effectiveness.
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SY 20.5 Organizational Healing: Mechanisms for Growth

and Strengthening
E.H. Powley
Naval Postgraduate School, Monterey, CA, United States
Disruptions in organizations, though fraught with difficulty, represent a rich
area for theorizing about the role of social mechanisms to restore organizational
functioning and future strength and growth. This presentation articulates the
role of resilience in organizations, clarifies the process of healing after
organizational trauma, and advances theory on positive organizations.
Organizational resilience refers to the capabilities possessed by organizations
that allow them to withstand, or to bounce back from, threats, trauma, and
disruptions. The mechanisms of resilience described in resilience activation
enable organizations to bounce back from adverse events. Healing refers to the
work of repairing relationships and continuity in support of recovery of vital
practices, routines, and structures. Healing involves processes and human
action patterns that create and coordinate social interactions among
organizational members that foster growth and strengthen organizations after
major harm. Pivotal social and organizational mechanisms are crucial for the
accomplishment of resilience and healing. Social mechanisms explain how
structures and actions interrelate to create positive organizational dynamics.
Mechanisms such as social support, positive relationships, ritual and ceremony,
leadership, and collective action help restore relationships, functions, and
processes. Positive dynamics activate resilience so that organizations may
effectively handle traumatic events and enable the resumption of organizational
functioning. Such dynamics also help organizations become stronger and grow
from the difficulty.
SY 21 Signature Strengths: Recent Research Informing Best Practices

R.M. Niemiec
VIA Institute on Character, Cincinnati, OH, United States
Signature strengths are typically defined as top strengths that are energizing,
natural to use, authentic to the individual, expressed across settings, and
recognized by others as highly characteristic of the individual; early research
observed that people have 5 (plus or minus 2) signature strengths (Peterson
& Seligman, 2004). This concept of signature strengths is of great interest to
researchers and practitioners in the domains of education, business, coaching,
and psychology/counseling.
But what do we really know about signature strengths? How do the early
definitions and numbers hold up? How many signature strengths do
individuals have? What are the main criteria for determining a signature
strength? What are the best practices involving signature strengths? How do
signature strengths fit into existing programs?
This symposium will review several new studies, some published and some
unpublished on signature strengths research and practice. The VIA Institute
has tested several versions of a "signature strengths survey" that used different
frameworks in defining and measuring a "signature strength." Researchers have
tested signature strengths interventions, including replicating one of the most
often cited studies in positive psychology (Seligman et al., 2005). Other
researchers have created programs in which signature strengths are integral to
the process.
SY 21.1 Signature Strengths: Validating the Construct

N.H. Mayerson
VIA Institute on Character, Cincinnati, OH, United States
The VIA Institute, the nonprofit organization that bridges the science and
practice of character strengths, conducted four studies investigating the initial
concept, criteria, and suggested quantity of signature strengths in individuals.
Studies 1 and 2 used two different approaches to signature strengths criteria
defining the strength as energizing, natural, and essential to ones core
character. More than half of the subjects in each study identified having 11 or
more signature strengths according to this more general definition. Studies 3
and 4 used different methods to make the criteria more stringent. In these two
studies about one third of individuals identified having 11 or more signature
strengths and nearly 50% reported having 7 or fewer signature strengths.
Additionally signature strengths were found to have significantly higher VIA
scores than non-signature strengths.
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These results support the construct of signature strengths and indicate that the
average number of signature strengths that people think of themselves as
having is larger than positive psychology researchers originally proposed.
Narrowing the criteria results in fewer strengths being identified as signature.
These and other results will be reviewed including data differentiating signature
from non-signature strengths and correlations with measures of flourishing.
Implications for practice will be discussed.
SY 21.2 Strengths-based Career Counseling

H. Littman-Ovadia1, V. Lazar-Butbul2, B.A. Benjamin3
1Ariel University Center, Behavioral Sciences and Psychology, Ariel, Israel,
2Ariel University Center, Ariel, Israel, 3Israel National Employment Service,
Jerusalem, Israel
This study demonstrates the effectiveness of strengths-based individual career
counseling among job seekers as carried out by vocational psychologists.
Career counseling clients completed self-esteem, career exploration, strengths
use, and life satisfaction scales prior to the initial counseling session and
immediately following the final session. A follow-up was carried out three
months post-counseling. At baseline, the strengths-based career counseling
sample (N=31) and the conventional career counseling sample (N=30) were
statistically similar on the measured variables. As hypothesized, at postcounseling, only the strengths-based sample demonstrated enhanced selfesteem. Both samples reported enhanced daily use of strengths and unchanged
career exploration and life satisfaction. However, pre-counseling strengths use
predicted post-counseling self-esteem only among the strengths-based clients.
At the three-month follow-up, the strengths-based sample assigned a higher
rating to the counseling contribution, and reported a higher rate of employment
(80.6%) than did the control group (60%). Implications for career counseling
with unemployed clients was discussed.
SY 21.3 Strength-Based Interventions: An Overview on Two Recent Studies

R.T. Proyer1, F. Gander1, S. Wellenzohn2, W. Ruch2
1University of Zurich, Psychology, Zurich, Switzerland, 2University of Zurich,
Zurich, Switzerland
The presentation gives an overview on two recent intervention studies
conducted by the Zurich-based research group. The first study addresses the
question on whether a training of those strengths, which typically correlate
most with life satisfaction, leads to a larger increase in life satisfaction in
comparison with interventions targeted at strengths, which typically correlate
low with life satisfaction. A wait-list controlled study involving N = 178
participants suggested that all participants benefitted from strengths-based
interventions but for the group, which worked with the highly correlated
strengths an increase in life satisfaction before and after the program has been
reported. The second study tests various positive interventions in an online
setting (total N = 622) and, amongst others, replicates earlier findings
(Seligman et al., 2005) for an increase in life satisfaction and decrease in
depression for a group, which used their signature strengths in a new way for
a week. Overall, the findings provide support for the effectiveness of strengthsbased positive interventions and replicate and extend earlier findings with
German-speaking participants.
SY 21.4 Identifying Individual Signature Strengths and Strengths Profiles

of Groups
W.F. Ruch
Peterson and Seligman (2004) proposed that individuals have between three
and seven signature strengths and these are typically operationalized as the top
strengths among the 24 of their classification. They also list 10 criteria that
help identifying signature strengths. Applying signature strengths at work and
in private life is seen as a key factor in a life of engagement and meaning, which
in turn, enhances satisfaction, and is an element of flourishing. The
presentation will give an overview of studies conducted by our research group
in Zurich that deals with the identification of individual signature strengths,
the most salient strengths found in different work settings (banking, leadership
in industry and leisure camps, military, education, coaches etc.), and how the
application of these strengths links to desired outcomes such as work
satisfaction, calling, engagement and meaning. Signature strengths are also
compared to the contents of job descriptions. Methodological issues are
addressed.
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SY 22 Applying Positive Psychology to the Workplace; New Perspectives

on Strengths Use, Job Crafting, Self-determination and Well-Being at Work
W. Oerlemans1, M. Van Woerkom2
1Erasmus University of Rotterdam, Rotterdam, Netherlands, 2Tilburg University,
Human Resource Studies, Tilburg, Netherlands
Empirical evidence supporting the supposed beneficial effects of applying
positive psychology principles to the workplace is still sparse, which may
inhibit practitioners to implement these practices more often. This symposium
addresses this issue by bringing together five empirical studies from three
European countries (Croatia, Germany, and The Netherlands) that investigate
the relevance of positive psychology principles for organizational contexts.
Outcome variables of interest for individuals and organizations such as
performance, wellbeing at work, and engagement are discussed. More
specifically, the symposium will elaborate on
(1) the relationship between character strengths and four different types of
job performance,
(2) the predictors and outcomes of strengths use in the workplace,
(3) the effects of a training in strengths use on employee well-being,
psychological capital, work engagement, and commitment,
(4) the effect of daily job crafting on momentary work engagement and
(5) the role of self-concordant job motivation in the relationship between job
demands and well-being indicators on a within-person level.
Results from three diary studies, one intervention study and one cross-sectional
study will be presented, highlighting the added value of positive psychology
principles to the world of work.
SY 22.1 A Weekly Diary Study on the Predictors and Outcomes of

Strengths Use in the Workplace
M. Van Woerkom1, W. Oerlemans2, A.B. Bakker2
1Tilburg University, Human Resource Studies, Tilburg, Netherlands, 2Erasmus
University of Rotterdam, Rotterdam, Netherlands
Although the link between the use of strengths and well-being is a key aspect
of positive psychology's research agenda, this relationship has hardly been
tested in the work context. Moreover, little is known about how organizations
can support their employees in using their strengths more often. The aim of
this paper is to shed more light on predictors and outcomes of strengths use in
the workplace. Sixty-five civil engineers completed a general questionnaire and
a weekly diary regarding strengths use support, strengths knowledge, strengths
use, and several outcome variables over 6 consecutive weeks. Multilevel
analyses showed that strengths use support provided by the organization and
individual strengths knowledge led to more weekly strengths use. In turn,
weekly strengths use predicted significant change in a range of positive
outcomes (self-efficacy, engagement, affective commitment, and proactive
behavior) on a within-person level. Moreover, strengths use mediated direct
and positive effects of strengths support on weekly changes in three out of four
positive outcomes. Our study indicates that strengths use is indeed beneficial
for employees and that organizations can help employees to use their strengths
more often by providing strengths support and coaching them in identifying
their strengths.
SY 22.2 Character Strengths Predict Task Performance, Job Dedication,

Interpersonal Facilitation, and Organizational Support
C. Harzer1, W. Ruch2
1University of Education in Schwaebisch Gmuend, Schwaebisch Gmuend,
Germany, 2University of Zurich, Zurich, Switzerland, Zurich, Switzerland
It was hypothesized that character strengths facilitate job performance. Both
were investigated considering multiple dimensions (i.e., 24 character strengths;
4 dimensions of job performance) to get a comprehensive overview of their
relationships. As different character strengths relate to different pattern of
positive behavior, different strengths were expected to correlate with different
dimensions of job performance. Two employee samples (N1 = 318; N2 = 108)
completed the German adaptation of the Values in Action Inventory of
Strengths (Ruch, Proyer, Harzer, Park, Peterson, & Seligman, 2010) to measure
the character strengths. The Task Performance Questionnaire (Williams &
83

Anderson, 1991), Job Dedication Questionnaire (Van Scotter & Motowidlo,
1996), Interpersonal Facilitation Questionnaire (Van Scotter & Motowidlo,
1996), and Organizational Support Questionnaire (Coleman & Borman, 2000)
measured the job performance dimensions. In sample 2, supervisors judged
the employees' job performance. We found associations between strengths and
job performance replicable across self-reports (sample 1 & 2) and supervisory
ratings (sample 2). For example, perseverance, honesty, self-regulation, and
prudence consistently correlated with task performance. Interpersonal
facilitation was associated with leadership, teamwork, and kindness. Character
strengths seem to be promising personality traits as predictors of job
performance. Limitations regarding research design, research and practical
implications will be discussed.
SY 22.3 The Effects of a Strengths-based Intervention on Employee Wellbeing, Psychological Capital, Engagement, and Commitment
C. Meyers, M. Van Woerkom
Tilburg University, Tilburg, Netherlands
Strengths-based interventions in the workplace aim at identifying individual
talents and at stimulating their subsequent development and use. Theory
suggests that those interventions have highly positive effects on employee wellbeing and performance; yet, there still is a lack of experimental or quasiexperimental research investigating their hypothesized positive effects.
Therefore, we conducted a quasi-experimental study in which we tested the
effects of such an intervention on employee well-being, psychological capital,
work engagement, and commitment. For this purpose, 120 study participants
working in different companies operating in different sectors have been
randomly assigned to an intervention group and a waitlist-control group. The
intervention itself consisted of a half-day training including preparing and
homework assignments. Study variables are being assessed at three different
points in time (pre, post, 1-month follow-up) by means of online
questionnaires. As the data collection has just been finalized at the moment,
study results are not yet available.
SY 22.4 How Daily Job Crafting Increases Momentary Work Engagement:

A Day Reconstruction Study
W. Oerlemans, A.B. Bakker
Erasmus University of Rotterdam, Institute of Psychology, Rotterdam,
Netherlands
Research suggests that employees can increase their own work engagement
through proactive job crafting behaviours. In the present study, we tested the
hypothesis that daily job crafting would influence work engagement at the
work-activity level (momentary engagement), through the satisfaction of three
basic psychological needs (autonomy, competence, and relatedness). Eighty
employees filled out a survey and a day reconstruction diary on five
consecutive workdays. Job crafting was measured at the day level, whereas
psychological need satisfaction and work engagement were measured during
work activities over the course of a work day. The dataset included 297
workdays and 2270 work activities. Multi-level analyses showed that daily job
crafting behaviors aimed at increasing structural and social resources led to a
higher work engagement at the work activity level. Moreover, psychological
need satisfaction at the work-activity level mediated direct effects of day-level
job crafting on momentary work engagement. The findings show that
employees can influence their own engagement during the day through job
crafting behaviors.
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SY 22.5 How Motivational Profiles Relate to Psychological Health and

Well-Being?
D.E. Hatier, J.-S. Leclerc, V. Dagenais Desmarais
Universit de Montral, Montral, QC, Canada
Various empirical studies in the line of SDT argue that more self-determined
forms of motivation relate to positive psychological outcomes. However, more
research is still needed to understand how the combination of different forms
influences psychological health. The aims of this study are to identify workers'
motivational profiles and verify how these profiles influence positive and
negative indicators of psychological health (Keyes, 2005). Validated self-report
questionnaires measuring motivation at work (external, introjected, identified
and intrinsic), well-being and burnout were administered to 785 Canadians
workers from the health sector. A two-stage clustering analysis revealed three
distinct motivational profiles: the strongly motivated, the motivated in a
controlled fashion and the weakly motivated individuals, F(4, 1560) = 210.7, p
< 0.001; Wilks' Lamba = .23; p2 = .52. These profiles have different
relationships with well-being, F(2, 783) = 96.6, p < .001, and burnout, F(2, 783)
= 86.9 ; p < .001. Tukey post-hoc comparisons of the three groups indicate that
strongly motivated workers experience more well-being and less burnout,
whereas weakly motivated individuals report the lowest levels of well-being and
highest levels of burnout. Overall, these findings suggest that being motivated
at work is an important ingredient for psychological health and well-being.
SY 23 The Character Strength of Spirituality in Adolescents and

Emerging Adults: The Moral Development Functions of Spirituality in
Diverse Contexts
S.A. Schnitker, T.J. Felke, R. Burnside
United States
The character strength of spirituality has long been recognized as an important
attribute by Positive Psychology researchers (e.g., Peterson & Seligman, 2004
include spirituality as one of 24 strengths in the Values in Action classification),
but few studies have examined the ways in which this strength facilitates moral
development in adolescents and emerging adults. This symposium explores
the relation between spirituality and moral development in young people from
diverse counties (including China, India, Jordan, Kenya, Peru, the United
Kingdom, and the United States), religious traditions (including Atheist,
Buddhist, Catholic, Hindu, Humanist, Jewish, Muslim, and Protestant), and
contexts (evangelical summer camp, World of Warcraft online communities).
Multiple methods are used to examine the effects of spirituality on moral and
virtue development, including exemplar methodology, consensual qualitative
research, prospective longitudinal studies, in vivo reports, surveys, and
interviews. Findings point to the multiple pathways by which spirituality may
foster moral and character development.
SY 23.1 The Effects of Spiritual Transformation on Virtue Development

in Evangelical Adolescents
S.A. Schnitker, T.J. Felke, R. Burnside
United States
Spiritual transformation is a relatively common phenomenon among
evangelical youth (Smith & Denton, 2005), but no previously published
studies have examined the effects of spiritual transformation on the
development of character strengths and virtues utilizing prospective
longitudinal designs. Most religions explicitly espouse the idea that genuine
transformation should lead to the development of virtues in adherents, and
Christian traditions maintain that those who experience a genuine
transformation should exhibit virtues or spiritual fruit. We tested the
hypothesis that spiritual transformation leads to virtue development in two
samples of adolescents attending Young Life summer camps. Young Life, active
in all 50 U.S. states and 46 countries, is an evangelical organization that seeks
to introduce adolescents to the Christian faith. In Study 1 (N = 137) and Study
2 (N = 178), participants' character strengths were measured before they
attended summer camp, immediately after camp, and one-year following camp.
Adolescents attending camp reported a high incidence of a religious
transformation at camp (33% in Study 1 and 84% in Study 2). The incidence
of a spiritual transformation at camp predicted increases in the virtues of love,
forgiveness, hope, gratitude, and zest from before camp to one year after camp.
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SY 23.2 Moral Development in Spiritual Exemplars from Six Countries: A

Qualitative Study of Adolescents from Diverse Religious Traditions
P. Ebstyne King
United States
Scholarly literature recognizes an increased interest in the spiritual lives of
adolescents (Lerner, Phelps & Roeser, 2006; Roehlkepartain, King, Wagener
& Benson, 2009). Despite increases in research and publication, few theoretical
models exist that provide insight into the nature and influence of spirituality
on moral development in adolescents. The proposed study uses an exemplar
methodology as a form of intensity sampling in order to gain clarity on this
domain of development. Participants were nominated for living with profound
spirituality within their own culture and completed semistructured interviews
in their country of origin. The sample included 30 youth, aged 12-21, with 18
males and 14 females from India, Jordan, Kenya, Peru, the United Kingdom,
and the United States. The sample included atheist, Buddhist, Catholic, Hindu,
Humanist, Jewish, Muslim, and Protestant youth. Participants' discussions of
spirituality and morality in their lives were explored in terms of three
dimensions of spirituality: transcendence, fidelity, and behavior. Results show
that for many participants, morality and spirituality were inseparable, and
participants' spiritualities informed their personal values, morals, and ideology.
Spirituality is of vital importance to exemplary moral development as it propels
strong convictions and clear beliefs that lead to a coherent and sustainable
moral life.
Kristjnsson, K. (2012). Positive Psychology and Positive Education: Old Wine

in New Bottles? Educational Psychologist, 47(2), 86-105.
Waters, L., Barsky, A., & McQuaid, M. (2012). Positive Education: A WholeSchool Approach. International Positive Psychology Association Newsletter,
5(2). Retrieved from http://www.ippanetwork.org.
SY 24.1 Using a Positive Change Model to Lead School-Wide Cultural

Change
M. White1,2
1St Peter's College, Adelaide, SA, Australia, 2University of Melbourne,
This presentation will outline the school-wide positive psychology changes
that have been undertaken at St Peter's College, Adelaide. Established in
1847 St Peter's College is a leading Independent Anglican day and boarding
school for boys that seeks to provide an exceptional education that brings
our the best in every boy. St Peter's College includes over 1300 boys from
age three to 18 years old and 230 teachers and staff. Over the past three
years, St Peter's College has undergone significant cultural change guided
by Cooperider and Sekera's (2003) Positive Change Model which fosters
three levels of positive transition:
1) elevation and extension;
2) fusion of strengths and
3) activation of energy.
SY 23.3 Spiritual and Moral Formation in Chinese Emerging Adults

Engaged in Multiplayer Online Games
R. Hornbeck
United States
A subset of Chinese emerging and young adults who play the massively
multiplayer online game World of Warcraft report having spiritual (jingshen)
experiences during gameplay. These experiences generally occur during
gameplay activities that seem to engage the moral foundation cognitive
mechanisms outlined by psychologists Jonathan Haidt and Craig Joseph. For
example, according to informants tank and healer roles afford players
opportunities to care for vulnerable group members. While they are giving and
receiving care, players often experience affective states symptomatic of care
foundation outputs (e.g., a feeling of compassion). Players occasionally interpret
these caretaking activities and affective states as having 'spiritual' significance.
This presentation examines player reports of in-game spirituality for insights
into how mainstream videogames can be cultivated for positive
moral/spiritual experiences. Discussion focuses on
(1) how WoW gameplay stimuli may intersect with the actual domains of the
moral foundations identified by Haidt and Joseph,
(2) the cognitive ontologies of in-game spiritual experiences, and
(3) extra-game factors that sensitize Chinese players to in-game moral
affordances.
Data presented include interviews, player testimonials, and surveys collected
during 18 months of fieldwork in Wuhan, China.
SY 24 Schools as Positive Institutions

L.E. Waters
University of Melbourne, Melbourne Graduate School of Education, Melbourne,
VIC, Australia
As the field of positive education matures the call has been made for schools
to expand beyond the application of student-focused positive psychology
interventions to adopt a whole-school approach (Kristjansson, 2012) which
embeds the principles of positive psychology into school culture, pedagogy,
staff wellbeing and student learning (Waters, Barsky & McQuaid, 2012). The
whole-school approach emphasizes the creation of a 'positive institution' for
all and expand the focus beyond wellbeing to also incorporate learning and
achievement. The school leaders presenting in this symposium have drawn on
the emerging research in fields such as positive organizational scholarship and
positive organizational behaviour to inform a strength-based approach to staff
recruitment, orientation, training, staff performance appraisal and student
learning. This symposium will also present the results of large scale research
conducted at the University of Melbourne on the role of psychological capital
upon staff wellbeing.
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The phase of elevation and extension was conducted through the positive
psychology training of the senior leadership team, the development of a new
strategic plan and a sponsored public speaking series on wellbeing. The phase
of fusion of strengths was conducted through a whole-staff appreciative
inquiry summit and whole-staff positive psychology training. The phase of
activation of energy is now underway with multiple positive psychology
interventions being conducted in areas such as sport, Religious Instruction,
English Literature classes, new staff-related policies and a positive psychology
interest group.
SY 24.2 Combining Student Centred Learning and Positive Psychology at

Carey Grammar to Create Flourishing Learners
P. Robson, Y. McCafferty
Carey Baptist Grammar School, Kew, VIC, Australia
Carey Baptist Grammar School is a leading Australian coeducational
independent school committed to learning, wellbeing, service and spirituality.
With an open enrolment policy, Carey has 2300 students aged from 6 months
to year 12. We work in partnership with families to develop wise, independent
and motivated young people who will engage in their communities.
Learning at Carey takes place in a challenging education environment in which
all students are encouraged to enjoy learning, respect each other and love life.
To ensure that our students achieve the most from their learning, Carey has
adopted a student-centred learning model which embraces the latest science
on pedagogy such as the use of learning intentions, formative feedback and
inquiry based learning. Uniquely, Carey has infused the new student-centered
learning approach with the science of positive psychology and supports student
learning through positive emotions, flow, relationships, process praise and
active-constructive feedback. When combined with reliable and successful
learning routines which are enhanced by positive psychology, students are able
to achieve better academic results more quickly and success breeds success.
The presentation will provide preliminary evidence as to the success of Carey's
combined student centred learning-positive education model.
SY 24.3 Leading School Wide Cultural Change: A Systems Theory

Approach to Positive Psychology
P.M. Doll
The Peninsula School, Mt Eliza, VIC, Australia
The Peninsula School (TPS) is an Early Learning (3yo) to Year 12 (18yo) school
located on the Mornington Peninsula, Australia with an enrolment of 1450
students and 340 staff.
85

In 2010, TPS commenced a whole-school cultural change applying positive
psychology to enhance community wellbeing and student academic
performance. This process has been driven by the Senior Leadership Team,
guided by Associate Professor Lea Waters, Melbourne University.
Systems theory has informed the embedding of positive psychology into staff
and student welfare programs, classroom practice, co-curricular programs,
school marketing and management practices including recruitment, induction,
professional development and performance review.
Staff have been trained in positive psychology prior to shifting the focus to
pedagogy, the curriculum and co-curricular programs. Parents have been
informed of the various stages of the program throughout its implementation,
wholeheartedly embracing this initiative.
Evaluation of the journey has been a crucial element to the sustainability of
this organisation-wide change. A SWOT framework has been used to capture
the responses of staff. Parent perception and student wellbeing surveys have
also been undertaken at various stages along the journey.
SY 24.4 An Investigation of the Relationship between Psychological

Capital and School Leaders Workplace Well-Being
G.S. Strauss1, L.E. Waters2, A. Somech3
1University of Melbourne, Melbourne School of Psychological Sciences,
Melbourne, VIC, Australia, 2University of Melbourne, Melbourne Graduate
School of Education, Melbourne, VIC, Australia, 3University of Haifa, Faculty of
Education, Haifa, Israel
Fostering the workplace well-being of school leaders is an integral component
of the whole-school approach to positive education (Kristjansson, 2012;
McGrath & Noble, 2007). Psychological capital may be an important
construct related to school leaders well-being. Psychological capital is defined
as an individual's positive psychological state of development characterized
by the resources of hope, optimism, self-efficacy and resilience (Walumbwa,
Avolio, & Hartnell, 2010). While researchers have demonstrated that
psychological capital is related to workplace well-being across a diverse set of
professions (Avey, Reichard, Luthans & Mhatre, 2011), researchers have not
yet examined how psychological capital impacts school leaders workplace
well-being. Using a sample of 456 Australian school leaders, this study
investigated the relationships between school leaders' psychological capital
and their job satisfaction, organizational commitment, engagement, and
mental-health. Multilevel modelling results revealed significant relationships
between school leader psychological capital and all outcomes. This study
contributes to the growing field of positive education by considering how the
whole-school approach needs to incorporate the well-being of school leaders
(and not just students). It also contributes to the literature by being the first
to apply the positive organizational behavior theory of psychological capital
to school leaders.
SY 25 Motivational Interviewing and Positive Psychology/Social Sciences

C. Wagner1, K. Ingersoll2, A. Csillik3, M. Bay3
1Virginia Commonwealth University, Richmond, VA, United States, 2University
of Virginia, Charlottesville, VA, United States, 3University of Paris Ouest
Nanterre la Dfense, Paris, France
Motivational interviewing (MI) is an evidence-based, client-centered, goaloriented therapeutic approach for assisting with a range of mental health,
behavioral health, and substance abuse issues. Developed as an integration of
client-centered therapy with research findings from social and cognitive
psychology, MI focuses on evoking client motivation to change toward more
fulfilling lifestyles. This symposium describes how MI fits with positive
psychology and the positive social sciences, and adaptations the presenters
have made to more thoroughly integrate a positive perspective into MI. The
first presentation describes the philosophical fit of MI and PP/SS, including the
focus in MI on building client confidence and self-efficacy, and the use of

empathy to help clients better accept themselves and pursue positive changes
rather than focus on deficits or problems. The second presentation considers
the relative focus on positive vs. negative reinforcement principles in MI, and
describes recent adaptations to focus more on using positive emotions as a core
motivational element of the MI approach. The final presentation outlines the
explicit use of Fredricksons Broaden-and-Build model in the recently
developed model of using MI in groups.
SY 25.1 Motivational Interviewing in the Light of Positive Psychology

A. Csillik, M. Bay
University of Paris Ouest Nanterre la Dfense, Paris, France
MI and positive psychology share a positive approach of human being,
considered as endowed with tendencies towards growth and optimal
functioning. As a client-centered therapy, MI builds upon the Rogerian
approach, adding motivational strategies to Rogers' supportive conditions, with
a focus on empathy. Compassion, a core concept of positive psychology, is
considered in the new description of MI as essential to its spirit, as the ability
to seek and value the well-being of others. Consistent with a positive
perspective, MI emphasizes positive states, including a focus on hope for
success in change and confidence about one's ability to change. Understanding
and cooperating with client's sources of hope, with a particular focus on selfefficacy, is an important component of MI and is one of the most potent client
factors predicting change. Lastly, we propose that MI can be integrated or
followed by positive psychology interventions in order to help clients acquire
the skills for behaviour change and its maintenance in time. An example of
integration will be presented, showing how MI fits PPT in order to enhance
treatment adherence among patients with multiple sclerosis and in the
prevention or treatment of depression, a major psychological problem
associated to MS.
SY 25.2 Integrating Positive Emotions into Motivational Interviewing

C.C. Wagner1, K.S. Ingersoll2
1Virginia Commonwealth University, Richmond, VA, United States, 2University
of Virginia, Department of Psychiatry and Neurobehavioral Sciences,
Charlottesville, VA, United States
Motivational interviewing (MI) techniques have been described in cognitive
and behavioral terms, as means to positively resolve tension created by
unresolved ambivalence about change. This view of motivation is consistent
with a negative reinforcement model, in which behaviors are performed to
escape from negative states. In contrast, the concept of positive reinforcement
involves seeking positive states through behaviors that lead toward more
satisfying conditions. From this perspective, motivation involves a desire to
experience positive emotions. This paper focuses on the potential role that
emotions may play in MI, particularly positive emotions. The authors posit that
MI elicits positive emotions of interest, hope, contentment and inspiration by
inviting clients to envision a better future, to remember past successes, and to
gain confidence in their abilities to improve their lives. Their work incorporates
elements of Barbara Universitys positive emotions theory into MI.
SY 25.3 Incorporating Fredricksons Broaden-and-Build Model into

Motivational Interviewing Groups
K.S. Ingersoll1, C.C. Wagner2
1University of Virginia, Department of Psychiatry and Neurobehavioral Sciences,
Charlottesville, VA, United States, 2Virginia Commonwealth University,
Rehabilitation Counseling, Psychology & Psychiatry, Richmond, VA, United
States
The presenters MI group therapy model draws significantly from positive
psychology. Their four-phase model of MI groups (1) Engaging the Group,
(2) Exploring Perspectives,
(3) Broadening Perspectives, and
(4) Moving into Action - is positively-focused and future-oriented, and fosters
supportive group dynamics to build motivation to make changes that promote
greater well-being and fulfillment among group members.
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www.ippanetwork.org
Fredricksons Broaden-and-Build model informs the presenters MI group

model, and specifically provides the foundation for the third phase of group.
Through fostering positive emotions such as hope and confidence, and using
MI strategies such as envisioning a better future and leveraging personal
strengths, MI groups leaders help members broaden their perspectives to new
possibilities and experiences, and actively encourage group members to use
the group to build resources for change by highlighting group cohesion, task
interdependence, and mutual altruism. The positive environment of MI groups
can help members escape downward spirals of negativity and become more
creative in fashioning better long-term solutions to life challenges, in part by
connecting members to the wisdom and resources of the larger group.
SY 26 Invited Symposium on Positive Development Moral Formation

W. Damon
Stanford University, Graduate School of Education, Stanford, CA, United States
A dominant direction in moral psychology - recently referred to as the new
science approach emphasizes the unintentional and unreflective nature of
moral choice. Findings from experiments based upon hypothetical dilemmas
have been interpreted to indicate that our moral responses are determined by
irrational, biologically-based intuitions; or, alternatively, that people do little
more than mindlessly act out set cultural scripts whenever they are confronted
with moral problems in everyday life.
The presenters at this symposium, each with their own distinct approach and
set of concerns, all have taken a broader perspective on the nature of morality,
a view that includes an essential role for conscious choice, belief in inspiring
ideals, and the formation of key virtues over the lifespan. The research
programs discussed in the symposium offer alternatives to the reductionist
vision of the fields most recent direction.
SY 26.1 Humility, Truth, and Faith in Creative Moral Leaders

Anne Colby1, W. Damon2
1Stanford University, Stanford, CA, United States,2Stanford University, Graduate
School of Education, Stanford, CA, United States
This paper will present the results of a study of moral ideals and virtues based
on case studies of highly creative leaders who advanced the causes of justice
and world peace during the 20th Century. The study focuses on the place of
three key virtues - humility, inner truthfulness, and faith - in the life trajectories
of creative moral leaders. Extensive biographical and autobiographical accounts
of the subjects, along with their published writings, were coded with a
systematic qualitative coding scheme that articulates multiple themes for each
of the target virtues. The results illuminate the sometimes surprising nature of
these virtues, the interconnections among them, and their relationships with
moral identity, reflection, emotion, action, development, and culture.
Recent theory in moral psychology reduces moral motivation to non-rational
emotional responses and intuitions that are shaped by neural processes and
cultural contingencies with little role for moral ideals, virtues, or
understanding. In contrast, this study investigates the powerful roles of ideals
and virtues in shaping moral character, behavior, and emotion.
The paper will explore the theoretical significance of the study's findings as
well as their implications for the moral lives of ordinary people.
SY 26.2 Positive Factors in the Formation of Environmental Ethics

M. Kyle Matsuba
Kwantlen Polytechnic University, Surrey, British Columbia, Canada
A growing awareness has emerged that psychology can contribute meaningfully
to address global climate change (e.g., Swim et al., 2011). However, often the
focus has been on identifying the many barriers that prevent us from behaving
in ways that would facilitate environmental sustainability (e.g., Gifford, 2011).
Following on the work of Colby and Damon (1992), we (Matsuba & Pratt,
under review) offer a different, more positive perspective to the issue by
studying environmental activists and comparing them to non-activists.
Through our own studies of environmental activists (Matsuba et al., 2012;
Alisat et al., under review) and those of others (e.g., Chawla, 1999; Horwitz,
1996), we have identified important factors such as early childhood nature
experiences, later environmental identity development, and generativity as
predictors of proenvironmental behaviors. Borrowing from developmental and
personality fields, we propose a model to describe possible pathways toward
environmental action that emphasizes positive experiences, self-development,
www.ippanetwork.org
and social interactions that move people towards engagement, thus offering a
contrasting perspective to the models that focus on barriers which prevent
environmental actions.
SY 26.3 The Moral Architecture of Gratitude

Robert Emmons, University of California - Davis, Davis, CA
SY 27 Implementing Sustainable Change: Will Positive Psychology

Transform a Negative Culture
M.A. Hurst1, D. Pacholke2, K. Hyunh3, M. Ta3, L.H. Bikos3
1The Evergreen State College, Olympia, WA, United States, 2Washington State
Department of Corrections, Olympia, WA, United States, 3Seattle Pacific
University, Clinical Psychology, Seattle, WA, United States
With an incarcerated population near 2 millionmost of them repeat
offendersthe U.S. has ample justification to search for new penal practices.
Historically, prison programming has focused on problems, deficits and
punishment, but current research and innovations (Hurst, Hyunh, Hall, Ta &
Bikos, 2011) suggests strengths-based training, as well as ecological projects
(vermiculture, rescue of endangered species) may be effective in building
teamwork, citizenship, optimism, etc., (Pacholke; Hurst, et al). Specifically,
these efforts address experiences and activities that foster the virtues and
character promoted by Peterson and Seligman, flow as conceptualized by
Csikzentmihalyi, as well as the development of self-regulation described by
Baumeister. Classroom instruction, deliberate practice, and powerful 'real
world' accomplishments are seen to promote universally valued strengths
(gratitude, hope, love of learning) in this otherwise difficult population. Panel
members suggest that a symbiosis between ecological sciences and positive
psychology may naturally exist, with mutual benefits to offenders, institutions
and communities.
SY 27.1 Positive Psychology Outcomes from Sustainability in

Prisons Projects
J.R. Trivett1, D. Pacholke2
1The Evergreen State College, Sustainability in Prisons Project, Olympia, WA,
United States, 2Washington State Department of Corrections, Olympia, WA,
United States
The virtues of teamwork, leadership, curiosity and perseverance are being
found and fostered in the Sustainability in Prison Projects co-founded by Dan
Pacholke, Assistant Secretary of Prisons for Washington State Department of
Corrections. In collaboration with scientists and researchers, inmates are
directly responsible for rescuing species from their endangered status
(examples: Oregon Spotted Frog, Taylor's Checkerspot Butterfly), participating
in canine rescue programs, building a renewable, highly productive composting
vermiculture, and reducing both fuel consumption and water wastage. Beyond
this, offenders are learning skills of self-regulation, pride in civic
accomplishment, and finding flow. With brief video documentation, Dan
presents evidence of how the physical sciences interrelate with principles of
positive psychological science, enhancing the impact of both. Ongoing research
suggests reduced recidivismand more importantlysafer institutions and
communities. Contrary to the notion that such positive changes would be
costly in prisons, the generation of an ever-wider range of conservation projects
has reduced both the economic burden to taxpayers, as well as the horrible
human costs of incarceration.
SY 27.2 The Positive Re-Entry Program

M.A. Hurst
The Evergreen State College, Olympia, WA, United States
Character and virtue, or human excellences, have been a focus of the Positive
Re-Entry Program (PRP) created in 2003 by Mark A. Hurst, Ph.D. for use in
prison settings. Over the past decade, Mark has refined and expanded the
program, and included outcome based measures to assess its impact on a
variety of life satisfaction measures. In its current formulation as an 8 week
program, each session includes opportunities to learn about aspects of positive
psychology that are known to help humans flourish. Students are given written
material to introduce them to the concepts (gratitude, flow, savoring),
homework for deliberate practice outside sessions, and weekly interactive
87

presentations and small group seminars for processing their learning. The final
sessions are set aside for the development of an ongoing self-directed plan for
more positive emotion, building of positive character, and investment in
institutions and communities. Self-regulation and resilience skills are
incorporated into the model. Mark's current work is the manualization of the
program for more widespread use. This presentation will provide a brief
overview of program development, didactic and experiential administration.
and the significant outcomes found on measures of hope, gratitude, and general
life satisfaction.
SY 27.3 The Positive Re-entry Program: The Implementation, Outcomes,

and Future Direction of a Positive Psychology Intervention for
Incarcerated Inmates
K. Huynh, M. Ta, L.H. Bikos
Seattle Pacific University, Seattle, WA, United States
Upon offenders' release from incarceration many experience difficulty
reintegrating into their local communities and have trouble finding stable
housing, employment, and social support (Shrinkfield & Graffam, 2009). The
optimal time for rehabilitating offenders is during incarceration with programs
oriented towards equipping inmates with the skills necessary to reintegrate
successfully in their local communities upon release (Wormith et al., 2007).
The Positive Re-entry Program (PRP) is an intervention grounded in positive
psychology principles to strengthen positive character within participants. Two
groups of male inmates (n = 30 for 8-weeks,n = 30 for 12-weeks) were
evaluated. Preliminary results from a non-experimental evaluation of PRP with
male inmates found statistically significant increases pre and post intervention
in: gratitude, hope, life satisfaction, optimism, forgiveness, and meaning in life.
Due to these encouraging findings, moving to a truly experimental research
design is warranted. A cross-over experimental design is proposed. Past
implementations of the interventions have only been conducted with male
inmates. To increase external and internal validity of the intervention
conducting the program with female inmates is recommended. The
presentation will discuss differences between male and female programming
and how the authors have tailored a female specific format of the intervention
to address women's issues and concerns.
SY 28 Positive Psychology and the Internet: Disseminating Positive

Interventions and Assessments over the Internet to the General Public
A. Jarden1,2
1Auckland University of Technology, Human Potential Centre, Auckland, New
Zealand, 2The Open Polytechnic of New Zealand, Wellington, New Zealand
This symposia draws together established and cutting edge online wellbeing
scientists who have partnered with entrepreneurs or investors to create
commercially successful online applications based on positive psychology; all
with the goal of changing the world for the better. Across these talks the
speakers identify the technologies that have proved fruitful, the challenges they
have faced, adapted to, and overcome, and the successes and hard data that
proves that applying positive psychology via the internet can make a real world
difference on a large scale.
SY 28.1 HappCo: A Mobile Application of Positive Interventions

E. Zhivotovskaya
Flourishing Center, New York, NY, United States
HappCo is a human potential development company that has created an
integrative and holistic approach to behavior change. Working off the PERMAV model of flourishing and the prominent research in positive psychology,
HappCo has created a mobile application that combines positive interventions,
with self-tracking, social networking and coaching to give users all the tools
that they need for behavior change and increased well-being. This brief
presentation will highlight HappCo's key features along with the pros and cons
of this holistic sophisticated approach. The presentation will include
preliminary qualitative and quantitative finds from HappCo user data that will
inform participants about individual needs for flourishing as well as contribute
to the growing exploration of positive psychology interventions.
88
SY 28.2 Happify: Bringing the Science of Happiness to the Masses

O. Leidner1, T. Ben-Kiki1, A. Parks2
1Happify, New York, NY, United States, 2Hiram College, Hiram, OH,
United States
In this presentation, we describe a new online experience called Happify,
designed to not only bring the science of happiness to mass market, but also
to help advance research the efficacy and effectiveness of positive interventions.
Our products (mobile and web apps) incorporate an engaging mental training
framework with fun daily activities delivered through media, games, reflective
blogging and meaningful social interaction. Founded in early 2012 by
successful serial entrepreneurs and funded by savvy tech investors, Happify
launched a closed beta in December with thousands of participants. During
that time, we have collected initial pilot data on the improvement experienced
by Happify users (on average, an accumulated improvement of close to 20%
on happiness scores). We have also collected initial usability data, which shows
that the average time per visit on Happify exceeds 30 minutes - higher than
Facebook, and many other popular websites and social networks. We will
conclude our presentation with a discussion of potential opportunities for
collaboration with members of the research community.
SY 28.3 Online Mindfulness: A Randomised Controlled Trial of a Fully

Automated Online Mindfulness Program
J. Mitchell1, B. Klein2, D. Vella-Brodricka1, D. Meyer3, R. Stanimirovicc4
1Monash University, School of Psychology and Psychiatry, Melbourne, VIC,
Australia, 2Swinburne University, Melbourne, VIC, Australia, 3Swinburne
University, School of Psychology and Psychiatry, Melbourne, VIC, Australia,
4Australian Institute of Sport, Melbourne, VIC, Australia
This study tested the efficacy of an online mindfulness program to enhance
wellbeing and reduce mental illness symptoms.
Method: 623 adults participated (81% female, 70.5% Australian residents, mean
age 39.9 years) in a randomised controlled trial investigating longitudinal
outcomes for a mindfulness program compared to a waitlist control (WC). Selfreport measures were administered at baseline, post-intervention, one month
and three months follow-up, and included the Personal Well-being IndexAdult, Satisfaction With Life Scale, Modified Differential Emotions Scale,
Psychological Well-Being, Mental Health Continuum-Short Form, and the
Depression Anxiety Stress Scale-21.
Results: Hierarchical Linear Modeling analyses indicated that, compared to the
WC, the Mindfulness group had a significant reduction in anxiety symptoms.
There was an increase in wellbeing at three months for Mindfulness group
participants with elevated depression symptoms at baseline.
Conclusion: The results support the efficacy of a brief, online mindfulness
intervention to universally decrease anxiety and selectively enhance wellbeing.
The moderating effect of baseline depression highlights the importance of
tailoring interventions to the individual. The Internet offers an opportunity to
deliver fully automated, tailored interventions as part of an accessible and
sustainable health promotion and illness prevention strategy.
SY 28.4 Social Networking and Gamification: Allies in Self-Improvement

R. Broome
SuperBetter Labs, LLC, San Francisco, CA, United States
In this presentation, data from the self-improvement website SuperBetter will
be presented to highlight the benefit of using a gameful approach to improving
wellbeing. We will emphasize data looking at the social aspects of the website,
including findings that players with allies in the system - both from their
personal community (friends/family) and from SuperBetter forums - are more
successful at reaching their goals, and that the number one Bad Guy for
players battling depression is isolation.
SY 29 Post-Traumatic Growth and Inclusive Positivity

T. Ito1, M. Ozaki2, N. Hanssen3
1Wako University, Department of Education and Psychology, Machida, Japan,
2Sagami Women's University, Department of Humanistic Psychology,
Sagamihara-shi, Japan, 3Flowcom, Oslo, Norway
www.ippanetwork.org
First, Nina Hanssen will take up the terror attack in Norway July 22nd against
the government, the Norwegian society, inhabitants and especially the murdering
of Labor youth at the summer camp which resulted in the death of 77 persons.
This presentation will draw some conclusions on how some of the survivors can
find flow, engagement and enjoyment after such an extreme experience. Secondly,
Takehiko Ito will talk about the spiritual growth of those young people who had
suffered from 311 Great East Japan Earthquake. Out of the various tragedies from
the disaster, he will show that PTG clearly revealed. Finally, Manami Ozaki will
propose the concept of Inclusive Positivity as an ultimate joy, which includes
negativity from the transcendental joy, by using the questionnaire data of
university students after the 311 Earthquake/ Tsunami Disaster.
SY 29.1 Post-Traumatic Growth in Essays of Children Affected by the

March 11 Earthquake, Tsunami, and Nuclear Disaster in Japan
T. Ito
Wako University, Education and Psychology, Machida, Japan
Can we find inclusive positivity in the children after the experience of
hardship? The purpose of this presentation is to examine the essays written by
children who experienced the Great East Japan Earthquake in order to clarify
the characteristics of these essays and explore about the possibilities for
posttraumatic growth (PTG) from the five factors in Posttraumatic Growth
Inventory by Tedeschi & Calhoun (1996). Totally 161 essays written by schoolaged children were extracted for text mining analysis. The average length of
the essays was 601.9 characters and there were a total of 6,052 sentences. The
total number of content words for all the essays analyzed was 39,415, and 6,465
words were retrieved. We see clearly in the children's essays the spiritual
growth of these young people who had undergone such trauma during the
Great East Japan Earthquake, including injuries and serious illness, the death
of loved ones, and total disruption of their lives. From out of the various
tragedies from the disaster, we see PTG clearly revealed.
SY 29.2 Blessed are those who Mourn: From the PTG Research of the 311
Earthquake/Tsunami Disaster
M. Ozaki
Sagami Women's University, Sagamihara-shi, Japan
The purpose of this study is to provide the evidence to support the theory of
Inclusive positivity in such a way as to appreciate negativity from a transcendental
viewpoint.The PTG (Posttraumatic growth) of 321 students residing in Tokyo
metropolitan area (F=84; M=123; not identified=115) (Average age: 27.67
6.91) was investigated, focused on the relation between PTG and the negative
emotions and the attribution style. Results showed that the students who
experienced more grief and sorrow had higher PTG, and transformed their
worldview, and showed gratitude despite the painful situations. Those who
showed more personalized attribution style, who had responsibility for the crises,
defined as pessimistic by Seligman, had the highest score of PTG. Those who
showed more outer attribution style, which had the highest hope, which is
considered optimistic, showed the lowest score of PTG. This outcome suggests
that the pessimistic attitude could be more adaptive at the moment of crisis, and
the pain contributes to growth. Here I propose the concept of Inclusive Positivity
as an ultimate joy, which includes negativity from the transcendental joy.
SY 29.3 Sustainable Happiness & Combat Trauma Recovery: Positive

Psychology in Action
L.L. Cypers Kamen
Harvesting Happiness for Heroes & Harvesting Happiness, Los Angeles, CA,
United States
The critical issue of PTSD is complicated by stigma. The media espouses a
burgeoning epidemic of suicide, homicide, addiction, violence, divorce and
second-hand trauma. Our government cannot handle the financial burden of care
for our Veterans nor does its standard treatment fully address the heart of the
matter. Meanwhile, our Veterans return from war having experienced horrific
events that accumulate quickly, especially after multiple deployments. They are
physically, mentally and emotionally overloaded with stress.
There is mistrust, guilt, shame, embarrassment and a host of other emotions in
the warrior mind that prevent Veterans from seeking help. Realizing this
tremendous unmet need, I began developing an outside the box curriculum to
reduce PTSD stigma and guide our warriors to recovery from the traumas of war.
In 2010, I founded Harvesting Happiness for Heroes, a 501(c)(3) nonprofit that
delivers stigma-free combat recovery services for Veterans and their loved ones.
www.ippanetwork.org
Through positive psychology coaching, HH4Heroes helps Veterans balance their

minds, bodies and emotions to achieve greater wellbeing. Core areas of treatment
include yoga and meditation, as well as constructive dialogue on the principles
of positive psychology. HH4Heroes offers mission-driven integrated coaching
enabling our Veterans learn to transform Post-Traumatic Stress into PostTraumatic Growth.
SY 29.4 How Survivals from the Terror Attack in Norway 22th July 2011
Can Find Flow, Engagement and Enjoyment after the Extreme Experience
N. Hanssen
Flowcom, Oslo, Norway
The terror attack in Norway July 22nd against the government, the society,
inhabitants and especially the murdering of Labor youth at the summer camp
resulted in the death of 77 persons.
The first Utya-study by the National Knowledge Center on violence and
traumatic stress)released in January 2013 shows that half of the young
survivors of the attack at Utya suffer from posttraumatic stress and have
symptoms of depression.
The results show that the youths have flashbacks from the day of the attack
and are trying to avoid situations that remind them of the event. Some of them
also suffer from irritation, having difficulties to sleep, lack of concentration
and various mental ups and downs.
However, some of those afflicted seem to be able to handle their lives after the
attack well, seeking and establishing flow-zones and focusing on a specific
work, study, hobby or by simply helping and encouraging other people.
How do they do it? What strategies do they use? What can we learn from them?
In the presentation in LA I will share some of the conclusions from qualitative
research interviews on how some people are able to find flow, engagement and
enjoyment after such an extreme experience.
SY 30 Positive Jobs in Positive Organizations I: Providing Evidence-based

Theory
M. Salanova, P. Torrente
Universitat Jaume I, Castell, Spain
Nowadays, it is widely accepted that employees occupy jobs and roles that are
imbricated within more general organizational dynamics. Furthermore, this
global view of organizations is receiving increasing attention from Positive
Psychology. Nevertheless, the current state-of-the-art calls for further
theoretical and applied research in order to strengthen the vision of Positive
Psychology in the case of optimally-functioning organizations. However,
bringing together individual and collective perspectives in the topic is still a
challenge to overcome. This day-symposium is structured in two symposia.
The first one is focused on providing evidence-based theory and is composed
of four contributions. In the first contribution, Youssef and Salanova propose
a conceptual model for understanding positivity across levels of analysis
combining Psychological Capital with a more general, collectively-oriented
HERO Model. Torrente and colleagues consider the influence of a team-level
resource over and above the effect of a personal resource as predictors of team
and individual work engagement. Acosta and colleagues further develop this
idea testing two homologous processes at the team and organizational levels
that have organizational trust as a key mediator between resources and
objective performance. Finally, Cameron shows the relationship between
virtues and organizational-level outcomes completing a multilevel perspective
of positive organizations.
SY 30.1 Positive Employees in Positive Organizations: Toward a

Conceptual Multi-level Model
C. Youssef1, M. Salanova2
1Bellevue University, Bellevue, NE, United States, 2Universitat Jaume I, Castell,
Spain
In organizational sciences, two positively-oriented approaches have emerged
as offshoots of positive psychology and shifted the emphasis to the positive
attributes of individuals and organizations, such as their strengths, performance
and wellbeing. These approaches are
89

(a) at the individual level, Positive Organizational Behavior (POB) with its
constituent psychological resources of Hope, Efficacy, Resilience and Optimism
(HERO), combined into the higher-order construct of Psychological Capital
(PsyCap); and
(b) at the organizational level, Positive Organizational Scholarship (POS)
emphasizing elevating processes, extraordinary outcomes, and other unique
organizational phenomena that can create a positive environment.
While both approaches are thriving and empirical findings to-date are
promising, lacking from the literature are the multi-level linkages. This paper
seeks to fill this void by proposing a conceptual model for understanding
positivity across levels of analysis. Specifically, HERO and PsyCap at the
individual level (Luthans, Youssef & Avolio, 2014) are combined with the
HEalthy and Resilient Organization (HERO) model at the team and
organizational level (Salanova, Lorens, Cifre, & Martinez, 2013) to examine
the potential antecedents, correlates, mediators, moderators and outcomes of
positivity in and of organizations. Special attention is given to the conceptual
and methodological issues involved in borrowing positive constructs across
levels of analysis.
SY 30.2 Coordination and Task Engagement in Teams: Evidence from a

Longitudinal Multilevel Design
P. Torrente1, M. Salanova1, S. Llorens1, W.B. Schaufeli2
1Universitat Jaume I, Castell, Spain, 2University of Utrecht,
Utrecht, Netherlands
Modern societies are strongly dependent on teams, without exclusively relying
on every single and efficient individual. Based on previous research, selfefficient individuals are more prone to experience an individual state of task
engagement. Nevertheless, teams require coordination to fulfil its goals and
duties. Team coordination has been previously linked to team performance
through a shared state of team work engagement using a cross-sectional design.
Following the HERO Model, we analyze the predicting role of team
coordination across time as an antecedent of individual and team task
engagement over and above the effect of self-efficacy beliefs. Three data waves
were gathered including 372 university students nested in 79 teams, who
carried out three creative tasks communicating by means of a computer-based
environment. Hierarchical linear models were conducted within a longitudinal
framework. Results showed that team coordination predicted individual work
engagement over time, over and above the effect of self-efficacy. Team
coordination also predicted team task engagement over time. Promoting team
coordination arises as a useful social resource to promote an engagement state
both at the individual and the team levels of analysis. This relation was stronger
than the effect of self-efficacy beliefs which calls for collective-focused
interventions within teams.
SY 30.3 Learn to Trust your Company: A Multilevel Model to Explain

Performance
H. Acosta1, M. Salanova1, S. Llorens1, P. Le Blanc2
1Universitat Jaume I, Castell, Spain, 2Eindhoven University of Technology,
Eindhoven, Netherlands
The current study contributes to our understanding of the role of
organizational trust (i.e., vertical and horizontal trust) between healthy
organizational practices and performance. The HERO Model (HEalthy and
Resilient Organization) was used as a theoretical framework. Data were
analysed at the organizational and at the team level. The study sample consisted
of 890 employees nested within 177 teams and their immediate supervisors
from 35 enterprises. The first two hypotheses addressed the fully mediating
role of vertical trust (at the organizational level) and horizontal trust (at the
team level). Results of bootstrapping analysis (at the organizational level) and
Structural Equation Modeling (SEM; at the team level) supported our
hypotheses. Moreover, three additional hypotheses concerning cross-level
effects were tested applying multilevel data analysis, in order to test cross-levels
effects. Results show that none of the additional cross-level hypotheses were
supported. To conclude, our results confirm two independent processes to
predict performance operating at the organizational and the team level,
respectively. Regarding to practical contributions, healthy organizational
90
practices are recommended to boost organizational financial performance via

vertical trust. At the same time, healthy team practices enhance team
performance via horizontal trust.
SY 30.4 Virtuousness and Performance in Organizations

K.S. Cameron
University of Michigan, Ann Harbor, MI, United States
The term virtues refers to attributes that represent moral excellence, inherent
goodness, and what represents humanity's very best qualities. Grant and
Schwartz (2011) argued that virtues are characterized by a non-monotonic
inverted-U effect. Relying on Aristotle's (1999) notion of the golden mean,
they argued that virtues can be taken too far. However, Aristotle himself argued
that virtues themselves represent the golden mean. Excessive or deficient forms
of virtues are qualitatively different from virtuousness. For example, Grant and
Schwartz suggested that cowardice is a deficient form of courage and
recklessness is an excessive form of courage. Yet, these concepts do not
represent a quantitative variation on courage but rather qualitatively different
concepts. In this presentation, virtuous practices are assessed at the
organization level of analysis in financial services and in health care. These
virtuous practices include institutionalized gratitude and appreciation, dignity
and respect, support and compassion, caring and concern, meaningfulness and
purpose, inspiration and positive energy, forgiveness and understanding, and
trust and integrity. The results illustrate monotonic relationships between
virtuousness and desired outcomes such as organizational climate, profitability,
productivity, and customer satisfaction. In contrast to the argument by Grant
and Schwartz the more virtuousness in organizations, the greater their
organizational effectiveness.
SY 31 Elevating Elevation: Recent Advances

A.L. Thomson, J. Siegel, J. Nakamura, M. Navarro, L. Graham
The proposed panel will seek to illuminate current advances in elevation (i.e.,
the suite of emotions associated with witnessing the moral excellence of
others). Elevation has been linked to a variety of prosocial behaviors, and could
potentially be used as a force for increasing charitable donation, mentoring,
and other generous actions. The goal of the panel is to discuss recent findings
and potential avenues for future elevation research. Projects include, A moral
act, elevation, and prosocial behavior: Moderators of morality, which focuses
on moderators of the elevation experience such as the character of the recipient
of the moral deed (Dr. Siegel). Elevation and mentoring illuminates the link
between elevation and mentoring attitudes and behaviors (Dr. Nakamura).
Moderators of morality II: Personality traits seeks to explore how one's
personality influences their experience of elevation (Andrew Thomson).
Elevation, Serenity, and Gratitude: Distinct emotions with distinct outcomes
contrasts elevation with gratitude and serenity in terms of their relationships
to charitable donation behavior (Mario Navarro). Finally, Adolescents'
capacity to experience elevation examines how age and adolescent's moral
development impacts their experience of the complex positive emotion of
elevation (Laura Graham).
SY 31.1 A Moral Act, Elevation, and Prosocial Behavior: Moderators

of Morality
J.T. Siegel
Elevation refers to the feeling experienced when a moral act is witnessed. The
current study sought to illuminate elevation by examining conditions under
which elevation is amplified. Study 1 demonstrated that the character of the
recipient of the moral deed moderates the relationship between witnessing a
moral deed and experiencing elevation. Study 2 replicated the first and
included a behavioral outcome measure: donation behavior. Study 3 considered
an additional factor: the immoral act. Finally, to ensure the character of the
recipient is not the sole moderator, Study 4 experimentally tested a second
moderating variable (i.e., the effort required for completing the moral act). As
a whole, these four studies consistently support Haidt's conceptualization of
elevation, open the door for a new path of theoretical exploration, and
introduce a new line of applied research seeking to maximize prosocial
behavior by exposing people to acts of morality.
www.ippanetwork.org
SY 31.2 Moderator of Morality II: The Personality of Elevation

A. Thomson
SY 32 Positive Curriculum
A. Johnstone
The current project seeks to explore whether individual traits influence that
persons experience of elevation and prosocial motivations. Building on
previous research defining components of the moral act that influence
elevation, the proposed study continues the march toward determining the
contexts under which elevation is maximized. The proposal will illuminate
why the specific personality traits of willingness to forgive, emotional
intelligence, and emotional stability are hypothesized to impact individual
experiences of elevation and resulting motivation to donate to a charitable
organization. Learning how to best maximize experiences elevation can inspire
others to behave more morally and prosocially themselves, resulting in real
world benefits.
Seligman, Ernst, Gillham, Reivich, and Linkins (2009) argue that positive
education is an approach to education that fosters traditional academic skills
and skills for wellbeing. Positive psychology and wellbeing curriculum has been
shown to significantly increase students' hope, resilience, mindfulness,
gratitude, and character strengths. However, Kristjnsson (2012) critiqued
positive education for its emphasis on well-being curriculum in isolated
classroom-based interventions. Waters (2011) argued that in addition to the use
of specific interventions focusing on wellbeing skills (e.g., keeping a gratitude
journal), students can also be exposed to positive psychology through the
inclusion of positive psychology topics into the curriculum of traditional
academic disciplines. Pawelski (2011) calls for academic curriculum to take a
'positive turn' in the topics studied within the academic curriculum so that the
teachers present topics and subject matter that seek to understand human
flourishing. This symposium will present case studies of four schools who have
infused positive psychology into four traditional curriculums: English
Literature, Visual art, Science and Music. The positive psychology topics infused
into these disciplines include appreciative inquiry, character strengths, positive
emotions and mindfulness. The new curriculums will be presented together
with evidence as to effectiveness of the curriculum on learning and wellbeing.
SY 31.3 Elevation, Serenity, and Gratitude: Distinct Emotions with

Distinct Outcomes
M. Navarro
The current set of studies assessed experiences of elevation in relation to two
other positive emotions: serenity and gratitude. The authors hypothesized that
elevation would be the ideal emotion to motivate prosocial behavior. When the
morality of the behavior is made salient, the behavior was predicted to be
maximized for the elevation condition. Results from Study 1 indicated that our
manipulations successfully elicited elevation, gratitude, and serenity as
intended. Study 2 demonstrated that elevation significantly increased charitable
donations compared to the serenity condition and a control group. However,
elevation did not significantly differ from gratitude in charitable donations.
Study 3 indicated that individuals who are elevated donate significantly more
to a moral charity compared to an amoral charity while there were no real
differences between the amount of donations made to moral or amoral charities
for those who felt gratitude.
SY 31.4 Elevation and Mentoring: Experimental Evidence for Motivating

Prosocial Behaviors in Relation to Exposure to Written Moral Stories
J. Nakamura
The current project examines the relationship between elevation and prosocial
behavior, specifically mentoring, by exposing individuals to a written moral
story. Two studies provide empirical evidence to test the hypotheses that people
who are more highly elevated will have both more positive attitudes toward
mentoring and will be more likely to engage in mentoring behaviors. The data
revealed support for both hypotheses. The project contributes to elevation
scholarship in that it adds mentoring to the list of prosocial behaviors linked
to elevation. Further, results help fill gaps in the mentoring scholarship by
using an experimental paradigm to shed light on a specific positive emotion
that is conducive to motivating positive attitudes toward mentoring as well
increasing the likelihood that participants chose to gather information about
how to become a mentor.
SY 31.5 Narratives of Elevation

L. Graham
The current project will analyze the content of elevation narratives and the
corresponding prosocial outcomes. In an attempt to contribute to previous
research on the behavioral impact of elevation, the proposed study will identify
varying types of elevating experiences that lead to specific prosocial outcomes.
The proposal will discuss the hypothesized relationship between narrative
content and behavioral type and impact across time. A relationship between
narrative characters, themes, and extent to which the experience is internalized
is projected to have an impact on type and frequency of subsequent prosocial
behavior.
www.ippanetwork.org
SY 32.1 Fostering a Strengths Focus through Visual Arts

A. Johnstone
This presentation will explore the how positive psychology can be used to
enrich the visual arts curriculum and, thus, promote positive self-concept and
a powerful strengths focus for students.
Critical and visual literacy skills are vitally important for students growing up
in the 21st century. This presentation will detail programs in visual art where
the concept of strengths may be explored deeply. It will showcase a range of
approaches such as: collaborative activities identifying artworks across a range
of media that employ symbolism/ exemplify certain clusters of character
strengths to begin a dialogue about the nature of values and strengths in action;
students exchanging stories with each other about when they have been most
proud of themselves or spotted strengths in other classmates as a starting
point for a mural of class strengths; detailed self-portraits based on strengths
to provide students an opportunity to reflect and focus on who they are from
the perspective of what is "right" with them.
These units of work offer intensive skills development and a deeper conceptual
understanding while aiming to bolster student wellbeing through art
curriculum so that they can harness their strengths to serve a cause greater
than themselves.
SY 32.2 Accentuate the Positive: A Proposed Model of Appreciative

Inquiry in Studio Music Education
T. Patston1, L.E. Waters2
1The Peninsula School, Faculty of Music, Mount Martha, VIC, Australia,
2University of Melbourne, Melbourne Graduate School of Education,
Melbourne, VIC, Australia
Music has undergone a radical transformation in the past five years through
the advent of digital technology and the internet. Until recently, instrumental
studio teachers in schools have rarely had formal training in pedagogy. The
traditional method of studio instrumental training, as practiced in
conservatories, is a deficit model where instructors improve student
performance by fixing weakness and addressing incorrect technique. Many
teachers operate from a fixed mindset perspective, for example believing that
students either do or do not have musical talent. A new model of studio
teaching is needed that provides a more positive, strength-based framework
for instrumental teachers. This paper outlines a new framework which
combines positive psychology, appreciate inquiry and the use of technology,
including flip learning. The model does not impact upon specific methods
based programs, such as Suzuki, but provides an overarching framework to
enhance student learning, engagement and performance as well as teacher
satisfaction. The framework is currently being trialled in an Australian school
and results of this pilot will be presented at the conference.
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SY 32.3 Incorporating Positive Psychology Interventions into the Year 7
Science Curriculum: Impact on Student Well-Being and Academic
Outcomes
G.K. Brennan1, B. Beatty2, L. Waters2
1Yarrawonga College P-12/University of Melbourne, Yarrawonga/Melbourne,
VIC, Australia, 2University of Melbourne, Melbourne Graduate School of
Education, Melbourne, VIC, Australia
This pilot study investigated the impact of positive psychology in a Year 7
Science curriculum on student wellbeing and academic outcomes. Participants
comprised 55 Year 7 students at a rural, public, co-educational, Australian,
Prep-12 College. All students within three science classes completed the Brains
and Body Unit as part of the science curriculum. However, in two of three
classes the Brains and Body science unit was adjusted to include positive
psychology topics such as the study of growth mindsets, mindfulness,
neuroplasticity, the study of character strengths of famous scientists. Students
in the two experimental classes also completed a series of positive psychology
interventions such as investigating their own character strengths, keeping a
what went well journal, meditation, and gratitude letters. Prior to the Brains
and Body unit, students in all three classes (2 x experimental classes and 1
control class) completed the Positive and Negative Affect Schedule, Satisfaction
with Life Survey, Student Connectedness Survey, Learning Confidence and
Motivation Questions pre and post intervention. As hypothesised, there were
significant improvements in aspects of wellbeing, motivation, learning
confidence and academic outcomes of students in the experimental classes
relative to the control group following the intervention. Larger replication and
extension studies are warranted.
SY 32.4 Positive Psychology in the Classroom: Using Core Virtues and

Student Character Strengths to Improve the Way Students Understand
Narrative Characterisation in Literature and Film
M. White1,2, W. Barbieri1, L. Waters2
This study explored the impact of positive psychology on the teaching of
English literature for a group of Year 8 and Year 11 students (n = 26; aged 1213 years and n = 59 aged 16 years) who had been taught the Values In Action
(VIA) Character Strengths Model alongside an analysis of characterisation in
film and fiction writing. Analytical responses based on taught film and narrative
texts were collected both before and after a sequence of lessons on the VIA
Character Strengths Model. Students' work was analysed (according to criteria
stipulated in the Australian Curriculum and South Austraian Certificate of
Education Performance Standards) so as to ascertain the effect of the teaching
sequence on the students' understanding of, and response to, the literature and
film studied. Comparing students' pre and post intervention work, the mean
score increased from 13.9/20 to 15.9/20 in Year 8. There was less change in
Year 11 there was marked improvement in understanding character when
marked against the Australian Curriculum Framework. By teaching students
literary skills in context of a strengths-based approach to character
development we found that there was a significant impact on students'
achievement.
SY 33 Positive Jobs in Positive Organizations II: Implications for Healthy

and Sustainable Work Environments
M. Salanova, P. Torrente
University Jaume I, Castell, Spain
This symposium follows the symposium entitled Positive jobs in positive
organizations II: Implications for healthy and sustainable work environments.
This set of presentations follows the background provided by the previous
symposium to focus in its implications for practitioners and managementrelated practices and policies. Salanova and colleagues address from a multilevel
point of view, how team efficacy beliefs and transformational leaders contribute
to the practical development of individual self-efficacy as a positive strength
over time. Then, Vzquez and colleagues propose an example of a model of
Human Resource Management driven by the implementation of happiness at
92
work in a telecommunications company. In its turn, Spontn and colleagues

test the association between positive emotions and work engagement as well
as between positive emotions and burnout and suggest avenues for intervention
in the organizational context. Finally, Fischer and Kira builds upon positive
meaning at work as a source to develop personal and professional resources
which may enact positive changes in organizational climate which has
implications for promoting organizational and national competitiveness.
SY 33.1 Happiness at Work

S. Vzquez, M. Bastida, J. Bastida
Universidad de Santiago de Compostela, Santiago de Compostela, Spain
Organizations and especially their human resources areas, should contribute
to the optimal functioning of people as key to productivity and sustainability
of business projects. Following this perspective, we present a study about the
impact of a people management model oriented towards happiness at work in
a telecommunications company in Spain. Happiness becomes the cross base of
all the interventions and politics related to human resources. The sample
consists of an experimental group and a control group that responded to a
battery of questionnaires related to happiness, emotional intelligence, optimism
and personality. Furthermore, we also take into account business indicators
(companys financial results) and general people management indicators such
as performance, working environment, absenteeism, turnover, etc. From the
analysis of the results, we advance several conclusions resulting from the
application of the model.
SY 33.2 The Role of the Emotions in the Prediction of Work-Engagement

and Burnout
L. Maffei1, E. Castellano1, C. Spontn1, L. Medrano2
1Universidad Catlica de Crdoba, Crdoba, Argentina, 2Universidad Nacional
de Crdoba, Crdoba, Argentina
Positive Organizational Psychology has conducted plenty of research in order
to identify factors and characteristics of positive employees. In this paper,
we evaluate a model in which positive emotions have a direct and positive
relation with engagement (hypothesis 1) and a direct and negative one with
burnout (hypothesis 2). Negative emotions have a direct and negative relation
with engagement (hypothesis 3) and a direct and positive one with burnout
(hypothesis 4). We examined the invariability of the model according to
gender. 407 employees of private companies participate in this research. The
results of structural equations show that the model provides a good fit to the
data (CFI = .97; GFI= .97 RMSEA= 0.09) and has a considerable explanatory
value (66% of engagement and 60% of burnout). Finally, we discuss the
theoretical improvement and the practical implementation of these results to
generate psychosocial intervention that promote positivism.
SY 33.3 How Positive Meaning Can Drive Individual, Organizational and

National Sustainability
M. Fischer, M. Kira
Aalto University, Aalto, Finland
The mounting scholarly and practical attention to the socially and ecologically
responsible business practices has also awakened an interest in human
sustainability at work. The aim of our paper is to offer conceptual and empirical
insights on human sustainability at work and its potential to foster
organizational and even national sustainability. The paper builds on four
theories: The broaden-and-build theory of positive emotions by Fredrickson,
the personal engagement theory by Kahn, the theory of thriving by Spreitzer
and colleagues, and the theory of positive meaning by Folkman. These theories
indicate that when individuals perceive positive meanings at work, they
become personally engaged in their work, and they experience vitality and
positive emotions that, in turn, enable broader thinking and acting. Therefore,
a positive meaning at work is the source for the development of various
personal and professional resources and, thus, for human sustainability. In our
paper we trace how such human sustainability emerges and can catalyst
positive changes in organizational climate and foster organizational and
national competiveness through increased productivity and innovations.
www.ippanetwork.org
SY 33.4 How Team Efficacy Beliefs and Transformational Leadership

Predict Individual Self-Efficacy: A Multilevel and Longitudinal Study
M. Salanova1, A.M. Rodrguez-Snchez2, K. Nielsen3
1Universitat Jaume I, Castell, Spain, 2University Jaume I, Castell, Spain,
3National Research Center for the Working Environment, Copenhagen, Denmark
Building up on the Social Cognitive Theory, we study the cross-level effects of
team efficacy beliefs and transformational leadership on self-efficacy over time.
We propose that perceived collective efficacy and transformational leadership
emerge as team-level constructs (employees' shared perceptions about how
efficacious are as a team, and how transformational their leaders are) and, in
its turn, those predict individual self-efficacy over and above previous levels
of self-efficacy. A three-wave longitudinal lab study was carried out among 456
participants randomly distributed in 112 teams which were involved in three
group tasks (i.e., to create a slogan for the company, to design a toy, to design
a poster to advertise the toy). Each team was brought together during three lab
sessions, one session per week during three consecutive weeks (one task each
week). Random coefficient models were computed in a lagged-effects design.
Results showed that team efficacy beliefs and transformational Leadership at
T2 were significant cross-level predictors of individual self-efficacy at Time 3,
after considering previous levels of self-efficacy at Time 1 and Time 2. These
findings suggest that team levels constructs, such as team efficacy beliefs and
transformational Leadership, are important cross-level factors in the
development of individual self-efficacy over time.
SY 34 Positive Psychology Perspectives on the Challenge of Reducing

Humanity's Global Ecological Footprint
M. Wackernagel
Global Footprint Network, Oakland, CA, United States
Panelists will respond to a presentation by Dr. Wackernagel, one of the creators
of the ecological footprint model, which rigorously quantifies human use of
global biological systems capacity. The footprint measure taps extensive
economic and biophysical data to quantify the hectares of agricultural land,
built-up land, productive ocean, timber/fiber land and carbon sequestration
land currently used by nations and globally. It shows that every year humanity
is exceeding and cutting deeper into the ability of these systems to renew
themselves. The footprint measure has been applied widely at national, city
and individual levels. Those communicating about these daunting trends have
been mindful of the potential motivational pitfalls. In this symposium
respondents representing conservation and positive psychology will apply what
these fields know, and explore needed research, to communicate more
effectively. Respondents will draw on existing theory and findings such as work
on efficacy, emotion-focused coping, moral elevation, organizational leadership,
engagement, meaning, and optimism/pessimism. Audience participation will
follow. The goal of this discussion is to tap basic science, and stimulate new
research, on ways to positively re-frame and at the same time strengthen
motivation, persistence, resilience and other human strengths to meet these
very urgent challenges to long-term human flourishing.

M. Crooke
Pepperdine University, Los Angeles, CA, United States
Dr. Wackernagel's presentation will be made available in advance and panelists
will respond to it from their disciplinary perspectives, to be followed by
informal conversation with the audience.

J. Fraser
SY 35 Building a Positive Education in a Whole School: Governance

and Stewardship
M. White1,2, M. Seligman3
Melbourne Graduate School of Education, Melbourne, VIC, Australia;
3University of Pennsylvania, Positive Psychology Centre, Philadelphia, PA,
United States
When school Governance and Management consider one in four young
Australians aged 1624 years have had a mental disorder it raises a plethora of
questions: What does this mean for the way a whole school educates young
people? Are traditional pastoral care systems robust enough? Should more
funds be allocated to old-style psychological services? How does a Well-Being
agenda change the management and governance structures of a school?
Chaired by James Pawelski this symposia presents St Peters Colleges journey
focusing on how in 19 months. St Peters College, one of Australias largest and
oldest Independent Boys Schools, was able to operationalize its bold vision
and mission from the perspectives of the Thinker in Residence, the
Headmaster (CEO) and Director of Well-Being & Positive Education. Key
decisions and discussion by Governance endorsed and enriched the Schools
strategic intent and enabled the School to become a lead partner with the
South Australian Government to bring Martin Seligman to South Australia who
lived on campus at St Peters College and advised the school on its Well-Being
agenda; thereby enabling St Peters College to seek feedback on the schools
Well-Being strategy.
SY 35.1 The Scientist-Practitioner and Building Positive Psychology

Martin Seligman
University of Pennsylvania, Positive Psychology Centre, Philadelphia, PA,
United States,
The scientist-practitioner model is central to the application of positive
psychology concepts in real world situations. How can the lessons from the
scientific laboratory be translated into traditional settings such as schools where
there is an abundance of expertise at the hands of master teachers? As
educational systems look to data to improve their educational outcomes in
numeracy and literacy there is growing area to understanding the Well-Being
of both teachers and students. In this Symposium I will outline my observations
from the perspective as a key thought partner living at St Peters College,
Adelaide, over two years as it developed its Well-Being goal. The outcome was
a powerful partnership between the findings of positive psychology, the
evolution in Well-Being measurement and education of staff for all students in
Well-Being.
SY 35.2 Building and Defining Strategic Direction and Managing Change

Matthew White
Good educational governance focuses on effective stewardship. It its core it
centres on making decisions and the methods by which decisions are
implemented mindful of institutional values and accountability. Schools have
the choice to maintain the course or be robust enough to reignite and deepen
the core values and behaviours that underscore the aspirations of the
community it services. Schools can appear to be static places. However, schools
are dynamic and must seek to ensure that their educational programs are
contemporaneous. Great educational institutions will equip students with the
skills to be able to make disproportionate impact. Leading and managing whole
school change is critical in the introduction of strengthen existing. I will outline
the strategy developed at St Peters College to introduce Well-Being into the
broader context of educational growth.
SY 36 Understanding Optimal Youth Development: Complex Views in a

Complex World

E. Markowitz
Princeton University, Princeton, NJ, United States
www.ippanetwork.org
93

M.L. Kern1, T. Krupa2, J. Coffey3, E.A. Steinberg4
1University of Pennsylvania, Department of Psychology, Philadelphia, PA, United
States, 2University of British Columbia- Okanagan, Kelowna, BC, Canada,
3Claremont Graduate University, Claremont, CA, United States, 4Temple
University, Philadelphia, PA, United States
Childhood and adolescence are characterized by hormonal changes, individual
characteristics, family backgrounds, school environments, and peer group
pressures converge to influence development, setting the stage for lifestyles and
attitudes that subsequently influence life trajectories. Parents, educators, and
psychologists strive to cultivate optimal youth development. Yet what is optimal?
Drawing on social, cognitive, developmental, and cross-cultural perspectives,
this symposium explores the complexities of youths' well-being. From a
longitudinal perspective, Paper 1 empirically examines positive affect and selfesteem as differential predictors of adult self-esteem and life satisfaction,
accentuating the value of separating various aspects of well-being. Paper 2
examines cross-cultural correlates and predictors of well-being in youth from
Canada, India, and Zambia, providing insights into cultural similarities and
variations in well-being. Paper 3 describes the development and validation of
a brief, reliable, multidimensional measure of positive adolescent flourishing;
by directly measuring the full spectrum of mental health across multiple
domains, we can more directly promote optimal development.
Together, these papers highlight the complexities of child and adolescent wellbeing, and demonstrate the value of combining multiple strategies and
perspectives, ultimately helping parents and educators promote youths'
psychological well-being using evidence-based practices.
SY 36.1 Cross-Cultural Research on Children's Positive Well-Being

T. Krupa, M.D. Holder
Despite that surveys show that adults across continents strongly desire high
levels of positive well-being for their children (Diener & Lucas, 2004), only
recently has research identified the correlates and predictors of happiness in
children (for a review see Holder, 2012). In this talk we will summarize our
recent findings on happiness, life satisfaction, and hope from thousands of
children and adolescents aged eight to seventeen in Western Canada, Northern
India and Zambia. We will summarize many of our research findings by
describing the relations between several factors (e.g., affluence and
impoverishment, connectedness to nature, spirituality, religiousness, and
health) and the positive well-being of children and adolescents. We will
describe the similarities and differences in the correlates of well-being in
children from three different continents. Studies of the factors associated with
children's well-being, and factors not associated with well-being, are important.
These studies can lead us to discussions and insights related to the directions
for new research with children; directions that emphasize the strengths and
well-being of children. An ultimate goal of this new research is to develop
evidence-based interventions that parents, educators, and health-care workers
can employ to promote positive well-being in children and adolescents.
SY 36.2 Adolescent Happiness versus Self-esteem: Which Matters Most

for Adult Positive Well-Being?
J. Coffey1, M. Warren1, A. Gottfried2
1Claremont Graduate University, School of Behavioral and Organizational
Sciences, Claremont, CA, United States, 2Fullerton Longitudinal Study,
Fullerton, CA, United States
Evidence suggests that high positive affect (PA) and self-esteem (SE), and low
negative affect (NA) contribute to positive outcomes (e.g., Lyubomirsky et al.,
2005; Orth et al., 2012). Broaden-and-build theory (Fredrickson, 1998)
suggests that PA leads to benefits because it broadens thinking, creating
opportunities to build personal resources (e.g, rewarding relationships) that
pay off over time. This process is not theorized for SE or NA. Moreover,
documented benefits of SE may be explained by the PA that accompanies it.
We used Fullerton Longitudinal Study (Gottfried et al., 2006) data (N = 112)
to test the hypothesis that, when analyzed in the same model, adolescent PA
predicts positive outcomes (age 29) whereas adolescent SE and NA does not.
94
Participants reported their PA, NA, and SE at age 16; SE and life satisfaction
were measured at age 29. Structural equation modeling results indicated that
only adolescent PA predicted adult SE and life satisfaction. These findings are
consistent with the theory that PAand not SE or NAbroadens thoughtaction repertoires and builds resources that contribute to long-term positive
well-being. While PA, SE, and low NA all have intrinsic value during
adolescence, PA may hold specific instrumental value by building prospective
positive well-being.
SY 36.3 Beyond Depression: The EPOCH Measure of
Adolescent Flourishing
E.A. Steinberg1, M.L. Kern2, L. Steinberg1, L. Benson2
1Temple University, Department of Psychology, Philadelphia, PA, United States,
States
We present the EPOCH Measure of Adolescent Flourishing, a brief measure of
adolescent well-being across five domains (engagement, perseverance,
optimism, connectedness, happiness). The scale adapts Seligman's (2011)
PERMA model to be developmentally appropriate for adolescents. Engagement,
connectedness (relationships), and happiness (positive emotion) align directly
with the PERMA model. Optimism and perseverance are developmental
precursors of meaning and accomplishment in adulthood.
To create the measure, hundreds of items were compiled and refined. The final
measure consists of 20 items. We conducted two studies, one with 516
adolescent boys from Saint Peter's College, Adelaide, Australia; the second
online with 1,515 adolescents (46.5% female) from the U.S. In confirmatory
factor analyses, data adequately fit the model (Study 1: RMSEA=.04 [90%
CI=.03, .05]; Study 2: RMSEA = .04 [.03, .04]. Scales demonstrated acceptable
reliability (engagement: 1=.62, 2=.76; perseverance: 1=.81, 2=.79;
optimism: 1=.72, 2=.82; connectedness: 1=.73, 2=.81; happiness:
1=.87, 2=.84), convergent validity with similar measures, and related to
greater physical vitality, even after adjusting for negative affect.
Future research will further validate the measure and predict outcomes
associated with adolescent flourishing. The EPOCH measure is a brief, reliable
tool that will be useful for youth organizations to assess and monitor wellbeing across five domains.
SY 37 Invited Symposium: Pursuing Happiness: Cutting-edge

Experimental Research on Positive Activities
S. Lyubomirsky1, K. Layous1, J. Chancellor1, S.K. Nelson1, C. Haworth2, J.
Froh3
1University of California, Riverside, CA, United States, 2King's College London,
London, United Kingdom, 3Hofstra University, Psychology Department,
Hempstead, NY, United States
Happiness not only feels good; it is good. Happy people have more stable
marriages, stronger immune systems, and higher incomes than their less happy
peers. Randomized controlled experiments have persuasively shown that
people can intentionally increase their happiness through simple, selfadministered activities, such as expressing gratitude or practicing kindness.
This symposium will present cutting-edge experimental research on positive
activities. First, Kristin Layous and Sonja Lyubomirsky will introduce their
positive activity modela new theoretical framework that highlights the
optimum conditions under which positive activities successfully increase
happiness and the mechanisms by which such increases occur. Next, S.
Katherine Nelson and Joseph Chancellor will present data from two new
positive activity interventionsdemonstrating the efficacy of self-affirmation
to increase well-being and the ripple effects of generosity beyond the behavior
of the giver. Finally, Jeffrey Froh will present results from a curriculum
designed to teach gratitude to preadolescents, and Claire Haworth will
introduce evidence for a genetic influence on how people respond to happiness
interventions. In summary, this symposium will present brand new research
on how small and simple activities can transform people into happierand
ultimately healthierindividuals.
www.ippanetwork.org
SY 37.1 How Do Simple Positive Activities Increase Well-Being?

K. Layous, S. Lyubomirsky
University of California, Psychology, Riverside, CA, United States
Theory and research suggest that people can increase their happiness through
simple intentional positive activities, such as expressing gratitude or practicing
kindness. Investigators have recently begun to study the optimal conditions
underlying positive activities' success and the mechanisms by which they work.
Our positive-activity model proposes that features of positive activities (e.g.,
their dosage and variety), features of persons (e.g., their motivation and effort),
and person-activity fit moderate the effect of positive activities on well-being.
Furthermore, the model posits four mediating variables: positive emotions,
positive thoughts, positive behaviors, and need satisfaction. We will discuss
empirical evidence supporting the model, as well as future directions.
SY 37.2 New Insights from Positive Activity Interventions: Effects of SelfAffirmation and Giving and Receiving Generosity
J. Chancellor, S.K. Nelson
University of California, Psychology, Riverside, CA, United States
In a workplace-based study, we investigated the benefits of practicing and
receiving generosity. Participants were randomly assigned to be a Giver, a
Receiver, or to engage in a control task. Givers performed five weekly acts of
kindness for randomly selected Receivers over 4 weeks. At posttest, Givers had
decreased in depressive symptoms and increased in work engagement relative
to control participants. Receivers, too, showed increases in well-being and work
engagement relative to controls. Notably, individuals in the Givers' social
network reported both increases in well-being and more positive behaviors,
suggesting that being near a generous person, even if not the recipient of the
generosity, is a positive experience.
In two other studies (one conducted in the U.S. and one in South Korea), we
sought to examine how affirming one's most important values might lead to
positive outcomes beyond self-protection. In both cultures, after 2 weeks, selfaffirmation led to increases in positive affect, meaning in life, flow, and need
satisfaction. In S. Korea, the activity also led to increases in life satisfaction
and, in the U.S., to decreases in negative affect. The results suggest that selfaffirmation not only buffers people from negative self-thoughts, but also
improves overall well-being.
SY 37.3 Moving Past Traditional Interventions: Using a School-Based

Curriculum to Teach Children How to Think Gratefully
J. Froh1, G. Bono2, R.A. Emmons3
1Hofstra University, Psychology Department, Hempstead, NY, United States,
2California State University, Dominguez Hills, CA, United States, 3University of
California, Davis, CA, United States
Gratitude is essential to social life and well-being. Although research with
youth populations has gained momentum recently, only two gratitude
interventions have been conducted, targeting mostly adolescents. This study
tests a novel intervention for promoting gratitude among the youngest children
targeted to date. Elementary school classrooms (of 8-11 year olds) were
randomly assigned to an intervention that trained them to think gratefully
about their social interactions or to a control condition. We found that
children's awareness of the social cognitive appraisals in receiving help from
another (i.e., grateful thinking) can be strengthened and that this, in turn,
makes children more grateful and benefits their well-being. A weekly
intervention obtained such effects up to 5 months later. A daily intervention
produced these effects immediately (2 days later) and showed further that a)
children expressed gratitude behaviorally more (i.e., wrote 80% more thank
you cards to their Parent Teacher Association) and b) their teachers observed
them to be happier. Evidence thus supports the effectiveness of this
intervention. We discuss the implications of these results for personal, social
and academic functioning, as well as for positive youth development.
influence for the design of intervention and prevention programs? Does finding
genetic influence mean that environmental interventions will be relatively
ineffective? Or, can we alter the impact of genes by introducing a positive
environment during an intervention? We conducted a genetically sensitive
well-being intervention in twins to investigate the dynamic roles of genes and
environments during an intervention. Twins and their parents logged onto our
website once a week for 9 weeks, providing data for baseline, 3 weeks of control
tasks, 3 weeks of well-being activities, and a follow-up assessment at week 9.
Results indicate that genetic and environmental influences are dynamic: They
can change in response to environmental interventions. Finding heritability
for a trait tells us very little about whether we can change that trait using
environmental experiences. Genes do, however, matter for how individuals
respond to interventions. Finding out more about the causes of individual
differences in intervention response will help to uncover the mechanisms of
the intervention, as well as lead to more personalized and more effective
approaches to well-being interventions.
SY 38 Head in the Cloud: Using an Integrative, Collaborative Data

Environment to Improve the Resilience and Psychological Health of US
Army Soldiers and their Families
A.L.U. Perez
Research Facilitation Team/Army Analytics Group, Monterey, CA, United States
A wealth of data is collected from US Army soldiers over the course of their
tenure. Their health, work duties, functioning, and behavior are well
documented. Often, this information is collected and managed by different
Army organizations, making it difficult for researchers to capitalize on all of
the available information. Recently, the Army has made strides to develop a
tool to help researchers access vast amounts of data from one location. The
Person-event Database Environment (PDE) contains de-identified personnel
data from diverse sources within the Army. The PDE enables researchers from
Department of Defense, US Government, and academic communities to
integrate multiple sources of data easily and securely. This is a boon to military
psychological researchers, and social scientists more broadly, because it can
assemble datasets containing variables from many sources with large sample
sizes. This symposium presents information about the development of and
access to this innovative new tool, and highlights several studies that have
leveraged the resources of the PDE to examine the psychological health,
resilience, and well-being of US Army Soldiers and their families.
SY 38.1 Introducing the Person-event Data Environment

M.P.B. Lester
Research Facilitation Team/ Army Analytics Group, Monterey, CA, United States
The Person-Event Data Environment (PDE) represents a significant step within
the Department of Defense community towards improving data-driven decision
making, understanding the health and wellbeing of members of the military
community, and improving the quality of behavioral science research.
Compatible with the Health Insurance Portability and Accountability Act of
1996 and the Privacy Act of 1974, the PDE represents an enterprise solution
for bringing a vast amount of personnel data together in one secure location
where research questions can be explored. The PDE includes over 60 disparate
databases from across the Department of Defense in a single environment
where Personally Identifiable Information is removed, then staged in a separate
analysis environment where researchers gain access to the data via web
connection. The vision for the PDE is to bring the researchers to the data rather
than bringing the data to the researchers, and it provides researchers
unprecedented access to massive amounts of Department of Defense data for
research and analysis purposes, while keeping data secure and protecting
individual privacy. The vision also encompasses opening the PDE to nongovernmental researchers in order to broaden our community of researchers,
incorporating the brightest minds in academia and the private sector.
SY 37.4 What Do Genetic Influences on Wellbeing Really Mean for the

Success of Intervention Programs?
C. Haworth1, K. Carter1, K. Layous2, S.K. Nelson2, K. Jacobs Bao2, S.
Lyubomirsky2, R. Plomin1
1King's College London, London, United Kingdom, 2University of California,
Psychology, Riverside, CA, United States
Twin and family studies have shown that most traits, including well-being, are
at least moderately heritable. But what are the implications of finding genetic
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SY 38.2 Psychometric Structure of a Self-report Assessment of
Psychological Health in Young Army Soldiers
L.L. Vie, L.M. Scheier
University of Pennsylvania, Positive Psychology Center, Philadelphia, PA,
United States
This project examines the underlying psychometric structure of the Global
Assessment Tool (GAT), a self-report assessment of psychological health
amongst young adult Army soldiers. Data was obtained from the Person-Event
Data Environment, a military-civilian collaborative structure that examines
resilience and comprehensive soldier fitness in Army soldiers. We used latent
variable confirmatory modeling with cross-sectional data to assess both the
simple and higher-order factor structure of psychological health in a select
cohort of active duty Army soldiers. A multidimensional primary factor model
positing distinct constructs of social and personal functioning fit well.
Psychological health consisted of family/social relationships, positive and
negative emotions, self-management coping skills, meaning and optimism,
purpose in life, job commitment/unit cohesion, perceived social support,
depression, and anxiety/hostility. A more parsimonious second-order model
adequately accounted for the relations among the primary factors. Higher-order
factors included perceived support (family and work), well-being (optimism
and positive emotions) and psychological distress (depression and anxiety).
On balance, the GAT provides an expeditious and cost-effective means of
assessing psychological health among Army soldiers. Training programs to
improve well-being and psychological health developed and tested with the
general population would likely be applicable to select groups of high
functioning young adults enlisted in the Army.
SY 38.3 Army Spouse Resilience

S.A. Hawkins, A.L.U. Perez, N.L. Reyes
Research Facilitation Team/Army Analytics Group, Monterey, CA, United States
Nearly 60% of the 1.1 million men and women currently serving in the U.S.
Army are married and in the Active Component of the Army alone, there are
more than 315,000 spouses who experience military life with their soldiers.
Army spouses face many different challenges, including significant life stressors
such as relocations and long absences due to their partners' deployments. To
better understand the resilience and readiness of Army spouses, the Army's
Resilient Families (ARF) project uses data from the Person-Event Data
Environment (PDE) to examine spouses' well-being across four dimensions:
emotional, social, spiritual, and family fitness. Female Army spouses who
completed a Family Global Assessment Tool served as the sample for this study.
Results describe the resilience of Army spouses, highlight how the four
dimensions are related, and document demographic differences across the
dimensions. Taken together, these findings inform the field about the resilience
and psychological health of Army spouses, point to potential areas where
additional support may be needed for spouses, and indicate the areas of
strength exhibited by Army spouses.
SY 38.4 Positive Psychology in the Military Context: An Evaluation of a

Large-Scale Program to Improve the Resilience of U.S. Army Soldiers
M.N. Herian1, P.D. Harms2
1Personnel Development & Hiring, Lincoln, NE, United States, 2University of
Nebraska-Lincoln, College of Business Administration, Lincoln, NE, United
States
For the past three years, the US Army has been utilizing a positive psychology
framework to assess and develop psychological resiliency and well-being in
active-duty Soldiers. In that time, more than 1.3 million Soldiers have
completed the Global Assessment Tool, an instrument designed to assess
resilience in four domains: Emotional, Social, Family, and Spiritual. Over the
past three years, we have utilized data contained in the Person-Data
Environment (PDE) to relate positive psychological constructs to positive
outcomes such as selection to command and early promotions as well as
negative outcomes such as drug and alcohol usage and attrition from the
organization. Of particular is evidence showing that positive psychological
constructs can predict medical and mental-health usage rates as well as suicide
and other acts of self-harm. Our most recent work has been to assess the degree
to which positive psychological dimensions can be developed and whether
changes on these variables are associated with changes in objective health and
well-being outcomes. Implications for policy-making, the usage of positive
psychology in applied settings, and the ability of data contained in the PDE to
address major societal issues will be discussed.
SY 39 Positive Technologies: An Interdisciplinary Field of

Positive Psychology
R.M. Baos1,2, C. Botella3,4, A. Gaggioli5, G. Riva6, B.K. Wiederhold7
1University of Valencia, Valencia, Spain, 2CIBEROBN, ISC III, Valencia, Spain,
3University Jaume I, Castelln, Spain, 4CIBEROBN, ISC III, Castelln, Spain,
5Catholic University of Milan, Milan, Italy, 6Universitat Barcelona Cattolica
Sacro Cuore, Milan, Italy, 7Virtual Reality Medical Institute, Brussels, Belgium
"Positive Technology (PT) could be defined as the scientific and applied
approach to the use of technology for improving the quality of our personal
experience with the goal of increasing wellness, and generating strengths and
resilience in individuals, organizations, and society. This new field combines
the objectives of Positive Psychology with enhancements of Information and
Communication Technologies (ICTs) by focusing on three key variables
emotional quality, engagement/actualization, and connectednessthat are able
to transform our personal experience in a tool for building new and enduring
personal resources. PT have been classified according to their objectives:
hedonic (mood-altering devices, which use ICT's to induce positive and
pleasant experiences), eudaimonic (systems designed to support individuals
in reaching engaging and self-actualizing experiences) and social /interpersonal
(technologies that seek to improve the connectedness between individuals,
groups, and organizations) The aim of the present symposium is to contribute
into this line, describing several PT applications designed for different devices
and with different target populations. Furthermore, we analyze the efficacy to
each applications and discuss the importance of these developments in the
positive psychology field as well as the possibilities that ICTs will give to
positive psychology".
SY 39.1 Positive Technology

B.K. Wiederhold1, M.D. Wiederhold2
1Virtual Reality Medical Institute, Brussels, Belgium, 2VirtualReality Medical
Center, San Diego, CA, United States
Positive technology (PT) may be described as a technological extension of
existing therapy. PT seeks to improve the quality of our personal thoughts,
feelings, and emotions, focusing on the wellness model as opposed to a disease
model of mental health. The goal of Positive Psychology (PP) is to focus on
one's positive attributes and strengthen them, rather than focusing on the
negative aspects of the individual and seeking to eliminate those negative
attributes. PT uses this successful framework and adds technological
programming or devices to the equation in an attempt to more swiftly advance
the progress of the individual. Three main dimensions: hedonic, eudaimonic,
and social/interpersonal exist. The goal of this presentation will be to
demonstrate the potential of PT through a concrete example of how PT has
been used effectively to improve mental health and well-being in each of the
three dimensions. Also to be discussed is a set of precautions that we must take
when embracing PT. Finally,we will suggest a vision for the future o fPT and
its ability to improve the lives of citizens.
SY 39.2Towards Mobile Positive Technologies: Opportunities and

Challenges
A. Gaggioli1, G. Riva2
1Catholic University of Milan, Milan, Italy, 2Universit Cattolica del Sacro
Cuore, Milan, Italy
The increasing diffusion of smartphones and wearable devices offer new ways
of monitoring and promoting mental wellbeing. The advanced computing and
sensing capabilities offered by mobile technologies allow to unobtrusively
record a variety of behavioral data in real time. Further, the flexibility afforded
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by these devices allow to increase patient engagement in treatment and to

facilitate adherence to practice, through the provision of ubiquitous and
immediate feedback. In this contribution, we describe recent developments in
the field of mobile healthcare (or mHealth), by focusing in particular on mobile
mental health applications. First, we examine the potential benefits associated
with this approach, providing examples from existing projects. Next, we
discuss opportunities to develop positive interventions based on mobile tools,
explaining the possible differences in focus between "mobile mental health"
and "mobile wellbeing" applications. Finally, we discuss some open challenges
associated with the implementation of this approach, ranging from issues
related to treatment validation, to implications for privacy and security.
SY 39.3 Modifying our Personal Experience Using Positive Technologies

G. Riva1, A. Gaggioli2
1Universit Cattolica del Sacro Cuore, Milan, Italy, 2University of Milan,
Milan, Italy
Positive psychology may be the science of personal experience: its aim should
be the understanding of how it is possible to manipulate the quality of personal
experience with the goals of increasing wellness, and generating strengths and
resilience in individuals, organizations, and society. In this process a key role
may be played by Positive Technologies. Specifically, we suggest that it is
possible to manipulate the features of our personal experience in three separate
but related ways:
(a) By structuring it using a goal, rules and a feedback system: The goal
provides subjects with a sense of purpose focusing attention and orienting
his/her participation in the experience.
(b) By augmenting it to achieve multimodal and mixed experiences.
Technology allows multisensory experiences in which content and its
interaction is offered through more than one of the senses.
(c) By replacing it with a synthetic one. Using VR it is possible to simulate
physical presence in a synthetic world that reacts to the action of the subject
as if he/she was really there.
The presentation will discuss these claims by presenting different PT
applications and their outcome within different users.
SY 39.4 Positive Mood Inductions Procedures Using Positive Technology

R.M. Baos1,2, E. Etchemendy2, S. Quero2,3, A. Garca-Palacios2,3, C.
Botella2,3
1University of Valencia, Valencia, Spain, 2CIBERobn, ISC III, Santiago de
Compostela, Spain, 3University Jaume I, Castelln, Spain
Positive psychology researchers posit that the capacity to experience positive
emotions may be a fundamental human strength central to the study of human
flourishing (Fredrickson, 2001). Different authors have studied the effects of
positive emotions using mood induction procedures (MIPs) (Fredrickson,
2003; Isen, 1987). MIPs are experimental procedures which aim is to provoke
in an individual a transitory emotional state in a non-natural situation and in
a controlled manner. Recently, MIPs have taken advantage of Information and
Comunication Technologies, especially virtual reality (VR), to overcome some
of their traditional limitations (Baos, 2006). The aim of this work is to present
the usefulness of VR to induce positive emotions. Four VR environments to
induce positive emotions have been developed by our group, simulating
different contexts (a park, a meadow,). They have variations in order to evoke
either joy or relax on users. This work describes each VE and offer data
obtained in several studies with different samples. The results obtained show
the efficacy and the utility of VR to induce positive emotions. Finally, we
discuss the potential of these ICT based procedures in Clinical and Health
Psychology.
SY 39.5 Improving Positive Mood and Personnel Strengths Using a Selfapplied CBT Internet-based Program
C. Botella1,2, A. Mira1, A. Garca-Palacios1,2, S. Quero1,2, D. Nagy1,3, A.
Riera1, G. Molinari1, I. Moragrega1, R.M. Baos2,4
1University Jaume I, Castelln, Spain, 2CIBERobn, ISC III, Santiago de
Compostela, Spain, 3University of Babes-Bolyai, Cluj-Napoca, Romania,
4University of Valencia, Valencia, Spain
strategies to monitor coping and promote emotion regulation. Also,

Information and Communication Technologies (ICT) can help us in this task.
We have developed an intervention program ICT based: Coping with Stress
and Emotion Regulation Program (Smiling is Fun), a self-applied program via
the Internet. It is based on classical CBT techniques, but also it includes other
specific strategies based on positive psychology. The aim of this paper is to
present the evolution of the scores of the 58 depressed participants in the
different variables measured after completion of each one of the 8 modules that
includes Smiling is Fun. Measurements were: Overall Anxiety Severity and
Impairment Scale (OASIS); Overall Depression Severity and Impairment Scale
(ODSIS); Positive and Negative Affect Scale (PANAS). The statistical analysis
reflects improvement on the variables measured and significant differences
between different modules. Participants increase their positive affect and
decrease their negative affect and anxious symptomatology. The results support
the use of these procedures to promote positive affect and to improve existing
psychological treatments.
SY 40 Novel Measures and Applications in Positive Health Psychology

S. Pressman1, J. Milam2, A. Hassett3
1University of California, Irvine, Psychology & Social Behavior, Irvine, CA,
United States, 2University of Southern California, Preventative Medicine, Los
Angeles, CA, United States, 3University of Michigan, Department of
Anesthesiology, Ann Arbor, MI, United States
Positive factors, such as positive affect, have been shown to be predictors of better
health outcomes, ranging from resiliency (e.g., successful adaptation to disease)
to increased longevity. Further, novel biomarkers can provide more objective
evidence of the relationships between positive factors and health outcomes. This
seminar highlights three diverse positive health research studies. The first is an
intervention study conducted by Joel Milam, Ph.D. This randomized study of
childhood cancer survivors examined whether a brief resilience-based phone
intervention could improve adaptation to their disease and care seeking
behaviors. The second study will be presented by Afton Hassett, Psy.D. Her
research evaluated the use of a new positive affect subscale and its validity in a
sample of chronic pain patients. Results indicate that this new measure may be
superior in this population as compared to other popular measures of positive
affect. Finally, Sarah Pressman, Ph.D., will present findings from her research
examining whether the biomarker oxytocin, thought to be a pathway to better
health due to its stress buffering effects, is associated with measures of positive
emotion and social support. She will explore the associations with oxytocin
receptor subtypes, as well as circulating hormonal oxytocin.
SY 40.1 A Brief, Resiliency-based Program for Childhood Cancer

Survivors Increases Health Care Self-efficacy and Intent to Seek
Survivorship Care
J. Milam1, R. Slaughter1, A. Ritt-Olson1, S. Sherman-Bien2, K. Meeske1, A.
Hamilton1
1University of Southern California, Preventive Medicine, Los Angeles, CA,
United States, 2Jonathan Jaques Children's Cancer Center Miller Children's
Hospital, Long Beach, CA, United States
Background: Long-term medical follow-up care is important for childhood
cancer survivors (CCS) because they are at high risk for multiple comorbidities.
Resiliency factors, including posttraumatic growth (PTG; experiencing positive
changes from negative life events) and health care self-efficacy (HSE;
confidence in ability to get care), are associated with preventive care and
represent targets for programs designed to improve follow-up care.
Methods: A brief phone-based intervention, focused on PTG and HSE, to increase
intention to make a survivorship clinic appointment was pilot tested in a
randomized controlled trial among 33 adolescent and young adult CCS. The
program involved a single phone call where CCS were asked to describe their
cancer experience, identifying strengths and growth within their narrative, and
discussing how their strengths/resources could help them prioritize follow-up care.
Results: Pre-Post test results indicate that participants in the program arm
demonstrated significant increases in their intent to seek survivorship care and
HSE (p's< .05) vs. no increases in the control arm. There were no differences
in PTG in either study arm.
People suffering from emotional disorders often use maladaptive emotion

regulation strategies and have low coping behaviour that contributes to the
presence of clinical symptoms. For this reason, it is important to develop
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Conclusion: Eliciting resiliency narratives that include personal strengths that
help CCS successfully adapt to the cancer experience can potentially improve
health care utilization following diagnosis and treatment for childhood cancer.
SY 40.2 Is Oxytocin a Plausible Pathway for Positive Emotions or Positive

Social Perceptions to Benefit Well-Being?
S. Pressman1, O. Gillath2, J. Patel2
1University of California, Psychology & Social Behavior, Irvine, CA, United
States, 2University of Kansas, Psychology, Lawrence, KS, United States
Background: Oxytocin (OT) has been dubbed the cuddle, the trust, and
the anti-stress hormone. Both positive emotions and positive social factors
have been hypothesized to benefit wellbeing via their effects on OT.
Surprisingly, no research has examined whether these psychosocial factors are,
in fact, related to circulating levels of this measure.
Method: Resting salivary OT was collected from 115 undergraduates (52%
female) in conjunction with measures of trait positive affect (PA) and perceived
social support. It also examined the variant (rs53576) in the oxytocin receptor
gene (OXTR) which has been previously tied to pro-social tendencies.
Results: Tangible social support was associated with circulating OT ( = -.22,
p < .05), with a marginal association for Appraised support ( = .18, p = .08).
PA was not associated with OT (p = .18). Similarly, only social support (the
Belonging subtype), was related to differences in OXTR (F(1,114) = 6.89, p <
.01) with a marginal association with overall social support (F(1,114) = 2.88,
p =.09). PA was not associated with OXTR.
Conclusions: OT may be a specific pathway connecting positive social
perceptions to wellbeing, while PA may utilize alternate physiological
mechanisms. Future work should examine to what extent OT mediates socialhealth connections.
SY 40.3 The Hospital Anxiety and Depression Scale Positive Affect

Subscale: A Preliminary Evaluation of its Utility for the Assessment of
Resilience in Patients with Chronic Pain
A.L. Hassett, C.M. Brummett, J. Goesling, R. Wasserman, D.A. Williams
University of Michigan Medical School, Anesthesiology, Ann Arbor, MI, United
States
Background: The objective of this study was to assess the performance of a
positive affect subscale contained within the Hospital Anxiety and Depression
Scale (HADS) in patients with chronic pain.
Method: 483 patients reporting chronic pain completed a battery of validated
questionnaires including the HADS. The HADS is a 14-item self-report
instrument with two 7-item subscales (anxiety and depression). The positive
subscale consists of six items that assess positive emotions. Validity and
reliability were assessed.
Results: The HADS positive affect subscale had good internal consistency
(0.86). Pearson correlations supported the validity of the HADS positive affect
subscale as its score was significantly related to the PANAS positive affect scale
(r=0.60, p< .001) and life satisfaction (r=0.50, p< .001) and inversely related
to the PANAS negative affect scale (r=-0.60, p< .001). Further, the relationships
between the HADS positive affect subscale score and clinically relevant
variables were significant including pain severity, pain interference, symptom
severity and functional status. Compared to the PANAS positive subscale and
the HADS depression and anxiety subscales, the HADS positive affect subscale
demonstrated similar or stronger relationships with clinically relevant
measures.
Conclusion: The HADS positive affect subscale is a promising measure of
resilience in chronic pain patients.
SY 41 Mind, Body, and Flow

O. Davis1, F.. Andersen2, C. Peifer3, L. Jrvilehto4,5
1Quality of Life Laboratory, New York, NY, United States, 2Aarhus University,
Copenhagen, Denmark, 3Universitt Trier, Trier, Germany, 4Aalto University,
Helsinki, Finland, 5Filosofian Akatemia, Helsinki, Finland
As research on flow continues, scientists have been discovering the relationship
between flow and both physical and mental processes. This symposium
highlights the work of an international cadre of scientists who will show how
flow functions in the nervous system, the dual-processing theory, and learning
in the STEM sciences. Corinna Peifer (Germany) will present a study that
investigates sympathetic arousal, parasympathetic arousal, and HPA-axis
activation in relation to flow, showing that the sympathetic activity is
nonlinearly related to flow, parasympathetic activity has a linear relationship,
and HPA-axis activation interacts with those systems to produce the effects.
Lauri Jrvilehto (Finland) will explain the cognitive processes of flow in light
of the Dual Processing Theory, showing that flow activities occupy a person's
conscious capacity (System 2), which in turn frees up the non-conscious
capacity (System 1) to act autonomously and allows people to function
optimally in a culturally-evolved environment. Frans rsted Andersen
(Denmark) will present his studies of hands-on learning in the STEM sciences,
showing how these experiences promote flow in the classroom and enhance
student learning opportunities. Orin Davis (USA) will be the discussant and
will integrate these results into a clearer picture of flow.
SY 41.1 Flow and Dual Processing
L. Jrvilehto1,2
1Aalto University, Helsinki, Finland, 2Filosofian Akatemia, Helsinki, Finland
The dual processing theory of thought is the leading theoretical framework in
cognitive psychology. According to this position, the human mind consists of
two complementary systems, System 1 and System 2. Advocated most
prominently by Jonathan Evans (2010) and Daniel Kahneman (2011), the
theory offers a powerful framework for explaining many cognitive phenomena.
In flow, a person is totally immersed in a given activity (Csikszentmihalyi
1990), which can be elucidated through the framework of the dual processing
theory. During flow, a persons conscious capacity (System 2), is taken up
entirely by the task at hand, thus enabling the non-conscious mind (System 1)
to function without obstruction. Indeed, during flow, System 2 is evoked only
when an obstacle is encountered that cannot be resolved by the autonomous
processes of System 1.
The System 1 can be argued to consist of two kinds of processing: phylogenetic
and ontogenetic. Phylogenetic processing concerns processes acquired by
biological evolution (e.g., instincts). Ontogenetic processing concerns
processes acquired by individual development (e.g., skills, habits). In modern
society, the latter are particularly critical for the flow state; the autonomous
processes we have acquired by experience and practice enable us to function
optimally in a culturally-evolved environment.
SY 41.2 Engagement and Motivation in STEM (Science, Technology,

Engineering and Math) Education
F.. Andersen
Aarhus University, Copenhagen, Denmark
For decades, in most of the western world, STEM subjects (science,
technology, engineering and math) have not interested students as much as
others, even as there is increasing demand for STEM competences. A Danish
project, FUF, aims at finding ways to close the STEM gap by creating:
More student motivation for and engagement in STEM subjects.
More productive STEM teacher roles and better STEM teaching.
More constructive STEM student roles and deeper STEM learning.
To meet these goals, several middle school classes tested a new STEM lab.
During program evaluations, researchers measured student flow using the ESM
method, flow observation sheets, and flow interviews. The results show high
levels of student flow during the test period, which suggest a link between
higher levels of flow and higher levels of learning (compared to normal STEM
lessons at school). But, the results point to the necessity of STEM education to
focus more on hands on activities and open-ended experiments, as well as
more opportunities for group work and internet research in the classroom. Also
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motivating and engaging are the wilder mythbuster STEM activities that
include a perceived lack of control and security (despite the reality of adequate
safety measures).
SY 41.3 The Relation of Flow-Experience and Physiological Arousal

under Stress - Can U Shape it?
C. Peifer1, A. Schulz2, H. Schachinger1, N. Baumann1, C.H. Antoni1
1University of Trier, Trier, Germany, 2University of Luxembourg, Walferdange,
Luxembourg
In this study, we investigate psychophysiological processes during flowexperience, the positively valenced state of absorption with an optimally
challenging task. Whereas recent studies suggest that increased (compared to
low) physiological arousal facilitates flow-experience, nothing is known on the
relation between flow and high arousal as in response to a salient stressor. We
suggest that the relation of flow with sympathetic arousal and hypothalamicpituitary-adrenal (HPA) axis activation follows an inverted u-curve rather than
a linear function: moderate physiological arousal should facilitate flowexperience, whereas excessive physiological arousal hinders flow. We treated
22 healthy male participants with a Social Stress protocol. Then, participants
performed a complex computer task for 60 minutes and rated their flowexperience directly after task completion. We found an inverted u-shaped
relationship of flow-experience with indices of sympathetic arousal and
cortisol, parasympathetic indices of heart rate control during stress were
linearly and positively correlated to increased flow-experience. Our results
suggest that moderate sympathetic arousal and HPA-axis activation and
possibly a coactivation of both branches of the autonomic nervous system
support task-related flow-experience. Interestingly, the same pattern of
physiological processes was found to increase cognitive performance: We, thus,
suggest that flow is the positive experience accompanying and sustaining
optimal performance.
SY 42 Practices in Positive Psychology in a Latin American Country

M.E. Garassini1,2, C. Yacsirk3, M.E. Aquique4
1Universidad Metropolitana, Ciencias del Comportamiento, Caracas,
Venezuela, 2Sociedad Venezolana de Psicologa Positiva, Junta Directiva,
Caracas, Venezuela, 3Universidad Metropolitana, CENDECO, Caracas,
Venezuela, 4Universidad Metropolitana, Didctica, Caracas, Venezuela
Objectives:
1.- To describe positive interventions in Latin American countries.
2.- To describe the different environments where these practices go on.
Studies on positive psychology interventions in Latin America consider that
these countries have a high level of well-being in spite of not being the ones
with the highest level of economic development. In this symposium, we will
describe Latin American contexts with strong relations networks, on one hand.
On the other one, we will describe 5 different kinds of environments and
projects to develop positive psychology interventions: writing, social
interventions, education, work and personal development. The success of these
practices helps to understand the Paradox of the Latin American Well-being
". Likewise, we will describe some practices performed in Venezuela as a typical
representation of the Latin American countries. To sum up, cultural shared
characteristics Latin American countries have such as the mixture of culturally
affluent people while others live in poverty, the importance of family and
religion and other similar features can be the source of explanation and paradox
of the levels of well-being existing in these countries.
SY 42.1 Positive Psychology in Chile: Training, Interventions and

Educational Programs on Applied Positive Psychology
C. Ibaez
Programs and activities based upon positive psychology in Chile developed
from 2001 to date by the Chilean Institute of Positive Psychology are described.
Programs have been designed to help individuals, teams, organizations and
professionals in using concepts, approaches, tools and practices of positive
psychology to increase well-being. Programs include workshops, courses and
seminars on optimism, resilience, positive emotions, positive leadership, a
diploma on positive psychology, a master on positive psychotherapy and a
master on positive coaching. Objectives, contents, numbers of hours and
participants, reaction appraisals as well as cumulative numbers are shown.
Evaluations and academic achievement for each program, if it proceeds, are
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also shown. Newspapers notes and reports and two country level measures of
happiness and subjective well-being done by important institutions are
commented to show the positioning of positive psychology in public opinion
in Chile.
SY 42.2 Positive Psychology in Brasil: Measuring and Promoting Positive

Children and Adolescents. Ecology of Human Development and Positive
Psychology in Interventions
M. Poletto, A.P. Lazzaretti de Souza, S.H. Koller
Universidade Federal do Rio Grande do Sul, Porto Alegre, Brazil
This presentation gets studies and interventions of the Centre for Psychological
Research CEP-RUA/UFRGS based on Positive Psychology perspective. Another
theory used is the Ecology of Human Development from the Russian
psychologist Urie Bronfenbrenner that works with PPCT model influence,
person-process-context-time of human development. The Biological approach
has the health in emphasis, an open view and visibility to potentials,
motivations and human capabilities. The positive psychology came to get a
depth view of these points underlined by Bronfenbrenner. These integrated
perspectives work as basis on researches and interventions. The project
Juventude em Cena was a social technology developed in three editions that
worked with teenagers about youth leadership and to develop and awakening
the potentialities and capabilities. The ProjectEscola que Protege is another
social technology with two editions until this moment that trained health and
education professionals. This is a program that works with subject of Positive
Psychology (for example: work satisfaction, conflict mediation at school,
subjective well-being, resilience). Among the themes researched are: meaning
of life, positive strengths, subjective well-being and positive affects in children
and teenagers.
Keywords: positive interventions, human development, Positive Psychology.
SY 42.3 Positive Psychology in Venezuela: Environments and Projects to

Develop Positive Psychology Interventions: Writing, Social Interventions,
Education, Work and Personal Development
M.E. Garassini
Universidad Metropolitana, Science Behavior, Caracas, Venezuela
Previous studies of Positive Psychology Interventions in Venezuela consider
our country with a high level of Well-being in spite of not being countries with
the highest level of economic development. On one hand, we will describe the
Venezuela context with strong relations net. On the other hand, will describe
5 different kinds of environments and projects to develop positive psychology
interventions: writing, social interventions, education, work and personal
development. The success of these practices helps to describe the Paradox of
the Latin American Well-being ". In this presentation we will describe the
practices realized in Venezuela, a typical representation of the Latin-American
countries. The results of all the positive interventions show the cultural shared
characteristics in our country, the power of writing, the meaning of strong and
big social network in communities, the importance of school and teachers
learning and teaching the principal concepts of Positive Psychology and the
optimism of workers in this field.
Keywords: positive interventions, human development, Positive Psychology
SY 43 A Systemic Approach to Positive Education

L.G. Oades1, P. Robinson2, T. Rashid3, S. Zolezzi4, A.M. Hemsley5, R. Riedel6
1Australian Institute of Business Wellbeing, Sydney Business School,
Wollongong, NSW, Australia, 2University of Wollongong, School of
Psychology/AIBWB, Wollongong, NSW, Australia, 3University of Toronto,
Scarborough, Toronto, ON, Canada, 4Knox Grammar School, Head of Positive
Education, Sydney, NSW, Australia, 5University of Wollongong, Kooloobong
Village Accommodation Services, Wollongong, NSW, Australia, 6University of
Wollongong, Faculty of Education, Wollongong, NSW, Australia
Positive Education has been defined as the development of educational
environments that enable the learner to engage in established curricula in
addition to knowledge and skills to develop their own and others' wellbeing
(Oades, Robinson, Green & Spence, 2011). Therefore, an effective and
sustainable Positive Education intervention requires a systemic understanding
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and not be reduced to a transaction solely between teacher and learner.
However, there is a paucity of research and practice addressing holistic and
sustainable approaches to Positive Education interventions. In this symposium
Positive Education is presented as a holistic endeavour consisting of education
environments (schools and universities) where research and best practice are
strategically integrated into the systems and processes so that the leaders,
teams/departments, staff, students, parents and the wider community are
aligned. Essentially, it is suggested that positive education programs need to
exist within a positive organisational system, enabling the people involved to
have positive psychological experiences. This symposium examines the
development of positive educational programs based in secondary institutions
in Australia and tertiary institutions in Australia and Canada, employing the
systemic approaches to positive education.
SY 43.1 Positive Education = Positive Psychology x Positive

Organisations
L.G. Oades
Australian Institute of Business Wellbeing, Sydney Business School, Wollongong,
NSW, Australia
This paper argues for a systemic and organisational approach to understanding
positive education. Positive Education has been defined as the development
of educational environments that enable the learner to engage in established
curricula in addition to knowledge and skills to develop their own and others'
wellbeing (Oades, Robinson, Green & Spence, 2011). Therefore, an effective
and sustainable Positive Education intervention requires a systemic
understanding and not be reduced to a transaction solely between teacher and
learner. This paper provides the conceptual framework for the examples in
secondary and tertiary organisations that will follow.
SY 43.2 Kooloobong Village: Developing a Positive University Residence

A.M. Hemsley
University of Wollongong, Kooloobong Village Accommodation Services,
Wollongong, NSW, Australia
The University of Wollongong is currently building, Kooloobong Village, one
of its self-catered accommodation sites that houses University students. The
aim during its construction and initial operational set up is to develop its
programming and management based on positive education and positive
organisational principles, both of which use principles and evidence from
positive psychology to enhance wellbeing, learning and business outcomes.
This direction of a positive residence provides UOW with a range of potential
advantages including:
a) educational and wellbeing improvements for UOW students living in
Kooloobong Village
b) market differentiation based on program offerings
c) closer links with Faculty members through research based program
evaluation
d) positioning of UOW residence alongside broader positive education
initiatives happening in Australian secondary school sector.
This 'positive residence' may possibly be the world's first tertiary sector
residence based on these principles.
SY 43.3 Flourishing in First Year University

T. Rashid
University of Toronto, Toronto, ON, Canada
The university campus is a fertile setting for students to flourish - to grow
intellectually, socially and emotionally and to translate this growth into action,
habit and purpose. However, most universities campuses do not systematically
facilitate students holistic growth. University of Toronto Scarborough, through

its program called Flourish is attempting to do so. This presentation discusses
the results of Flourish project that examines stressors and strengths of
incoming first year university students at UTSC.
SY 43.4 The Importance of Purpose in Life for Secondary Students

R. Riedel
University of Wollongong, Faculty of Education, Wollongong, NSW, Australia
Purpose in life is defined as a stable and generalized intention to accomplish
something that is at the same time meaningful to the self and consequential to
the world beyond the self (Damon, 2008, p.59). A systemic, whole school
approach has been applied to the positive education program. Through a
mentoring program and a wisdom studies subject, young men (Years 7-12)
were encouraged to discover their purpose in life, and set goals to help attain
it. Education on purpose in life is of vital importance to young people, because
purpose stimulates goals and provides direction, narrowing their attentional
focus on goal attainment (Damon, Menon & Cotton Bronk, 2003). As such,
they are less likely to engage in destructive behaviours that are detrimental to
their accomplishment (Damon, 2008). The aims of this study were to:
i. Examine the relationship between purpose and well-being in Year 10 and
11 students,
ii. Did the participants' purpose in life change over the course of the positive
education program? and,
iii. Did any changes in purpose in life correlate with levels of well-being?
The results underscored the importance of educating students on purpose in
life, because it acted as a protective factor for well-being.
SY 43.5 Sustainable Positive Education - Safeguarding Buy-In

P. Robinson
University of Wollongong, Sydney Business School, SYDNEY, NSW, Australia
For decades educational reform has expressed the need for more collaborative
approaches that include all key stakeholders (Dickerson, 2011; Oades,
Robinson, Green & Spence, 2011; James, Dunning, Connolly, & Elliott, 2007;
Hargreaves, 1994; Rosenholtz, 1989). A positive approach to strategic change
and development starts with the notion that people will commit to what they
create (Silbert & Silbert, 2007), a common approach in organisations but rare
in the emerging research and practice of Positive Education. As part of the
design, delivery and measurement of a six year strategic Positive Education
Program and drawing from an appreciative inquiry framework, this study was
a first step in ascertaining what leaders, staff, students and parents believed
was working well in their school and what specifically needed improvement.
Results of this study were immediately implemented within the Positive
Education intervention suggesting resistance to change was minimised and
buy-in from key stakeholders was significantly improved. The practical
implications resulted in changes to school systems, structure, and practices for
leadership, pastoral care, curricula/co-curricular, boarding and professional
development. This was an important first step in obtaining meaningful
commitment by key stakeholders to the Positive Education Program and
sustainability of support and motivation in the years that followed.
SY 43.6 Positive Education at Knox Grammar: A Systemic and Whole-ofSchool Approach

S. Zolezzi
Knox Grammar School, Sydney, NSW, Australia
Knox Grammar School is an independent, Uniting Church, day and boarding
school for boys in Sydney, Australia, that has approximately 2,500 students.
The Positive Education Program aims to increase the total fitness and resilience
of every student and staff. The Knox program involves all staff in the
implementation of the Program The Knox Positive Education Program is a
multi-level initiative that promotes wellbeing through an informal mentor
group program, a formal wisdom study curriculum and ongoing staff/parent
training in Positive Education
Key elements of the Mentor Program are:
To increase the mental fitness and resilience of every student
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Every student has an individual mentor who has received expert training in
Positive Psychology
The mentor helps students to identify their strengths and set academic and
personal goals
Students are introduced to activities and exercises scientifically proven to
increase levels of wellbeing and performance
An integral part of the Knox Wisdom Studies is a commitment to social justice.
Each Social Justice initiative supports a framework of learning which
incorporates a social, emotional and spiritual development supported within
our Positive Psychology framework. Every Knox staff receives training over
three days in Positive Psychology and coaching skills.
SY 44 Flow at Work
O. Davis1, J. van den Hout2,3, L. Ceja4
1Quality of Life Laboratory, New York, NY, United States, 2Technical University
of Eindhoven, Eindhoven, Netherlands, 3Fontys University of Applied Sciences,
Tilburg, Netherlands, 4IESE Business School, Barcelona, Spain
Research on flow has been showing that the phenomenon is highly complex
and can manifest under a host of circumstances and in a variety of forms. This
symposium highlights the mechanisms that both underlie and foster several
types of flow in the context of the workplaces in several different countries.
All three research studies will also show new advances in the theories that
explain flow. Orin Davis (chair, USA) will focus on microflow experiences,
which reflect effective use of interstitial time and promote higher productivity,
job satisfaction, and work-related self-efficacy. Jef van den Hout (Netherlands)
will present his research on the mechanisms and antecedents of team flow, and
show how team flow leads to synergy and higher performance. Navarro, Ceja,
Pppelbaum, and Gomes (Spain and Portugal) will present research that
analyzes the highly dynamic and fluctuating nature of the flow experience in
the workplace, and also describe how flow varies during the workweek.
SY 44.1 Temporal Patterns of Flow in the Workplace

J. Navarro1, L. Ceja2, J. Pppelbaum1, D. Gomes3
1Universitat Barcelona, Barcelona, Spain, 2IESE Business School, Barcelona,
Spain, 3Universidade de Coimbra, Coimbra, Portugal
According to Csikszentmihalyi (1990) flow refers to a 'sudden and enjoyable
merging of action and awareness' in that actions follow each other
spontaneously and unselfconsciously, yet there remains a careful monitoring
of feedback in relation to the activity. Flow has been described as a state of
'being in the zone', when affective and cognitive modes are perfectly
synchronized, giving rise to people's greatest performances and personal bests.
Studies show that flow is a highly unstable process that undergoes continuous
changes across time. The present study aims to capture the dynamic character
of flow by studying its temporal patterns across time. The study tracked 60
employees who completed daily surveys over 21 consecutive days (6,982
observations). Results of time series analyses indicated the emergence of daily
and weekly patterns of flow. More specifically, during a normal working week,
Mondays present the global minimum of flow experiences, whereas Tuesdays
and Fridays present the maximum levels of work-related flow. The results
confirm the highly fluctuating nature of flow over time, indicating that the use
of research designs such as the experience sampling method can provide insight
into the processes influencing employee flourishing as they unfold during the
course of a day and workweek.
SY 44.2 The Theory Team Flow

J. van den Hout1,2, O. Davis3
1Technical University of Eindhoven, Eindhoven, Netherlands, 2Fontys University
of Applied Sciences, Tilburg, Netherlands, 3Quality of Life Laboratory, New
York, NY, United States
Research has suggested that flow in teams can enhance the teams' effectiveness,
productivity, performance, and capability. Team flow is the individual
experience of flow during the execution of one's personal task in the team.
Team members can help each other enter team flow by providing the external
conditions for individual flow experiences which are:
(d) no fear of failure,

(e) distractions excluded from consciousness.
Treating team flow as an individual experience emerging from the groups
dynamic, we developed a model that describes team flow with seven main
antecedents:
(1) Harmony
(2) Clear Shared Goals,
(3) Open Communication,
(4) Internalized Personal Goals,
(5) Mutual Trust,
(6) Focus,
(7) Challenge-Skill Balance.
When every member of the group is simultaneously experiencing team flow,
there is full team flow. In full team flow the group will likely exhibit
synchronicity and very high performances.
The theory is tested by conducting interviews with practitioners. Subsequently,
a questionnaire that measured the different conditions for team flow is
conducted. This questionnaire was administered to 620 respondents. Based on
the results of this questionnaire the theory of team flow and the conditions are
empirically validated.
SY 44.3 Microflow in the Workplace

O. Davis
Quality of Life Laboratory, New York, NY, United States
Prior research on microflow (Davis, 2010) has shown that microflow is a flowtype experience in which several of the nine characteristics of flow
(Csikszentmihalyi, 1996) are compromised. These compromises differentiate
microflow from deep flow, but also imply that microflow may vary by how
context affects the flow characteristics. The present study analyzes the nature
of microflow in the workplace, and shows how people can make the most of
the short time blocks between planned events by engaging in a flow-type
experience. This study shows that even microflow activities that occur in these
short periods still provide some of the theorized benefits of deep flow,
including higher productivity, job satisfaction, and work-related self-efficacy.
The results also relate microflow to increases in quality of work products,
higher company loyalty, and better use of time.
The presentation will review the results of the study and compare them with
findings from prior research on microflow to show how the phenomenon is
context-dependent. The implications for the nature of optimal experience as a
general construct will be discussed. In addition, the presentation will cover the
challenges of measuring microflow, and how future studies can assess flowtype experiences more effectively.
SY 45 Relational Savoring, Healthy Relationship Functioning and

Intervention Strategies
J. Borelli1, F. Bryant2, D.K. Bond3, J. Snavely3, M. Burkhart3, D. Sbarra4, D.
McMakin5, H. Rasmussen1, J. Coffey3, S. Chung1, A. Wang1, S. Ruiz6, P.-Y. Lin7
1Pomona College, Psychology, Claremont, CA, United States, 2Loyola University
Chicago, Psychology, Chicago, IL, United States, 3Claremont Graduate
University, School of Behavioral and Organizational Psychology, Claremont, CA,
United States, 4University of Arizona, Psychology, Tucson, AZ, United States,
5University of Pittsburgh, Pittsburgh, PA, United States, 6University of
California at Davis, Davis, CA, United States, 7University of Southern
California, Los Angeles, CA, United States
Savoring is the conscious, reflective, and active process of deeply enjoying and
cognitively attending to pleasure during or after a given experience. Savoring
relationship-relevant experiences (e.g. reminiscing about a positive moment
shared with another) may help engender a greater sense of connection between
(a) balance of challenge and skill (> average),

(b) clear goals,
(c) immediate feedback,
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two people (Bryant & Veroff, 2007). In the current studies, we examine the
benefits of relational savoring, or instances in which one savors an experience
that occurred in temporal and physical conjunction with another person to
whom one is emotionally close. Using an array of research designs and samples,
the three studies presented herein offer unique perspectives on relational
savoring: the first examines the association between parents' demonstrated
capacity to savor a relationship experience with their school-aged children and
attachment security; the second evaluates the feasibility of an experimental
relational savoring program among the non-deployed spouses of military
service members during a military deployment; and the third discusses the
results of two studies examining the effectiveness of a brief relational savoring
exercise among parents of young children and members of long-distance
relationships. Finally, Dr. Fred Bryant will discuss the presentations in terms
of their contribution to the literature examining the benefits of savoring.
SY 45.1 Relational Savoring and the Quality of the Parent-child

Relationship
D.K. Bond1, J. Borelli2
Psychology, Claremont, CA, United States, 2Pomona College, Psychology,
Research has demonstrated that savoring positive memories promotes physical
and mental health. In this study, we examined whether relational savoring was
associated with greater relational health, specifically evaluating whether
parents' demonstrated capacity to savor experiences with their children was
related to attachment security. As part of a larger study, 60 parents of schoolaged children (Mage= 9.83 years old) were prompted to savor a positive
memory they had with their children and to write a detailed description of
that memory. Using a relational savoring coding scheme designed for the
purpose of this study, six trained coders (ICC = .810) evaluated parents'
responses. Parents reported on their attachment style using the Experiences
in Close Relationships scale. Children had previously completed the Child
Attachment Interview, which was coded by trained and reliable coders such
that children were classified as secure or insecure (i.e., dismissing,
preoccupied, disorganized) in their attachment. Parents of secure children
demonstrated significantly greater relational savoring than parents of
dismissing children (F1,57=5.474, p=.023), and lower parental attachment
avoidance was associated with greater relational savoring (b=-.242, p=.043).
Results and implications will be discussed in light of attachment theory and
the savoring literature.
SY 45.2 Relationship Satisfaction Differentially Predicts We-talk in

Personal versus Relational Savoring
J. Snavely1, S. Ruiz2, J. Coffey1, P.-Y. Lin3, S. Chung4, A. Wang4, D. Sbarra5, D.
McMakin6, J. Borelli4
Psychology, Claremont, CA, United States, 2University of California at Davis,
Davis, CA, United States, 3University of Southern California, Los Angeles, CA,
United States, 4Pomona College, Psychology, Claremont, CA, United States,
5University of Arizona, Psychology, Tucson, AZ, United States, 6University of
Pittsburgh, Pittsburgh, PA, United States
Military deployment introduces unique stressors in romantic relationships.
Relationship satisfaction (RS) may be one important factor in protecting
couples during deployment. Research demonstrates that while discussing an
ongoing deployment, non-deployed spouses (NDSs) with higher RS exhibit a
relational orientation (i.e., more frequent first person plural speech, we-talk),
a factor related to positive outcomes in couples undergoing stress.
Here we use an experimental design to ask:
1) Does relational savoring (focusing on a positive experience with one's
partner) during deployment produce greater we-talk relative to personal
savoring? and
Thirty NDSs reported their RS pre-deployment. During the deployment they

were randomly assigned to engage in one of two savoring tasks:
1) relational savoring: reflection on times of feeling
cherished/protected/accepted by their spouses;
2) personal savoring: reflection on a positive/private emotional experience.
We-talk was significantly higher in the relational condition, t(27.83)=-3.35, p<
.01. A regression indicated a significant interaction (p< 0.3): RS and greater
we-talk were correlated positively in the relational condition and negatively in
the personal condition. Results and implications for relational savoring in
protecting stressed relationships will be discussed.
SY 45.3 Enhancing Perspective-taking and Relationship Satisfaction

through Relational Savoring
M. Burkhart1, H. Rasmussen2, J. Borelli2
Psychology, Claremont, CA, United States, 2Pomona College, Psychology,
Parents of young children and members of long distance relationships face
unique relational challenges. In order to weather these challenges, they may
need to focus on the positive aspects of their relationships. We propose that
relational savoring may enhance the salience of positive relational memories,
thereby boosting relationship satisfaction and enhancing perspective-taking in
response to the types of stressors these individuals are likely to face. Here we
present the results of two short-term experimental studies designed to evaluate
the benefits of a brief relational savoring exercise as compared to a personal
(non-relational) savoring and a control task.
In each study, 500 individuals (adults in long distance relationships, parents
of young children) were randomized into one of three experimental conditions.
Responses to a vignette depicting a stressful relationship scenario, presented
after the experimental task, were coded for perspective-taking. Although data
collection is still underway, preliminary results suggest that compared to the
other two conditions, subjects in the relational savoring condition used more
positive emotion words when describing how they felt about their relationship
following a hypothetical stressor. Discussion will focus on the contribution of
these findings to the literature on savoring and close relationships.
SY 46 Positively Different: Experiences and Expressions of Well-Being in
the Context of Culture and Diversity
S.P. Harrell, N. Moshfegh, G.L. Anderson, E. Park, N.Z. Bellete
While attention to specific cultural considerations has received relatively little
attention in positive psychology, research on the construct of well-being has
been pioneering in this regard. Understanding the role of culture in well-being
is critical in order to develop culturally-syntonic strategies to enhance wellbeing for individuals, groups, and communities. This symposium examines the
determinants, experiences, and expressions of well-being in four different
sociocultural groups in the United States. The first presentation looks at
cultural factors that are important in understanding well-being among Iranian
Americans, a highly understudied population in the field of psychology as a
whole. The second presentation examines well-being within one of most
pathologized groups in the United States-- urban African American youth. The
third presentation examines well-being in a Korean cultural context
emphasizing issues of immigration and acculturation. Finally, the fourth
presentation highlights sociopolitical influences on well-being among lesbians
in the United States and implications for developing a sense of belongingness
and positive identity. The symposium will conclude with integrative comments
by the chairperson including the identification of recommended directions for
research in order to continue to progress in our understanding of the cultural
dimensions of well-being and how to facilitate well-being in diverse groups.
2) Does savoring task (i.e., relational vs. personal) moderate the relationship
between pre-deployment RS and discussion of relational topics (indicated by
we-talk)?
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SY 46.1 Cultural Considerations in the Well-being of Iranian Americans

N. Moshfegh
As research on the concept of well-being has increased over the years, there still
remains a large gap in the literature on the cultural informants of well-being and
its correlates. Although numerous studies have attempted to capture the
determinants of well-being and mental health across cultures, some ethnic
minority populations still continue to be overlooked. Iranian Americans are one
of the many ethnic minority populations that have not been given enough
attention within mental health literature. Given the vast increase in the Iranian
population within the US, it is imperative to increase research that can inform
the development and/or validation of culturally-appropriate evidence-based
practices to utilize with this population in the clinical setting. In order to inform
researchers and clinicians to better address the well-being of Iranian Americans,
the proposed presentation will discuss available conceptual and empirical
literature pertaining to the mental health of Iranians and implications for
understanding and facilitating well-being in this population. Critical issues
relevant to the well-being of Iranian Americans such as history and politics,
acculturation challenges, gender role expectations, the importance of pride and
class status, the centrality of family, the trauma associated with immigration and
pre-immigration experiences, and specific cultural phenomena will be examined.
SY 46.2 More than Gangs, Drugs, and Rap Music: Urban African
American Youth and Well-Being
G.L. Anderson
Described as a developmental transition profoundly influenced by the
interactions of genetic and environmental stimuli, as well as a critical period
for the acquisition of skills needed in adulthood, past social science research
on adolescence has fixated upon the risks and challenges. However, the concept
of maximizing well-being, as opposed to merely treating psychopathology, is a
powerful current theme in the area of mental health. Research on well-being
should explore the peculiar, culturally-shaped ways in which people live good
lives and construct meaning about it. Urban African American adolescents are
a population that is particularly pathologized in United States society. Most of
the research on the development of urban youth has been approached from a
deficit perspective. For example, there are many studies that highlight the
poverty, crime, drugs, and inadequate educational resources in the
neighborhoods of these individuals. It is critical to also examine the strengths
of this group. This presentation highlights well-being considerations among
urban African American youth. Experiences and expressions of well-being
among urban African Americans adolescents will be discussed. Protective
factors, including positive institutions and organizations, that promote
resilience and positive development will also be described.
SY 46.3 Immigration, Acculturation, Collectivism, and Intergenerational
Considerations in the Well-Being of Korean Immigrants and
Korean Americans
E. Park
Research and theory in Western psychology has traditionally considered white,
middle-class, heterosexual men as the normative standard. Although increasing
during the past three decades, there continues to be relatively little attention
to incorporating ethnic background, or the culture of an individual, as a
variable for consideration. However, with the growing diversity of the U.S.
population, the importance of cultural competency in both research and
practice has received increased recognition in psychology in recent years. The
positive psychology community has made progress in defining, re-defining,
and refining the construct of well-being with some attention to issues of
cultural diversity. Although there have been attempts to understand
multicultural aspects of well-being, some ethnic minority groups still have not
gotten much attention in the literature. This presentation will focus on
examining well-being in the context of the Korean American experience.
Collectivism, immigration, acculturation issues, subgroup cultures within
Korean-American immigrants, the multidimensional nature of identity, and
intergenerational conflict will be among the issues explored that impact wellbeing in this population. The manner in which well-being is expressed in the
context of cultural norms and values will also be discussed.
www.ippanetwork.org
SY 46.4 Sociopolitical Dynamics, Developmental Considerations, and the

Well-Being of Lesbians across the Lifespan
N.Z. Bellete
Although psychology has increased its focus on positive and strengths-based
research and treatment modalities, there is not sufficient attention paid to the
unique issues relevant to specific social and cultural identity groups. In
particular, the U.S. lesbian population is one group that is largely overlooked
in psychology's frame of well-being. Given the noted stressors of being a sexual
minority in a heterosexually-dominated society, and the related difficulties in
coming out, it is important for mental health providers to understand wellbeing and special issues within this population through culturally appropriate
evidence-based practices. This presentation will discuss available literature on
U.S. lesbian well-being within different cultural and age subgroups, and
dynamics for understanding common issues and distinctions within this
population. What constitutes the good life for a stigmatized group that faces
discrimination is important to examine in a contextualized way. Key issues
relevant to the well-being of U.S. lesbians include the sociopolitical context of
the national and local debate on LGBT issues, perceived family and community
support, life stage upon coming out, ethnic and immigrant affiliation, gender
dynamics, religiosity, education, and socioeconomic status. The importance of
belongingness to mitigate the experience of social rejection will be highlighted
SY 47 How to Become a Good Faculty Mentor and How Being a Good
Faculty Mentor Becomes You
T. Chan, B. Branand, J. Koch, J. Nakamura
CA, United States
The academic mentoring literature has primarily focused on understanding the
benefits mentorships garner for students, however this leaves the story of the
mentor relatively untold. Mentoring has been vastly cited to be integral in the
undergraduate and graduate educational experience (e.g., Johnson & Huwe,
2003; Johnson, 2007). To appreciate the full complexity of academic
mentorships, the current three studies examine the benefits and costs for
mentoring faculty. The symposium will present three studies that explore the
mentors standpoint, using personality and developmental, as well as positive
psychological perspectives.
The first two studies include Eriksons (1950) developmental constructs of
intimacy, generativity, and ego integrity. The first study surveyed retired
academics to test whether retrospective accounts of past mentoring behaviors
predicted current outlooks on life. The second study surveyed current
academic mentors to examine the associations of personality and mentoring
relationship characteristics with effective mentoring. The final study used
paired data from both faculty and students and tested two types of optimism,
self-reported behaviors, and perceptions of mentoring partners' behaviors as
predictors of satisfaction. Findings will be discussed in terms of implications
for academic mentoring and future research in the area.
SY 47.1 Generativity and Ego-integrity Returns on Past
Mentoring Investments
T. Chan, J. Nakamura
CA, United States
Are there enduring implications for academics who mentor or have mentored
students? A considerable amount of evidence suggests that mentoring results
in both short and long-term outcomes for students (Allen & Eby, 2010),
however for academics who mentor, relatively little is known about the
enduring outcomes. The current study provides a glimpse of the enduring
outcomes related to mentoring by using retired academics' retrospective reports
of past mentoring behaviors and current outlooks on life. In this study, 261
retired academics of various disciplines across the US were surveyed about their
past relationship with students, current satisfaction with life, feelings of life
contribution and contentment. Participants ranged from 53-96 years of age and
had been retired an average of 7.5 years. Structural equation models (SEM)
were used to determine whether retrospective reports of past mentoring
predicted current life outlooks. Results revealed that past mentoring predicted
how retired academics felt about their life contribution and satisfaction with
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life, after controlling for age, gender, and number of offspring. However, past
mentoring behaviors did not directly predict how retired academics felt about
the meaning and contentment with their lives. The results provide a glimpse
of the enduring developmental implications of mentoring in academia.
SY 47.2 Intimacy and Generativity as Factors in Academic Mentoring
B. Branand, J. Nakamura
CA, United States
Studies have shown that mentored graduate students reap benefits including
greater satisfaction with their programs and enhanced networking and career
success (Brown, Daly & Leong, 2009). While there is a plethora of literature
on how mentors help protgs develop, there is a paucity of information on
how mentors themselves develop. The current study investigates
developmental aspects of academic mentoring using Eriksons (1950) theory
of personality development. Specifically, this study explored whether resolving
Eriksons intimacy and generativity stages, along with achieving intimacy in
mentoring relationships, was associated with effective mentoring. Mentoring
effectiveness was assessed by measuring productive mentoring attributes as
described by Kram (1985). Participants were 237 graduate school science
professors selected from a random sample of 40 universities across the US.
Structural equation modeling analyses were conducted and significant positive
associations were found between intimacy in life, generativity, and effective
mentoring. Intimacy within the mentoring relationship was also found to be
positively related to effective mentoring and mediated the relationship between
intimacy in life and effective mentoring. This study contributed to the
understanding of the vital role of mentoring, by demonstrating that mentors
who have developed an aptitude for intimacy and generativity are likely to be
more effective mentors.
SY 47.3 Situational Optimism and Coping Behaviors as Factors in
Satisfaction with Mentorship
J. Koch, J. Nakamura
CA, United States
Aspects of personality such as dispositional optimism and coping style have
been linked with satisfaction in intimate relationships (Assad, Donnelan, &
Conger, 2007). This study explored similar constructs within mentoring
relationships. Analyses tested whether optimism regarding a student's future,
or use of coping behaviors previously associated with dispositional optimism
were related to relationship satisfaction. Participants were graduate students
(n = 113) and professors (n = 121), including 50 complete mentoring dyads.
Participants completed measures of situational optimism regarding the
student's academic and professional future dispositional optimism, and coping
behaviors. Results revealed that dyadic relationship satisfaction were positively
associated with both groups' situational optimism, but neither group's
dispositional optimism. Furthermore, dyadic satisfaction was positively
associated with both groups' reports of their partners' coping behaviors. Both
students and mentors were more satisfied when they reported that their partner
used more optimism-associated behaviors. Interestingly, partners' accounts of
each others' coping behaviors were unrelated to either group's self-reported
behavior. Individuals involved in mentoring may benefit from conscious use
of optimistic coping strategies, and an increased attention to how their
behaviors are perceived.
Evidence from two sources is presented. First, an empirical study conducted

in collaboration with the University Of Pennsylvania: Participants read a
negatively valenced classic style news story and one of five experimentally
manipulated variants, which drew on positive psychology principles to slightly
alter the language and emotional valence. Across participants, affect
significantly declined after reading the classic story. Some positive versions
proved more effectual for inducing positive emotion, whilst still being viewed
as fair and balanced reporting.
Secondly, a strategic high-level approach by the national broadcaster: Danish
Broadcasting Corporation, constructive journalism, is presented with a
summary of the effects analyzed through theories of negativity (Baumeister et
al., 2001), complexity (Csikszentmihalyi, 1993; Knoop, 2011), and Good Work
(Gardner, Csikszentmihalyi & Damon, 2002).
SY 48.1 Positive News Journalism
H.H. Knoop1, L. Kern2, C. Gyldensted2, M.B. Keener2
1Aarhus University, Aarhus, Denmark, 2University of Pennsylvania,
Philadelphia, PA, United States
Both media and positive psychology seek to improve the human experience.
Media in its many forms has become an increasingly large part of our lives,
and as such, can play a crucial role in our well-being. This symposia presents
the latest theory, research findings and applications related to the constructs
of positive media generally, and positive news journalism more specifically.
Mr. Knoop is the President of the European Network for Positive Psychology,
and Miss Keener and Miss Gyldensted are both MAPP graduates with
extensive experience working in professional media. Together they create the
context for a new dialogue about what "positive media" and positive
journalism can be, and explain how research findings in innovative
journalism techniques are being applied in the Danish market. This symposia
is focused on how the media, and specifically news/current affairs coverage
can be innovated to carry a more constructive message, and how media
creators and consumers can be educated, thus fostering more positive action
and flourishing in global populations.
SY 48.2 Positive Media: An Introductory Exploration
M.B. Keener
Media has become an increasingly large part of our lives, and therefore plays a
crucial role in our well-being. Positive psychology, the science of well-being,
can both enrich and be complemented by the new potentialities of media,
which in many ways also seeks to improve the human experience. I create the
context for a new dialogue about what "positive media" might be. By adopting
a positive lens and discussing exemplars in different formats such as film,
games, social media, apps, television, etc., this paper explores the ways media
effectively incorporates elements of well-being. Through this positive approach,
we gain an appreciation for what media does well. The paper also recommends
ways that people can consume media in support of their well-being, and ways
media creators can design content that optimizes human flourishing. Lastly,
the paper encourages a dialogue between the important fields of positive
psychology and media. With a partnership between these fields, it posits the
opportunity for dramatically increasing global well-being.
SY 48 Constructive, Critical Journalism Informed by Positive Psychology

H.H. Knoop1, C. Gyldensted2
1Aarhus University, Department of Education, Aarhus, Denmark, 2Media
Professional, Copenhagen, Denmark
SY 48.3 Family Wellness Rescue: A Television Series Aimed at Guiding

Obese Families toward Wellness and Well-Being
P. Tandon
University of Pennsylvania, Psychology, Philadelphia, PA, United States
Consuming news reports often have a substantial negative emotional impact

on users, while also having a desensitizing effect. This is a concern for both
the journalism profession and for society.
I left the news media world (I was formerly an anchor and producer for CNBC
in Delhi, India) to come back to Penn for the Masters of Applied Positive
Psychology. I inherently felt that news media (so also myriad other forms of
media) was making viewers, including my own, psychologically ill, as
sensationalized and cherry-picked as it is. I pursued positive psychology as a
way to utilize my knowledge and skills in media to propagate psychological
flourishing, rather than psychological morbidity. My Capstone masters thesis,
Positive Psychology and the Media, was a call for the synergy and cultivation
of more positive forms of media. Since graduation, I have been working hard
However, now journalists have begun to ask whether positive reporting and
positivity should have a stronger standing in news reporting, thus
104
strengthening the foundational values and ethics in journalism? And the

answers we find indicate that it should, that indeed the news media can benefit
from using positive psychology.
www.ippanetwork.org
to cultivate exactly that, and am currently shooting a pilot episode for

television, where I would, as host of the series, guide families struggling with
obesity (and all of the illnesses that accompany it, including diabetes,
hypertension, depression, heart disease, addictions to medication, etc) not just
toward weight loss, but toward wellness, thriving, flourishing. This is the
perfect amalgamation of positive psychology and the media, and I would be
thrilled to share this exciting project with my colleagues at IPPA-to collaborate,
to perpetuate, and to inspire.
SY 49 The Trials and Triumphs of Applying Positive Psychology in the
Real World
V. King
The Change Space, London, United Kingdom
This symposium will draw on experience from across three continents of
applying evidence based positive psychology interventions in organisations to
improve employee engagement and performance and build resilience.
Contributors are all University of Pennsylvania MAPP graduates who have gone
on to apply the research in a range of different workplace settings - from large
global corporates, to organisations recovering from earthquakes to schools.
Theyll share what theyve found works and what doesnt.
SY 49.1 The Trials & Triumphs of Applying Positive Psychology in the
Real-World
L.C. Hone
Aut University, Human Potential Centre, Auckland, New Zealand
Lucys presentation will cover the challenges to implementing positive
psychology in organisations at both the individual and setting level.
Drawing upon her communication skills from her background in journalism,
she will focus on how to effectively communicate the academic findings of
positive psychology to lay audiences making them palatable and meaningful,
without sacrificing academic rigor. In keeping with the warts and all tone of
this Symposia, Lucy will share the techniques that have resonated with
employees, and those that have left them cold.
At the setting level, she will also detail her efforts to promote the health side
of New Zealand's Health & Safety industry, which to date has a stated goal of
achieving Zero Harm Workplaces. I hope to do for New Zealand Health &
Safety what Seligman did for psychology, introducing employers to the notion
that there is so much more to H&S than the absence of accidents says Lucy.
SY 49.2 Authentic Culture

P. Teagarden
The Teagarden Group, New York City, NY, United States
Business M.O.dels often overlook the M.O. of the individuals, which has been
proven to hinder productivity as it undermines the engagement of employees.
This has resulted in a wave of 'culture change initiatives', in the corporate
world, expected to meet this challenge. Certified in over 35 psychometric tools,
including those used to measure personality, behaviors, skills and culture,
Pamela's presentation will focus on the ways in which we define culture inside
an organization, what we miss in the typical measurement of culture and how
we might better position culture to reframe engagement - so that productivity
is increased and people stay engaged. Using metrics around authenticity, she
will show seemingly subtle changes to the people practices inside organizations
that can produce dramatically different results to business drivers. Using her
grounded research on engagement and productivity along with other studies
that show the cost to business due to disengaged employees, she will
summarize what positive impact measuring and maintaining an authentic
culture can have on the bottom line of a company's financials.
SY 49.3 Corporate Training - How Do We Teach Positive Psychology
Experientially in Organizations?
L. Sansom
LVS Consulting, Kingston, ON, Canada
Lisa Sansom has over 20 years of professional experience using positive
psychology in organizations. Her background includes education, financial
organizations, health care and entrepreneurial start-ups. She is a leadership
coach with her MBA from the Rotman School of Management and her MAPP
from the University of Pennsylvania. She currently coaches MBA teams to be
high-performing and works with leaders of all hierarchical levels to help them
create positive organizational cultures with greater interpersonal impact.
Lisa will share her experiences providing corporate training to a variety of
audiences, including public and private sectors, students and experienced
professionals, job-seekers and career-changers. She will talk about what
concepts have been well-received as well as the interactive exercises that she
has created to teach research-based models such as ACR (Active-Constructive
Responding), growth mindset and optimistic explanatory style. As Lisa delivers
highly-customized and interactive workshops to corporate audiences, she has
been playing with several different pedagogies and methodologies to increase
participant learning and enthusiasm. As such, she is also creating a "positive
pedagogical model" for instructors to use in similar contexts.
Special Sessions
Positive Psychology in Film Taking Positive Psychology to Hollywood
In my career as a Hollywood executive and film producer, I have spent a lot
of time and effort analyzing what makes films work. What helps people
connect to a story and to the characters within the story? What do
audiences value, what strengths and virtues do they admire, and what, in
their minds, constitutes a hero? Not surprisingly, I have found positive
psychology perspectives and research to be especially helpful in answering
these questions. I have developed a talk on The Psychology of
Storytelling, analyzing Americas most popular movies from the perspective
of positive psychology, and in particular through the lens of PERMA. In the
last two years, I have given this talk more than 25 timesto major studios,
animation companies, talent agencies, production companies, and marketing
groups, as well as to organizations such as Women in Film and the British
Academy of Film and Television Arts. It has also become the subject of a
New York Times article and a TEDx talk. Why has positive psychology
resonated so deeply in Hollywood? In this presentation, I will share what I
have learned from giving these talks and how PERMA just might be
permeating the world of entertainment.
www.ippanetwork.org
Positive Health Lecture Award Finding Benefit in the Experience of

Chronic Disease
Annette Stanton, University of California Los Angeles, Los Angeles, CA
Objectives:
1. Describe the most frequently cited benefits of adults living with
chronic disease
2. Describe the conceptual and methodological issues in the research on
finding benefit
3. Describe the predictors and consequences of finding benefit in chronic
disease
4. Consider interventions for promoting finding benefit in chronic disease
.
105
Workshop Abstracts
WK 1 Mindfulness Interventions: Experiential and Scientific Perspectives
I. Ivtzan
UEL, Psychology - MAPP (Masters in Applied Positive Psychology), London,
United Kingdom
Mindfulness meditation has become more and more popular as a positive
psychology intervention and it is important for us to examine some of the
fundamental characteristics of such work. What is it that constitutes a
mindfulness meditation? How do we apply a mindfulness intervention, within
positive psychology, in a rigorous manner? What are the potential pitfalls for
such studies?
This session incorporates three dimensions: A theoretical discussion over
mindfulness, its meaning and role in positive psychology, and its relationship
with wellbeing; a research dimension where we discuss methodological and
other practical questions regarding the usage of mindfulness within the
scientific framework; and a third experiential dimension, where we experience
a number of mindfulness meditation techniques that could be used as an
intervention.
As part of the second dimension (research) data from a number of studies I
conducted during the last year will be shared and discussed. These studies include:
a) A 2-month mindfulness intervention investigating the influence of
mindfulness on levels of authenticity,
b) a mindfulness intervention weekend retreat and its impact on the selfdiscrepancy gap and
c) a qualitative study examining the influence of a 2-month mindfulness
intervention on the participants' experience of self-acceptance.
WK 2 Cultivating Emotional Balance (CEB), the New Kid on the Block in

Evidence-based Mindfulness Programs
V.L. Kettering1, J.S. Fajans1, M. Lamartina2
1Claremont Graduate University, Claremont, CA, United States, 2University of
Wisconsin-Madison, Madison, WI, United States
The following submission proposes an interactive workshop intended to impart
practical techniques designed to enhance emotional balance and selfregulation. The intention for this workshop is to offer a facilitated discussion
of the efficacy of evidence-based mindfulness programs for heterogeneous
populations. Further, the session will serve as an introduction to the
Cultivating Emotional Balance (CEB) program.
CEB is 42-hour psycho-educational program, designed by Paul Ekman PhD
and B. Alan Wallace PhD, which emerged from the 2000 Mind & Life
conference-a conversation between scientists and the Dalai Lama on the
question of how to address destructive emotions in society. The program draws
upon empirical, psychological research on emotion as well as age-old
contemplative practices rooted in Buddhist philosophy.
The aim of CEB, and the proposed workshop, is to help participants develop
their skills of emotional regulation and focused attention using didactic and
experiential methods. Participants will be introduced to techniques to develop
greater flexibility and choice in cognitive and emotional processing, train
attention, and create meaningful aspirations. At the time of this submission,
there are more than 140 teachers from over 25 countries trained to teach the
CEB program.
WK 3 Positive Identities: Exploring our Stories through Positive

Psychology and Narrative Practice
M. Tarragona
Universidad Iberoamericana, Psychology, Mxico, Mexico
Narrative practices are ways of engaging in conversations in coaching and
therapy to help people be their preferred selves. They are based on narrative
psychology, which posits that our stories play a very important role in our lives:
we create meaning from events by organizing them as stories, and the ways in
which we narrate our experiences have an impact on our thoughts and feelings,
our relationships and our identity. How we construct our stories can either
make problems bigger or help us come up with new possibilities. With certain
kinds of conversations we can find solutions and develop new stories that can
strengthen our efforts to be how we want to be. Like positive psychologists,
narrative theorists and practitioners, for over three decades, have questioned
106
the emphasis on pathology that has characterized many psychological

interventions and the effects that these have on people. Narrative practices
coincide with positive psychology in their focus on what works well, peoples
personal agency, creativity, values and strengths. In this experiential workshop,
participants will explore some of the 5 dimensions of the PERMA model of
wellbeing in their own lives, through narrative exercises that are respectful,
curious and fun.
WK 4 Words and Well-being: Health and Growing through Stories

D. Tomasulo1, T. Rashid2
1University of Pennsylvania, Master of Applied Positive Psychology,
Philadelphia, PA, United States, 2University of Toronto, Health & Wellness
Centre, Toronto, QC, Canada
Therapy mostly begins with a story of a client troubled by heavy psychological
burden. The therapist carefully unpacks the story by uncovering traumas,
examining faulty thinking or drawing attention to dysfunctional relationships.
Rarely, the therapist inquires about stories of resilience, growth, and meaning,
and even less often looks for patterns in these positive personal narratives.
Without dismissing or minimizing the negative accounts, this workshop
presents strategies and processes that can help clients to explore and express
their positive experiences that can be integrated into their accounts of distress
towards healing and growth.
Based on empirically validated Positive Psychology interventions, this
workshop is aimed for a variety of clinicians who want to help their clients to
craft and re-craft life narratives towards well-being, not just amelioration of
their symptoms. It will draw from theory and practices used in Positive
Psychotherapy, Narrative Psychology, and Psychodrama.
Through a mix of didactics and experiential exercises, clinicians will learn skills
to uncover places where their clients get struck and facilitate narrative processes
which can help them to reinterpret their inertia and move towards growth.
WK 5 Beyond Sex: What is the Role of Sexuality in Human Flourishing?

B. Booth
Widener University, Chester, PA, United States
What is the role of sexuality in human flourishing? Sexuality is a dynamic
dimension of our humanity and a rich area for investigation in a field dedicated
to human flourishing and well-being. Positive psychology provides a
conceptual spacea metaphysical orientation toward the positiveto focus
on that which makes sexuality valued and fulfilling. Cultural barriers have
made it difficult to address, including ignorance about what sexuality
encompasses, ambivalence about its nature as an essentially negative or
superficial force, and dominant social discourses that frame our understanding
of sexuality in particular ways. Psychological measures of sexual satisfaction
or sexual function are inadequate representations of how sexuality is
experienced and made meaningful, thereby limiting our understanding. In this
workshop, I will take participants on an interactive journey exploring sexuality
through the lens of well-being. I will draw on existing research and present the
most recent findings from my own basic research, as well as offer application
models derived from insights at the crossover between positive psychology and
human sexuality. After the workshop, participants will be able to describe what
sexuality is and how it can be incorporated into a holistic picture of well-being,
and use models for enhancing sexual well-being.
WK 6 Using Positive Psychology to Build Lawyer Resilience

L.R. Richard1,2, P. Davis-Laack2,3, D. Shearon2,4
1LawyerBrain LLC, Wayne, PA, United States, 2LawyerStrong LLC, Wayne, PA,
United States, 3pauladavislaack.com, Wauwatosa, WI, United States, 4Thriving
Lawyers, Nashville, TN, United States
The legal profession is the largest single profession in the world, and its
members are uniquely unhappy, stressed and thin-skinned. This workshop will
introduce original research on the lawyer personality and then build on these
data to explain several strategies that the presenters have used to help lawyers
fortify their resilience. The presenters will use case studies from their work
with lawyers to show how positive psychology interventions can best be
delivered to lawyers and their organizations.
www.ippanetwork.org
WK 7 PROPEL: An Evidence-based Positive Psychology Coaching System

Which Has Been Shown to Generate Quantum Improvements in Personal
and Organizational Performance
T. Muha
PROPELperformance, Annapolis, MD, United States
Aim: Provide an overview of a structured implementation of a positive
psychology coaching methodology shown to produce personal and
organizational transformation.
Methods: Six years of positive organizational development research conducted
in partnership with Johns Hopkins Hospital have resulted in a systematic
coaching methodology based on 6 positive psychology principles known as
PROPEL: Passion, Relationships, Optimism, Proactivity, Energy, and Legacy.
In the course of a year-long group coaching program the PROPEL principles
are defined for staff in operational terms that facilitate cognitive and behavioral
changes. Specific tools and techniques have been developed to help staff
incorporate the 6 positive psychology principles into their work life.
Results: Hundreds of staff who have participated in the coaching program
describe powerful stories of personal transformation and demonstrate
significant improvement in their ability to create and sustain a positive culture
on their units. Units which have participated in the PROPEL program have
achieved quantum increases on many measures, e.g. Gallup Q12 Staff
Satisfaction Survey, National Database of Quality Indicators, and Press Ganey
Patient Satisfaction Surveys. Turnover rates and use of sick leave have
dramatically decreased, resulting in substantial cost containment for the
organization.
Conclusion: A systematic Positive Psychology group coaching application has
produced remarkable results.
WK 8 To See Ourselves as Other See Us: Reciprocal Strengths

Recognition Practices and Outcomes in Schools
M. Linkins1,2, J. Gillham3, M. Judd1,2
1VIA Institute on Character, Cincinnati, OH, United States, 2Mayerson Academy,
Cincinnati, OH, United States, 3Swarthmore College, Psychology, Swarthmore,
PA, United States
During the past two years, a number of public and private schools in the United
States, Canada, Brazil, and South Africa have initiated systemic efforts to infuse
VIA character strengths-based practices and curricula. A core component of
each of these programs involves reciprocal strengths endorsement practices students recognizing strengths in other students, teachers recognizing students
strengths, and students recognizing teachers strengths. Seeing ones own
strengths through the eyes of others seems to be a uniquely transformative
process that effects positive change at both the individual and group level. This
workshop presents a range of strengths-spotting "lenses" and strategies that
have been developed and implemented across a wide range of school settings.
The session features video footage from classrooms and interviews with
students and educators. Quantitative and qualitative data related to both
teacher and students outcomes will be presented.
WK 9 Positive Team Coaching: Flourishing People, Teams and

Organizations
D. Brennan1,2, K. Hellbom2
1Brennan Associates, Tucson, AZ, United States, 2Business Coaching Center,
Ltd., Helsinki, Finland
As coaches we are passionate for working with leaders and teams in
organizations. We see individuals and organizations fail to achieve their goals
as a result of challenges, uncertainty, isolated thinking, and untapped potential.
Often we see underutilization, overwork, and overwhelm occur within one
team. People are an organization's primary resource and their potential is the
currency of importance for success. Our world needs passionate, committed,
and engaged individuals to support organizations to achieve positive results
and a sustainable future.
Our work with leaders and teams is a fascinating and enlightening journey. We
help groups develop into synergistic teams. As the team develops, the
individuals also grow. The emerging positive culture supports interdependence,
collaboration, learning, synergy, and results. As team coaches, we learn with
our teams, experiment with theory, and apply theory to practice.
This session presents participants with information gained through literature
review and applied research. We will share our work with Positive Team
Coaching drawing from Positive Deviance, Positive Beliefs, and Appreciative
Inquiry. We will include examples of successes and failures from our experiences
and encourage discussion with the group. Participants will also engage in case
review and role-play exercises using theory as support in their work.
www.ippanetwork.org
WK 10 Positive Re-Entry: Using Positive Psychology in Prison Settings

M.A. Hurst
The Evergreen State College, Olympia, WA, United States
Positive qualities of character and virtue are thought to be universally valued,
and observable in individuals, institutions, and across cultures (Peterson,
2005). These excellences have been found, and fostered, within widely diverse
environments. There has been growing support for strengths-based prison
rehabilitation programs, as compared to the history of mixed results in fixing
deficits (Clements, Althouse, Magaletta, Fagan, & Wormith, 2007; Seligman
& Csikszentmihalyi, 2000). This workshop is based on the Positive Reentry
Program (PRP), designed to discover and develop such qualities in inmates, to
assist them in making an effective return to their communities.
This 8-session intervention was developed to a) nurture positive emotion and
build character, b) reduce recidivism, c) increase family well-being, and d)
introduce the correlates of flourishing while offenders are still incarcerated.
Deliberate practice of skills related to optimism, savoring, and flow, is used as
homework between sessions. A repeated outcome evaluation shows significant
changes pre- and post-test on hope, gratitude, and life satisfaction, (Hurst,
Huynh, Hall, Ta, & Bikos, 2011). Workshop participants will experience a
mock PRP session using actual materials, lessons, and activities, aimed at
increasing resilience (Reivich, 2011), strengthening self-regulation (Baumeister,
2011), and developing goal-directed plans for positive change (Snyder, 2005).
WK 11 Mindfulness and Sport Psychology Strategies to Help

Athletes/Performers Achieve in the Face of Fear
A.L. Baltzell
Boston University, Counseling and Human Development, Boston, MA, United
States
This workshop will focus on helping consultants empower athletes, and other
performers, whose achievement is adversely affected by performance anxiety.
Case study examples of athletes who have experienced, and overcome, such
experiences with the strategies offered will be provided. This workshop will
offer five strategies to help athlete/performers cope with pre-performance fear.
1. Creating Empowering Self-Talk Cues: Participants will learn about the basics
of self-talk and practice using this mental skill specifically to help
athlete/performers shift to empowering appraisals of high-pressure
performance demands.
2. Normalizing fear: Participants will explore nuanced approaches to helping
athletes accept fear-based emotions.
3. Commitment to a specific, discrete task-at-hand: Participants will consider
how to help athlete/performers prepare in advance what to focus on momentto-moment before performance fear hits.
4. Seeing and Feeling successful execution of key performance moments:
Participants will learn how to help clients create empowering images.
5. Noticing One's strengths: Participants will consider helping
athletes/performers focus on their strengths in the face of performance demand.
The presenter will explain this series of strategies, offer case examples and
provide time for participants to practice each strategy in dyads and in small
group work.
WK 12 Positive Supervision & Intervision

F. Bannink
Owner Therapy, Training, Coaching and Mediation Practice, Amsterdam,
Netherlands
Until recently most of us thought that learning from our mistakes is more
powerful than learning from our successes, but new research shows that this
is not true (Histed et al. 2009). We do probably learn more from our successes
than from our failures, due to the plasticity of our brains.
Traditional supervision & intervision tend to be preoccupied with problems,
limitations and deficiencies. In Positive supervision & intervision the focus
shifts from reducing what is wrong to building what is right. Empowering
supervisees and colleagues indicates the intention to, and the process of,
assisting them to discover and expend the resources and tools within and
around them.
This workshop is aimed at all professionals who would like to adopt a (more)
positive approach to supervison & intervision, or would simply like to increase
the range of techniques available to them.
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Workshop Abstracts (contd)

Bannink, F.P. (2010). 1001 Solution-Focused Questions. Handbook for
Solution- Focused Interviewing (NY: Norton).
Bannink, F.P. (2012). Practicing Positive CBT (Oxford: Wiley).
Bannink, F.P. (2012). Positieve supervisie en intervisie [Positive Supervision &
Intervision] (Amsterdam: Pearson).
WK 13 Demonstration of the Virtual Gratitude Visit

D.J. Tomasulo1,2
1New Jersey City University, Psychology, Asbury Park, NJ, United States,
2University of Pennsylvania, Master of Applied Positive Psychology,
The gratitude visit (Seligman, Steen and Peterson, 2005) is one of the best
known and most quoted of the positive psychology interventions. People
deliver a letter of gratitude to a person who had been particularly kind to them,
but have never properly thanked. This has had positive effects, with greater
scores on happiness and lower scores on depression for a month following. A
virtual gratitude visit (VGV) extends the gratitude visit paradigm. Psychodrama
(Moreno & Fox, 1987) is an experiential form of therapy and theory originally
developed by Jacob Moreno. It is a widely employed therapeutic model, which
has a variety of therapeutic uses from educational role-playing through trauma
work (Tomasulo, 1998, Razza and Tomasulo, 2005). The gratitude visit lends
itself to psychodrama when the person you wish to extend your gratitude to
may be unavailable, or deceased, and may even be used on a fictional or
historical character. It is a technique centrally employed in InteractiveBehavioral Therapy, evidence-based therapy for people with intellectual and
psychiatric disabilities (Tomasulo & Razza, 2011;Razza and Tomasulo, 2011a;
Razza and Tomasulo, 2011), which has shown positive changes on such
measures as Global Assessment of Functioning (GAF) and Quality of Life
Scale (QLS).
session is an introduction to applying environmental psychologys core

concepts, with a focus on environmental modifications that are quick to
execute and budget friendly. These include, for example, changes to wall colors,
light temperatures, tactile contrasts, and furniture arrangements. The influence
of aesthetic aspects of the physical environment on the immune system will be
comprehensively addressed, as well. The workshop will explore applications
of environmental psychology in residential, workplace, educational,
commercial, and healthcare contexts and provide attendees with the tools they
need to begin to use environmental psychology in their work.
WK 16 Creating Happiness: A Step-by-Step Program for Clients and their

Coaches
L. Delizonna
ChoosingHappiness.com, San Francisco, CA, United States
How can we coach individuals to enhance sustainable happiness?
This how to coaching program guides individuals through a step-by-step
process for enhancing sustainable happiness. This skill-building program
provides practical tools and research-based techniques including assessments;
perspective changing, analytical exercises; and guided meditation practices.
The goal of the program is defined as increasing one's positivity ratio to hit the
positivity tipping point.
The program has been developed into a systematic, manualized happiness
intervention entitled "Self-Coaching for Happiness." This program is designed
to be used by
(1) individuals working on their own to advance personal development (i.e.,
a self-help tool),
(2) coaches and therapists to employ with clients or workshop participants,
or
(3) consultants to increase positivity in the workplace.
WK 14 The Automatic Positive Thinking Program: Assessment and

Basic Mechanism for Improved Well-Being
D.R. Baldwin1, W. Conklin2, V. Tucker3, S. Phillips1
1University of Tennessee, Department of Psychology, Knoxville, TN, United
States, 2Crossroads Integrated Health Systems, Morristown, TN, United States,
3Stepping Out Incorporated, Morristown, TN, United States
Developed at Stanford University, Self-Coaching for Happiness has been

used as a handbook in university positive psychology courses, workshops, and
individual therapy and coaching with a total of over five hundred students and
clients. Groups have ranged from 10 to 120 participants. Currently, our
happiness course is the most popular course in the Continuing Studies
Department at Stanford University.
The Automatic Positive Thinking program is a positive psychological

intervention that seeks to stimulate healthy thinking and productive behaviors.
We examined the effectiveness of this intervention on several self-report (e.g.,
satisfaction with life, happiness, optimism, hope, & self-esteem) and
physiological measures (e.g., salivary cortisol & heart rate variability) of wellbeing in 3 non-clinical studies. Participants were recruited from undergraduate
psychology classes. All intervention groups were exposed to eight 75-minute
sessions of A.P.T. training per semester. The control groups were not exposed
to the intervention. In Study 1, participants were exposed to either the A.P.T.
group (n = 14) or control group (n =47). Only self-report measures were taken
in this study. In Study 2 (N=71), salivary cortisol was sampled and a placebo
group (expression of gratitude) was added. Study 3 (N= 23) examined the
effectiveness of this intervention on cardiovascular functioning and attempted
to identify possible mechanisms (e.g., need to belong, enhanced self-efficacy,
lower stress). Significant between and within-group differences were found
with respect to the dependent measures. In general, the A.P.T. participants
reported enhanced well-being after the intervention. The intervention also
yielded lower salivary cortisol and heart rate levels. Discussion centers on
treatment efficacy and underlying mechanism(s).
Preliminary research suggests that participants benefit significantly. Preworkshop to post-workshop self-report measures show an increase in
happiness and cognitive flexibility.
WK 15 Positive Space - Creating Places Where People Can Thrive

S. Augustin
Design With Science, La Grange Park, IL, United States
Through research and practice, environmental psychologists have learned to
create places where people thrive. For decades, environmental psychologists
have been gathering information about how elements of the physical
environment, such as color, scent, texture, and spatial composition influence
human wellbeing and emotional state. However, their insights generally remain
scattered through academic journals published by groups such as the American
Psychological Association and the Association for Psychological Science. This
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WK 17 HOW to Find the WHY of Life: A Research-Based Process to

Uncover One's Purpose and Find Meaning in Life
C. Rockind1,2, E. Lahti2
1CLeaR Coaching, New York, NY, United States, 2University of Pennsylvania,
Have you ever wondered what is the meaning & purpose of life? Do your
clients complain of depression because they dont know who they are or what
they want in life? Do the questions What am I doing here on earth? or What
can I do to contribute to this world? keep your clients up at night? Though
Frankl popularized this topic decades ago, the study and application of
meaning and purpose is gaining interest in popular media and positive
psychology. Purpose has been found to correlate with increased life satisfaction,
improved physical and mental health, higher self-esteem, and greater resilience
to obstacles. Therefore, it is of critical importance that positive psychology
practitioners understand the constructs of purpose and meaning, and are able
to help clients uncover their purpose in life. A major component in the pursuit
of a life of purpose is having an action-mindset. As such, we will also be
discussing the Finnish concept of sisu as a psychological key competence and
power resource which enables individuals to overcome obstacles on the path
to achieving their purpose. Sisu is a new term in the field of positive psychology,
and we propose that it may contribute to our understanding of the
determinants of the good life. Come join MAPP Alums Carin Rockind and
Emilia Lahti in an experiential and scientifically-grounded process that shows
you how to uncover your life purpose - and how to help clients do the same!
Be prepared to take an active approach as we spend a meaningful 60 minutes
peeling away the layers towards true purpose.
www.ippanetwork.org
WK 18 Utilizing the Seven-Axis System of Positive Psychological

Assessment in Conceptualization of Clients and Treatment Outcomes
J.L. Magyar-Moe1,2
1University of Wisconsin - Stevens Point, Psychology, Stevens Point, WI, United
States, 2Riverwood Counseling Associates, Stevens Point, WI, United States
There are many applications of positive psychology within the practice of
counseling and psychotherapy. These applications include not only specific
client activities and exercises informed by research in positive psychology, but
also client conceptualizations, definitions of successful therapeutic outcomes,
and the process of psychological assessment. In this presentation, the
applications of positive psychology to each of these components of counseling
and psychotherapy will be addressed. More specifically, the Seven-Axis System
of Positive Psychological Assessment (Magyar-Moe, 2009) will be explained
and connections will be made between this model and balanced
conceptualizations of clients and treatment outcomes based upon the Complete
State Model of Mental Health (Keyes & Lopez, 2002). Finally, information will
be shared regarding the importance of attending to all aspects of the client's
environment and cultural identities in the process of conducting positive
psychological assessment via utilization of the Four Front Approach (Wright
and Lopez, 2002) and ADDRESSING models of assessment (Hays 1996, 2001).
WK 19 A Canadian School Divisions Journey with Positive Psychology:

The Application of Positive Psychology and Appreciative Inquiry to
Respond to a Communities Changing Context
R.C. Kerr1, D.J. Tomasulo2,3
1Greater Saskatoon Catholic Schools, Coordinator Student Services, Saskatoon,
SK, Canada, 2New Jersey City University, Psychology, Jersey City, NJ, United
States, 3University of Pennsylvania, Positive Psychology, Philadelphia, PA,
United States
This workshop will share how Greater Saskatoon Catholic Schools (GSCS), a
publicly funded school division in Saskatoon, Saskatchewan has translated
Positive Psychology and Appreciative Inquiry (AI) literature into practical
applications to increase positivity and inspire action for change in their
organization.
Professional development opportunities made available to staff and community
partners to learn about positive psychology and its application have provided
personal and professional benefits for participants. These professional
development opportunities led by Dr. Daniel Tomasulo, have had a far-reaching
impact on educational and mental-health institutions in Saskatchewan.
Following these professional development opportunities, increased positivity,
collegial cooperation, creativity, and productivity were some of the benefits
observed in GSCS and in partner institutions. This has created greater openness
to future opportunities for innovation and expanded community partnerships.
In order to respond to the challenges created from unprecedented immigration
to Saskatoon, the implementation of AI has allowed GSCS to build on their
organization's strengths. It has been discovered that AI provides a process,
platform and language for how to apply positive psychology research within
organizations. The application of positive psychology has allowed GSCS staff
to shift their attention from a deficit focus, to building on student, staff, and
organizational strengths.
WK 20 Happiness Works! How to Create Happy High Performing Teams

with an Innovative Tool
N. Marks1,2, V. King3,4
1Happiness Works, London, United Kingdom, 2New Economics Foundation,
Centre for Wellbeing, London, United Kingdom, 3Action for Happiness, London,
United Kingdom, 4The Change Space, London, United Kingdom
using the results from those that participated but will also include inter-active,
experiential elements so that participants can feel as well as understand the
possibility of intervening in a systemic way.
WK 21 Romance and Research: Can Positive Psychology Help Couples

Improve their Relationships?
S. Pileggi Pawelski1, J. Pawelski2
1Self-Employed, Philadelphia, PA, United States, 2University of Pennsylvania,
Positive Psychology Center, Philadelphia, PA, United States
Martin Seligman and Mihaly Csikszentmihalyi (2000) defined positive
psychology as the science of positive subjective experience, positive individual
traits, and positive institutions. Significant research results in each of these
areas has enabled practitioners to apply positive psychology to enhance positive
emotions, cultivate human strengths, and transform schools, businesses,
hospitals, and law practices. Christopher Peterson is well known for his claim
that the most important finding in positive psychology is that other people
matter, telling his students that good relationships may be the single most
important source of life satisfaction and emotional well-being across different
ages and cultures. In this workshop, we focus specifically on romantic
relationships. Can positive psychology help couples improve their
relationships? Although there is as yet no comprehensive treatment of this
question in the field, there are a number of research results that are important
for such relationships. This interactive workshop will focus on a few of them,
including the importance of maintaining a proper positivity ratio (Fredrickson,
1998), of promoting a healthy passion (Vallerand, 2010), of celebrating good
times (Gable et al., 2006), of expressing appreciation in optimal ways (Algoe
et al., 2010), and of creating strengths dates (Seligman & Peterson, 2004).
WK 22 The 13th Step: Thriving in Recovery
B. Reese1,2
1Jefferson College of Health Sciences, Health Psychology, Roanoke, VA, United
States, 2Virginia Tech-Carilion Research Institute, Roanoke, VA, United States
The area of addiction, especially the process of recovery, has received little
attention from the science of positive psychology. This workshop is aimed at
anyone interested in better understanding the neuroscience regarding the
process of recovery, the subjective happiness of those in recovery, and positive
psychology interventions to promote thriving in recovery. Specifically, current
neuroscientific research showing that addiction is a disease of the brain; that
relapse is part of the recovery process; and how a brain in recovery can heal
and grow positively due to neuroplasticity will be described. The workshop
also includes findings - and their implications - from research using the
Subjective Happiness Scale (SHS) (Lyubomirsky & Lepper, 1999) embedded
in a larger survey conducted by the International Quit & Recovery Registry
(IQRR) and using the Amazon Mechanical Turk (AMT) crowd-sourcing service
to poll hundreds of participants in recovery for more than one year (Bickel, et
al, in press). Finally the two topics - neuroscience and subjective happiness will be brought together by exploring what positive psychology interventions
enhance the neuroplasticity necessary to thrive in recovery.
WK 23 Applied Positive Psychology in Coaching

E. Lavendt
University of Copenhagen, Nutrition, Exercise and Sports, Copenhagen
N, Denmark
Background: Positive psychology is applied in coaching through the use of
research results, theories, models, interventions and assessments. However,
most research products come without a user's guide and practitioners
therefore have to invent their own ways of applying the information in practice.
To make a positive impact in the work place, and for this to be sustainable,
positive psychology applications need to be designed for teams and whole
organisations as well as for individuals.
Objective: In this workshop the participants will learn how some of the best
educated and most experienced coaches from around the world integrate
research from positive psychology into their practices.
This workshop will give participants an experience of the potential for using
insights from PP at an individual, team and organisational level simultaneously,
facilitated by the unique, evidence-based and user-friendly Happiness Works
survey - that over 150 organisations have used within the last year.
Research content: Forty two coaches - from the US, Canada, Mexico, UK,
Denmark, Finland, Israel, China, New Zealand, and Australia - have been
interviewed about how they work. The interviews have been video recorded
and will be made freely available on the internet. The results from the study
consist of recommendations for how research, theories, models, assessments
and interventions from positive psychology can be used in coaching practice.
Going beyond traditional employee engagement surveys, the results of the

survey create robust measures of organisational happiness and well-being,
reveal the drivers of happiness and well-being at work and help identify positive
and negative issues and trends within teams and organisations. Importantly
the tool is designed to facilitate dialogue and action that is bottom-up as well
as top down and to deliver benefits to employees and the organisation alike.
Process: The workshop will consist of short presentations, discussions,

Q&A, and hands-on involvement from participants.
Participants will be given the opportunity to try the survey for themselves
before the workshop. The workshop itself will not only introduce the survey
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Workshop Abstracts (contd)

WK 24 Applying Positive Psychology in Low-Resource Settings: Lessons
from CorStone's Girls First Program in India
S. Leventhal1, J.E. Gillham2,3, K. Sachs1
1CorStone, Mill Valley, CA, United States, 2Swarthmore College, Psychology
Department, Swarthmore, PA, United States, 3University of Pennsylvania,
Psychology Department, Philadelphia, PA, United States
Many of India's 115 million adolescent girls are highly at-risk: for instance, 57%
of girls ages 6-16 will drop out of school and 22% of women ages 20-24 give birth
before age 18. Recent evidence suggests that positive psychology and related
interventions can reduce behavioral problems and high-risk sexual activity, and
can improve social-emotional skills and academic achievement. However, few
such programs have been implemented or empirically examined in low-resource
communities, despite great potential for impact.
This workshop presents 'Girls First-India', a positive psychology intervention for
adolescent girls, as a model for working with marginalized populations in the US
and/or overseas. The program, developed by CorStone, has achieved promising
results in India's slums. A quasi-randomized controlled trial among 884 slumdwelling girls in Surat revealed that greater program attendance predicted greater
increases in optimism, p< .05, and prosocial behavior, p< .001, and decreases in
conduct problems, p< .001, and peer problems, p=.001, through 8-month followup. In 2013, Girls First will reach 4,260 high-poverty girls in 120 Indian schools.
This workshop aims to reduce the research and intervention gap among lowresource populations worldwide. Workshop participants will have opportunities
to discuss ways to apply their expertise, with attention to possible opportunities
and challenges.
WK 25 Mental Imagery Applied to Enhanced Well-Being
L. Ievleva1,2
1RMIT University, Health Sciences, Melbourne, VIC, Australia, 2Soul in Motion,
Avalon Beach, NSW, Australia
Mental imagery is central to generating neuroplasticity and optimising client
outcomes. It is a widely utilised evidence-based tool in health and performance,
and is an effective intervention to enhance personal effectiveness in the
attainment of a broad range of goals. The approach provides individuals with a
strategy for creating better self-images, sustaining positive change and
breakthroughs, and increasing capacity to pursue their potential.
Neuroscience has demonstrated that mental imagery is a far more powerful
technique than standard CBT (e.g., self-talk and affirmations). That is, the reach
of mental imagery extends far beyond language, and is the major portal of the
brain for creating and accelerating change.
Technically, applying mental imagery is virtually applied neuroplasticity.
The workshop material draws upon insights from applied research; highlights
how mental imagery is the key mechanism in many Positive Psychology
interventions; and demonstrates specific applications for enhanced wellbeing.
Upon completion of this workshop participants will understand:
1. The neuroscience of mental imagery.
2. The role of mental images in emotional processes and behaviour change.
3. How mental imagery can be applied to reprogram emotional reactivity into a
more optimal range.
*The material covered in the mental imagery workshop has been endorsed by
the ICF.
WK 26 Getting SuperBetter: Using Gameful Technology to Improve
Well-Being
A.M. Roepke1, J. McGonigal2, R. Broome2
1University of Pennsylvania, Psychology, Philadelphia, PA, United States,
2SuperBetter Labs, LLC, San Francisco, CA, United States
Can gameful technology make us happier and healthier while bridging the gap
between academia, industry, and people striving for well-being? In this workshop
you will hear the story of SuperBetter -- a web-based/iPhone-based self-help tool
-- from its origin as an invention by world-renowned game designer Dr. Jane
McGonigal during her recovery from a traumatic brain injury, to a social network
that touched thousands of lives. We will dive into the site and see users' behavior
through the eyes of a data scientist -- drawing on data from 170,000 registered
players -- revealing new methods and measures that help us understand people's
110
efforts to improve their well-being. We will also detail the methods and results of
collaborative research with UPenn: a randomized controlled trial investigating if
SuperBetter can shine not only as a novel and engaging tech toy, but also as a tool
for overcoming depression. You will learn how we adapted classic CBT and
positive psychotherapy, and turned them into playful and engaging activities to
support participants' recovery from depression. Finally, we will help you level up
your own design skills with our recommendations for adapting other validated
interventions with a more gameful approach.
WK 27 Happiness 101 - Designing an Innovative and Skill Based Program
Leading to Positivity, Healthy Body and Healthy Mind
S. Kearney, R. Joslin
One in five Canadians will experience mental illness in their lifetime (CAMH). The
mental illness burden increasingly affects life expectancy, quality of life and health
care (Mathers & Loncar, 2006). 40% of mental health patient referrals to the Red
Deer Primary Care Network (RDPCN) present with depression or depression-like
symptoms. RDPCN designed and implemented an innovative seven week group
program grounded in positive psychology. The program, Happiness 101, focuses
on increasing levels of happiness in the languishing, depressed and flourishing. It
is based on empirical research and skill-oriented incorporating thirteen strategic
interventions targeted to happiness pathways (Seligman, 2005). Interventions
involve simple and mindful activities such as engaging in good deeds, writing
gratitude letters, and planning social activities. To date, RDPCN has conducted over
35 programs with 500 physician - referred participants. Program evaluation reflects
the helpfulness of information and tools, reduction in participants' distress, and
increase in self-efficacy. Quality of life assessment demonstrates statistically
significant improved and sustained scores in physical and mental health over time.
This engaging interactive workshop will focus on practical considerations in
program development, experiential objectives, key messaging, meaningful
presentation of empirical evidence, utility of interventions, and program adaptation
to a variety of settings and audiences.
WK 28 The High Performance Mindset at Work
M.E. Bernard1, P. Robinson2
1University of Melbourne, Melbourne Graduate School of Education, Parkville,
VIC, Australia, 2Positive Psychology Institute, Sydney, NSW, Australia
This workshop is based on research findings that psychological capital (mindset)
contributes to positive workplace performance and satisfaction as well as positive
organizational outcomes. The positive organizational development literature also
identifies practices for supporting transfer of training to the workplace and an
organizational process for learning and development throughout all levels of an
organization.
This workshop has three parts:
Part 1. High Performing Mindsets Drive High Performing Organizations. The
characteristics of high performing organizations will be described (engagement,
innovation, quality of life, productivity) followed by a research-driven analysis
of the mindset of work high performance (commitments, behavioral strengths).
Part 2. Learning and Development Program The High Performance Mindset at
Work. Participants will view excerpts from e-learning course and participate in
activities designed to build self-awareness of and to strengthen their high
performance mindset. A focus will be on how a mindset can assist people in
positively responding to tough situations at work including overcoming
performance blockers.
Part 3. A Strategic Model for Organizational-Wide Implementation and
Sustainability. Here, different organizational processes will be reviewed that
support transfer of training of the high performance mindset and sustainability
including: executive, management, human resource, recruitment, data-driven
decisions, learning and development, coaching and culture.
WK 29 Using Positive Psychology to Promote Resilience in the Aftermath of
the Christchurch (NZ) Earthquakes
L. Hone
AUT, Human Potential Centre, Auckland, New Zealand
In 2011, a 6.3 magnitude earthquake rocked New Zealand's second largest city,
my home town of Christchurch, killing 185 people and causing severe damage
to the city's infrastructure and over 100,000 homes. Having just completed a
MAPP degree at the University of Pennsylvania, I was called upon by Government
departments, corporations, and community groups to apply positive psychology
to boost the personal resilience of Christchurch residents in the aftermath of the
www.ippanetwork.org
quakes. This Workshop relays my personal role in the psychosocial response to

the Christchurch quakes, as I endeavored to distill the knowledge from Karen
Reivich's Resilience course at Penn in a way that would be helpful to my
fellow citizens.
will give participants a taste for how Applied Improvisation can create deep-seated
learning, improve psychological functioning, and increase authentic social
connectedness (Mauss, et al., 2011).
Reading academic papers by Reivich and Tedeschi for my masters was one thing,
but working out how to deliver this knowledge to people who didn't even feel
comfortable gathering in a big building as after-shocks continued to shake our
battered city was quite another. I spent days writing presentations targeting
different audiences, from fire fighters and businessmen, to teachers and the
elderly. It has been a very humbling experience and our journey is far from over.
WK 33 A Positive New Approach for the Environmental Movement

S. Sherman
Transformative Action Institute, Los Angeles, CA, United States
WK 30 Positive Psychology and High Performance Work Teams

S.A. Asalone, J. Sparrow
ASGMC, Inc., Asbury Park, NJ, United States
Can research from positive psychology assist increased performance of work
teams in organizations? Are the factors contributing to high performance teams
amenable to influence from the application of positive psychology? The answer
is affirmative as evidenced from both current research and practice.
Organizations globally are embracing work teams as a solution to improve
productivity, increase employee engagement and encourage creative and critical
thinking. Though teams are not the panacea, when formed and fostered properly
they offer a suitable option to organizations striving to maximize engagement
and productivity. The factors of high performance teams are not inert, but can be
developed and nourished. Positive psychology can influence some of the factors
that enable high performance teams assisting both their development and
continuation. Positive psychology research and application will be explored
regarding how they affect organizations, teams and individuals toward the success
of high performance teams.
Each of the characteristics of high performance teams will be examined. Research
and applications of positive psychology will be offered regarding how they
enhance each characteristic. Specific best practice ideas will be offered on which
research and applications enhance the development and sustainability of the
characteristics of high performance teams.
WK 31 Positive Education Research & Best Practice Applications
P. Robinson
University of Wollongong, Sydney, NSW, Australia
Positive Education is currently a hot topic with a growing body of research,
strategic interventions and context specific evidence-based practical activities.
Positive Education (PE), has recently been defined as the development of
educational environments that enable the learner to engage in established
curricula in addition to knowledge and skills to develop their own and others'
wellbeing (Oades, Robinson, Green & Spence, 2011). Positive Education
Practices (known here as PEPs) are mostly drawn from Positive Psychology
Interventions (PPIs) extracted from Positive Psychology studies conducted
primarily on adult samples. Therefore, whilst there are a growing number of
schools adopting PEPs, there is a distinct shortfall of scientific evaluation within
this context. With teacher burnout, student dropout, and mental illness on the
rise in schools and the community, there is a shortfall of evidence on the effects
of PPIs and PEPs in school settings. Learning outcomes from this workshop are
designed to inform the participants of the current research and best practice
activities in Positive Education being utilised by psychologists, leaders, teachers,
students and parents. Participants also have the opportunity to complete a specific
action plan to apply to their own work setting.
WK 32 Applied Improvisation Workshops for Positive
Organizational Development
J. Fort
Re: Solutions, Claremont, CA, United States
This workshop will offer practitioners a taste of Applied Improvisation, a
technique that helps groups improve their communication, collaboration, and
creativity. Born from a synthesis of improvisational theater training and group
process facilitation, Applied Improvisation is grounded in experiential learning
theory (Kolb & Kolb, 2009; Kayes, Kayes, & Kolb, 2005). This workshop
approach helps participants overcome blocks in their mental models by accessing
their embodied intelligence and using facilitated reflection and dialogue to
produce social learning (Duffy, 2003).
Using participant input, the facilitator will select two Applied Improvisation
exercises to show participants how the Action-Reflection-Synthesis-Application
cycle helps organizations confront and overcome interpersonal challenges. This
learner-centered approach is a great tool for helping organizations broaden and
build their organizational culture and team identity (Fredrickson, 2001; Kayes,
Kayes, & Kolb, 2005) By creating a fun and exciting environment, the facilitator
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In 1992, more than 1700 of the world's leading scientists -- including a majority of
the living Nobel Laureates - warned that the future of humanity was at serious
risk. We needed to make dramatic changes if vast human misery is to be avoided
and our global home on this planet is not to be irretrievably mutilated.
Unfortunately, these dire warnings have not led to significant positive change.
More than two decades later, most serious environmental problems have only
gotten worse. Are there solutions?
This workshop examines the most effective strategies for solving environmental
problems. Scott Sherman has studied examples of positive deviance among
organizations working on issues of sustainability, conservation, and
environmental justice. There are successful strategies for social and environmental
transformation, which are quite distinct from the approaches that have failed in
the past.
These new ideas offer insights for how positive psychology can apply to social
and environmental change.
WK 34 SMART Strengths Delivery in Schools: Developmental, Cultural,
and Socioeconomic Considerations
J.M. Yeager1, D. Shearon2, C. Saylor3
1The Culver Academies, Center for Character Excellence, Culver, IN, United States,
2SMART Strengths, Nashville, TN, United States, 3The Citadel, Krause Center for
Leadership, Charleston, SC, United States
Strengths-based programs in schools are most effective when teachers and
support staff who deliver the curriculum have already done strengths work in
their own lives and have considered SMART Strengths' lessons based on fit for
the school's mission, culture, community and environment. Delivery and efficacy
must also vary within developmental context. The S-M-A-R-T acronym stands
for Spotting, Managing, Advocating, Relating, and Training strengths. The
workshop will provide illustrations of the delivery of the S-M-A-R-T strengths
model at schools with underserved student populations, an independent
boarding school, and a rural high school that has embraced the School of
Inquiry teaching methodology. Pilot programs from Charleston, SC illustrate
the adaptability and potential applications of SMART Strengths (SS) with Title I
middle and high school (primarily African American) student populations.
Preliminary impact data will be presented for college volunteers and youth
served in five public school groups and one summer program. Qualitative data
will be shared from a pilot program in Plymouth, IN, a rural school district, and
Culver, IN, an independent boarding school. Similar aspects of delivery, as well
as nuanced differences in approach based on culture and socio-economic status
will be examined.
WK 35 Engaging Coaching Students in Positive Psychology: Experiences
with Combining the Magic and Empirical Research in a Well-Established
Coach Training Program
J.E. Auerbach, S. Foster, J. Aronoff
College of Executive Coaching, Pismo Beach, CA, United States
The MAPP program's magic has set the gold standard for imparting knowledge
of positive psychology (PP) principles within an executive education format,
inspiring other programs across the globe. This paper's presenters describe how
they have engaged coach trainees in the benefits of positive psychology for
themselves and their clients via a 12-week PP telecourse (taught since 2004), an
elective in an International Coach Federation Accredited program. The course
promotes empirical methods, generates excitement about the contributions of
researchers in PP, and teaches strategies for deploying PP coaching applications.
The first author will present five years of student satisfaction survey data of PP
course content highlighting which topics were most valued. The second author
will articulate how PP research findings can be successfully integrated into a
revenue/performance-driven culture in corporate settings, drawing upon her
consulting experiences in the US and Europe. The presenters will also share
telecourse topics that depart from the core content of MAPP and other PP
programs. These include the importance of assessing whether a client's identified
strengths are those found to be empirically correlated with success at a particular
level in an organization and aligning the strengths of coach and coachee to
accelerate the coaching process.
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Conversation Hour Abstracts

CH 1 Applying Positive Psychology in Lifestyle Medicine to Promote
Health and Well-Being
L.S. Lianov1,2, V.L. Kettering3
1American College of Lifestyle Medicine, Woodburn, OR, United States,
2University of California, Davis, CA, United States, 3Claremont Graduate
University, Claremont, CA, United States
This conversation hour will address the integration of positive psychology into
the healthcare system. Dr. Liana Lianov, current president of the American
College of Lifestyle Medicine (ACLM), will facilitate a discussion about a new
branch of patient care, lifestyle medicine (LM). LM is defined by the ACLM as
the use of lifestyle interventions in the treatment and management of disease.
The primary aim of the LM movement is to achieve health behavior change
through empirically-based strategies. Many prevalent health issues are
amenable to improvement with patient nutrition, exercise, sleep, meditation
and other lifestyle choices. Thus, the LM movement identifies conditions in
which individuals are supported and motivated to engage in behaviors that
promote wellness. The session will bring together clinicians and researchers
working in different settings to contribute to the ongoing dialogue about how
patients can best be served and empowered. The conversation will be focused
on the integration of principles of positive psychology with LM efforts to create
a new paradigm in healthcare.
CH 2 Combining Neuroplasticity & Positive Psychology in Clinical

J. Shaffer1,2
1University of Washington, Department of Psychiatry & Behavioral Sciences,
Seattle/Bellevue, WA, United States, 2Ideal Aging, LLC, Bellevue, WA,
United States
We need a science-based discussion by informed presenters to increase
awareness of benefits of integrating brain-plasticity based strategies into
positive psychology to add dignity to aging, emphasize science-based ways to
maximize human potential, and enhance evolving human intelligence with
vigorous longevity.
We can afford clients unprecedented hope for Positive Development across the
Lifespan when including neuroplastic-based interventions. Neuroplastic gains
with 50% increased lifespan were demonstrated when rats were held and
spoken to. These lab rats were enriching heredity throughout the human
equivalent of 90 years. Researchers believe humans can achieve similar gains
at any age.
Increasingly studies in humans find improvements in brain chemistry,
architecture and performance associated with lifestyle choices. Using touch,
talk, education and other positive psychology techniques clinicians can
enhance this trend toward better functioning, greater Well-Being and
heightened motivation to make healthy lifestyle choices that can drive brain
plasticity in a positive direction.
The gains of this integrative approach can exceed the sum of the component
parts when interventions target brain sites considered most vulnerable to the
so-called normal decline of aging. Thomas Insel's call to facilitate the
profound shift in how we promote mental health is urgent with the global trend
of humans living longer.
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CH 3 Conversation Hour on Positive Psychology in China

Y. Zhao
Tsinghua University, Psychology, Beijing, China
It will be moderated by Dr. Kaiping Peng. Prospective topics include:
What is Happiness to Chinese people
Collectivism and Happiness
How to study and apply positive psychology in China
The future of Positive Psychology in a Chinese Cultural Context
The conversation hour will cover topics in both research and application. Dr.
Peng will open the conversation hour by a short speech, followed by few other
invited speakers' short speeches. It will mainly be free discussions between
Chinese and international scholars, students, practitioners, educators,
entrepreneurs and professionals.
CH 4 Whole School Approaches to Psychological Well-Being: EvidenceBased Strategies for Building Communities of Well-Being
Z. Alford1, F. Huppert2, D. Kolpak1, M. White1,3
1St Peter's College, Adelaide, SA, Australia, 2Well-Being Institute, University of
Cambridge, Cambridge, United Kingdom, 3University of Melbourne, Melbourne
Moderated by Professor Felicia Huppert, Director of the Well-Being Institute
from the University of Cambridge this conversation hour focuses on the
development of whole-school psychological services from a positive psychology
lens that includes staff and students. There has been shift in mental health
discourse from a welfare model to Well-Being models for schools (DEEWR
2009). What impact should this have on psychological services provided in
schools? Whole school community change will be explored with specific focus
on shifting the school view of psychological services from pathology to
promotion and prevention, bringing positive psychology into the 1:1
counselling setting and the classroom, and providing a strategic framework for
the implementation of Well-Being strategic approach. This conversation hour
is based on the applied research of a whole-school strategy for the integration
of psychological services and health models at an all boys school, 3 - 18 years
old, St Peters College in Adelaide, Australia (n = 1338). St Peters College has
developed one of the worlds largest evidence-based whole school strategies to
Well-Being.
CH 5 Positive Environment, Sustainability, and Conservation

O.E. Myers1, D. McMillan2, R. Gupta3, M. Monroe4, C. Bruni5, E. Markowitz6,
N. Davis7
1Western Washington University, Huxley College of the Environment,
Bellingham, WA, United States, 2St. Olaf College, Northfield, MN, United States,
3New Knowledge Organization, New York, NY, United States, 4University of
Florida, Gainesville, FL, United States, 5Claremont Graduate University,
Claremont, CA, United States, 6Princeton University, Princeton, NJ, United
States, 7University of California Irvine, Irvine, CA, United States
Open discussion for any conference attendees who have wanted to have
more opportunity to follow up on ideas generated by the pre-conference
workshop, keynote, symposia, and/or paper sessions dedicated to the
Positive Environments, Sustainability, and Conservation Highlighted
Conference Theme.
www.ippanetwork.org
CH 6 Neuroscience and Positive Psychology: Opportunities, Challenges

and Implications
J. Thayer
Ohio State University, Columbus, OH, United States
CH 7 Creating a Common Language in Positive Psychology

H.E. Krebs
Positive psychology is interested in finding out more about the antecedents

and consequences of Well-Being. Researchers and practitioners in the field are
increasingly turning to tools from neuroscience for help in finding answers.
Supported by a grant from the John Templeton Foundation, The Positive
Psychology Center at the University of Pennsylvania has established the
Templeton Positive Neuroscience Research Awards to support the exploration
of novel questions at the intersection of Positive Psychology and Neuroscience.
Studies by its first cohort of grantees has explored a range of topics, from the
biological bases of altruism to the neurogenetics of positivity and resilience. In
this conversation hour, Dr. Julian Thayer will lead members of the positive
neuroscience community, including Professor Martin Seligman, in a discussion
about findings and lessons learned so far. We will also explore important,
interesting and hopefully, provocative questions that warrant consideration as
positive neuroscience moves forward.
The field of positive psychology currently struggles with perceived legitimacy

in the eyes researchers, professionals and lay-people due to preconceptions that
are associated with the term positive. Students and researchers alike often
have difficulty explaining the concepts of positive psychology to others in a
way that clearly conveys its aims, processes and impacts. Since positive
psychology is currently in its formative stages, a consistent vocabulary is crucial
to allow professionals to convey its importance, generate new ideas and inspire
further confidence in the field. Many researchers have used terminology to
explain positive psychology concepts effectively. The field would greatly benefit
from an integration of their ideas to create a standardized form of language that
may be used to teach the current and upcoming generations of scientists and
practitioners.
What are the hopes and opportunities for positive neuroscience?

What challenges do we face as we proceed to develop a field of positive
neuroscience?
What implications does positive neuroscience have for practice?
This conference presents a prime opportunity for a discussion on the topic of

standardized language in the field among researchers from various subdisciplines. Their diverse perspectives will allow for the most impactful
terminology to be included in the dialogue. The goal is to promote and inspire
the publication of definitive literature, which may provide a common language
for positive psychologist to use in the description, implementation and
explanation of the concepts.
Individual Paper Abstracts

IPS 1 - Individual Paper Session 1: Positive Emotions and the Environment
IPS 1.1 Existential Concerns and Psychological Needs: A Basis for

Positive Motivation toward the Natural World
D.K. McMillan
St. Olaf College, Psychology, Northfield, MN, United States
Materialistic value orientation is associated with a host of negative
psychological outcomes as well as low interest in environmental issues,
negative attitudes toward the environment, and overconsumption (Kasser,
2002). Motivation for sustainable lifestyles thus requires a very different basis.
Materialistic pursuits may aim - unsuccessfully - to address basic psychological
needs such as safety, security, and other existential concerns. This presentation
discusses research from self-determination theory, existential psychology, and
terror management theory suggesting positive, non-materialistic motivations
for connection to nature and sustainable lifestyles.
For example, existential writers have long emphasized the psychological
centrality of existential concerns such as death, isolation, responsibility/
freedom, and meaninglessness (e.g., Pyszczynski, Greenberg, & Solomon,
1999; Yalom, 1980). This presentation proposes that each of these existential
issues can be reconceptualized as one side of a dialectic: i.e., life is as true as
death; connection is as real as isolation; createdness balances individual
responsibility/freedom; and a sense of meaning can be just as real as
meaninglessness. These more life-affirming aspects of existential concerns can
be important sources of motivation, and this presentation examines research
regarding how connection with the natural world can support these aspects.
IPS 1.2 Motivations for Eco-restoration Volunteerism:

Qualitative Approach to Uncovering Positive Psychology's Role on
Pro-environmental Behavior
S.T. Asah1, M. Lenentine2, D. Blahna3
1University of Washington, School of Environmental & Forest Sciences, Seattle,
WA, United States, 2University of Washington, Seattle, WA, United States,
3USFS, PNW, Seattle, WA, United States
Efforts to restore and ensure the sustainability of the urban environment are
increasingly dependent on volunteerspeople who devote their time and
energy, apparently without pay, to help restore and conserve urban ecologies.
Understanding why people volunteer can help practitioners enhance
community involvement in environmental restoration and conservation. It is
therefore important to understand what motivates environmental volunteerism.
Several scholars have examined environmental volunteer motivations, but have
mostly used quantitative methods. Quantitative methods employ
predetermined motivations and response options that do not allow volunteer
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respondents to express their motivations in their own words and frames of

references. Consequently, volunteerism is 'known to be driven, for the most
part, by environmental motivations. We included two open-ended questions
in a survey of 242 volunteers from 34 events in the Seattle-Tacoma metro area
in Washington State. The open-ended questions asked volunteers why they
volunteer and what they perceive as benefits of volunteerism. We conducted a
thematic and frequency analysis of volunteers' expressed motivations and
perceived benefits. We found that eco-restoration and conservation
volunteerism is mostly motivated by both hedonic and eudaimonic elements
of wellbeing, more so than environmental reasons. We discuss the implications
of these results for pro-environmental behavior and sustainability.
IPS 1.3 Social Identity Framing Promotes Positive Emotions about

Environmental Sustainaility
V. Seyranian1, W. Crano2
1University of Southern California, Los Angeles, CA, United States, 2Claremont
Graduate University, School of Behavioral and Organizational Sciences,
Social identity framing (Seyranian, 2012) suggests that implicating social
identity may be important in promoting environmental sustainability. Inclusive
language (we, us) is a central communication tactic in this process that
communicates normative information about who the group is and what it
stands for. It also encourages individuals to experience group-based emotions
(Smith, Seger, & Mackie, 2007). This research examined whether inclusion
helps both high and low social identifiers to experience positive emotions about
environmental sustainability after experiencing a group victory.
430 students watched a video of their university football team either win or
lose a game to a rival team. Then, they completed a survey after reading either
an inclusive or non-inclusive speech promoting renewable energy.
Results showed a significant interaction between inclusion, victory/loss, and
identification on positive emotions, F(1,430) = 4.55, p< .05. Follow-up simple
effects showed that low identifiers exposed to inclusion (M=4.47, SD=1.15)
versus non-inclusion (M=3.67, SD=1.22) were more likely to experience
positive emotions about sustainability after a group-based victory,
F(1,109)=12.40, p< .05. No significant effects emerged for high identifiers.
These findings suggest that inclusion promotes positive emotions about
environmental sustainability among low identifiers after a positive group event.
Implications for positive conservation psychology are discussed.
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Individual Paper Abstracts (contd)

IPS 1.4 How Priming Memories of Transcendent Experiences Influence
Pro-Environmental and Pro-Social Values and Behaviors
N. Davis
Univ. of California, Irvine, Social Ecology, Santa Monica, CA, United States
Post-materialist and self-transcendent values are identified as some of the
strongest predictors of pro-environmental behavior. However, little research
focuses on how these values develop and/or are primed in day-to-day life.
This study explores the characteristics of transcendent experiences (e.g.
similarities and distinctions from 'flow') and how they influence value
orientations and self-reported pro-environmental and pro-social behavioral
intentions. A within-subject experimental design had undergraduate students
from two countries (United States, N=620 and Dutch, N=80) respond to two
matched online surveys, where the second survey primed respondents to
describe a transcendent experience. Additional questions on experience
characteristics (physical location, companions, length of time) and
demographics were also included. Analysis suggests that the salience of proenvironmental values, concern and self-reported environmental and social
behavior increased after priming the experience. Results highlight the critical
importance of exploring in more depth the behind the scenes characteristics
and impacts of these experiences for both pro-environmental research and
interventions in the real world.
IPS 2 - Individual Paper Session 2: Flow: Attitudes and Values
IPS 2.1 Flow Experience of Japanese Junior High School Students and its
Effects on their Attitude toward Learning, Appreciation of Working with
Others and Resilience
K. Asakawa
Hosei University, Intercultural Communication, Tokyo, Japan
A total of 118 Japanese junior high school students (52% females) participated
in a three-year longitudinal study of academic and social development from
the 2009 through 2011 academic years. In the middle of each academic year,
students' subjective experiences while attending classes were evaluated using
Class Experience Forms (CEFs). In addition, students' attitude toward
learning, appreciation of working with others, and resilience were measured
several times during the period of the study. The results showed that the
classes, evaluated as in the flow condition (high challenge/high skill) by the
students, created an optimal state of experience for them. In addition, 2009
2011 correlational analyses showed that students' increase in the flow
experience while attending classes was positively associated with their
increases in the levels of attitude toward learning, appreciation of working
with others, and resilience. Moreover, not only the flow experience in the 2011
academic year, but also the average flow experience in the 2009 and 2010
academic years predicted the levels of resilience and some aspects of attitudes
toward learning at the end of the 2011 academic year. These results appear to
indicate long-term effects of the flow experience on students' academic and
psychological development.
IPS 2.2 Empirical Verification of Some Principles of the Flow Theory

A. Olah, H. Nagy
Eotvos Lorand University Budapest, Personality and Health Psychology,
Budapest, Hungary
The paper reviews empirical studies to verify the following statements of the
flow theory: learning is more effective in flow; the flow experience is a
motivator of the development of capabilities; the activity in flow is less
burdening than in antiflow, so we get less tired in flow.
2172 pupils (12-14 years old) gave data during different classes (by ESM) about
flow experience. The analysis of the relation of flow experience and the test
checking the knowledge of the material of the class reinforced that the
contribution of flow to the test results is higher than that of IQ or GPA.
The second longitudinal study followed the sport career of 4251 talented
sportsmen from 12-14 during 10 years. The results showed that those
adolescents, who could reach later the Olympic qualification as adults, were
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experiencing significantly more flow during trainings that those peers who
could not reach this qualification.
In the third study 40 men (18-25 years old) played a computer game while
they were monitored by EEG. The analysis showed that the prefrontal activity
in flow decreased significantly compared to antiflow, indicating that the brain
doing the same work in flow gets less burden than in antiflow.
IPS 2.3 Using the Goal Disruption Paradigm: The Differential Response
of Autotelics
E. Warren
The current study examines the differential response of autotelics to a goal
disruption experience using the paradigm of Goal Disruption Theory (GDT).
GDT examines outcomes common to individuals who have experienced a failed
or threatened, personally relevant goal. Autotelism is defined as the ability to
create and sustain flow experiences and is operationalized in the present study
as the frequency of flow experience, consistent with research on autotelism.
Autotelics have been described as responding to thwarted performance goals
differently than non-autotelics, therefore the GDT paradigm is highly
appropriate to examine this differential response. Results indicate that those
higher in autotelism who were asked to recall and write about a goal disruption
reported experiencing higher positive affect, a lower perceived need for goal
achievement, lower willingness to harm oneself for goal achievement, and
lower dichotomous thinking. These results may suggest that autotelism
provides an important buffer to a goal disruption experience.
IPS 3 - Individual Paper Session 3: New Direction in the Measurement of

Emotions
IPS 3.1 Emotion: The Self-Regulatory Sense

K.T. Peil
Northeastern University, Harvard Divinity, EFS International, Cambridge, MA,
United States
A dynamic systems model broadly redefines and recasts emotion as a primary
sensory system - perhaps the first sense to have emerged, serving the biological
function of self-regulation. Drawing upon the physical sciences and the field
of epigenetics, the model suggests that human emotional perceptions provide
an ongoing stream of self-relevant sensory information concerning optimally
adaptive states between the organism and its immediate environment, along
with coupled behavioral corrections that honor a universal self-regulatory logic.
With its ancient substrates exemplified by the molecular circuitry in the E. coli
bacterium, the model suggests that the hedonic (affective) categories emerge
directly from fundamental positive and negative feedback processes, and that
their good/bad binary appraisals relate to dual self-regulatory behavioral
regimes - evolutionary purposes, through which organisms actively participate
in natural selection, and through which humans can interpret right and
wrong states of balanced being and optimal becoming. The self-regulatory
sensory paradigm transcends anthropomorphism, unites divergent theoretical
perspectives and isolated bodies of literature, and challenges some timehonored assumptions; suggesting that emotions are better understood as
regulating us, providing a service crucial to all semantic language, learning
systems, evaluative decision-making, and optimal physical, mental, and
spiritual health. Implications for moral psychology are discussed.
IPS 3.2 Wuzzup? A Mobile Experience Sampling Application for Mental

Health and Well-Being Research
T. Chin1, N.S. Rickard2, D.A. Vella-Brodrick1,2
1The University of Melbourne, Melbourne Graduate School of Education,
Parkville, VIC, Australia, 2Monash University, School of Psychology and
Psychiatry, Clayton, VIC, Australia
The experience sampling method (ESM) offers researchers the opportunity to
study and understand the dynamic interactions of affect, experiences, and
behavior in daily social and situational contexts. Wuzzup, a mobile ESM
application for use with iPod Touch devices was developed to evaluate a youthled mental health program. This presentation features the use and findings of
the mobile application by 80 participants aged 14 to 16 years. Data were
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collected across three time-points, over a period of three to six months.

Participants responded twice daily, on an iPod, to random time-based prompts
over the course of one week, yielding 3360 data points. The use of ESM
through mobile devices, such as iPods, offer a unique insight into an
individual's real-life responses to naturally occurring positive and negative
events. Strategies used by participants in response to these experiences enable
us to assess the level of implementation of skills taught in the mental health
program. Wuzzup also provides researchers with an engaging and intuitive tool
for collecting large volumes of ecologically valid data. This methodology also
offers the flexibility to investigate both between- and within-individual
variations in measures of mental health and well-being and is an ideal
complement to survey data.
IPS 3.3 Can an App Boost Well-Being at Work? Results of a Randomised

Controlled Workplace Trial to Test a Mindfulness Meditation
Smartphone App
S. Bostock, A. Steptoe
University College London, Epidemiology and Public Health, London, United
Kingdom
There is growing interest in the potential benefits of mindfulness in the
workplace. Standard group-based therapies are impractical for many
employees. We investigated whether a self-guided mindfulness meditation
programme, delivered via a smartphone app, could improve well-being at work.
We recruited 238 healthy employees from two large UK-based companies. At
baseline, well-being and job strain were assessed using validated
questionnaires. Blood pressure and mood were measured 5 times over a work
day. Participants were randomised to a wait-list control group or to download
the Headspace app, a 45-day programme of 10-20 minute guided audio
meditation exercises (www.getsomeheadspace.com). After 8 weeks, 96%
participants completed follow-up measures. Progress of the intervention group
through the programme ranged from 0-45 days (0-725 minutes), mean 16.6
(SD 12.9). The intervention was associated with significant increases in wellbeing, positive affect and mindfulness and decreased systolic blood pressure,
job strain and negative affect relative to the wait-list group (repeated measures
ANCOVAs, group*time interaction p>.05). Longer meditation practice, based
on downloads from the app, predicted greater changes in well-being and affect.
Psychological outcomes remained stable 10 weeks later. This trial suggests that
self-administered mindfulness training using an app can improve psychological
well-being and reduce stress at work.
IPS 4 - Individual Paper Session 4: Youth and Well-Being
IPS 4.1 Violence and Children's Satisfaction with Life: A Comparative

Analysis in Ten Developing Countries
J.C. Oyanedel
Universidad Andrs Bello, Mathematics, Santiago, Chile
Satisfaction with life is a highly researched topic. Nevertheless, the literature
that links this construct to school violence in the global South is either scarce
or non-existent. This work will present the results of an international large
scale project on school violence funded by Plan International carried out
between 2009- 2011. The countries included in this work are Benin, Rwanda,
Peru, Guinea Bissau, India, North Sudan, Cameroon, Paraguay, Philippines
and Ghana.
This work will present how violence (psychological, physical and against
property) and related risk factors (at individual, household and school levels)
have an effect on children's life satisfaction, measured by Diener's Satisfaction
with Life Scale.
Results show significant differences across regions (Asia-Africa- Latin America),
but also similarities, meaning that could be factors, such as trust in people and
institutions, that shape satisfaction with life in childhood with independence
of cultural frameworks.
IPS 4.2 Using Comics and Board Games to Assist Counselors and
Educators to Interactively Teach Pro-Social Behavior to Youth
E.P. Copeland1, T. Devine2, S. Solway3, S. Mcmanus3
1Chicago School of Professional Psychology, Academic Affairs, Los Angeles, CA,
United States, 2Arizona State University, New College of Interdisciplinary Arts
and Sciences, Phoenix, AZ, United States, 3Chicago School of Professional
Psychology, Clinical Psychology, Chicago, IL, United States
The paper will: describe the initial research undertaken to establish validity
and reliability of an assessment instrument that presently serves as one measure
of childhood psychological health, the Child and Adolescent Wellness Scale
(CAWS); illustrate how the concepts from the CAWS evolved into a board game
and a comic; and report on the results of an empirical study designed to
determine the extent middle school students developed social emotional
competencies as a result of identification with characters in a board game that
focuses on principles of wellness. Results demonstrated that emotional wellness
can be fostered through engagement with a fantasy game that used
identification to garner interest from the players. We argue that the CAWS
represents a step forward in translating positive psychological concepts into
practice and that the teaching of emotional competencies in youth can be
enhanced by playing board games focused on the principles of wellness.
IPS 4.3 Decades in Review: A Meta-Analysis of Well-Being Programs for

Children and Adolescents
S. Cowen
Brigham Young University, MFHD, Heber City, UT, United States
Preliminary research on well-being programs for children and adolescents was
reviewed and synthesized with meta-analytic procedures. Twenty preliminary,
qualifying studies were included in this study and were examined for socialemotional learning, coping skills, self-esteem, and academic improvement
outcomes. The overall effect size for self-esteem was significant (d = .32, p <
.05), however, the overall effect size for the combined outcomes was not
significant (d = .07, p = .13). Suggestions for future research include using
larger samples, more follow-up procedures, utilizing external factors to
strengthen well-being, and standardizing well-being measures. These effect
sizes and suggestions might change as we finish coding and analyzing
approximately 30 more studies to add to the current data for a more
comprehensive meta-analytic study to present at the IPPA conference.
IPS 4.4 Subjective Happiness among People with Disabilities in Malaysia:

A Grounded Theory Method
F. Bullare-Bahari1, M. Halik1, R. Ismail2
1University Malaysia Sabah, School of Psychology & Social Work, Kota
Kinabalu, Malaysia, 2University Malaysia Perlis, Counselling Centre, Kuala
Perlis, Malaysia
The main objective of my research is to explore the 'Subjective Happiness'
among disabled people in Malaysia employing the Grounded Theory. A total
of 43 disabled Malaysians, both men and women, participated in this study.
Data were collected from 18 respondents in an in-depth interview and detail
information was gathered from 25 respondents in the focus group interview.
The interview and observational data were analyzed using the constant
comparative method. This method was chosen to minimize the influence of
preconceptions. Constantly comparing and memoing eventually leads to a core
category. The core category in my research is 'Subjective Happiness'. From the
results of the interviews, observation and memos, I discovered that the aspects
of the disabled towards 'Subjective Happiness' are:
(1) satisfaction,
(2) self,
(3) meaning, and
(4) positive thought and emotion.
In this study I have also found that there are four major factors of 'Subjective
Happiness' and they are
(1) social interaction,
(2) support,
(3) social justice and
(4) self-qualities.
This research can be beneficial to the field of positive psychology, the disabled
community, various institutions, government and community in general.
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IPS 5 - Individual Paper Session 5: Post-Traumatic Well-Being
IPS 5.1 Gratitude, Subjective Well-Being, and PTSD Symptoms among

Israeli Youth Exposed to Ongoing Missile Attacks: The Significance |of
Gender
Y. Israel-Cohen1, F. Uzefovsky2, O. Kaplan3
1College of Management Academic Studies, Research Unit of the School of
Business, Rishon Lezion, Israel, 2Hebrew University of Jerusalem, Psychology
Department, Jerusalem, Israel, 3College of Management Academic Studies, Dean
of the School of Business Administration, Rishon Lezion, Israel
Recent studies have suggested that gratitude may serve as a protective factor
against the effects of extreme stress, working through positive emotions to
build resilience. Yet, the literature on the relationship between gratitude and
PTSD is scant. In a sample of 913 Israeli middle and high school students
exposed to ongoing missile attacks, this study examines the association
between gratitude and PTSD symptoms. Particular attention is paid to what
components of subjective well-being (conceptualized as a combination of life
satisfaction, positive affect and negative affect) may mediate this relationship.
Measures of gratitude and SWB were taken pre and post missile attacks, as
well as measures of PTSD two months following the attacks. Our findings
reveal a sex-specific negative association between gratitude and PTSD, so that
this association exists for adolescent boys only. This association is fully
mediated by life satisfaction, not positive affect as suggested by previous
literature. While positive affect was correlated with gratitude, it was not
correlated with PTSD. Conversely, negative affect was correlated with PTSD,
but not with gratitude. This is the first study to offer empirical evidence
regarding the association between gratitude, SWB, and PTSD in a youth
sample under threat of missile attacks.
IPS 5.2 Positive Development after Cancer: The Point of View of Pediatric
Brain Tumor Survivors
C. Lanoue1,2, S. Jutras1,2
1Universit du Qubec Montral, Psychology, Montral, QC, Canada, 2Centre
for Interdisciplinary Research in Rehabilitation of Greater Montreal, Montreal,
QC, Canada
Survivors of a pediatric life-threatening illness often face serious difficulties
and suffer long-term sequelae that can hinder their development (Bleyer, 2005;
Ris et al. 2011; Servitzoglou et al., 2008). Yet, they can experience well-being
and positive outcomes (Barakat et al., 2006; Parry & Chesler, 2005). We asked
49 survivors of a pediatric brain tumor (8-35 years old), what they consider
important for their well-being, what they do to feel well, and whether they find
any benefits from the cancer experience. Responses were content analyzed.
Correlations between themes mentioned and age of participants show that
younger and older survivors have distinct perceptions on positive development.
For older participants, going to school, having a job, and being self-sufficient
were salient to their well-being. A larger number of older participants also
reported taking care of their relationships and acting accordingly to their goals
and values. Most participants identified some benefits associated with the
experience of cancer; new values and courage were most often mentioned by
older survivors. From the point of view of survivors, positive development
appears as possible after a pediatric brain tumor. We will discuss cognitive
maturation and life challenges that may explain differences observed between
younger and older survivors.
IPS 5.3 Stressful Life Events and Predictors of Post-Traumatic Growth

among High-Risk Youth
T.E. Arpawong1, J.E. Milam1, P. Sun1, H. Land2, J.B. Unger1, S. Sussman1,3
1University of Southern California, Preventive Medicine, Los Angeles, CA,
United States, 2University of Southern California, Social Work, Los Angeles, CA,
United States, 3University of Southern California, Department of Psychology,
Los Angeles, CA, United States
Background: Experiencing stressful life events (SLEs) may elicit positive
psychosocial change in some individuals, referred to as Post-traumatic
Growth (PTG). In this novel study, we evaluate longitudinal predictors of
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PTG among vulnerable, ethnically diverse, older youth. We examine whether

PTG results from theoretical predictors, multiple types of SLEs, as well as the
severity of SLEs.
Methods: Students were recruited from alternative high schools (n=564; mean
age=16.8), where they participated in a drug abuse intervention. Surveys were
administered in-person, by phone or mail-back. Multi-level regression models
were constructed to examine predictors of PTG, controlled for sociodemographic variables, propensity-to-attrition, and treatment group.
Results: On average, participants reported experiencing 3 or more SLEs in the
past 2 years. The majority reported developing PTG as a result of their most
life-altering SLE. Predictors of PTG included younger age, fewer SLEs, a
curvilinear variable for severity of the SLE, less general stress, motivation-toimprove, being in Emerging Adulthood, and an interaction between Hispanic
ethnicity and future time perspective.
Conclusions: High risk, older youth report SLEs that reflect their unique life
stage and set of circumstances. Because certain variables predict PTG over time,
findings suggest potential intervention targets to promote positive psychosocial
adjustment to SLEs.
IPS 5.4 Being a Thriver: Unifying the Concepts of Post-traumatic and

Post-Ecstatic Growth
J. Mangelsdorf1,2
1Free University of Berlin, Psychology, Berlin, Germany, 2Max Planck Institute
for Human Development, Berlin, Germany
A person who endures through hardship is called a survivor. A thriver is
something more - an individual who not only passively experiences a traumatic
or ecstatic life situation, but also thrives as a result. Why are some people more
likely to grow than others?
Comprehensive Growth Ability (CGA) is a new framework, unifying posttraumatic and post-ecstatic growth theories. According the model, people who
experience growth after traumatic events are also more likely to experience
growth after highly positive events. It suggests that it is not the quality of an
experience, but the way it is processed that is crucial for human flourishing.
Research proposes that a positive counter-factual mindset mediates the direct
effect on growth, while the prevalence of positive emotions and supportive
relationships are the crucial moderators.
504 participants in 37 countries completed questionnaires regarding their life
experiences, perceived growth, emotions, relationships, and counter-factual
mindset. Structural equation modeling showed that post-traumatic and postecstatic growth are highly interrelated. Positive affect and supportive
relationships moderate, while counter-factual thinking mediates the effect of
major life events on growth.
CGA proposes a new understanding of positive human development that can
enable more people to thrive, whatever their life path will be.
IPS 6 - Individual Paper Session 6: Measurement of Youth Resilience and

Well-Being
IPS 6.1 The Antecedents of Felt-Responsibility for Constructive Change

Y.-T. Kao
I-Shou University, Dept. of Healthcare Administration, Kaohsiung, Taiwan,
Republic of China
Felt responsibility for constructive change is considered as a proactive
psychological mechanism linking job characteristics and proactive
performance. This study is designed to explore the antecedents of this
particular mechanism. Both transformational and transactional leadership are
tested. In addition, procedural justice climate is examined to test the substitute
of leadership. Totally, 454 staff nurses from three hospitals participated in the
survey. After controlling the demographic information, proactive personality,
role-breadth self-efficacy and LMX, the results indicated transformational
leadership predicates the magnitude of feel responsibility for constructive
change. Moreover, procedural justice climate moderates the relationship
between transactional leadership and felt responsibility for constructive change
revealing the substituting effect.
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IPS 6.2 The Relationship between Gunas & Well-Being

P. Khanna1, K. Singh1, S. Singla2, V. Verma2
1Indian Institute of Technology - Delhi, Humanities & Social Sciences, New
Delhi, India, 2Indian Institute of Technology - Delhi, New Delhi, India
contribute to wellbeing was also confirmed. However, both findings were

apparent only when appropriate advanced statistical tests (e.g., multilevel
regression) were performed, as opposed to popularly used traditional analyses
(e.g., using simple composite scores).
The Indian perspective of personality deals with the tri-dimensional

classificatory scheme of Gunas - Sattva, Rajas and Tamas , entailing physical,
mental and spiritual elements of personality. Sattva Guna has been
characterized with cleanliness, truth and mental equilibrium; Rajas Guna with
desire for gratification and material pursuits and Tamas Guna with mental
imbalance, anger, depression and darkness (Wolf, 1998). The present study
aims to explore the relationship between three Gunas and well-being. Two
different samples were taken in this research. The first sample included 80
Indian professionals, 51 males and 29 females (Mean age=28.8 years & SD=
7.19). The second sample comprised of 110 students, 82 males and 28 females
(Mean age=21years & SD=2.72). Vedic Personality Inventory (VPI - Wolf,
1998) and Mental Health Continuum - Short Form (MHC-SF - Keyes, 2009)
were administered to both samples. Across both samples, Sattva was found to
be significantly positively correlated with Subjective Well-Being (SWB) and
Psychological Well-Being (PWB). Rajas showed significant negative correlation
with SWB and PWB while Tamas showed significant negative correlation with
Social Well-Being (SWB) and PWB. Further, the study focuses on the
relationship within these three Gunas, to understand the Indian model
of Personality.
Implications include that the method of sampling drastically impacts and

differentiates the nature of experiences captured, which then has to be analyzed
with statistical sensitivity.
IPS 6.3 Assessing Subjective, Behavioural and Psychobiological

Indicators of Adolescent Well-Being in Response to Youth-Led Mental
Health and Well-Being Programs
D.A. Vella-Brodrick1,2, T. Chin1, N.S. Rickard2
1University of Melbourne, Melbourne Graduate School of Education, Melbourne,
VIC, Australia, 2Monash University, School of Psychology and Psychiatry,
Melbourne, VIC, Australia
Youth-led mental health programs which adopt Positive Psychology and
Positive Youth Development approaches have the potential to foster
psychological well-being in young people. Subsequently a number of youthled programs are currently being delivered in both school and community
settings. However, most of these programs have not been empirically evaluated
and depend on anecdotal or formative feedback about program success. In this
presentation a comprehensive assessment method including subjective (online surveys), behavioural/contextual (Experience Sampling Method) and
psychobiological (hormone assays) indicators of well-being will be outlined
and illustrated with the evaluation of three youth led programs run by a notfor-profit organisation in Melbourne, Australia. The sample included over 250
male and female students aged 14 to 16 years. Mixed design ANOVAs indicated
that these youth-led programs were effective in improving some areas of mental
health such as positive emotions, life satisfaction, meaning and engagement,
compared to control participants. This presentation will focus on discussing
real world issues related to undertaking research with young people including
gaining consent, collecting data through iPod Touch devices, participant
retention, working with complex systems and facilitator characteristics and
skills. Well planned and evaluated youth-led well-being programs can provide
effective and accessible mental health services for young people.
IPS 6.5 Can You ever Forgive Me: It Depends on How Happy I Feel
about Myself
X.D. Yue, F. Jiang
City University of Hong Kong, Dept. of Applied Social Studies, Hong Kong, China
Previous research shows social identity and happiness contributes to one's
willingness to forgive, but little is known about what their joint impact is on
forgiving behaviors. In this paper, the authors tested whether making an ingroup identity salient and increasing happiness lead to greater forgiveness of a
perpetrator, and what the interaction effect is. Study 1 indicated that people in
Philippines who felt happier than people in Hong Kong, were found more
willing to forgive than their counterparts in Hong Kong. Filipinos tended to
be more forgiving when in-group members and out-group members were
killed; conversely, Hong Kong people, tended to forgive less when their ingroup members were killed than when their out-group members were killed.
In Study 2, participants' emotional feelings were manipulated (happy, neutral,
and sad). Results showed that happy emotion leaded to more forgiveness than
did sad emotion and in-group member got hurt leaded to less forgiveness than
did out-group member got hurt. More importantly, Consistent with Study 1,
happy participants tended to forgive the perpetrator more no matter their ingroup or out-group members were hurt; Sad participants tended to forgive less
when their in-group members were hurt than when their out-group were hurt.
IPS 7 - Individual Paper Session 7: Cross-Cultural Studies of Hope and

Well-Being
IPS 7.1 Hope, Optimism, Positive Attributes and Life-Satisfaction across

the Lifespan in Germany and Switzerland: An Internet Study among
11400 Participants
A.M. Krafft1, A.M. Walker2
1University of St. Gallen, St. Gallen, Switzerland, 2Swissfuture,
Zug, Switzerland
In November 2012 Swissfuture and the University of St. Gallen conducted an
internet survey among 11400 participants in Germany and Switzerland asking
them how optimistic they are for 2013 regarding their personal lifes, the
economic and political environment as well as social issues.
We also wanted to know about their concrete personal and societal hopes, their
main hope spending personalities or role models and current practices to
make their individual hopes happen. Furthermore we assessed the self-reported
levels of hope, optimism, positive relations, meaning in life, positive emotions,
religiosity/spirituality and satisfaction in life with singular multi-item-scales.
With SPSS we explored dependencies between variables and identified relevant
demographic sub-groups.
IPS 6.4 A Methodological Exploration on Experience Sampling Methods

A. Kukita
Science, Claremont, CA, United States
Experience Sampling Method (ESM) has demonstrated a wide range of utilities
in social sciences, resulting in its increasing popularity (Hektner, Schmidt, &
Csikszentmihalyi, 2006). The present study examined the relationship between
different sampling methods measuring the same construct of meaning,
comparing beeper method, diary method, and traditional one-time survey.
We can report about significant differences in personal and societal hopes as

well as in levels of optimism, hope, positive emotions, meaning, etc. across the
lifespan. While younger people have basically a more optimistic approach to
life (in the short and in the long term), the levels of hope, positive emotions,
satisfaction in life etc. develop positively with the age. Furthermore, a shift
from hedonic to more eudaimonic hopes becomes evident across the Lifespan.
ESM was employed with a platform called PACO on Android-operated

smartphones. Participants (N = 58) from across the United States were
randomly signaled up to six times during seven days of participation (n =
2,255), at the end of each day also answering daily experience questionnaire
(n = 396), also completing one-time exit survey at the end of participation
(n = 48).
A hypothesis that participants' experiences have different weights on their endof-day evaluations of meaningfulness was confirmed. Another hypothesis that
people generally differ both in their baseline wellbeing and how experiences
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IPS 7.2 Further Evidence on the Potential of Strengths-Based
Online Interventions
F. Gander, R.T. Proyer, W. Ruch
Various strategies on how well-being can be enhanced have been presented so
far, but only few studies examined long-term effects. Replications and
extensions of earlier findings are rare. We aimed at replicating and extending
the findings of Seligman, Steen, Park, and Peterson (2005). The study pursued
three goals:
(1) replicating positive effects for the gratitude visit, three good things, and
using signature strengths in a new way-interventions but without informing
participants on a potential impact of the interventions on their well-being;
(2) testing variants of existing interventions (three good things for two weeks;
combining the gratitude visit and three good things, and noting three funny
things); and
(3) testing further interventions (counting kindness, gift of time, and another
door opens) in an online setting.
622 adults participated in the study and were randomly assigned to one of nine
intervention groups, or the placebo control condition (early memories).
Happiness and depressive symptoms were assessed on five time periods
(pretest, posttest, 1-, 3-, and 6 months follow-up). In comparison with the
placebo-group, well-being increased in eight out of the nine intervention
groups and five groups decreased in level of depression. The study provides
support for a positive effect of online interventions.
IPS 7.3 Positive Developmental Markers in Adolescents: Content of

Personal Strivings and Well-Being
N. Fernandez, R. Thomas, S. Schnitker
Fuller Graduate School of Psychology, Pasadena, CA, United States
Personal strivings are defined as those things that a person typically tries to
do on a daily basis (Emmons, 1999). Numerous studies have shown that the
contents of adults' strivings have unique effects on well-being, even after
controlling for demographic and other personality variables. However, few
studies have examined the distinctive role of strivings in adolescent well-being.
Data from four samples of adolescents (total N = 717 adolescent from the USA
and Liberia) attending religious summer camps will be presented to address
this deficiency. A short, nomothetic scale measuring internal, external, and
spiritual content of adolescent strivings was developed and validated. Scores
on the three strivings factor predicted both eudaimonic (e.g., character
strengths from the VIA, meaning in life, attachment) and hedonic (e.g., life
satisfaction) well-being variables even after controlling for the Big Five. In
addition, intrinsic striving mediated the relation between Big Five traits and
well-being, and extrinsic striving moderated the effects of traits on well-being
such that high extrinsic striving attenuated the well-being effects of traits. The
implications for character development and positive development in
adolescents will be discussed.
Conference Themes Addressed: Positive Development across Lifespan
IPS 7.4 Sources of Hope among People Experiencing Homelessness

R.G. Tweed
Kwantlen Polytechnic University, Department of Psychology, Surrey,
BC, Canada
Interviews were conducted with over 100 residents of a variety of ages at a
homeless shelter. They were asked whether they had hope that their lives
would change in a positive way. They were also asked to describe any recent
events that provided a sense of hope that their lives could change in a positive
way. Also, levels of hope were assessed with a rating scale questionnaire. The
purpose of the study was to learn more about both the nature of hope for
people in this difficult life situation and also to gain practical knowledge of
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supports that might facilitate a sense of hope for people experiencing tragedy.
A varied set of events providing hope emerged. These included various types
of social support events (emotional, tangible, informational, and exhortational
support), a variety of experiences related to recognizing one's own traits, and
various reminders of progress toward one's goals. Seeing progress toward goals
provoked hope more often than did merely taking steps toward one's goals.
The findings suggest the relevance of expectancy theory and hope theory when
considering strategies for helping people experiencing tragic situations.
IPS 8 - Individual Paper Session 8: Positive Schooling Across Cultures
IPS 8.1 A Whole-School Approach to Measuring Well-Being in Students

and Staff
M. White1,2, M. Kern3, A. Adler3, L. Waters2
Melbourne Graduate School of Education, Melbourne, VIC, Australia, 3The
Drawing on recent advances in the field of positive psychology, we present a
multi-dimensional, whole school framework for measuring wellbeing within
the school environment, organized around Seligman's (2011) PERMA model
of flourishing. We apply this framework to assess student and staff wellbeing
at an entire school - St. Peters College, Adelaide, Australia. We report the
student and staff baseline measurement strategy, present a snapshot of student
and staff wellbeing, and test cross-sectional relations between the PERMA
wellbeing pillars and physical health, job satisfaction, and organization
commitment. 514 students and 143 staff completed a wellbeing questionnaire.
Students with higher levels of optimism and happiness reported greater
physical vitality. Staff with higher levels of meaning reported better physical
health, and staff with higher levels of engagement and accomplishment
reported greater job satisfaction and organizational commitment. By directly
assessing subjective perspectives of wellbeing across multiple domains, and by
incorporating both student and staff perspectives, there is potential to change
the focus and conversation toward wellness promotion at all levels in the
education system.
IPS 8.2 Psychological Strengths in early Adolescence and a Reduced Risk

of Developing Mental Health Problems and Educational Difficulties in
early Adulthood
1Porto University, Faculty of Psychology and Educational Sciences, Porto,
Portugal, 2Gallup and Clifton Strengths School, Omaha, NE, United States,
3Porto University, Porto, Portugal, 4Swinburne University, Melbourne,
VIC, Australia
The aim of this study was to investigate whether high levels of hope and life
satisfaction during early adolescence are associated with a reduced risk of
developing mental health problems and educational difficulties during early
adulthood. Measures of hope, life satisfaction, stressful life events, mental
health and student engagement were administered to 367 students on two
occasions, separated by 5 years. Results showed that students with high levels
of hope and life satisfaction at the mean age of 12 years were at a reduced risk
of developing mental health problems and school engagement difficulties at
the mean age of 17. These associations remained significant after controlling
for age, gender, preexisting mental health problems and difficulties on school
engagement at the mean age of 12. Early adolescents with lower levels of hope
and life satisfaction who experienced several stressful events had a superior
risk of developing mental health problems and difficulties of engagement at
school during early adulthood, while those with higher levels of hope and life
satisfaction were not exposed to this vulnerability. Findings support that hope
and life satisfaction operate as psychological strengths during earlyadolescence, and are associated with a reduced risk of developing adverse
psychological and educational outcomes.
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IPS 8.3 Character Strengths as Helpful Resources in School Children

M. Weber1,2, W. Ruch1
1University of Zurich, Zurich, Switzerland, 2University of South Carolina,
Columbia, SC, United States
In the present study we investigated character strengths to be helpful resources
in the school context. We examined the relationships between character
strengths and satisfaction with school experiences, academic self-efficacy,
positive classroom behavior, and school success. A sample of 247 12-year-old
school children completed the Values in Action Inventory of Strengths for
Youth (VIA-Youth) and measures on school-related satisfaction and academic
self-efficacy. Furthermore, teacher-ratings on positive classroom behavior, and
grades from students' school reports were collected. Love of learning, zest,
gratitude, perseverance, and curiosity were positively correlated with schoolrelated satisfaction. Hope, love of learning, perseverance, prudence, and others
were positively correlated with academic self-efficacy. Character strengths of
the mind (e.g., self-regulation, perseverance) were predictive of school success.
Character strengths explained about one fourth of the variance in positive
classroom behavior, with perseverance, love of learning, and prudence showing
the most substantial positive correlations. A mediation model that postulated
the predictive power of classroom-relevant character strengths on school
success, mediated through positive classroom behavior showed a significant
indirect effect. Character strengths seem to matter in different contexts at
school, and seem to be relevant for subjective (e.g., satisfaction) and objective
(e.g., grades) outcomes, and for positive behavior in classrooms.
IPS 8.4 The Role of Values in Supporting Student Well-Being and

Positive Education
C.M. Broadbent, M. Boyle
Australian Catholic University, Faculty of Education, Canberra, ACT, Australia
A Values Education and Student Wellbeing Schools Project has been
implemented through curriculum and staff professional development across
primary and secondary schools in Canberra, Australia. The Project comprised
two stages:
1. School-based project implementation and reporting related to key objectives;
2. Research conducted by two universities on the impact of the first stage to
enable development of a whole school approach to values education, student
wellbeing and positive education.
The paper discusses the research design, collaborative processes, and outcomes
of the project. Qualitative and quantitative methodologies were utilised to
collect data across eight schools. An analysis of the data identified a number
of themes and patterns that highlighted the positive impact of the project on
the school culture affecting students and staff as well as their behaviour.
Attitudes and practices changed and improved to a significant extent especially
with respect to student leadership and participation in values education. There
was also evidence of the integration of values education as a component of the
core curriculum rather than as an additional program. An increase in parent
involvement in the school was also noted along with a more positive perception
of the school in the community.
IPS 8.5 Maximizing Mindful Learning: An Innovative Mindfulness

Intervention Improves Elementary Students' Academic Achievement
Positively and Pragmatically
L. Bakosh1, R. Snow2, J. Tobias3, J. Houlihan4
1Sofia University, Oswego, IL, United States, 2Sofia University, Santa Cruz, CA,
United States, 3Cranfield University, School of Management, Bedford, United
Kingdom, 4Inner Explorer, Franklin, MA, United States
This paper discusses results from one of the first studies linking mindfulness
training to improved academic achievement in traditional United States public
elementary schools, as demonstrated by grade outcomes, particularly in
mathematics, science and reading. Social and Emotional Learning programs
based on mindfulness - the capacity to pay attention to the present moment
with curiosity and kindness (Kabat-Zinn, 2003) - have been shown to
positively impact children's readiness to learn (Diamond, 2011). Utilizing a
quasi-experimental design, we show that even 10 minute per day exposure to
prerecorded mindfulness trainings significantly enhances students' academic
performance compared to a control group after two months, without disrupting
teaching operations. This is achieved using an innovative audio-based
mindfulness program that requires neither expert trainers skilled in
mindfulness nor changes to classroom curriculum. The study follows the call
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of Richard Davidson and colleagues (2012) for more rigorous empirical studies
to understand how to foster socio-emotional dispositions in educational
settings. Its findings suggest that such an experiential, bottom-up mindfulness
program may not only be successful in raising achievement but also costeffective, and hence particularly relevant for theory and practice in inspiring
significant improvements in academic performance in resource-constrained K12 classrooms both effectively and pragmatically.
IPS 9 - Individual Paper Session 9: Youth Development and Connectedness

with Nature
IPS 9.1 Children and Adolescents' Application of Character Strengths to

Environmental and Conservation Activities
A. Metzger1, B. Oosterhoff1, A. Syvertsen2, L. Wray.Lake3
1West Virginia University, Psychology, Morgantown, WV, United States, 2Search
Institute, Minneapolis, MN, United States, 3Claremont Graduate University,
Claremont, WV, United States
The development of character strengths in childhood and adolescence may be
an important precursor to civic engagement. However, little is known about
how youth align specific character strengths and civic action. The current study
utilized Q-sort methodology to explore the types of character strengths 87
children and adolescents (Mage= 13, 9-19, 52% female) applied to people who
engage in environmental or conservation activities and tested for age and
gender differences. Participants sorted 12 character strengths (leader, futureminded, responsible, humble, creative, forgiving, purposeful, generous, joyful,
thrifty, grateful, amazed) into five categories ranging from most like to least
like based on how well the strengths described someone who engages in
environmental or conservation activities. Youth were most likely to identify
future-mindedness, generosity, and responsibility as being central to
environmental action. Boys and girls did not statistically differ in their ranking
of individual character strengths. Additional analyses indicated that with age,
youth increasingly rated people who engage in environmental activities as
purposeful and future-minded, suggesting a more nuanced understanding of
environmental activities in relation to character among older youth. Discussion
will focus on the application of these findings to character and civic
development research and include additional person-centered findings utilizing
Q-factor analysis.
IPS 9.2 Experiential Purchasing as a Function of Approach versus

Avoidance Motivation
R. Iyer1, R.T. Howell2
1University of Southern California, Los Angeles, CA, United States, 2San
Francisco State University, Department of Psychology, San Francisco, CA,
United States
Psychologists recommend that individuals purchase experiences, as opposed
to material goods, as a way to improve their subjective well being, yet little is
known about why individuals tend to make experiential purchases. The current
research connects the tendency to make experiential purchases to approach (as
opposed to avoidance) motivation, a fundamental psychological distinction.
Across a wide array of measures, experiential purchasers were found to have
greater subjective well-being, to be more sensitive to potential rewards, to be
more prone to approach related emotions, to be more social, and to endorse
approach oriented values, while being less sensitive to negative emotions, all
of which is indicative of a general approach motivation. By increasing approach
motivation, psychologists may be able to promote experiential purchasing, but
results testing one potential manipulation, power priming, demonstrated a
potential pitfall in developing broadly targeted interventions, as across three
studies, power priming had differential effects on individuals with different
educational backgrounds. The discussion focuses on how future research can
target approach motivation in order to promote experiential purchasing,
providing a positively framed avenue toward creating a post-materialist world.
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IPS 9.3 A Longitudinal Study of the Development of Happiness and
Connectedness with Nature
C.M. Bruni1,2, J.M. Schroeder2, P.W. Schultz2
1Claremont Graduate University, Psychology, Claremont, CA, United States,
2California State University, San Marcos, CA, United States
Why do some children grow up to be more connected with nature than others?
To answers this question, we conducted a longitudinal study to examine the
development of connectedness with nature during childhood. Preliminary
growth curve analyses using hierarchical linear modeling (HLM) found that at
the explicit level, connectedness with nature decreases over time; however,
implicitly, it increases over time. Recent work in positive psychology has shown
that connectedness with nature is related to measures of well-being. The
current study examined the effects of a measure of well-being on connectedness
with nature over time.
One hundred eighty-eight participants completed measures of connectedness
with nature and subjective happiness over over 7 years. Participants ranged
from age 9 to 17 (97 boys and 91 girls) and completed the initial measures at
ages 9, 10, or 11, and then subsequently across 7 waves of data collection.
Analyses using HLM examined the predictive nature of happiness on the
explicit and implicit growth in connectedness with nature over time. Implicitly,
the change over time in happiness is predictive of the change over time in
connectedness with nature; however, explicitly it is not. Implications of these
findings and future research will be discussed.
IPS 9.4 Positive Youth Development through Engagement in an

Immersive Conservation Experience
R. Gupta, J. Fraser
A summer internship program for urban youth aiming to develop
environmental stewardship, life skills, and interest in environmental careers is
anticipated to have noticeable impacts beyond the program. A close
understanding of these impacts is possible by examining ways in which youth
connect their participation to self-perceived positive changes. Across the
different locations where the internships occurred, 10 focus groups were
conducted to learn about youth's experiences. A discussion format was used
to gather interns' feedback in a collaborative, interactive setting. Analysis of
the conversations was conducted using a pre-determined coding scheme with
concepts relevant to the program's outcome. New emergent codes were
identified and added to the existing coding scheme. Results indicated that the
internship had positively increased youth's self-efficacy, communication skills,
and spurred interest in environmental issues. As a result, youth saw themselves
in a new light, creating new identities. Youth's self observations in the medium
term highlighted the multiple ways that an immersive conservation experience
can lead to positive impacts. The findings indicate that opportunities for youth
to critically reflect on their experiences while in the program can actively help
develop new identities, for their growth as socially responsible citizens.
IPS 10 - Individual Paper Session 10: Health and Treatment: East and West
IPS 10.1 Positive Psychology and Ayurveda: Convergent Pathways to

Health Promotion
A. Delle Fave1, L. Soosai-Nathan2, L. Negri1, A. Morandi3, N. Nambi4
1University of Milano, Dept. of Pathophysiology and Transplantation, Milano,
Italy, 2Madurai Kamaraj University, Anugraha Institute of Social Sciences,
Dindigul, TN, India, 3Ayurvedic Point, Milano, Italy, 4Unnimooss Foundation,
Thrissur, Kerala, India
The growing empirical evidence of the protective role of optimism, resilience,
meaning, autonomous regulation, self-efficacy and psychological well-being in
health management has highlighted the astonishing potential of psychological
resources in supporting healthy behaviors, risk prevention and successful
adaptation to chronic illness.
The central role of subjectivity and individual responsibility in health

management represents one of the basic pillars of Ayurveda, the traditional
Indian system of medicine, formally systematized during the 1st millennium
BC and presently undergoing remarkable expansion in the West, thanks to the
increasing number of clinical trials and studies in genetics, biology and
pharmacology providing solid scientific support to its diagnostic classifications
and intervention practices.
In this presentation the conceptualization of health and disease in Ayurveda will
be illustrated, highlighting its integrated approach to the individual as a biopsycho-social entity, and the key role played by subjective evaluation and
personal agency in health promotion and disease management. Convergences
between the diagnostic and treatment procedures characterizing Ayurveda and
constructs and interventions developed within positive psychology will be
highlighted. Preliminary findings showing correlations between well-being and
personality dimensions and Ayurvedic constitutional typologies among 202
adult participants will be discussed. Future research directions will be envisaged.
IPS 10.2 Clinical Applications of Positive Psychology to Addiction
Treatment among French Speaking Clients
F. Crespo1, N. Park2
1Centre Phenix Plainpalais, Geneva, Switzerland, 2University of Michigan,
Psychology, Ann Arbor, MI, United States
Practices based on positive psychology have been continuously expanding in
various settings around the world. However, applications to clinical
populations such as people with serious addiction problems are rare. In our
pilot study, techniques based on positive psychology were introduced as part
of treatment for patients with heroin addiction in a clinical setting- the Phenix
Center of Plainpalais in Geneva, Switzerland. Baseline status and progress in
patient's mental health throughout the treatment were measured using
questionnaires and interviews including character strengths survey (Peterson
and Park). Results showed significant abstinence and increases in various
character strengths, including moderation, persistence, openness to the world,
and gratitude among patients. The current study demonstrates the promise of
applying approaches based on positive psychology to addiction treatment
among French-speaking patients.
IPS 10.3 Positive Emotions and the Success of Alcoholics Anonymous

G. Vaillant
Harvard Medical School/Brigham and Women's Hospital, Boston, MA, United
States
In a 70 year prospective follow-up of disadvantaged Inner City men and of
Harvard Graduates, the 64 men who achieved stable abstinence (mean duration
19 years) attended 20 times more Alcoholics Anonymous (AA) meetings than
the 76 men who remained chronic alcoholics all their lives. Over the decades
of follow-up both the abstinent and the chronic alcoholics had each received
multiple experiences with conventional medical treatment.
I believe that the reason that AA works is that it discovered the use of positive
emotions as a therapeutic tool fifty years before academic psychology
discovered Positive Psychology. Medical and psychiatric therapy address, often
negative, cognitions; AA addresses the limbic system and positive emotion.
There are two principles that AA and its Twelve Steps use to affect the limbic
system: first, its emphasis on admitting dependence on and attachment to
others, leading to the positive emotion of love and second, the recognition that
to keep it you have to give it away leading to the positive emotion of joy. Both
principles are counterintuitive and militate against the world of cognitive
enlightenment that since the 18nth Century has taken over modern medicine.
Both emotions provide effective antidotes for addiction,
The first three Steps of AA are: we that our lives had become unmanageable;
and we came to believe that a Power greater than ourselves could restore us to
sanity; and we made a decision to turn our will and our lives over to the care
of God as we understood Him. To turn oneself over to a trusted other as long
as if is not me (AA has always been clear that the definition of God was
the alcoholic's choice) is to allow oneself to feel loved. But to feel loved is to
give up control - the very process that makes love so dangerous to us all.
Physiologically, during the leap of faith required by the first Three Steps, both
oxytocin and parasympathetic nervous system arousal replaces the sympathetic
system's overstimulation (A.K.A chronic fear) that plagues every alcoholic. AA
also asks that we replace our resentments with an attitude of gratitude
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(another positive emotion) and that we should fake it until we make it. Like
much of Positive Psychology, such positive precepts are anathema to many
psychotherapists. However, in my own 70-year longitudinal study of alcoholics,
2500 hours of psycho/chemotherapy to 50 alcoholics produced a single case
of sustained abstinence. In contrast, sticking with AA for 30+ meetings with
its attitude of gratitude eventually produced sustained abstinence in more
than 80%.
The second component of AA is guiding new members toward joy via the last
two Steps of AA. Positive emotions, like joy, were not discussed academically
until the 21st century. The PANAS, academia's most used measure of positive
emotions, still does not mention love or joy but focuses on more cognitive
states of mind. But since 1950 limbic emotions have been emphasized in AA's
11 Step Prayer:
the identity styles proposed by Berzonsky (informational, normative, diffuseavoidant) in a sample of 500 Pakistani adolescents aged 15 to 21 years. Data
obtained through the questionnaires were analyzed through SEM and findings
revealed that the autonomous orientation positively predict the information
identity style which results in high psychological well-being ( = .13, p = .05)
and positive development among adolescents. Whereas the impersonal
orientation positively predict the diffuse avoidant style which leads to low
psychological well-being ( = -.12, p = .01). Individuals who develop
internalized system of needs and motive as well as strengthening the believe
in oneself that one can regulate his / her own behavior leads to active work out
for developing their identity and an integrated sense of self worth which in
turn leads to high psychological well being. Previous researches also help us
to understand these findings (Seonens et al., 2005; Smith et al., 2010); the
implications are discussed in cultural context.
Lord, make me an instrument of your peace

Where there is hatred, let me sow love.
Where there is injury, let me sow forgiveness; . . .
Where there is sadness, let me give joy; . . .
The twelfth step, of course, is: As the result of these Steps: we tried to carry
this message to alcoholics, and to practice these principles (positive
emotions/A.K.A. spirituality) in all our affairs. Joy is what we all feel when we
give to a charity by choice and what recovering alcoholics feel when they share
their strength, hope and experience with a still suffering alcoholic.
Unlike happiness joy is not drive reduction or all about me. Joy is connection.
Joy is all about the other; yet joy, love and addiction share similar terminal
neural pathways. Secure attachment (A.K.A. Love) as extrapolated from brain
imaging studies of mother-child attachment is, like addiction, associated with
reduction in amygdala firing and increases in nucleus accumbens activity.
Imaging researchers have found that the joy of giving to your favorite charity,
like cocaine, stimulates the nucleus accumbens. In short, like methadone in
opiate addiction the positive emotions provide a safe, nonpharmacological
substitute for alcohol.
IPS 11 - Individual Paper Session 11: Adolescent Development: From Social

Media to Relational Wisdom
IPS 11.1 Vantage Sensitivity: A New Concept for Variability in Response

to Positive Experiences
M. Pluess
King's College London, London, United Kingdom
The notion that some people are more vulnerable to adversity as a function of
inherent risk characteristics is widely embraced in most fields of psychology.
This is reflected in the popularity of the diathesis-stress framework which has
received a vast amount of empirical support over the years. Much less effort
has been directed towards the investigation of endogenous factors associated
with variability in response to positive influences. One reason for the failure
to investigate individual differences in response to positive experiences as a
function of endogenous factors may be the absence of adequate theoretical
frameworks. According to the differential-susceptibility hypothesis individuals
generally vary in their developmental plasticity regardless of whether they are
exposed to negative or positive influences. Based on this well-supported
proposition, I will introduce the new concept of Vantage Sensitivity reflecting
variation in response to exclusively positive experiences as a function of
individual endogenous characteristics. After presenting empirical evidence for
vantage sensitivity featuring behavioral, physiological, neuroimaging and
genetic factors as moderators of a wide range of positive experiences ranging
from family environment and psychotherapy to educational intervention, I will
point out important conceptual differences between vantage sensitivity and
theoretically related concepts before discussing practical implications.
IPS 11.2 Psychological Well-Being as an Outcome of Motivational and

Identity Styles among Pakistani Adolescents
S. Tariq, R. Hanif, J.A. Malik
Quaid-i-Azam University, National Institute of Psychology, Islamabad, Pakistan
IPS 11.3 "Do We Have to Wait Till Were Old?": The Cultivation of
Relational Wisdom across the Lifespan
K. Skerrett
Northwestern University, Counseling Psychology & The Family Institute,
Evanston, IL, United States
Wisdom has played a key role in attempts to understand the positive nature of
human behavior since the time of Aristotle. More recently, neuroscientists,
cognitive and lifespan developmental psychologists have made empirical
contributions designed to broaden our conceptualization of the wisdom
domain. The relational dimension has received less attention despite
burgeoning evidence of the mental and physical health benefits associated with
positive relationship functioning.
This paper integrates the author's work on resilience and positive functioning
in committed partnerships and proposes that the development of a We
perspective is the epitome of relational wisdom. Relational wisdom is defined
as the capacity to develop and maintain a mindset of mutuality, or 'weconsciousness'. It involves capacities for self reflection, attunement to self and
other, evaluation of the uniqueness of each situation and the ability to balance
conflicting aims. It is proposed to be the master virtue of relationship
development, related to virtues of knowledge, curiosity, generosity, gratitude,
compassion, built through mastering adversity and cultivated through dialogue
across the lifespan of the partnership. The resulting 'stories of US' become
touchstones to what is most precious and vital in the relationship.
The paper concludes with implications for future research, relationship
education and psychotherapy.
IPS 11.4 Visual Analysis of Geocoded Twin Data Shows Regional

Differences in the Nature and Nurture of Adolescent Well-Being
O.S. Davis1, C.M. Haworth2
1University College London, UCL Genetics Institute, London, United Kingdom,
2King's College London, MRC Social, Genetic & Developmental Psychiatry
Centre, London, United Kingdom
Nature and nurture, our genetic background and the environment we grow up
in, affect all complex human characteristics. Twins, identical and fraternal,
provide a natural experiment that allows us to tease the two apart, and the
Twins Early Development Study (TEDS) of 10,000 pairs of UK twins has been
instrumental in showing that both genes and environments are important for
a wide range of child and adolescent behaviors. Recently we developed a new
approach to twin data that shows that the balance of nature and nurture is
affected by where we grow up: in some regions our environment is more
important, whereas other regions draw out the genetic differences between us.
We have used this information to produce interactive maps of genetic and
environmental hotspots across the UK for positive traits such as subjective
happiness, life satisfaction, gratitude and grit, as well as outcome measures
such as school achievement. In collaboration with scientists, clinicians and
practitioners, these maps have helped us to identify environments, such as
income inequality, that influence the development of these traits. We will make
these maps freely available to promote further discussion and collaboration
across disciplines in exploring the origins of child and adolescent wellbeing.
Self-Determination Theory (SDT; Deci & Ryan, 2000) and Berzonsky's (1990)
identity style model provide the theoretical framework for investigation of the
psychological well- being as an outcome of relationships between the causality
orientations defined by SDT (autonomous, controlled, and impersonal) and
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IPS 11.5 What's it Like to be 17? Using Supercomputers and Social
Media to Study Positive Human Development
J.C. Eichstaedt1, M.L. Kern1, H.A. Schwartz2, L. Dziurzynski1, M.E.P.
Seligman1, L.H. Ungar2
States, 2University of Pennsylvania, Computer & Information Science,
Language in social media is an exceptionally rich dataset for tracking the
psychological states of large populations as they discuss the activities and
relationships that constitute their everyday lives. Schwartz et al. (2013)
introduced an open language approach that identifies the dominant naturally
occurring words and phrases that most distinguish people as a function of
characteristics such as age or gender. We apply this method to positive human
develop by combining big data available through Facebook, computational
linguistic techniques, and psychological theory. Using a dataset of over 70,000
Facebook users and 20 million Facebook status updates, we examine the
dominant concerns, affective states, and psychological processes of people
across the life span, and present them in visual summaries that are intuitive
and easily accessible. We highlight and discuss revealing language features,
including words and automatically generated categories and concerns that
distinguish age groups, as well as patterns of theoretically-interesting word
use across the full age range. We use the tool to test the developmental
hypothesis of the aging positivity effect, and are able to robustly replicate the
findings based on other samples and methods. Our study suggests that novel
methods of computational psychology are an invaluable complement to
existing methodologies.
IPS 12 - Individual Paper Session 12: Clinical Applications: From Well-Being

to Chronic Illness
IPS 12.1 Eliciting Compassionate Goals in a Lab-Based Stress Task and

Field Experiments of Moral Elevation: Beneficial Effects on Cortisol and
Positive Psychological States
T.M. Erickson1, J.L. Abelson2, G. Scarsella3, A. McGuire3, A. Maddox1, J.
Crocker4
1Seattle Pacific University, Psychology, Seattle, WA, United States, 2University
of Michigan, Psychiatry, Ann Arbor, MI, United States, 3Seattle Pacific
University, Clinical Psychology, Seattle, WA, United States, 4Ohio State
University, Psychology, Columbus, OH, United States
Compassionate goals (Crocker & Canevello, 2008) are characterized by
striving to help others and avoid selfish pursuits during social interactions.
Recent longitudinal research in student and clinical samples suggests that daily
compassionate goals predict subsequent increases in positive relationship
outcomes and decreased stress. However, little experimental research has
manipulated compassionate goals and associated effects. Here we report on
(a) field studies experimentally manipulating goals via videos inducing moral
elevation (i.e., feeling uplifted) and
(b) manipulation of compassionate goals during a lab-based stressor task to
blunt cortisol responses.
In the field studies, watching brief daily morally elevating video clips over 6
or 10 days led to higher compassionate goals compared to comparison
conditions of emotionally neutral videos or amusing (positive, but nonelevating) videos. Additionally, whereas self-reported physical symptoms of
elevation (e.g., lump in throat, chills) decreased across days, affective and
motivational effects persisted over time. In the mock job-interview stress task,
participants talking about using a job to help others demonstrated lower
cortisol secretion than participants who were asked to adopt standard selfpromotion goals during the job interview. Thus, this research suggests ways to
elicit compassionate goals and causal evidence of beneficial emotional and
physiological effects.
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IPS 12.2 Optimism Predicts Fewer Symptoms and Hospitalizations in

Patients with Heart Failure
K.S. Whittaker, C.L. Rush, D.S. Krantz
Uniformed Services University of the Health Sciences, Medical and Clinical
Psychology, Bethesda, MD, United States
Background: Optimism has positive effects on health. We prospectively and
cross-sectionally examined relationships of dispositional optimism to heart
failure (HF) outcomes including symptoms, functional status, and HF
hospitalizations.
Methods: 125 HF patients (95 males; age 56.7 11.6) were studied at baseline
and 3 months. Measures included dispositional optimism (Life Orientation
Test; LOT), HF symptoms (Kansas City Cardiomyopathy Questionnaire;
KCCQ), functional status (6 Minute Walk Test; 6MWT)), and follow-up
hospitalizations (28-month mean). It was hypothesized that higher optimism
would predict fewer symptoms, better functional status, and fewer HF
hospitalizations. Multivariate linear regressions evaluated these relationships.
Results: Controlling for demographic and medical covariates, optimism
predicted fewer HF symptoms at baseline and 3 months (KCCQ: Model
R2=0.25,p< 0.001, = 0.45,p< 0.001;3 months: Model R2=0.14,p= 0.02, =
0.26,p= 0.005), and better baseline Functional status (6MWT) (Model
R2=0.20,p< 0.001, = 0.20,p= 0.03), but marginally predicted 3-month 6MWT
(Model R2=0.23,p< 0.001, = 0.15,p= 0.09). Optimism predicted fewer followup HF hospitalizations (Model R2=0.22,p= 0.001, = -0.20,p= 0.02).
Conclusions: Optimism predicts a range of positive outcomes in HF patients
including fewer symptoms, better functional status, and fewer HF
hospitalizations. Future research should explore psychological and biological
mechanisms linking optimism to these HF outcomes.
IPS 12.3 Model of Personal Growth in Chronic Illness (MPGCI) and

Chronic Illness Perception (ChIP)
M.M. Kossakowska
University of Social Sciences and Humanities, Sopot Faculty, Sopot, Poland
This presentation contains the empirical verification of the Kossakowska's
Model of Personal Growth in Chronic Illness among patients depending on
chronic illness perception (ChIP). Personal growth is defined as the benefitfinding and benefit-reminding (Tennen, Affleck, 2005). According to the
Common-Sense Model of Self-Regulation of Health and Illness (Leventhal,
Brissette, Leventhal, 2003) illness perceptions are related to coping with
chronic illness.
The aim of this study is to find the predictors for personal growth among
people with chronic diseases (eg. multiple sclerosis, cancer, dermatoses...). A
cluster analysis (n=722) revealed four types of ChIP. The study shows
differences in personal growth determinants between patients with each type
of ChIP.
Patients suffering from chronic diseases completed:
1/ the Illness Perception Questionnaire-Brief (Broadbent, Petrie, Weinman,
Main, 2006) to assess the perception of their chronic illness;
2/ the Coping Orientations to Problems Experienced and
3/ the Silver Lining Questionnaire (Sodergren, Hyland, 2004) to assess their
ability to see benefits in their experience of illness.
Multiple regression analyses was carried out for each type of ChIP. The results
indicated differences in coping strategies and determinants of personal growth.
Relationships between illness perception, coping strategies and personal growth
are discussed further in this presentation.
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IPS 12.4 Well-Being of Rural Women in India

K. Singh1, J. Kaur1, D. Singh2
1IIT Delhi, Dept. of HUSS, Delhi, India, 2Pt N R S Government College, Rohtak,
India
Relationship between subjective well-being (hedonic) and psychological wellbeing (eudemonic) along with another Indian module of happiness which is
satchitanand (inner source of happiness) has been explored through mixed
methodology. The present research has three objectives:
a) to study the SWB and PWB of the Indian rural women and to seek the
correlation between the two modules;
b) to compare the results with the other sociocultural groups from existing
literature and
c) to explore their own definitions and perceived factors affecting their wellbeing.
A total of 221 women (Age range = 15-60 years) from villages of Haryana were
voluntarily participated. Standardized tools were used to assess SWB and PWB.
For the third objective, focused group discussions were recorded. Correlational
analysis revealed a positive association between SWB and PWB, a finding in
line with previous studies. Surprisingly, not much difference was seen between
the SWB and PWB of rural women in comparison to studies conducted in other
sociocultural groups . Taking the support of our findings through focused
group discussions, present paper also focused on culture specific definitions
of well -being and its perceived effective factors like cultural association, the
availability of support networks, altruistic activities etc.
IPS 13 - Individual Paper Session 13: Insight, Play, and Creativity
IPS 13.1 Seeing the Good in the Bothersome: The Mental Itch
behind Insight
M. Jarman
Florida Atlantic University, Psychology, Boca Raton, FL, United States
Intrinsic motivation and creative skills (e.g., ideation) are often thought to be
some of the best predictors of Aha! moments of insight. The present
dissertation research, however, drew from a complexity perspective to suggest
that a mental itch (i.e., an experience of psychological unease coupled with
a felt urgency to do away with the unease) was more important in the insight
process. A mental itch was theorized to have a destabilizing effect on an
individual's cognitive structures that would lead to a state of heightened
interdependence between cognitive elements from which insights high in
magnitude and frequency are more likely to occur. Given this theoretical
account, the mental itch was predicted to explain variability in insight
experience (e.g., radicality) above and beyond motivational and ideational
predictors. New mental itch and insight experience scales were created to test
the research hypotheses across four separate online studies (total N = 1264) in
which workers answered questions about insight experiences while working
to solve a challenging problem at work. The results supported all hypotheses
concerning the explanatory power of the mental itch, demonstrating the
importance of such a cognitive state in maximizing a person's potential to have
radical and intense insight experiences.
IPS 13.2 Leisure Studies and the Study of Play: Differences

and Similarities
R.A. Stebbins
University of Calgary, Sociology, Calgary, AB, Canada
Leisure studies and the study of play --- two disciplines centered on
positiveness in life --- share an interest in play as an activity. Nonetheless, the
two approach this activity from different angles, such that both largely ignore
the theoretical and empirical work done in the other. This paper, based on
Norbeck's definition of play and those of some other scholars studying play
and leisure, establishes the common ground occupied by the two fields. Three
concentrations are identified: 1) play as disinterested activity (Huizinga); 2)
play as interested activity in games, both sport and non-sport; and 3) play as
interested activity in art. The latter two concentrations square with Caillois's
ideas on play. From the standpoint of leisure studies, Concentrations 2 and 3
draw attention to play activity that fosters fulfilling amateur and hobbyist
activity and equivalent activity in work. These areas of leisure and work are
treated of within the serious leisure perspective as serious pursuits. Scientific
interest in leisure's core activities (i.e., the on-the-spot enactment a positive
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leisure or work interest) should include their playful moments and their
inspiring, fulfilling ramifications. Herein lies the complementarity of these two
fields of positive social science.
IPS 13.3 The Real Creativity Crisis

M.A. Runco, G. Jaeger
University of Georgia, Torrance Creativity Center, Athens, GA, United States
The present research explores the possibility that the US is experiencing a
creativity crisis. Initial evidence for such a crisis was covered by Newsweek
(2010) and several other similar publications, and data showing declines were
reported in 2012. Those data were not convincing, however, and probably only
labeled a crisis because that made it sensational enough for Newsweek. Yet
there is an enormous problem that deserves the label, "crisis." It is result of
technology, and in particular social networks. Networks are prevalent, so the
problem is widespread enough to view it as a crisis. (Facebook has 605 million
users.) The hypothesis examined here is that network usage is negatively
related to creative thinking. The reason: Networks are extrinsically-oriented,
while creativity depends on intrinsic processes. Indeed, many of the
requirements of creativity (autonomy, nonconformity, intrinsic motivation) are
undermined by networking. Correlations between several reliable estimates of
creativity and various indices of network usage will be examined. If creative
potentials tend to go unfulfilled, many aspects of social and technological
evolution will slow or stop. It would be a real crisis.
IPS 13.4 Sensitivity to Beauty and Goodness - Structure and

Life Outcomes
A. Gsewell, W. Ruch
The present study examines the two models of the sensitivity to beauty and
goodness that were proposed within the context of positive psychology:
appreciation of beauty and excellence (Haidt & Keltner, 2004), and
engagement with beauty (Diessner, Solom, Frost, Parsons, & Davidson, 2008).
To investigate this issue, the Appreciation with Beauty and Excellence Test
(ABET; Gsewell & Ruch, 2012) was developed, and included into a structural
equation modeling analysis (N = 439) together with the Appreciation of Beauty
and Excellence (ABE) subscale of the Values in Action Inventory of Strengths
(VIA-IS; Peterson, Park, & Seligman, 2005), and the Engagement with Beauty
Scale (EBS; Diessner et al., 2008). The resulting model comprised a secondorder factor of responsiveness, and three distinct, but related dimensions (i.e.
nature, artistic beauty, and non-aesthetic goodness), and was labeled
responsiveness to the good and beautiful (RGB). The interrelation between the
RBG-model and the strengths proposed by Peterson and Seligman (2004) was
studied. Finally, the predictive quality of the RGB model with respect to positive
emotion dispositions, and involvement into musical practice was considered.
Results were discussed with regard to the question of how RGB contributes to
the good life.
IPS 14 - Individual Paper Session 14: Relationships and Work
IPS 14.1 Getting Better at Being Together: Assessing Validity of a

Developmental Differentiation Scale
R.B. McKenna1,2, D.M. Haney2, K.K. Wenzel2
1Center for Leadership Research & Development, Seattle, WA, United States,
2Seattle Pacific University, Industrial Organizational Psychology, Seattle, WA,
United States
Few would deny that pressure and anxiety impact our ability to function well
in relationships. Leadership differentiation assumes that leading well in
relationships is a function of both the individual and the system of relationships
around them (Bowen, 1978). The focus of the study was to test the structural
validity of the Developmental Differentiation Scale. Over 400 leaders from a
range of organizational contexts and ages completed this scale as a part of a
developmental tool known as the Leading Under Pressure Inventory. This selfreport measure is designed to assess a leader's behavior tendencies under
pressure and strategies for dealing with that pressure. The aim of this study
was three-fold, to:
(a) test the structural validity of the scale,
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(b) compare fit indices for constrained and unconstrained two factor structures,
and
(c) given findings of inadequate fit, estimate, propose, and test an alternative
factor structure.
Through an alternating model approach that included all 18 items, the
unconstrained two-factor structure fit better than the constrained structure,
though neither maintained ideal fit. Using exploratory factor analysis (EFA), a
final model consisting of 6 items was tested and showed a strong theoretical
and psychometric fit.
IPS 14.2 Positive Excellence: An Exploration of the Potential Impact of

Positive Psychology on the Road to Excellence and Expertise
D.L. Lerner1,2
1New York University, Child and Adolescent Studies, New York, NY, United
States, 2University of Pennsylvania, Positive Psychology Center, Philadelphia,
PA, United States
The search to understand the origins and development of human excellence
and expertise reaches back to ancient times. The introduction of empirical
research methods has created much new knowledge in these areas, but the
majority of investigations and the resultant findings have focused on physical
mechanisms and structures associated with the acquisition of expertise rather
than the variety of adaptive psychological states. This paper reviews the recent
history and development of the fields of expert behavior and positive
psychology, discusses their aligned pursuits, and explores the potential impact
that positive psychology -- particularly positive relationships -- may have on
the process of developing and optimizing expertise. I suggest that an
integration of the fields of expert performance and positive psychology can
lead to breakthroughs in the quest for personal and professional excellence.
IPS 14.3 Positive Reappraising or Faking Positive Emotions: What Works

Best for Work Performance?
O.A. David1,2, F.A. Sava2, D. David1,3
1Babes-Bolyai University, Department of Clinical Psychology and
Psychotherapy, Cluj-Napoca, Romania, 2West University Timisoara, Department
of Psychology, Timisoara, Romania, 3Icahn School of Medicine at Mount Sinai,
Department of Oncological Sciences, New York, NY, United States
Background: Speaking in front of an audience during business meetings is a
common but challenging task in many occupational fields, particularly for
those who suffer from social anxiety. Our aim was to investigate the
comparative efficacy of the positive reappraisal versus suppression by faking
as emotion-regulation strategies used by socially anxious subjects in a stressful
work task.
Method: 93 subjects were included in this study presenting threshold social
anxiety symptoms, and were randomly allocated to the three conditions. The
subjects received the task to give an impromptu speech - similar to a job
interview - in front of a group of experts. The subjects reported their levels of
anxiety before and after using the emotion-regulation strategy, and their
performance was rated by three independent experts.
Results: Results obtained show no differences between the two emotionregulation strategies in terms of anxiety, distress or performance. Both positive
and functional reappraisal had better results compared to the control group in
terms of the self-confidence reported by the subjects.
Conclusion: Results have important implications for developing psychological
interventions for social anxiety and improving performance and quality of life
at work in this population.
IPS 14.4 Work and Well-Being in Japan: The Divergence between the
Importance of and the Satisfaction with Work and its Impact on the
Overall Happiness Level
T. Tiefenbach, F. Kohlbacher
German Institute for Japanese Studies (DIJ), Business & Economics Section,
Tokyo, Japan
In economics it is generally assumed that people are satisfied, when they get
what they want, and that they further usually exactly know what will satisfy
them. Recent research in happiness studies has shown however, that people
tend to mispredict their utility systematically. Although a balanced work life
and stable employment are considered important policy goals by labour unions
around the globe, this is especially in Japan the case, a country known for its
long working hours and growing number of irregular workers. This raises the
question whether satisfaction with those work related aspects really increases
the well-being of the workers. Based on the 2010 National Survey on Lifestyle
Preferences commissioned by the Japanese Cabinet Office, this paper aims to
unravel how and to what extent the importance of and the satisfaction with
work related aspects affect the overall happiness level. Preliminary findings
suggest that the satisfaction with ones workplace only has an impact on
happiness when considered as important, while a balanced work life increases
happiness independent of being considered as important or not. Further, people
considering a stable employment as important turn out to be less happy
independent of their actual level of satisfaction with employment security.
IPS 15 - Individual Paper Session 15: Leadership, Relationships, Citizenship,

and Competence at Work
IPS 15.1 Development of Authentic and Mindful Leaders: A Longitudinal

Study on How Experiential Training Succeeds
L. Baron
ESG UQAM, Organization and Human Resources, Montreal, QC, Canada
This empirical study examined the efficacy of a three-year training program
using planned trigger events and peer coaching to foster development of
authentic leadership and mindfulness. Data was collected over a three-year
period from 99 mid-level managers from five different cohorts. Results from ttests analysis indicate that self-assessed perceptions of authentic leadership
increased over time among participants. Specifically, the participants scored
significantly higher after completing the second and third year than they did
at the beginning of the first and second year, respectively. Latent growth
modeling (LGM) analysis aiming to evaluate individual trajectories,showed
systematic change and interindividual variability in this change. Also, our
results indicate the participation in the program was associated with an increase
in mindfulness, which was also associated with authentic leadership, as some
components of eudemonic well-being. Given the characteristics of this type of
leadership, many authors had suggested that its development involves complex
processes that training programs would be unlikely to address (Avolio &
Gardner, 2005). These results are thus important, as they demonstrate that
participation in a professional development program can be associated with
the development of authentic leadership and mindfulness. The features of the
program used in this study will be discussed.
IPS 15.2 Quality of Work Relationships and Work Well-Being:

Differences between Vertical and Horizontal Relationships
L. Lin1, L. Lu2
1Claremont Graduate University, Department of Psychology, Claremont, CA,
United States, 2National Taiwan University, Department of Business
Administration, Taipei, Taiwan, Republic of China
Work relationships manifest social capital in workplace, and further encourage
the development of high-quality social integration at work. However, the
friendly and congenial association at work has remained relatively underexamined. This paper aims to understand the importance of high-quality
relationships in the workplace on employees' psychological well-being, by
focusing on two distinct dimensions: vertical relationships among supervisors
and subordinates, and horizontal relationships among coworkers.
Using structured questionnaires, a sample of 310 full-time employees of
public/private organizations in Taiwan was surveyed. Results showed that highquality relationships between coworkers, as well as those between supervisors
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and subordinates, have positive impacts on employees' well-being. In addition,

we found that vertical relationships have great influences on job satisfaction in
the work-related domain, but horizontal relationships also permeated into nonwork-related domain of our lives, contributing to one's subjective well-being.
Overall, this study empirically demonstrated the importance of social and
emotional aspects at work in terms of their positive impacts on employees'
working attitude and happiness. The impacts deriving from two aspects of
workplace relationships were further differentiated, showing managerial
implication that organizations should build their informal structure to heighten
the characteristics of horizontal relationships, including mutual trust,
reciprocity, and less hierarchical power distance.
IPS 15.3 The Influence of Integrative Happiness Model to Organizational

Citizenship Behaviour
R. Dachlan
Tarumanagara, Psychology, Jakarta, Indonesia
This study aimed to test the hypothesized model of integrative happiness
includes the dimensions of integrative nature hedonia, eudaimonia and
spiritual. Furthermore, also tested whether integrative happiness would affect
organizational citizenship behaviour. Data were collected through
questionnaires to 750 employees who were selected by random cluster
sampling technique from 14 companies (7 manufacturing companies and 7
service companies). The data were statistically processed through a Structural
Equation Model approach which calculated using Lisrel program. These results
proved that happiness was an integrative concept that covers hedonia,
eudaimonia, spiritual. The three dimensions were related to each other.
Integrative happiness model were created by 13 indicators in which 4 indicators
have dominant contribution, such as emotional balance, have a purpose in life,
can receive the advantages and disadvantages of himself and act patiently in
life. Furthermore, this also proved that integrative happiness model influenced
organizational citizenship behaviour. It can be concluded that happiness is
multi dimensions construct and become a good predictor to organizational
citizenship behaviour.
IPS 15.4 Effect of "Recognition of Acquired Competences" for Vulnerable

Volunteers: A Randomized Controlled Trial
M.J. van Wezep, A.M. Rijkaart, H. Kroon, H. Michon
Trimbos Instituut, Netherlands Institute of Mental Health and Addiction, Utrecht,
Netherlands
RAC-v, Recognition of Acquired Competencies for volunteers, is an
intervention which is based on the strengths of people. People with a large
distance to the labour market because of social and psychological
vulnerabilities can determine their experience, skills and talents in a certificate.
Our aim is to study the effectiveness of this intervention: does it result in
participants feeling more empowered? In addition we are interested in how the
participants of EVC experience the intervention and how this intervention
works to their opinion. Both the control (1 year waitlist) and the experimental
group (RAC) are assessed three times (T0, T6, T12 months) using standardised
questionnaires. For answering the question how this intervention works we
used semi-structured interviews with 21 participants and 12 workers supported
RAC. In total 257 clients (126 EVC; 131 waitlisted) of 26 organisations were
recruited. At T6, a significant, positive effect was found on empowerment and
insight in competences in RAC-participants. The qualitative part of the study
suggests that participating in EVC enhances awareness of ones personal
strengths, increases self-confidence, and strengthens faith in future activities.
In our presentation we will discuss also the latest results regarding the 12
months follow-up outcomes (follow-up rate is 76%).
IPS 16 - Individual Paper Session 16: The Regulation of Positive Emotions
IPS 16.1 Sustainable Positive Affect

N.S. Schutte
University of New England, Psychology, Armidale, NSW, Australia
Positive Affect Facilitation measure, which contains two subscales, Selfcongruent Activity and Varying Activity. Higher scores on Positive Affect
Facilitation were associated with more positive mood and with maintenance
of positive mood over a one month period. Higher scores on Positive Affect
Facilitation were also associated with positive life outcomes outcomes one
might expect to be associated with sustainable positive affect, such as fewer
symptoms of depression and anxiety, and greater well-being as indicated by
less negative affect and by more life satisfaction, relationship satisfaction and
work satisfaction. Scores on Positive Affect Facilitation were associated with
scores on measures of theoretically related characteristics, including
mindfulness, personal expansion and growth, and emotional intelligence.
Individuals who reported meditating scored higher on Positive Affect
Facilitation than other individuals. Finally, Positive Affect Facilitation was not
redundant with the Big Five dimensions. The results suggest that facility for
sustainable positive affect may be an important psychological characteristic.
IPS 16.2 Should We Learn First to Up-regulate our Positive Emotions

or to Down-Regulate our Negative Ones? Comparative Benefits of
Three Interventions
F. Weytens1,2, O. Luminet1,2, M. Mikolajczak1
1Universit Catholique de Louvain, Louvain-la-Neuve, Belgium, 2Belgian
National Fund for Scientific Research (FNRS), Bruxelles, Belgium
Research has long demonstrated the importance of the ability to down-regulate
negative emotions to promote psychological and physical well-being, as well
as to maintain fulfilling social and marital relationships. More recently, research
has highlighted the importance of (not just low negative affect, but also)
positive emotions to increase subjective happiness, somatic adjustment and to
sustain flourishing relationships.
As these two types of emotion regulation strategies share common benefits,
the question of their relative efficacy can be risen. In order to increase
psychological, physical and social adjustment, is it preferable to decrease the
frequency/intensity/duration of negative emotions or to increase
frequency/intensity/duration of positive ones? The present study aims at
answering this question.
In order to compare benefits of those types of emotion regulation on
psychological, somatic and social well-being, we randomized 150 subjects in
four conditions (positive emotion up-regulation VS negative emotions downregulation VS positive and negative emotion regulation VS control). Each
experimental group followed a 18-hours program in order to learn how to
regulate their emotions.
As the study is still in progress, results will be discussed at the conference.
IPS 16.3 Global Health Psychology - A New Vision of Health

and Wellness
J. Ghannam1, K. Sood2
1UCSF, Psychiatry and Global Health Sciences, San Francisco, CA, United
States, 2Kellogg School of Management, Chicago, IL, United States
The UN predicts that by 2030, untreated mental health conditions will be the
second leading cause of morbidity in the world. To date, very little in the way
of research or intervention strategy using positive psychology principles has
been integrated into Global Mental Health treatment and prevention. Given
the many pressing Global Health crises, we see a tremendous opportunity to
harness the potential of Positive Psychology to improve the lives and well-being
of a large and growing, underserved population worldwide. Our recent work
in the slums of Mumbai suggests that slum dwellers are at high risk for
psychological disorders due to adverse living conditions and resource
deprivation. We conducted a study in a slum of approximately 14,000 people,
to examine the frequency of mental health disorders and to develop new slumspecific instruments to be used in community-based screening. We developed
a resiliency training model that educates, equips, and empowers individuals
and communities to believe in their talents and abilities, to live with full selfexpression, and to make positive contributions, thereby creating better
conditions and more opportunities for the next generation, Global Health and
Positive Psychology together, posits an opportunity to promote the well-being
of individuals and low-resourced populations worldwide.
Six studies investigated a proposed new individual difference characteristic,

facility for sustainable positive affect, consisting of connected behaviors and
cognitions that allow individuals to maintain a high level of positive mood.
Exploratory and confirmatory factor analyses resulted in the creation of the
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IPS 16.4 Emotional Contagion and its Relationship to Mood
D.R. Arakawa
University of Hawaii, Psychology, Honolulu, GU, United States
Emotional contagion has been defined as the tendency to automatically mimic
and synchronize expressions, vocalizations, postures, and movements with
those of another person's and, consequently, to converge emotionally
(Hatfield, Cacioppo, & Rapson, 1994, p. 5). Study 1 explores the influence of
personality on emotional contagion. Specifically, I propose that people's
susceptibility to emotional contagion will be affected by their stable disposition
towards happiness/sadness. Study 2 investigates the impact of a person's shortterm (primed) mood on his or her susceptibility to emotional contagion. Two
competing theoretical traditions will be compared to investigate just how
moodboth stable and short-termaffects contagion. In sum, these studies
suggest that affect, whether enduring or transient, does indeed affect
susceptibility to emotional contagion. Moreover, this investigation suggests the
relationship between mood and emotional contagion is an interactive one; i.e.,
that being in a happy mood makes a person more likely to catch the emotions
of others.
IPS 17 - Individual Paper Session 17: Outdoors, Leisure, and Sports
IPS 17.1 Leisure Activities and Adolescent Psychological Well-Being

S. You
Hankuk University of Foreign Studies, College of Education, Seoul, Korea,
Republic of
There is considerable evidence that leisure participation contributes to
adolescents' well-being. While a number of studies have revealed that leisure
participation contributes positively to adolescents' well-being, others have
indicated that leisure participation has negative associations. One possible
explanation for these discrepant findings is the different definitions and
measurements of leisure participation applied in these studies. The relationship
between leisure and adolescents' well-being may depend on the type of activity
(e.g., physical, social). In general, previous literature has focused on the effects
of physical active leisure participation on physical health outcomes; few studies
have been done on the role of other types of leisure and its effects on mental
health outcomes.
This study examined the impact of leisure types on leisure satisfaction and its
subsequent effects on adolescents' psychological well-being on a sample of
3,449 Korean adolescents. Results showed that
(1) active leisure (e.g., physical activity) had a positive impact on leisure
satisfaction,
(2) passive leisure (e.g., television viewing and video game playing) had a
negative impact on leisure satisfaction,
(3) social leisure (e.g., talking on the phone, meeting friends) had no significant
effect on leisure satisfaction, and
(4) leisure participation had significant effect on well-being via leisure
satisfaction.
IPS 17.2 Leisure Education as a Means for Promoting Optimal

Functioning in Adolescents' Lives
T. Freire1, L. Caldwell2
1University of Minho, Braga, Portugal, 2Penn State University, Pennsylvania,
PA, United States
Much is written about positive psychology and healthy adolescent
development. A topic often overlooked, however, is the role leisure can play
in adolescent development from a positive psychology perspective. This topic
is important because leisure is a prime context for adolescents to experience
flow, meaning, happiness, relatedness, and so on. But it is also a context for
boredom, stress, alienation, and risk behaviors. Based on the concept of

Optimal Leisure and the Leisure Activity-Context-Experience (LACE) Model,
we will take a prevention perspective and address the need for leisure education
in promoting positive experiences and preventing negative experiences of
adolescents. We will describe two leisure education programs and present
results showing their impact in adolescents' lives in different cultural contexts
(USA, South Africa, and Portugal). We will focus in particular on the
importance of teaching adolescents to develop intrinsic leisure interests and
avoid boredom, the importance of being self-regulated, self-determined and
positively engaged within daily life. Discussion and results highlight the
importance of teaching youth how to make the most of their leisure time in
order to reap the positive benefits of leisure and avoid negative outcomes
through understanding the conceptual relation between optimal leisure and
positive development.
IPS 17.3 Happy Feelings in the Outdoors

H.S. Lvoll1, J. Vitters2
1Volda University College, Sport and Outdoor Education, Volda, Norway,
2University of Troms, Psychology, Troms, Norway
Nature itself can be a source of stress reduction and vitalization. Nature can
also be a playground for personal growth and passionate activities. A group of
26 Norwegian outdoor students was followed during a 5-day glacier course.
At the end of each day participants reported on their best (or peak) experience
of the day and their overall experiences during the whole day (n= 130 peaks,
130 whole). Life satisfaction and personal growth, obtained both before and
after the trip, showed a significant increase from pre-measures to postmeasures: The mean life satisfaction scores went from 5.66 to 6.01 (t[24] =3.13,
p=.005). The mean personal growth scores went from 3.69 to 3.98 (t[24]=4.07,
p=.000). To explain the increase in PG, the feeling state interest during the
peak moments accounted for 24% of the variance in the PG post scores
(F[1,22]=6.62, p=.018). None of the peak experiences were able to explain
changes in SWLS. However, the feeling state pleasure reported for the whole
day accounted for 28% of the variance in the post SWLS scores (F[1,24]=8.90,
p=.007). In addition of explaining emotional highs, experiences in nature
might have an emotion regulative effect.
IPS 17.4 Sport Coach Happiness and Well-Being: A Consideration of

Seligmans Full Life and PERMA Model of Well-Being
A.L. Baltzell
Boston University, Counseling and Human Development, Boston, MA, United
States
The purpose of this presentation is to consider theoretically based predictors
of happiness and well-being of high school coaches. Results are drawn from a
mixed method study of high school coach values and happiness (n=500).
Empirical support for Seligman's (2002) model of happiness, the Full Life, and
his PERMA Well-being model (Seligman, 2011) emerged. Specifically, there
was support for the Full Life model using linear regression modeling, with the
overall regression model significant (p < .0001) and strong coefficient of
determination (R2) .56. All factors of the PERMA well-being model, with the
exception of positive relationships, were significant with the overall linear
model remaining significant (p < .0001). Additional exploration happiness and
well-being were explored with an open-ended prompt, What is your greatest
source of joy in coaching? Respondents to this prompt included 486 of the
coaches. Thematic analysis was implemented. The main sources of joy for
athletic coaches included, in order of most raw data codes per theme:
1. Athlete Development,
2. Coaching Roles and Contributions,
3. Program Development,
4. Relationships, and
5. Team development.
The findings will be discussed. The implications of this data for interventions
and future research will be considered.
126
www.ippanetwork.org
IPS 17.5 Learning to Flourish through Sport and Exercise

L.M. Miller1, C.C. Carpenter2
1American Military University, Sports and Health Sciences, Worthington, OH,
United States, 2Capella University, Human Services, Minneapolis, MN, United
States
Positive human development includes change and continuity toward positive
emotions, engagement, relationship building, meaningfulness, and
accomplishment (Seligman, 2011). Physical development may play a key role
in positive human development in combination with social, cognitive, and
emotional development. Physical development and athletic involvement
provide foundations of health, well-being, and physical and mental
performance skills. For many people with high work or school pressures, sport
and exercise development may become low priorities (Centers for Disease
Control and Prevention, 2012). This presentation will include suggestions for
understanding the role of sport and exercise interventions that impact positive
human development based on the analysis of several empirical studies and six
sport leader case studies. Research on positive psychology topics such as high
performance strategies and happiness will be included. The content will focus
on how exercise and sport involvement may benefit from positive psychology
interventions. Recommendations will be included for future positive sport and
exercise development interventions that change the way we think about the
impact of physical development on flourishing. Literature on these topics will
be synthesized in this presentation to more closely weave together and connect
current literature on flourishing to the perspectives of actual experiences in
sport and exercise.
DB 1 SIPPA Student Data Blitz Symposium

J. Coffey1, J.S. Bullock2, J.P. Dulay1, P. Dursun3, Z.B. Ehsan4, J. Van Allen5, O.
Davis6
Sciences, Claremont, CA, United States, 2Northwestern University, Evanston, IL,
United States, 3Afyon Kocatepe University, Afyon, Turkey, 4University of New
South Wales, Sydney, NSW, Australia, 5University of Kansas, Cincinnati, OH,
United States, 6Quality of Life Laboratory, New York, NY, United States
In this event, 10 students (advanced undergraduate, masters, or doctoral) will
present a quick overview of their research and receive feedback from an
international panel of researchers (the discussant and 2-3 additional judges).
The 10 students will be selected from a pool of students whose abstracts were
nominated for this opportunity by IPPA review panels. Students will have 1
slide and 3 minutes in which to present their work. This may be a dissertation,
master's thesis, honors thesis, or a side research project. Each student will
be able to explain only one project. The goal is for students to explain research
in an engaging, jargon-free fashion that could be understood even by a
layperson, and to get feedback from outside researchers. Observers will have
the opportunity to see how potential editors might view research projects, and
get a taste of the peer review process. Although the event is meant to be
advisory, friendly, and fun, there will be recognition for the top projects. Similar
events have been put on in other psychology organizations, including the APA
(and in divisions of which the discussant is a member), and have become a
popular event attended by students and faculty alike.
www.ippanetwork.org
127
Author Index
F 155
Aarsland A.
S 221
Abbasi M.
F 075
Abdel-Hafiz M.M.
S 130
Abedin A.
IPS 12.1
Abelson J.L.
F 018
Abou-Ziab H.
SY 30.3
Acosta H.
S 251
Adeuja K.
IPS 8.1
Adler A.
F 151
Aguerre C.
F 050
Ahmadi M.R.
F 050
Ahmadi P.
F 050
Ahmadi S.
F 148
Ahu K.
S 155
Aitken N.
S 020, S 160, SY 4.2
Albieri E.
CH 4, F 051
Alford Z.
F 004
Al-Heeti K.N.M.
S 033
Ali M.E.
F 076
Allen A.
SY 18.1
Alloro L.
F 052
Almeqren M.
SY 4.5
Almudena D.
S 096, S 138
Altizer K.P.
F 175
Alvarez Gasca M.A.
F 222
Amaral M.M.
F 077
Ambler V.M.
S 031
Amin Ramadan M.
F 188
Amiri S.
S 190, F 139
An S.
SY 41.2, SY 41
Andersen F..
F 228
Anderson A.J.
Anderson G.L.
F 018, SY 46.2, SY 46
F 034
Andersson Arntn A.-C.
F 189
Ando S.
Andrade Palos P.
F 107, F 158, F 208, S 184
F 055
Andreu-Mateu S.
F 078
Anil S.
S 060
Ann S.J.
F 172, F 173, S 215
Anstedt T.
SY 41.3
Antoni C.H.
F 124, SY 42
Aquique M.E.
IPS 16.4
Arakawa D.R.
F 037
Aranda Corrales C.L.
F 026, F 190
Arantes V.A.
SY 2
Araujo U.
Araujo U.F. F 026, F 190, SY 2.2
F 034
Archer T.
S 119
Arcusa A.
F 212, F 213
Armstrong A.
WK 35
Aronoff J.
F 174
Arouty D.
IPS 5.3
Arpawong T.E.
S 186
Arshava I.
IPS 1.2
Asah S.T.
128
Asakawa K.
Asalone S.A.
Ascenso S.
Ashfield A.
Ashraf M.
Asik-Dizdar O.
Atkins A.F.
Auerbach J.E.
Augustin S.
Azizian A.
IPS 2.1
WK 30
F 001
SY 15.3, SY 15
F 185
S 001
S 140
WK 35
WK 15
F 156
B
S 249
Babouraj N.
F 115
Bahari F.
F 150
Bahrami Ehsan Z.
F 167
Bai-Koh S.
SY 22.1, SY 22.4
Bakker A.B.
IPS 8.5
Bakosh L.
WK 14
Baldwin D.R.
IPS 17.4, WK 11
Baltzell A.L.
S 171
Bandeira C.M.
F 053, WK 12
Bannink F.
F 055
Banos R.
F 056, F 122
Baos R.
Baos R.M.
F 123, SY 39.4, SY 39.5, SY 39
F 168
Baos Rivera R.M.
SY 32.4
Barbieri W.
F 064
Barclay G.
F 064
Barclay K.
S 064
Barker-Collo S.
IPS 15.1
Baron L.
F 191
Barongan C.
F 123
Barrajn E.
F 192
Barrio A.M.
F 072, SY 3
Bartley K.
F 108, F 109
Bassett S.M.
Bastianello M.R. S 068, S 069, F 027
SY 33.1
Bastida J.
SY 33.1
Bastida M.
F 228
Bates S.C.
Batthyany De La Lama L.
F 005 , F 006, F 031
SY 41.3
Baumann N.
SY 25.1, SY 25
Bay M.
F 182
Beale J.T.
F 079, F 080
Bearden A.G.
SY 32.3
Beatty B.
S 140
Becerra A.
S 209
Belik I.
F 143
Bell R.
Bellete N.Z. F 018, SY 46.4, SY 46
F 101
Belz E.
F 157
Benavides C.M.
SY 21.2
Benjamin B.A.
SY 28.2
Ben-Kiki T.
S 011
Bennett M.E.R.
SY 36.3
Benson L.
F 110
Benson L.E.
F 127
Bensoussan A.
F 081, WK 28
Bernard M.E.
S 109
Bernardo V.
SY 12.4, SY 12
Berry T.
Betancourt Ocampo D. F 107, F 158
SY 12.2, SY 12
Bialosiewicz S.
Bikos L.H.
F 070, F 138, SY 27.3, SY 27
F 028, F 029, S 170
Bilbao M.A.
F 230
Biswas-Diener R.
F 116
Bitran M.
IPS 1.2
Blahna D.
S 191
Blahovska I.
F 248
Blanco L.M.
F 169
Blanco Baldo J.
F 247
Blanco Donoso L.M.
S 119
Blasco T.
S 162
Blatny M.
F 049
Bligh M.
F 054
Boerner M.
S 144
Bohlmeijer E.
S 145
Bohlmeijer E.T.
S 127
Bolhasani F.
F 163
Bonaiuto M.
SY 45.1, SY 45
Bond D.K.
SY 10.1
Bonnes M.
Bono G.
F 194, F 227, S 225, SY 37.3
S 182
Boon S.
WK 5
Booth B.
Borelli J.
SY 45.1, SY 45.2, SY 45.3, SY 45
S 005
Borg E.
SY 7.1
Boselie J.
F 070
Bossen M.
IPS 3.3
Bostock S.
Botella C.
F 055, F 056, F 122, F 123,
SY 39.4, SY 39.5, SY 39
F 129
Botha L.
F 136
Boudreault P.
F 229
Boujut E.
F 127
Bourchier S.
IPS 8.4
Boyle M.
Branand B. SY 13.2, SY 47.2, SY 47
SY 2.3, SY 2
Brdar I.
F 134
Breda A.I.
WK 9
Brennan D.
SY 32.3
Brennan G.K.
F 195
Brennan J.C.
F 122
Bretn-Lpez J.
F 151
Bridou M.
IPS 8.4
Broadbent C.M.
F 003
Brohm M.
SY 28.4, WK 26
Broome R.
F 073, S 018, S 019
Brouwers S.
SY 4.1
Brown R.
F 024
Brown T.
SY 40.3
Brummett C.M.
CH 5
Bruni C.
IPS 9.3
Bruni C.M.
SY 45
Bryant F.
www.ippanetwork.org
S 159
Bue A.
F 196
Buitendach J.H.
F 197, S 211
Buitendach J.
F 233
Bull A.
F 198, F 199
Bullare F.
IPS 4.4
Bullare-Bahari F.
F 230, DB 1
Bullock J.S.
F 070
Bullock R.
SY 45.3, SY 45
Burkhart M.
SY 23.1, SY 23
Burnside R.
S 177, S 201, S 202
Buro K.
S 249
Bssing A.
S 016
Butalov D.
F 022
Butler J.
F 097
Butterfield C.
C
S 042
Caballero F.F.
IPS 17.2
Caldwell L.
S 107
Calhoun D.
F 203
Calvanese N.G.
S 254
Calzadilla V.M.
SY 20.1, SY 20
Cameron K.
SY 30.4
Cameron K.S.
F 175
Campos Resendiz M.A.
F 015, F 017
Canto-Vadillo J.
F 082
Cao H.
F 200, F 229
Cappe E.
S 106
Caprini F.R.
F 159
Carcel M.M.
F 194, S 225
Card N.
S 026
Cardenal Hernez V.
F 248
Carmona I.
IPS 17.5
Carpenter C.C.
F 168
Carrillo A.
S 139
Carro N.
SY 37.4
Carter K.
F 170
Cassingham C.
SY 16.3, SY 16
Castan R.
SY 33.2
Castellano E.
F 152
Castonguay A.
F 007, SY 2.1
Castro Solano A.
F 124
Catal A.M.
S 118
Ceballos A.R.
F 168
Cebolla A.
SY 44.1, SY 44
Ceja L.
F 097
Celniker J.
F 123
Cervera J.M.
S 209
Cesar M.C.
F 125
Chae J.-H.
F 008
Chalmers R.P.
F 152
Chamberland P.-.
SY 13.3, SY 47.1, SY 47
Chan T.
SY 37.2, SY 37
Chancellor J.
F 002
Chand O'Neal I.
F 201
Chang K.B.T.
F 063
Chang K.-J.
S 107
Chang Y.-F.
S 107
Chapman B.
SY 14.2
Charry E.T.
Chaves C.
S 041
Chavez R.L.
F 134
Chen H.
F 231
Chen Y.-T.
F 063
Cheng H.F.
F 058
Cheon K.A.
F 141
Cheung F.
S 246
Chiang C.-P.
F 009
Chikoko G.
F 197
Chin T.
IPS 3.2, IPS 6.4
Chiviacowsky S.
F 153
Chmiel A.K.
F 178
Chmiel L.
F 018
Cho H.
F 111
Choi J.-W.
F 125
Chopik W.J.
F 179
Chou S.C.
F 160, F 161, F 162
Chow P.
F 008
Chraczynski K.J.
S 173
Chu H.C.A.
F 059
Chu T.-L.
F 009
Chung S.
SY 45.2, SY 45
Chung Y.
F 083
Ciavaglia A.
S 017
Ciccocioppo A.L.
F 132
Cilliers C.
F 129
Clark L.A.
F 114
Coffey J.
DB 1, F 180, SY 36.2, SY 45.2,
SY 36, SY 45
Coghlan A.
F 144
Cohn M.A.
F 112
Coimbra S. IPS 8.2, S 166, S 232
Colatruglio P.
S 048
Colby A.
SY 26.1
Coleman B.
S 234
Colicino C.
F 097
Condren M.
SY 8.2
Conklin W.
WK 14
Connolly P.-S.
F 171
Cooper J.
F 228
Copeland E.
S 147, IPS 4.2
Corbett J.
S 070
Corrales Drame S.A.
F 037
Corral-Verdugo V.
SY 10
Costa A.M.
S 209
Costa B.C.G.
F 065
Coulombe S.
F 030
Covadonga C.
SY 4.5
Cowen S.
IPS 4.3
Crabtree S.
F 232
Cranford J.A.
S 158
Cranney J.
F 150
Crano W.
IPS 1.3
Crawford M.R.
F 068, F 069
Crespo F.
IPS 10.2
Cridland C.L.
F 233
Crocker J.
IPS 12.1
Crooke M.
SY 34.1
Crouch A.
S 229
Cseh G.M.
F 102
Csikszentmihalyi M.
F 104
Csillik A.
SY 25.1, SY 25
Cuijpers P.
Cypers Kamen L.L.
Czar A.C.
S 143
SY 29.3
S 152
D
Dachlan R.
IPS 15.3
D'Acua S.
F 116
Dagenais Desmarais V. SY 22.5, F 246
Daltuva J.A.
F 245
Damon W.
SY 26.1
D'Aubeterre M.E.
F 203, F 187
David D.
IPS 14.3
David O.A.
IPS 14.3
Davis N.
CH 5, IPS 1.4
Davis O.S.
IPS 11.4
Davis O.
DB 1, SY 44.2, SY 44.3,
SY 41, SY 44
Davis S.W.
S 096, S 138
Davis-Laack P.
WK 6
Davoodian A.A.
F 172, F 173
Davoodian B.A.
F 172, F 173
Day A.
SY 4.1
De Dominicis S.
F 163
De La Lama L.F 005 , F 006, F 031
De Manincor M.J.
F 127
De Raedt R.
SY 7.3
De Reuver R.S.M.
SY 11.4
De Wit D.J.
S 146
Dehne Baillon A.
S 055
Del Rio E.
F 056
Delaney H.
S 108
Delas Y.
F 010
Delichte K.
F 084, F 095
Delizonna L.
F 172, F 173, S 215, WK 16
Delle Fave A.IPS 10.1, SY 2.1, SY 2
Detkong T.
F 128
Devine T.
IPS 4.2
Dib S.A.
S 109
Diki D.
F 085
Dinnel D.L.
F 113, F 114
Dionigi A.
SY 5.4
Diseth T.H.
S 115
Doll P.M.
SY 24.3
Dollwet M.
SY 1.1, SY 8.1
Donaldson S.
F 049, SY 1.1, SY 1.2, SY 1, SY 19.1
Dooley S.
SY 6.2, SY 6
Doran L.
SY 14.3
Dotson L.A. F 145, F 146, F 147
Dowdy E.
F 014
Du Plessis A.
F 129
Duberstein P.
S 107
Dubin M.
F 103
Duckitt J.
F 185
Dulay J.P.
DB 1, SY 13.1
Duncan S.
S 151
Dunn M.M.
S 011
Duoung B.
F 148
Duque A.
S 197
Dursun P.
DB 1
Dutton J.
SY 19.2
www.ippanetwork.org
Dziurzynski L.
IPS 11.5
E
Earl R. F 072, S 007, SY 3.2, SY 3
Ebadi P.
F 115
Ebstyne King P.
SY 23.2
Echeverra G.
F 116
Ecker D.
F 024, S 251
Ehsan Z.B.
DB 1
Eichstaedt J.C.
IPS 11.5
Eid M.
S 024, S 025
Eilertsen M.E.
S 115
Eisenberg R.L.
F 113
Ell K.
S 111
Elmore W.
F 244
Emmons R.A.
F 194, SY 37.3
Enumo S.R.F.
S 106
Erickson T.M.
IPS 12.1
Eriksson T.
S 241
Escobar Valero P.
F 168
Espinosa R.
S 165, S 197
Espinoza M.
F 123
Esquerdo G.
F 123
Etchemendy E.
F 122, SY 39.4
Etesamipour King A.
F 188
Everett B.
F 097
Everts F.
S 197
F
Fagley N.S.
S 210, F 205
Fahey P.
F 127
Fajans J.S.
WK 2, F 130, F 131
Fan F.M.
S 141
Farfallini L.
F 122
Fatehi M.
S 130
Fathalipouri P. S 126, S 128, S 129
Felke T.J.
SY 23.1, SY 23
Fenouillet F.
F 010
Feravich A.
F 154
Fernandez N.
IPS 7.3
Fernandez T.A.
F 086, F 095
Ferrada C.
F 029
Ferrari S.
S 022
Ferreira M.J.
F 061
Filo K.
F 144
Fischer M.
SY 33.3
Fisler J.
F 077
Flessati S.L.
F 132
Flores-Lucas V.
SY 16.1, SY 16.2,
SY 16.3, SY 16, SY 16.4
Florsheim P.
S 084
Fontaine A.M. IPS 8.2, S 166, S 232
Fonte C.
F 061
Ford B.M.
F 134
Forrett R.
F 194
Fort J.
WK 32
Foster D.D.
F 134
Foster S.
WK 35
Franco B.
F 097
Fraser J.
IPS 9.4, F 011, F 012,
F 013, SY 34.2
Fredrickson B.L.
SY 7.2
Freire T.
IPS 17.2, F 060, S 098,

S 099, SY 2.4, F 061
Frey Johnson E.
S 055
Friedman E.
S 023
Froh J. F 174, S 225, SY 37.3, SY 37
Froh J.J.
F 227, F 194
Fruiht V.
F 087
Fuchs R.
F 184
Fulquez Castro S.C.
S 175
Funes Moreno C.W.
F 034
Fung H.H.L.
S 097
Furlong M.J.
F 014
G
Gabora L.
S 070
Gaggioli A. SY 39.2, SY 39.3, SY 39
Galen M.
SY 1.2
Gallegos Guajardo J. S 174, S 175
Gander F.
IPS 7.2, F 032, S 050, S 051, SY 21.3
Garassini M.E.
F 124, SY 42.3, F 033, S 049, SY 42
Garcia D.
F 034, F 035, F 036, F 224, F 225
Garca - lvarez D. F 186, F 187
Garca-Palacios A.
F 056, F 123, SY 39.4, SY 39.5
Garman K.A.
F 234, F 235
Garrosa E.
F 247, F 248
Gaxiola Romero J.C.
F 037
Gazzola N.
S 248, SY 15.1
Geddes A.J.
S 234
Gentry R.
F 201
Gerritsen D.L.
S 145
Gerson M.W.
F 134, S 168
Geschwind N.
SY 7.1
Gessert C.
F 170, S 169
Ghanbari Z.
S 126, S 127, S 128
Ghannam J.
IPS 16.3, F 164
Ghobari Bonab B.
S 221
Gibson K.
S 064
Giebenhain J.
F 170, S 169
Gilbert K.
F 097
Gillath O.
SY 40.2
Gillham J.
WK 8, WK 24
Giolito V.J.
F 236
Goesling J.
SY 40.3
Goldstein A.
F 088
Gomes C.M.A.
F 065
Gomes D.
SY 44.1
Gomez Resendez J.L.
F 175
Gngora-Coronado E.
F 015, F 016 , F 017
Gonzlez lvarez I. F 045, F 046
Gonzlez Gallegos N.A.
S 174
Gonzlez Gonzlez A.
F 158
Gonzlez-Fuentes M.B.
F 208
Gottfried A.
SY 36.2
Goveas J.
S 107
Grabois B.C.
S 229
129
Author Index (contd)

Gradisek P.
F 038
Graham L.
SY 31.5, SY 31
Grassi L.
S 160
Greenberger S.
F 089
Grimm C.J.
F 209
Grol M.
SY 7.3
Gross-Schulman S.
S 111
Grouden M.E.
F 165, F 166
Guan M.
F 082
Guerra S.
S 229
Guilln V.
F 055
Gulamani T.
S 057
Gupta R.
IPS 9.4, F 011, F 012, CH 5, F 013
Gupta S.
S 157
Gurtovoy J.
F 210
Gsewell A.
IPS 13.4
Gute D.
F 090
Gute D.S.
F 104
Gute G.
F 090, F 104
Guterman J.J.
S 111
Guthrie Yarwood M.F.
F 149
Gutierrez V.
F 159
Gyldensted C.
SY 48.1, SY 48
H
Hadi Sadeghi S.
F 150
Haga H.
F 139
Halik M.
IPS 5.1
Hall B.
F 138
Hamelin A.
F 136
Hamilton A.
S 226, SY 40.1
Han S.
F 237
Han Y.
F 125
Haney D.M.
IPS 14.1, F 024, F 070, F 071
Hanif R.
Withdrawn
Hansen D.
F 238
Hanssen M.
SY 4.3, SY 7.1
Hanssen M.M.
F 066
Hanssen N. F 155, SY 29.4, SY 29
Harder K.V.
SY 12.1, SY 12
Harms P.D.
SY 38.4
Harn P.L.
F 062
Harrell S.P.
F 018, F 019, SY 46
Harris C.
F 174, F 227
Harzer C.
F 039, SY 11.1, SY 22.2, SY 11
Hashim I.H.
F 181
Hassett A.
S 158, SY 40
Hassett A.L.
SY 40.3
Hatier D.E.
SY 22.5
Hatier D.-E.
F 246
Hawkins S.A.
SY 38.3
Hawkinson C.
F 024
Hawley C.E.
F 212, F 213
Haworth C.
SY 37.4, SY 37
130
Haworth C.M.
Hayman K.J.
Hazel J.
IPS 11.4
F 214
F 156
Hefferon K.
F 182, F 225, SY 15.4, SY 15
Heffner T.
F 239, F 240
Heidrich C.
F 153
Heintz S.
S 037
Heisey J.
F 103
Hellbom K.
WK 9
Hemsley A.M.
SY 43.2, SY 43
Henderson M.
S 043
Henderson S.
S 193
Hendrick C.
F 149
Herian M.N.
SY 38.4
Hernandez B.
F 029
Hernandez Pozo M.D.R. SY 2.4, SY 2
Hernandez-Pozo M.D.R.
F 175
Hernndez-Pozo R.R.
S 121
Herrera A.
F 040
Herrero R.
F 056
Hertz E.
F 117
Hervas G.
S 041, S 042, SY 17.3, SY 4.5, SY 17
Hewett J.A.
F 091
Hickory M.
F 023
Hicks J.A.
SY 9.3
Hill E.
S 043
Hills K.J.
S 078
Hirao K.
F 105
Hjemdal O.
S 115
Hofmann J.
S 038, S 039, SY 5.4
Hogh A.
S 243
Hojjat M.
S 182
Holder M.D.S 071, S 167, S 234, F
068, F 069, F 178, F 226, SY 36.1
Hone L.
WK 29
Hone L.C.
F 215, SY 49.1
Hong N.
S 060
Horike H.
F 137
Horike K.
F 216
Hornbeck R.
SY 23.3
Hosie J.
S 091
Hossein pour M.
S 126, S 129
Houlihan J.
IPS 8.5
Howard F.
S 064
Howell A.J.
S 177, S 201, S 202
Howell R.T.
IPS 9.2, S 173
Howells A.
F 217
Hsia S.
F 070
Hsiao F.-H.
F 063
Hu J.
F 041
Huang C.-S.
F 063
Huber M.M.
F 092, F 093
Huebner E.S.
S 078
Huppert F.
CH 4
Hurst M.A.
F 138, SY 27.2, SY 27, WK 10
Huta V.
F 218, S 155, S 214
Hutz C.S.
S 069, S 171, F 027
Huynh K.
Huynh K.H.
Hyland A.
Hyunh K.
SY 27.3
F 138
S 107
SY 27
I
Ibaez C.
F 219, F 220, SY 42.1
Icekson T.
F 241
Ievleva L.
WK 25
Im W.Y.
F 141
Ingersoll K.
S 058, SY 25
Ingersoll K.S.
SY 25.2, SY 25.3
Irene L.
SY 4.5
Ironson G.
F 118
Irvine K.N.
F 143
Isabel C.
F 247
Iskajyan M.
S 159
Ismail R.
IPS 5.1
Israel-Cohen Y.
IPS 5.2
Ito T.
S 067, SY 29.1, SY 29
Ivtzan I.
WK 1
Iwasaki S.
S 149
Iyer R.
IPS 9.2
J
Jacobs Bao K.
SY 37.4
Jacobsmeyer A.
F 097
Jaeger G.
IPS 13.3, F 002
Jain A.
F 067
Jain R.
SY 18.2
Jang H.A.
S 060
Jang K.-I.
F 125
Jarden A.
S 151, SY 17.2, SY 28
Jarden A.J.
F 020
Jarman M.
IPS 13.1, F 021
Jaros L.
S 023
Jarvilehto L.
F 242
Jrvilehto L.
SY 41.1, SY 41
Jassi A.
F 226
Jelinek M.
S 162
Jenkins J.
F 070
Jian X.
F 221
Jiang F.
Jimnez P.
F 116
Jin Y.
F 139, S 190
Johansen U.
F 231
Johnson B.A.
F 228
Johnson S.
S 084
Johnstone A.
F 120, S 117, SY 32.1, SY 32
Jon D.I.
S 060
Jones B.
F 042
Jose P.
S 142
Jose P.E.
F 165, F 166
Joseph S.
F 054
Joslin R.
S 217, WK 27
Jourdan-Ionescu C.
F 136
Jovell E.
S 119
Judd M.
WK 8
Jung M.H.
S 060
www.ippanetwork.org
Justeson R.L.
Jutras S.
F 094
IPS 5.3, F 030
K
Kadva F.
Kahler C.W.
Kaiser R.S.
Kamei H.H.
Kanavou A.
Kao Y.-T.
F 095, F 100
SY 4.1
S 066
F 222
SY 19.4
IPS 6.1
Kaplan O.
IPS 5.1, S 010, S 110, S 244
Kaplan R.
S 107
Kappelmayer M.
S 152
Karlin B.
F 148, S 159
Kasdorf J.
F 156
Kauko-Valli S.A.
F 223
Kaur J.
IPS 12.4
Kaur K.
F 176
Kavanagh S.
F 140
Kearn M.L.
F 093
Kearney S.
S 217, WK 27
Keener J.
F 076
Keener M.B.
SY 48.1, SY 48.2
Keiser H.N.
F 106, S 104
Kelly G.
F 072, SY 3.1, SY 3
Kelmanowicz V.B.
S 152
Kelsch C.B.
F 118
Kentt P.
F 243
Kern L.
SY 48.1
Kern M.
IPS 8.1
Kern M.L. IPS 11.5, F 110, F 195,
SY 36.3, F 022, SY 36
Kerr R.C.
WK 19
Kersbergen L.A.
F 113
Kesari S.
F 196
Kettering V.L.
CH 1, WK 2
Key-Roberts M.
F 244
Keyserling W.M.
F 245
Khalilipour S.
S 128
Khanna P.
IPS 6.2
Khurana A.
S 133
Kim E.S.
F 119
Kim H.M.
F 141
King K.R.
F 245
King V.
SY 49, WK 20
Kira M.
SY 33.3
Kirce R.
F 024, F 070
Kirce R.D.
F 023
Kirkpatrick-Husk K.
F 070
Kjell O.N.E.
F 034, F 035, F 036, F 224, F 225
Klein B.
SY 28.3
Kloppers P.
F 129
Knoop H.H.
SY 48.1, SY 48
Kobayashi R.
F 105
Koch J.
SY 47.3, SY 47
Koetting K.K.
S 004
Koetting K.'.
F 142
Koetting L.D.
S 004
Kohlbacher F.
IPS 14.4
Koller S.H.
SY 42.2
Kolpak D.
CH 4
Koopmans R.T.
S 145
Kordmirza Nikoozadeh E. S 059
Kornprasi R.
F 128
Koss S.
F 226
Kossakowska M.M. IPS 12.3, F 043
Krafft A.M.
IPS 7.1
Kraft T.L.
F 108, F 109
Krakauer M.
F 227
Krantz D.S.
IPS 12.2
Krebs H.E.
CH 7, F 044
Kremer H.
F 118
Krentzman A.R.
S 158
Krieshok T.
S 035
Kronik A.A.
S 009
Kroon B.
SY 11.2
Kroon H.
IPS 15.4
Kroska E.B.
F 109
Krupa E.A.
S 234
Krupa T.
SY 36.1, SY 36, S 234
Kuchenbecker S.Y.
F 096, F 097, SY 19.4,
SY 19.5, SY 19
Kukita A.
IPS 6.4, F 098
Kuller L.
S 107
Kunkel J.
S 151
Kuo W.-H.
F 063
Kwiatek P.
F 043, F 121
L
Lahti E.
WK 17
Lai J.C.
S 063
Lai Y.-M.
F 063
Lamartina M.
WK 2
Lambert L.T.
S 217
Lampa E.
S 237
Land H.
IPS 5.2
Langione K.
F 205, S 210
Langley S.
S 072
Lanoue C.
IPS 5.4
Larose S.
S 146
Larson E.
F 110
Lau N.
S 225
Lavendt E.
WK 23
Law D.
F 093
Layous K. SY 37.1, SY 37.4, SY 37
Lazar-Butbul V.
SY 21.2
Lazzaretti de Souza A.P.
SY 42.2
Le T.T.
S 115
Le Blanc P.
SY 30.3
Leclerc J.-S.
F 246, SY 22.5
Lee E.J.
S 008
Lee J.M.
S 161, S 208
Lee J.-E.
F 125
Lee N.-B.
F 125
Lee Y.-M.
F 099
Leead T.
S 233
Lehman J.
F 095, F 100
Leidner O.
SY 28.2
Leighton F.
F 116
Leite J.R.
S 209
Lemke B.U.
S 154
Lemke M.
S 084
Lenders E.
F 078
Lenentine M.
IPS 1.2
Leon Pizarro C.
S 119
Leontjevas R.
S 145
Lepeshkin G.
S 230
Lepeshkina T.
S 230
Lerner D.L.
IPS 14.2
Lester M.P.B.
SY 38.1
Leukel C.
F 184
Leventhal A.M.
SY 4.1
Leventhal S.
S 123, WK 24
Leyva G.
S 200
Li H.G.
S 203
Li Q.
S 224
Li Y.
F 177
Lianov L.S.
CH 1
Lim J.
F 134
Lin L.
IPS 15.2, S 216
Lin P.-Y.
SY 45.2, SY 45
LIn W.-W.
F 009
Lindberg K.
S 198
Linkins M.
WK 8
Lipman E.L.
S 146
Littman-Ovadia H.
S 255, SY 11.3, SY 21.2
Liu C.Y.
S 012
Liu P.-J.
SY 13.3
Liu Y.-F.
F 063
Llorens S.
SY 30.2, SY 30.3
Lochner K.
S 024, S 025
Lomas T.
F 227
Longhurst M.
F 074
Lopes L.
S 209
Lopez I.
S 042
Lopez S.
IPS 8.2, F 010, S 166, S 231, S 232
Lorencini G.R.F.
S 106
Loss A.B.M.
S 106
Lvoll H.S.
IPS 17.3
Lozada M.
S 139
Lu C.
S 245
Lu F.G.
S 150
Lu L.
IPS 15.2
Luciano E.C.
S 018, S 019
Lus P.
F 047, F 048
Luminet O.
IPS 16.2
Lunden L.M.
S 173
Lupano Perugini M.L.
F 007
Lynds J.M.
F 134
Lyon A.
F 040
Lyons M.
S 078
Lyrintzis E.
F 103
Lyubomirsky S.
SY 37.1, SY 37.4, SY 37
Lyvers M.
S 218
M
Machicote L.
F 095, S 086
Macas Mozqueda E.Y.
S 175
Mackey C.B.
S 043
MacNeela P.
F 140
www.ippanetwork.org
Maddox A.
IPS 12.1
Madero J.
F 159
Madrazo V.
S 054
Maffei L.
SY 33.2
Magyar-Moe J.L.
S 082, WK 18
Magyardi T.
S 100
Mahoney J.
S 023
Maier M.
SY 19.4
Makin C.
S 218
Makvandi B.
S 126, S 129
Malcomson N.
S 163
Malik J.A.
IPS 11.2
Mangelsdorf J.
IPS 5.5
Mannella K.
S 158
Marco S.
S 239
Marion G.S.
S 096, S 138
Markowitz E.
CH 5, SY 34.3
Marks N.
SY 17.1, WK 20
Marques S.C.
IPS 8.2, S 166, S 232, S 231
Martn-Antn L.J. SY 16.2, SY 16
Martinez I.M.
S 247
Martin-Krumm C.
F 010
Martins M.
S 209
Martos T.
SY 2.2
Marujo H.A.
SY 16.1, SY 16, S 189, F 047, F 048
Masoni L.
S 022
Massoud W.
S 027
Matias G.
F 061
Matias G.P.
S 098, S 099
Matsuba, K
SY 26.2
Matthews K.
S 107
Mayerson N.H.
SY 21.1
Mazza D.
S 169
McCafferty Y.
SY 24.2
McCall T.
S 094
McCann W.J.
S 096, S 138
McCormick K.
S 064
McGarrity S.L.
F 114
McGonigal J.
WK 26
McGuire A.
IPS 12.1
McIllwain D.
F 233
McKenna R.
IPS 14.1, F 023, F 024, F 071, S 251
McMakin D.
SY 45.2, SY 45
Mcmanus S.
IPS 4.2
McMillan D.
CH 5, IPS 1.1
McNeil T.
S 081
McQuaid M.
S 117
Meca A.
S 054
Medrano L.
S 087, SY 33.2
Meeske K.
S 226, SY 40.1
Meevissen Y.
SY 7.1
Melguizo C.
S 239
Mena-Njera A.
F 017
Mendez A.J.
F 118
Meng X.
F 082
Mergler S.
S 229
Messina C.
S 107
Metzger A. IPS 9.1, S 040, S 046
Meulenbeek P.
S 143, S 144
Meyer D.
SY 28.3
Meyers C.
SY 22.3
Meyers M.C.
SY 11.2, SY 11.4
Michon H.
IPS 15.4
Mikolajczak M.
IPS 16.2
Milam A.
F 211
Milam J.
S 226, SY 40.1, SY 40
Milam J.E.
IPS 5.4
Milano N.
S 229
Milkovich L.
S 217
Milln A.
F 187, F 203, S 049
Millanes Vargas R.M.
F 037
Miller J.
F 132
Miller L.M.
IPS 17.5, F 183
Min J.-A.
F 125
Miquelon P.
F 152
Mira A.
SY 39.5
Miragall M.
F 168
Mirapeix R.
S 119
Mitchell J.
SY 28.3, IPS 8.2, S 166, S 232
Moghadasi M.
S 126
Mohammadalipoor Z.
S 221
Mohd Zaharim N.
F 181
Molavi H.
F 188
Mols M.
F 055
Molin F.
S 237
Molinari G.
F 056, SY 39.5
Momeni Javid M.
S 219, S 220
Monjas I.
SY 16.2, SY 16
Monroe M.
CH 5
Mora C.
SY 20.3, SY 20
Moradoghli R.
S 156
Moragrega I.
SY 39.5
Morales Snchez A.
S 174
Moran G.S.
S 010, S 110
Morandi A.
IPS 10.1
Moreno-Jimnez B. F 247, F 248
Moretti L.
S 087
Morgovsky J.
SY 5.1
Morita A.
F 139, S 190
Moshfegh N. F 018, SY 46.1, SY 46
Moskowitz J.T.
F 112
Mothes H.
F 184
Motie H.
S 130
Motl T.C.
S 035
Mouro J.
F 060
Mouton A.R.
S 153
Mowbray O.
S 158
Muha T.
WK 7
Mukherjee D.
S 120
Multon K.
S 034
Mumm D.
S 013, S 014, S 015
Murphy D.
F 054
Murray S.
S 117, SY 3.3, SY 3
Myerchin Sklaroff L.
S 111
Myers G.E.
CH 5
N
Naderi Nobandegani Z.
S 219, S 220
131

Nafstad H.E.
SY 2.1
Nagy D.
SY 39.5
Nagy H.
IPS 2.3, S 100
Nakamura J.
F 021, F 104, SY 2.3, SY 31.4,
SY 47.1, SY 47.2, SY 47.3,
SY 13, SY 31, SY 47
Nambi N.
IPS 10.1
Natividade J.C.
S 171, S 172
Nava H.D.H.
S 121
Navarro J.
SY 44.1
Navarro M.
SY 31.3, SY 31
Naylor M.
S 151
Negri L.
IPS 10.1
Nelson S.K.SY 37.2, SY 37.4, SY 37
Nemec P.
S 110
Neto L.M.
SY 16.1, SY 16, F 047, F 048
Neto L.M.V.A.
S 189
Newton R.
F 079, F 080
Nicholson J.
S 257
Nicolson N.A.
S 098, S 099
Nielsen K.
SY 33.4
Niemiec R.M.
SY 21
Nierenberg B.
S 229
Niino N.
F 139
Niolon R.
S 147
Nir D.
SY 11.3
Nosenko D.
S 185, S 186
Nosenko E.
S 186
Nosenko G.
S 185
Notter O.S.
S 142
O
Oades L.G.
SY 43.1, SY 43
O'Brien E.
SY 18.4
O'Connor B.
S 070
Odahowski M.M.
S 090
Oerlemans W.
SY 22.1, SY 22.4, SY 22
Offidani E.
S 021
Ognev A.
S 135
O'Grady P.
S 092
Olah A.
IPS 2.2
Olh A.
S 100
Oliveira M.Z.
S 172
Oliveira M.
F 047, F 048
Oosterhoff B.
IPS 9.1
Ordenes L.
F 029
Orozco M.
F 018
Ortiz A.
S 087
Ottolini F.
S 022, S 160
Ovejero Bruna M.
S 026
Owens R.L.
S 034, S 035
Owoc E.
S 182
Oyanedel J.C.
IPS 4.1
Ozaki M.
SY 29.2, SY 29
132
Pacholke D.
SY 27.1, SY 27
Pacico J.C.
S 068, S 069
Palazzotto S.
F 044
Pande N.
S 157
Parada A.
F 116
Paredes Gmez D.
F 045, F 046
Park E.
F 018, SY 46.3, SY 46
Park E.H.
S 060
Park H.
S 161
Park J.
S 076, S 077, S 078
Park N.
IPS 10.2, F 088, F 119,
F 179, S 112
Park S.-Y.
F 083
Parks A.
SY 28.2, SY 4.1
Parmsund M.
S 241
Parsons C.L.
S 179, S 180
Passmore H.-A.
S 201, S 202
Patel J.
SY 40.2
Patston T.
SY 32.2
Pavese-Kaplan E.
F 024
Pavez J.
F 028, S 170
Pawelski J.
SY 14, SY 14.1,
SY 14.4, WK 21
Pawelski J.O.
SY 19.3
Paz A.J.
F 169
Pearce K.
S 155
Pearson D.
S 091
Pearson D.G.
F 102
Pecoraro A.
F 121
Pedrals N.
F 116
Peifer C.
SY 41.3, SY 41
Peil K.T.
IPS 3.1
Pellegrino C.N.
F 222
Pelletier L.G.
S 155
Pena C.V.
F 018
Pereno G.
S 087
Perez A.L.U.
SY 38.3, SY 38
Perez R.
S 225
Prez-Daz M.
F 016
Perkins R.
F 001
Perstling M.
S 189
Peskova K.
S 192
Peters M.
SY 4.3
Peters M.L.
SY 7.1, F 066
Peterson C.
F 119, F 179, S 112
Phillips L.H.
F 102
Phillips S.
WK 14
Piazza G.
S 160
Pileggi Pawelski S.
WK 21
Pillay K.
S 211
Pinheiro V.P.
F 190
Pitt D.
S 188
Platt T.
S 038, S 039, SY 5.4
Plomin R.
SY 37.4
Pluess M.
IPS 11.1
Poblete N.
F 029
Poirier N.
F 200
Poletto M.
SY 42.2
Pppelbaum J.
SY 44.1
Porras S.E.
S 118
Portovedo C.
S 195
Potok Y.
S 255
Pots W.
S 144
Pousa E.
S 119
Powley E.H.
SY 20.5
Prager Z.
SY 18.3
Pressman S.
SY 40.2, SY 40
Pressman S.D.
F 108, F 109
Preuss A.
S 024, S 025
Prevett S.M.
S 167
Prianka A.
S 105
Proctor C.
SY 6.3, SY 6
Progovac A.M.
S 107
Provencio M.
S 165, S 197
Proyer R.T. IPS 7.2, F 032, S 050,
S 051, S 052, SY 21.3, SY 5.3
Pruzinsky T.
F 234, F 235
Purkett T.A.
F 113
Q
Quero S. F 055, SY 39.4, SY 39.5
Quinlan D.
SY 6.4, SY 6
Quinn R.
SY 20
Quinn R.E.
SY 20.2
R
Ramos P.J.
S 223
Ranjan A.
S 070
Rao M.R.
SY 1.4
Rashid T.
S 057, SY 43.3, SY 43, WK 4
Rasmussen H.
SY 45.3, SY 45
Redondo A.
SY 16.4, SY 16
Redondo Redondo A. F 045, F 046
Reese B.
WK 22
Reevy G.
S 123
Rego A.C.
S 189
Reichard B.
F 049
Reichard R.J.
SY 8
Reinfjell T.
S 115
Repetti R.L.
F 167
Reppas P.
S 053
Revanales H.
S 048
Reyes N.L.
SY 38.3
Rice E.L.
SY 7.2
Ricetti S.
S 209
Richard L.R.
WK 6
Riches B.R.
S 040
Rickard N.S.
IPS 3.2, IPS 6.4
Riedel R.
SY 43.4, SY 43
Riera A.
SY 39.5
Rigabert A.
S 165
Rigotti A.
F 116
Rijkaart A.M.
IPS 15.4
Ring C.E.
F 113
Ritt-Olsen A.
S 226
Ritt-Olson A.
SY 40.1
Riva G.
SY 39.2, SY 39.3, SY 39
Rivera M.
F 096
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Rivero C.
F 047, F 048
Roben zudeh S.
S 127
Roben Zudeh S.
S 130
Roberts S.
S 227, S 228
Robins T.G.
F 245
Robinson E.A.R.
S 158
Robinson P.
S 114, SY 43.5,
SY 43, WK 28, WK 31
Robitschek C. F 074, S 017, S 140
Robles Aguirre F.A.
S 174
Robson P.
SY 24.2
Roche H.
F 070
Rockind C.
WK 17
Rodrguez-Snchez A.M. SY 33.4
Roepke A.M.
WK 26
Romero P.
S 195
Rose S.
S 085
Ross S.R.
F 106, S 104
Ruaro C.A.
S 209
Ruch W.
IPS 7.2, IPS 8.3, , F 032, F 039,
F 073, S 018, S 019, S 050, S 051,
S 052, SY 11.1, SY 21.3, SY 22.2,
SY 5.4
Ruch W.F.
S 037, S 038, S 039, SY 21.4,
SY 5.2, SY 5
Rudd C.
F 023
Ruini C.
S 020, S 021, S 022, S 023,
S 160, SY 4.2
Ruiz M.A.
S 042
Ruiz S.
SY 45.2, SY 45
Runco M.A.
IPS 13.3, F 002
Ruscio D.
F 227
Rush C.L.
IPS 12.2
Russo-Netzer P.
S 010
Ruvalcaba Romero N.A.S 174, S 175
Ryff C.D.
S 023
S
Saby C.
S 073
Sachar R.
S 133
Sachs K.
S 123, WK 24
Sadlo G.
S 101
Salama-Younes M.
F 075, S 027, S 028, S 029, S 030,
S 031, S 032, S 033
Salanova M.
S 247, SY 30.1, SY 30.2, SY 30.3,
SY 33.4, SY 30, SY 33
Salehieasl Y.
S 127, S 128
Saloum W.
F 156
Sanchez A.
SY 7.4
Snchez Xicotencatl C.O.
F 107
Sanders L.S.
S 181
Sandgren M.
S 005
Sansom L.
SY 49.3
Santos F.R.M.
S 109
Saquib N.
S 107
Saslow L.R.
F 112
Sava F.A.
IPS 14.3
Saylor C.
WK 34
Saylor C.F.
S 011
Saytakova R.
S 135
Sbarra D.
SY 45.2, SY 45
Scarsella G.
IPS 12.1
Schachinger H.
SY 41.3
Schalock K.J.
F 114
Schaufeli W.B.
SY 30.2
Scheier L.M.
SY 38.2
Scheier M.
S 107
Schlegel R.J.
SY 9.3
Schmalenberger S.
F 170, S 169
Schneiderman N.
F 118
Schnitker S.
IPS 7.3
Schnitker S.A.S 053, SY 23.1, SY 23
Schofield G.
F 020, S 151
Scholes L.E.
S 132
Scholes M.D.
S 187, S 188
Schndube A.
F 184
Schreurs K.
S 144
Schroeder J.M.
IPS 9.3
Schultz P.W.
IPS 9.3
Schulz A.
SY 41.3
Schulz Begle A.
F 002
Schutte N.S.
IPS 16.1
Schwartz H.A.
IPS 11.5
Schween R.
F 184
Segui M.A.
S 119
Seligman M. SY 3, SY 35.1, IPS 11.5
Sepehri Shamloo Z.
F 050
Serrano B.
F 122
Serrano S.A.
SY 8.3
Seymour F.
S 064
Seyranian V.
IPS 1.3
Shaffer J.
CH 2, S 061, S 062
Shaheed J.
F 201
Shakenia F.
F 188
Shany H.
S 244
Sharma V.
F 176, S 116
Shaw C.J.
S 136
Shearon D.
WK 6, WK 34
Sheehan K.P.
S 085
Sherman S.
WK 33
Sherman-Bien S.
S 226, SY 40.1
Shiota M.L.
SY 10.2
Shiri S.
F 213
Shiryak M.
S 006
Shoemaker W.
S 035
Shore W.
S 055
Shubert J.
S 040, S 046
Siddall J.
S 078
Siegel J.
SY 31, SY 31.1
Sigulem D.
S 109
Sikstrm S.
F 034, F 035, F 036, F 224, F 225
Silva E.
F 060
Silva F.J.P.
S 209
Silva H.
F 097
Silva L.R.
S 209
Silveira K.A.
S 106
Silverman S.
S 229
Singchawala N.
S 065
Singh D.
IPS 12.4
Singh K.
IPS 12.4, IPS 6.3,
F 067, S 133, SY 2.4
Singla S.
IPS 6.3
Sinovas R.M.
F 045, F 046, F 047, F 048,
SY 16.1, SY 16.2, SY 16.3,
SY 16.4, SY 16
Sirles D.N.
S 017
Siu O.
S 245, S 246
Skerrett K.
IPS 11.3
Skrzypiska K.
F 121
Slaughter R.
SY 40.1
Slaughter R.I.
S 226
Slezackova A.
S 191, S 192
Slight N.J.
S 183
Sloan L.R.
S 235
Sloper M.A.
SY 12.3, SY 12
Smalbrugge M.
S 145
Smeets E.
SY 4.3
Smit F.
S 143
Smith C.
F 127
Smith J.C.
S 107
Snavely J.
SY 45.2, SY 45
Snege S.L.
S 209
Snow J.A.
F 228
Snow R.
IPS 8.5
So H.
F 111
Sdergren B.
S 237
Solcova I.
S 162
Soler M.J.
S 047
Solway S.
IPS 4.2, S 147
Somech A.
SY 24.4
Song D.H.
F 141
Song H.
S 165, S 197
Song L.Z.
S 074, S 203
Sood K.
IPS 16.3, F 164, S 212, S 213
Soosai-Nathan L. IPS 10.1, SY 2.3
Sorna Kamatchi B.
S 105
Sowden W.
SY 20.4, SY 20
Sparrow J.
WK 30
Sperling J.
F 167
Spezio M.L.
F 237
Spillane N.
SY 4.1
Spontn C.
S 087, SY 33.2
Spurlin S.
S 252
Srijindarat U.
S 095
St. George D.P.
S 045
Stanimirovicc R.
SY 28.3
Stansberry Beard K.
S 103
Starman J.D.
S 013, S 015
Starr L.
F 170, S 169
Stebbins R.A.
IPS 13.2
Stefaniak T.
F 043
Steger M.
SY 9.4, SY 10.3
Steiler D.
S 249
Steinberg E.A.
SY 36.3, SY 36
Steinberg L.
F 110, SY 36.3
Stephens D.
S 054
Steptoe A.
IPS 6.2
Stevanovski S.
S 057
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Stew G.
S 101
Steward H.
S 169
Stivelman D.
S 229
Stockton S.L.
S 148
Stoetzer U.
S 241, S 253
Stokes H.
SY 15.2
Stllman .
S 237, S 241
Strauss E.
F 129
Strauss G.S.
SY 24.4
Streit P.
S 164
Strizzolo G.
S 160
Sud N.
S 113
Sueyoshi E.
S 067
Suh M.
S 208
Sun J.
S 112
Sun P.
IPS 5.4
Sung Y.T.
S 012
Sussman S.
IPS 5.4
Svartengren M.
S 241
Swim J.
F 013
Synard J.
S 248, SY 15.1, SY 15
Syvertsen A.
IPS 9.1, S 046
Syvertsen A.K.
S 040
Szeto A.
F 118
Szvarca D.
S 112
T
Ta M.
F 138, SY 27.3, SY 27
Taghizadeh M.A.
S 221
Talarico V.H.
F 222
Tandon P.
SY 48.3, S 212, S 213
Tariq S.
IPS 11.2
Tarragona M.
WK 3
Taslimy L.
S 126
Taupier K.
F 030
Tavares H.
F 222
Teagarden P.
SY 49.2
Teerenstra S.
S 145
Teixeira A.
F 060
Teotia A.
S 157
Thakor A.
SY 20.2
Thayer J.
CH 6
Thoen M.A.
S 140
Thomas R.
IPS 7.3
Thompson N.H.
S 091
Thompson P.M.
S 250
Thomson A. SY 31.2, F 157, SY 31
Thorberg F.A.
S 218
Tian Y.
S 124, S 125
Tiefenbach T.
IPS 14.4
Tindle H.
S 107
Tirro V.
S 178
Tobenas M.M.
S 229
Tobias J.
IPS 8.5
Tobo P.R.
F 222
Tokuyoshi Y.
S 149
Tomasulo D.
SY 5.1, S 002, S 003, WK 4
WK 13, WK 19
Toms E.
S 218
Tondar M.
S 126, S 127, S 128, S 129, S 130
Tondar S.
S 126, S 127, S 128, S 129, S 130
Topuz C.
S 196
Torrente P. SY 30.2, SY 30, SY 33
Trivett J.R.
SY 27.1
Trousselard M.
S 249
Trull L.
F 194
Tse C.K.D.
S 097
Tsigina O.
S 135
Tucker V.
WK 14
Tugade M.
Withdrawn
Tutu A.
SY 16.1, SY 16
Tweed R.
SY 6.1, SY 6, IPS 7.4
U
Uliaszek A.
Ulitenko T.V.
Underwood J.J.
Ungar L.H.
Unger J.B.
Urquiaga I.
Uzefovsky F.
S 057
S 036
F 018
IPS 11.5
IPS 5.4
F 116
IPS 5.2
V
Vaezi G.R.
F 050
Vaillant G.
IPS 10.3
Valdivieso L.
SY 16.1, SY 16
Valenzuela Hernndez E.R. F 037
Valerio Carbajal J.A.
F 175
Valiente C.
S 165, S 197
Vallerand R.J.
SY 9.2
Van Allen J.
DB 1
Van den Hout J. SY 44.2, SY 44, S 102
Van Kessel P.
S 222
Van Wezep M.J.
IPS 15.4
Van Woerkom M.
SY 11.2, SY 11.4, SY 22.1,
SY 22.3, SY 22
Vancleef L.M.G.
F 066
Vanderpol J.
S 205
Vara L.
F 168
Vasquez-Pinto L.V.
F 222
Vsquez-Velzquez I.
F 015, F 016 , F 017
Vazquez C.
S 041, S 042, SY 17.3, SY 4.5,
SY 7.4, SY 4, SY 7
Vzquez S.
SY 33.1
Vzquez Garca M.P.
F 037
Vella-Brodrick D.
SY 2, SY 28.3
IPS 3.2, IPS 6.3
Vendramini J.M.M.
F 222
Venning A.
S 007
Verma V.
IPS 6.3
Vernooij-Dassen M.J.
S 145
Vescovelli F. S 020, S 021, SY 4.2
Vickers-Willis M.H.
S 131
Vicua B.
S 108
Vie L.L.
SY 38.2
Vingrd E.
S 237, S 241
133

Visani D.
Vitters J.
Voloaca M.
Vrodos J.
S 160, SY 4.2
IPS 17.3
S 155, S 214
S 080, S 081
W
Wackernagel M.
Wagner C.
SY 34
S 058, SY 25
SY 25.2, SY 25.3
Waldenstrm M.
S 237
Walker A.
SY 3.4, SY 3, IPS 7.1
Walker C.N.
S 137
Wallace R.
S 107
Walls R.L.
S 011
Wandeler C.
F 095, S 238
Wang A.
SY 45.2, SY 45
Wang B.A.
S 194, F 180
Wang H.
S 245
Wang L.
S 124, S 125
Wang W.
SY 8.3
Wang Y.
S 245, S 246
Wang Y.C.
S 256
Warber S.
F 143
Warren E.
IPS 2.3, S 252
Warren M.
F 021, SY 36.2
Warren M.T.
SY 13.1, SY 13
Wasserman R.
SY 40.3
Waterman A.S. F 218, SY 9.1, SY 9
Waters A.F.
F 134, S 168
Waters L.
IPS 8.1, F 078, S 094, S 132,
S 188, SY 32.3, SY 32.4, SY 15
Waters L.E.
SY 15.2, SY 24.4, SY 32.2, SY 24
Weaver J.
F 070
Weaver K.
S 107
Weber M.
IPS 8.3
Weldon C.
S 225
Wellenzohn S.
S 050, S 051,
S 052, SY 21.3
Weller P.D.
S 011
Wenzel K.K.
IPS 14.1, F 024,
F 070, S 251
Weytens F.
IPS 16.2
Wheeler B.
SY 13.1
White M.
CH 4, IPS 8.1, F 051, S 080, S 094
SY 24.1, SY 3.3, SY 32.4, SY 35.2
Whiteman J.D.
S 071
Whittaker K.S.
IPS 12.2
Wichers M.
SY 4.4, SY 7.5
Wiederhold B.K.
SY 39.1, SY 39
Wiederhold M.D.
SY 39.1
Wilder N.
SY 1.3, SY 8.2
Willemse G.
S 143
Williamon A.
F 001
Williams A.-L.
F 234, F 235
Williams D.A.
SY 40.3
Williams M.M.
F 172
Williams P.
S 132
Wills E.
S 242
Wilson C.
F 143
Wilson M.
F 182
Win A.
S 215
Wink B.
S 193
Wissing M.P.
SY 2.2
Wittgensetin A.
F 031
Wittgenstein A.
F 005 , F 006
Wittmann D.
S 016
Wolsko C.
S 198
Womack V.
S 235
Wong B.
S 215
Woolgar S.R.
S 177
Wray.Lake L.
IPS 9.1
Wray-Lake L. S 040, S 046, S 216
Wright J.J.
S 101
Wright S.F.
S 101
Wu P.L.
F 062
Wu S.
S 111
X
Xiaohong S.
Xu Z.F.
S 176
S 236
Y
Yabuwaki K.
Yacksirk C.
Yacsirk C.I.
Yacsirk C.
Yakovlev S.
F 105
S 254
S 239
SY 42
S 230
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Yu F.
Yue X.D.
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SY 30.1
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Zacarias Salinas X.
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Zaccoli R.
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Zadeh Mohammadi A.
S 127
Zalles C.E.
S 044
Zand F.
S 243
Zavarce P.
F 040, S 044, S 048, S 049, S 195
Zenner J.
S 122
Zhang D.
S 240, S 199
Zhang N.
S 141
Zhao Y.
S 056, CH 3
Zhivotovskaya E.
SY 28.1
Zhu Z.
F 082
Zikratov G.
S 016
Zilberman M.L.
F 222
Zobell C.J.
F 228
Zolezzi S.
SY 43.6, SY 43
Zolezzi S.A.
S 093
Zusevics K.L.
S 084
Positive Psychology Graduate Programs at the Claremont Colleges
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Final Program

Third World Congress on

June 27-30, 2013

Applied Positive Psychology Committee

Message from the President of IPPA

Message from the Congress Program Chair

Saturday, June 29, 2013

The complete list of accepted posters is located on pages 36-57.

Positive Psychology Special Lecture

Prospection and Positive Psychology

Martin Seligman is Zellerbach Family Professor of Psychology and Director of the

Dr. Baumeister is Francis Eppes Professor of Psychology at Florida State University in

Friday, June 28, 2013

SY 2 Symposium: Happiness and Meaning across Nations:

IPS 2 Flow: Attitudes and Values (Selected Oral Presentations)

SY 13 A Mixed-Method Investigation of Happiness and Interpersonal Processes in US Adults

IPS 6 Measurement of Resilience and Well-Being (Selected Oral Presentations)

SY 28 Positive Psychology and the Internet: Disseminating Positive Interventions and

IPS 10.3 Positive Emotions and the Success of Alcoholics Anonymous

Sunday, June 30, 2013

SY 45 Relational Savoring, Healthy Relationship Functioning and Intervention Strategies

SY 48.2 Positive Media: An Introductory Exploration

F 001 Allegro in Crescendo: Profiling Wellbeing of Classical

F 012 Development of Staff Cultural Capacity in a Conservation Setting

F 006 Designing and Implementing Positive, Strengths-based Inquiry

F 017 Coping with Life, Happiness and Spirituality in two

F 007 Positive Psychology in Latin-American Contexts: Implications for an

F 018 The Multidimensional Well-being Assessment (MWA): Measuring

F 008 Adding a Positive Form to BDI-II Can Produce a Full-spectrum Scale

F 011 Ingroup Eco Arguments: Using Q Sort Methodology for a

F 019 What's in a Name? The Naming Ceremony Intervention for

F 023 What Does Leadership Development Have to Do with Program

F 035 The Happy Update: Self-reported Happiness Linked to Semantic

F 024 Differentiated Leadership: A Systems Perspective on Assessing and

F 036 The Dark Triad, Happiness and Words Related to Happiness

F 025 Abstract has been withdrawn

F 037 Resilience in Children with the Risk of Witnessing

F 028 Subjective Well-being, Psychological Capital and Character

F 039 The Application of the Individually Highest Strengths at Work

F 029 Psychometric Characteristics of the Spanish Version of the PsyCap

F 040 Validation of the Romantic Relationships Scale by Fraley, Waller

F 030 Character Strengths in the Work of Staff Giving Assistance to

F 041 Introducing a Practical Use of VIA System via a 4-Factors to Predict

F 031 Core Conceptions of Self Influence Character Strengths

F 042 "Youve Got to Have Heart," - A One Woman Cabaret Performance

Poster Session 1 (contd)

F 055 Acceptability of a CBT Program Supported by Virtual Reality and

F 067 Perceived Adaptive Schema: Indian Context

F 080 Yoga-Thrive: An Evaluation of the Physical and Psychological

F 079 Under My Skin: The Impact of Theatre in Addressing Body Image,

Poster Session 1 (contd)

F 104 Complexity as a Catalyst for Flow and Creativity in the Family

F 125 Efficacy of a Character Strengths Enhancement Program

F 116 Do Flourishing People Have Healthier Lifestyles? A Cross-sectional

F 117 Resilience Training in the Danish Army

F 129 A Campus-wide Mentoring System for First-year Students to

F 118 The Relationship of Oxytocin to Benefit Finding, Coping, and

F 126 Abstract has been withdrawn

F 128 The Inverse Relationship between Depression, Stress and Thai

F 130 Mobile-based Experience Sampling Method as an Accidental

Poster Session 1 (contd)

F 150 Subjective Well-being as a Result of Personal Growth Interpretation