Professional Documents
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Conference
on Well-being
in Education Systems
Department of Psychology
Scientific program
Positive Psychology Interventions:
Are
Mondaythey
20.11 effective for increasing well-
being?
10.00 - Registration
Aula magna
14.00 - 14.50 Keynote: Emanuele Berger, Dipartimento dell’educazione della cultura e dello sport “Well-being promotion in Ticino schools”
Aula magna
Fabian
14.55 - 16.10 Gander
Parallel session 1 Parallel session 2
Bullismo e prevenzione (ITA) Perspectives on well-being
Parallel session 1 in education (ENG)
Sala conferenze Rizzotti, P. “Essere felici a scuola, 181 inse-
gnanti contro il bullismo”. Raccanello, D. et al. “Definitions of well-
Parallel session 2 being and suffering: secondary school
Aula magna Saccardi, S. “Danza della tolleranza”. and university students’ conceptualization
International
Conference
on Well-being
in Education Systems
Department of Psychology
Main questions
Scientific program
• What are positive psychology interventions?
• Are they effective for increasing well-being?
Monday 20.11
• When and for whom do they work best?
• How do they work?
10.00 -
Aula magna
Registration
14.00 - 14.50 Keynote: Emanuele Berger, Dipartimento dell’educazione della cultura e dello sport “Well-being promotion in Ticino schools”
Aula magna
Department of Psychology
Department of Psychology
Parallel session 1
14.55 - 16.10
(abbreviated; after Seligman, Steen, Park, Parallel session 2
& Peterson, 2005)
Bullismo e prevenzione (ITA) Perspectives on well-being
Parallel session 1 in education (ENG)
Sala conferenze Rizzotti, P. “Essere felici a scuola, 181 inse-
gnanti contro il bullismo”. Raccanello, D. et al. “Definitions of well-
Parallel session 2 being and suffering: secondary school
Aula magna Saccardi, S. “Danza della tolleranza”. and university students’ conceptualization
Page 4
International
Conference
on Well-being
in Education Systems
Department of Psychology
10.00 -
• Counting kindness, etc. Registration
Aula magna
• Individualized approaches (based on participants‘
13.30 - 14.00 Opening session
characteristics), e.g.:
Aula magna
Department of Psychology
orderOpening
13.30 - 14.00 to getsessionhappier?
Aula magna
14.00 - 14.50
– Fordyce showed in several studies that students in a
Keynote: Emanuele Berger, Dipartimento dell’educazione della cultura e dello sport “Well-being promotion in Ticino schools”
Aula magna
“happiness program” based on the 14 fundamentals get
14.55 - 16.10
happier
Parallel session 1
Bullismo e prevenzione (ITA)
Parallel session 2
Perspectives on well-being
Parallel session 1 in education (ENG)
Sala conferenze Rizzotti, P. “Essere felici a scuola, 181 inse-
à Well-being can be deliberately
gnanti contro il bullismo”. improved
Raccanello, D. et al. “Definitions of well-
Parallel session 2 being and suffering: secondary school
Aula magna Saccardi, S. “Danza della tolleranza”. and university students’ conceptualization
International
Conference
on Well-being
in Education Systems
Department of Psychology
Fordyce‘s 14 Fundamentals
Scientific program
1. Be more active and keep busy
2. Spend more time socializing
3. Be productive at meaningful work
4. Get better organized and plan things out
5. Stop worrying
Monday6. Lower20.11 your expectations and aspirations
7. Develop positive, optimistic thinking
10.008.
- Get present-oriented Registration
Aula magna
9. Work on a healthy personality
13.30 - 14.00 Opening session
Aula10. Develop
magna an outgoing, social personality
11. Be yourself
14.00 - 14.50 Keynote: Emanuele Berger, Dipartimento dell’educazione della cultura e dello sport “Well-being promotion in Ticino schools”
Aula12. Eliminate
magna negative feelings and problems
13. Close relationships
14.55 - 16.10 Parallel session 1 Parallel session 2
14. Think about your own happiness
Bullismo e prevenzione (ITA) Perspectives on well-being
Parallel session 1 in education (ENG)
Sala conferenze Rizzotti, P. “Essere felici a scuola, 181 inse-
gnanti contro il bullismo”. Raccanello, D. et al. “Definitions of well-
Parallel session 2 being and suffering: secondary school
Aula magna Saccardi, S. “Danza della tolleranza”. and university students’ conceptualization
Page 7
International
Conference
on Well-being
in Education Systems
Department of Psychology
Department of Psychology
• 3 of the
13.30 - 14.00
Aula magna
interventions increased happiness and alleviated
Opening session
• Three
14.55 - 16.10 good
Parallel session 1 things Parallel session 2
Bullismo e prevenzione (ITA) Perspectives on well-being
Parallel session 1 in education (ENG)
• Gratitude
Sala conferenze Rizzotti, P. “Esserevisit
felici a scuola, 181 inse-
gnanti contro il bullismo”. Raccanello, D. et al. “Definitions of well-
Aula magna
• Using
Parallel session 2
signature strengths in a new way
Saccardi, S. “Danza della tolleranza”.
being and suffering: secondary school
and university students’ conceptualization
Page 9
Gander, Proyer, Wyss, & Ruch, in press, JoHS
International
Conference
on Well-being
in Education Systems
Department of Psychology
Intervention (1 week)
Three good Using signature
Replication Gratitude visit
Things strengths
Counting
Additional
Monday 20.11 interventions kindness
Gift of time One door opens
Intervention (1 week)
1 month
3 months
6 months
posttest
after
after
after
in Education Systems
Department ofhappiness
increase in Psychology
Scientific
gratitude visit program
3 good things
Monday 20.11
counting kindness
gift of time
10.00 - Registration
Aula magna
one door opens
13.30 - 14.00 Opening session
Aula magna
3 good things (2 weeks)
14.00 - 14.50 Keynote: Emanuele Berger, Dipartimento dell’educazione della cultura e dello sport “Well-being promotion in Ticino schools”
Aula magna
gratitude visit & 3 good things
14.55 - 16.10 Parallel session 1 Parallel session 2
3 funny things
Parallel session 1
Bullismo e prevenzione (ITA) Perspectives on well-being
in education (ENG)
Sala conferenze Rizzotti, P. “Essere felici a scuola, 181 inse-
Note.Parallel
An effect
session 2
is displayed if the comparison
gnanti contro il bullismo”.
between pretest and the respective time
Raccanello, D. et al. “Definitions of well-
being and suffering: secondary school
periodAuladiffered
magna from the
Saccardi, placebo
S. “Danza control group.
della tolleranza”. and university students’ conceptualization
Page 12
International
Conference
on Well-being
in Education Systems
Department of Psychology
• 13.30Personality:
- 14.00 inconsistent
Opening session findings
Aula magna
à All effects of participants‘ characteristics are small and do not argue against
conducting
14.00 - 14.50
Aula magna
interventions with any specific participant group
Keynote: Emanuele Berger, Dipartimento dell’educazione della cultura e dello sport “Well-being promotion in Ticino schools”
à14.55A- 16.10
recent study (November 6th) onParallel
Parallel session 1
potential
session 2
person moderators in adolescents
found no effects Bullismo when
e prevenzionetesting
(ITA) a broadPerspectives
rangeonof moderators including
well-being
Parallel session 1 in education (ENG)
demographics,
Sala conferenze seasonality,
Rizzotti, P. “Essere felici a scuola,personality,
181 inse- baseline characteristics, activity fit, and
gnanti contro il bullismo”. Raccanello, D. et al. “Definitions of well-
effort (Wang
Parallel session 2 et al., 2017) being and suffering: secondary school
Aula magna Saccardi, S. “Danza della tolleranza”. and university students’ conceptualization
Page 13
International
Conference
on Well-being
in Education Systems
Department of Psychology
• Attentional shift
Parallel session 1
14.55 - 16.10
(Wellenzohn, Proyer, & Ruch, Parallel
Bullismo e prevenzione (ITA)
2017) session 2
Perspectives on well-being
Parallel session 1 in education (ENG)
Sala conferenze Rizzotti, P. “Essere felici a scuola, 181 inse-
gnanti contro il bullismo”. Raccanello, D. et al. “Definitions of well-
Parallel session 2 being and suffering: secondary school
Aula magna Saccardi, S. “Danza della tolleranza”. and university students’ conceptualization
Page 14
intensity (1) and variability (2) of PEs a
International
with participants in the placebo group.
Conference
on Well-being
in Education Systems
Department of Psychology
(Gander, Proyer, & Ruch, 2017)
Positive emotions
Scientific program
Two conditions: Online registration
Random allocation
– 3 good things Basic demographic questions
– Placebo control (writing about path to work)
Pretest (mDes)
Method:
Intervention (during 1 week)
– Monday 20.11
N = 124
Day 1 - 7: mDes
– Daily positive emotions during 14 days Intervention
10.00 - Registration
– Well-being at pretest and at 2 weeks follow-up
Aula magna
Day 8: mDes
13.30 - 14.00 Opening session
Results: In the 3 good things condition:
Aula magna
– Parallel
Increase
session 1
in well-being
Bullismo e prevenzione (ITA) Perspectives on well-being
in education (ENG)
Sala conferenze Rizzotti, P. “Essere felici a scuola, 181 inse-
à Use of positive emotions
gnanti contro il bullismo”. words / experienced
Raccanello, D. et al. “Definitions of well-
Parallel session 2 being and suffering: secondary Figure
school1. Design of the study.
positive
Aula magna emotionsSaccardi, S.predicts increases in
“Danza della tolleranza”. and well-being
university students’ conceptualization
ng the intervention week and the compassion, contentment, gratitude, hope, interest, joy,
ed for both, intensity and variability. love, and pride) in the past day on a 5-point Likert-style
International
Conference
scale (0 = not at all to 4 = extremely). Internal consistency
ntervention group report a greater on Well-being
ross the two weeks in comparison at pretest was satisfactory (α = .78). in Education Systems
Department of Psychology
Positive emotions
Scientific program
3.00
Results Intervention
intervention groupgroup
For testing differences
Emotions elicited:
in the Placebo group
placebo group
perceived intensities of PEs, an
analysis • of Contentment
covariance (controlling for 2.50
* *
• Joy
PE at pretest) with an averaged total
* *
score for• PEs Hope
across the two weeks
as dependent variable and inter-
• vs.Love
ventionMonday placebo
20.11 as grouping 2.00
variable was computed. There was a
marginally significant difference
between10.00 the- intervention and the Registration
placebo à group
Aula
Increase
magna
in well-being
in the intensity of PEs,
1.50
F(1, 121)13.30=- 14.00
1.91, p =Opening.085. Analyses
is explained
were repeated
best sessionby
Aula magna at the level of single
emotionsincreases
(see Figure in 2).
joyEspecially,
and
contentment
contentment,
14.00 - 14.50
Aula magna
hope,Keynote:
joy, Emanuele
and Berger,
love Dipartimento
1.00 0
dell’educazione della cultura e dello sport “Well-being promotion in Ticino schools”
ncreased.
amusement
awe
compassion
contentment
gratitude
hope
interest
joy
love
pride
Amusement
Contentment
Awe
Compassion
Gratitude
Hope
Interest
Joy
Love
Pride
For the 14.55 variability,
- 16.10 thesession
Parallel number
1 of Parallel session 2
reported PEs (PEs rated as Bullismo e prevenzione (ITA) Perspectives on well-being
Parallel session 1 in education (ENG)
“extremely experienced”)
Sala conferenze was feliciave-
Rizzotti, P. “Essere a scuola, 181 inse-
gnanti contro il bullismo”. Raccanello, D. et al. “Definitions of well-
raged over the two
Parallel session 2
weeks, the being and suffering: secondary school
ntervention
Aula magna group S. “Danza della tolleranza”.Figure 2. Intensity
experienced
Saccardi, of the
and university ten emotions
students’ for both groups, corrected for pretest
conceptualization
International
Conference
on Well-being
in Education Systems
Department of Psychology
(Gander, Proyer, & Ruch, 2017)
Positive emotions / cognitions
Scientific program
Four conditions:
– Positive emotions:
„Do something pleasurable for 10 minutes and write it down“
– Positive emotions & cognitions:
„Write down (as neutral as possible) what pleasurable things you have
experienced today and try to re-experience these moments as vividly as
possible“
Monday 20.11
– Positive cognitions:
„Write down (as neutral as possible) what pleasurable things you have
experienced today and think about what you
10.00 -
Aula magna
could learn“
Registration
Department of Psychology
(Wellenzohn, Proyer, & Ruch, 2016)
Positive emotions / attentional focus
Scientific program
Four conditions:
– Positive emotions & attentional focus:
„Write down three funny things that happened today“
– Positive emotions:
„Write down three funny things that happened one week ago “
– Attentional focus:
„Count the funny things you are experiencing during the day “
Monday 20.11
– Placebo control (early childhood memories)
Method:
10.00 - Registration
Aula magna
– N = 695 adults
– 13.30Well-being
- 14.00 assessed
Opening session at pretest, posttest, and at follow-ups 2, 4, and 12 weeks
Aula magna
after the intervention
14.00 - 14.50 Keynote: Emanuele Berger, Dipartimento dell’educazione della cultura e dello sport “Well-being promotion in Ticino schools”
Results:
Aula magna
Department of Psychology
14.00 - 14.50 Keynote: Emanuele Berger, Dipartimento dell’educazione della cultura e dello sport “Well-being promotion in Ticino schools”
Aula magna
Department of Psychology
Department of Psychology
Department of Psychology
Department of Psychology
Proyer, Ruch, & Buschor, 2013
Non-individualized Strengths Program:
TheScientific program
Zurich Strengths Program (ZSP)
5 Sessions (10 weeks)
Hope Strong
Zest positive
EG1 Gratitude relation to
Baseline assessment
Monday 20.11
Well-Being assessment
Well-Being assessment
Curiosity well-being
Humor
10.00 - Registration
EG2
Aula magna
Kindness
13.30 - 14.00 Opening session
Creativity Weak
Aula magna
EG2 Appreciation of Beauty positive
14.00 - 14.50 Love
Keynote: Emanuele Berger, Dipartimento dell’educazione della cultura e dello of
sportLearning relation to
“Well-being promotion in Ticino schools”
Aula magna
Perspective well-being
14.55 - 16.10 Parallel session 1 Parallel session 2
Bullismo e prevenzione (ITA) Perspectives on well-being
Parallel session 1 in education (ENG)
Sala conferenze Rizzotti, P. “Essere felici a scuola, 181 inse-
Parallel session 2
gnanti contro il bullismo”. CG Waitlist control group
Raccanello, D. et al. “Definitions of well-
being and suffering: secondary school
Aula magna Saccardi, S. “Danza della tolleranza”. and university students’ conceptualization
23
International
Conference
on Well-being
in Education Systems
Department of Psychology
The ZSP
Scientific
Procedure: program
• Each session was dedicated to one strength
• One session consisted of
• Theoretical information (especially prepared for the general
population)
Monday 20.11
• What is gratitude?
• Research findings on gratitude
10.00 - Registration
Aula magna • Group exercise
13.30 - 14.00 • Opening
Discussions
session on when gratitude is shown in everyday behavior
Aula magna
(but also exercises by humor and creativity trainers)
14.00 - 14.50
Aula magna
• Keynote:
Home exercise
Emanuele Berger, Dipartimento dell’educazione della cultura e dello sport “Well-being promotion in Ticino schools”
Department of Psychology
Summary
Scientific program
• There is a broad array of validated positive
psychology interventions (Bolier et al., 2013; Sin &
Lyubomirsky, 2009)
Monday 20.11
• Although it is not quite clear how and for whom they
10.00 -
work best, the findings that they are effective in Registration
strongly recommended
Parallel session 1
Sala conferenze Rizzotti, P. “Essere felici a scuola, 181 inse-
in education (ENG)
Department of Psychology
Research group
Scientific program
swıppa! !
10.00 - Registration
Aula magna
Department of Psychology
References
Scientific program
• Bolier, L., Haverman, M., Westerhof, G., Riper, H., Smit, F., & Bohlmeijer, E. (2013). Positive psychology interventions: A meta-
analysis of randomized controlled studies. BMC Public Health, 13, 119. https://doi.org/10.1186/1471-2458-13-119
• Fordyce, M. W. (1977). Development of a program to increase personal happiness. Journal of Counseling Psychology, 24, 511–521.
https://doi.org/10.1037/0022-0167.24.6.511
• Fordyce, M. W. (1983). A program to increase happiness: Further studies. Journal of Counseling Psychology, 30, 483–498. https://
doi.org/10.1037/0022-0167.30.4.483
• Fredrickson, B. L., Cohn, M. A., Coffey, K. A., Pek, J., & Finkel, S. M. (2008). Open hearts build lives: Positive emotions, induced
through loving-kindness meditation, build consequential personal resources. Journal of Personality and Social Psychology, 95,
Monday 20.11
1045–1062. https://doi.org/10.1037/a0013262
• Gander, F., Proyer, R. T., & Ruch, W. (2017). A placebo-controlled online study on potential mediators of a pleasure-based positive
psychology intervention: The role of emotional and cognitive components. Journal of Happiness Studies, 1–14.
https://doi.org/10.1007/s10902-017-9909-3
10.00 - Registration
• Gander, F., Proyer, R. T., & Ruch, W. (2017). Positive emotions in positive psychology interventions. Unpublished Manuscript.
Aula magna
• Gander, F., Proyer, R. T., Ruch, W., & Wyss, T. (2013). Strength-based positive interventions: Further evidence for their potential in
enhancing well-being
13.30 - 14.00 and alleviating
Opening session depression. Journal of Happiness Studies, 14, 1241–1259. https://doi.org/10.1007/
s10902-012-9380-0
Aula magna
• Otake, K., Shimai, S., Tanaka-Matsumi, J., Otsui, K., & Fredrickson, B. L. (2006). Happy people become happier through kindness:
A 14.00
counting kindnesses
- 14.50 intervention.
Keynote: EmanueleJournal of Happiness
Berger, Dipartimento Studies, 7, della
dell’educazione 361–375.
culturahttps://doi.org/10.1007/s10902-005-3650-z
e dello sport “Well-being promotion in Ticino schools”
Aula magna
• Peterson, C. (2006). A primer in positive psychology. New York, NY: Oxford University Press.
• Proyer, R. T., Gander, F., Wellenzohn, S., & Ruch, W. (2016). Addressing the role of personality, ability, and positive and negative
14.55 in
affect - 16.10 Parallel session
positive psychology 1
interventions: Parallel sessionintervention
Findings from a randomized 2 based on the authentic happiness theory and
Bullismo e prevenzione (ITA) Perspectives on well-being
extensions. The Journal of Positive Psychology, 11(6), 609–621. https://doi.org/10.1080/17439760.2015.1137622
Parallel session 1 in education (ENG)
Sala conferenze Rizzotti, P. “Essere felici a scuola, 181 inse-
gnanti contro il bullismo”. Raccanello, D. et al. “Definitions of well-
Parallel session 2 being and suffering: secondary school
Aula magna Saccardi, S. “Danza della tolleranza”. and university students’ conceptualization
Page 29
International
Conference
on Well-being
in Education Systems
Department of Psychology
References
Scientific program
• Proyer, R. T., Ruch, W., & Buschor, C. (2013). Testing strengths-based interventions: A preliminary study on the effectiveness of a
program targeting curiosity, gratitude, hope, humor, and zest for enhancing life satisfaction. Journal of Happiness Studies, 14, 275–
292. https://doi.org/10.1007/s10902-012-9331-9
• Rashid, T., & Anjum, A. (2008). Positive psychotherapy for young adults and children. In J. R. Z. Abela & B. L. Hankin (Eds.),
Handbook of depression in children and adolescents (pp. 250–287). New York, NY: Guilford.
• Seligman, M. E. P., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education: positive psychology and
classroom interventions. Oxford Review of Education, 35(3), 293–311. https://doi.org/10.1080/03054980902934563
• Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology progress: Empirical validation of interventions.
Monday 20.11
American Psychologist, 60, 410–421. https://doi.org/10.1037/0003-066X.60.5.410
• Shankland, R., & Rosset, E. (2017). Review of brief school-based positive psychological interventions: A taster for teachers and
educators. Educational Psychology Review, 29(2), 363–392. https://doi.org/10.1007/s10648-016-9357-3
• Sin, N. L., & Lyubomirsky, S. (2009). Enhancing well-being and alleviating depressive symptoms with positive psychology
10.00 - Registration
interventions: A practice-friendly meta-analysis. Journal of Clinical Psychology, 65, 467–487. https://doi.org/10.1002/jclp.20593
Aula magna
• Wang, R. A. H., Nelson-Coffey, S. K., Layous, K., Bao, K. J., Davis, O. S. P., & Haworth, C. M. A. (2017). Moderators of wellbeing
interventions:
13.30 - 14.00 Why do somesession
Opening people respond more positively than others? PLOS ONE, 12(11), e0187601. https://doi.org/10.1371/
journal.pone.0187601
Aula magna
• Waters, L. (2011). A Review of School-Based Positive Psychology Interventions. The Educational and Developmental Psychologist,
28(2),
14.0075–90.
- 14.50 https://doi.org/10.1375/aedp.28.2.75
Keynote: Emanuele Berger, Dipartimento dell’educazione della cultura e dello sport “Well-being promotion in Ticino schools”
Aula magna S., Proyer, R. T., & Ruch, W. (2016). How do positive psychology interventions work? A short-term placebo-controlled
• Wellenzohn,
humor-based study on the role of the time focus. Personality and Individual Differences, 96, 1–6. https://doi.org/10.1016/j.paid.
2016.02.056
14.55 - 16.10 Parallel session 1 Parallel session 2
Bullismo e prevenzione (ITA) Perspectives on well-being
Parallel session 1 in education (ENG)
Sala conferenze Rizzotti, P. “Essere felici a scuola, 181 inse-
gnanti contro il bullismo”. Raccanello, D. et al. “Definitions of well-
Parallel session 2 being and suffering: secondary school
Aula magna Saccardi, S. “Danza della tolleranza”. and university students’ conceptualization
Page 30